Cluster Needs Analysis Southland- Murihiku Cluster (40)
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Cluster Needs Analysis Southland- Murihiku Cluster (40) Our vision Ehara taku toa, te toa takitini, engari ko te toa takitahi Success is obtained through the support of many Contents Section 1: Cluster Geographic and Demographic Characteristics o School Characteristics……………………………………………………………………… p.2 o Ethnicity of student population……………………………………………………… p.3 o Distribution of RTLB………………………………………………………………………… p.7 Section 2: Support Requested o Types of requests…………………………………………………………………………… p.8 o Ethnicity…………………………………………………………………………………………… p.9 o PB4L………………………………………………………………………………………………….. p.10 o Funding…………………………………………………………………………………………… p.11 Section 3: School Consultation o Participating schools………………………………………………………………………… p.12 o Timeliness………………………………………………………………………………………… p.13. o Effectiveness…………………………………………………………………………………… p.14 o Improving Teacher / School capacity……………………………………………… p.15 o Equity / Accessibility………………………………………………………………………… p.16 o Liaison o Interagency collaboration………………………………………………………………… p.18 o Communication………………………………………………………………………………… p.20 o Database………………………………………………………………………………………… p.21 o Improving the service Section 4: RTLB Team o Staffing…………………………………………………………………………………………….. p.23 o Hubs and Inquiries…………………………………………………………………………… p.23 o Accommodation………………………………………………………………………………. p. 24 o Strengths and qualifications…………………………………………………………….. p.24 Section 5: Summary – Areas for Development………………………. .p.25-26 2 Section 1 Cluster Geographic and Demographic Characteristics Data obtained from Cluster Records and District Profiles (Education Counts: Ministry of Education NZ) Our Cluster encompasses the Southland Region. Our employing School is Aurora College. Our most Northern School is Garston at a distance of 133 km. Te Anau School is 167 km to the West, Pukerau School is 79 km in an Easterly direction and our southernmost school is Halfmoon Bay on Stewart Island. Winters can bring ice and snow therefore planning has to take account of this when providing a service to schools. Team meetings can also be affected by weather and distance. These events are a significant way of connecting with each other and supporting practice development. It is important to include all team members in targeted PLD and also to provide support for casework regardless of the location of the RTLB. Across the region there are two different areas that are major tourist attractions: The Te Anau Basin and Stewart Island. Much of rural Southland is committed to dairy farming and this can have a huge impact upon rural communities and their schools. During the past 3 years a Transition Project has been sponsored by DAIRYNZ to provide some funding to support schools with Dairy Transitions. The Southland Murihiku Cluster has hosted this project on their website: www.southlandrtlb.org School Characteristics Within our Cluster we have 72 Primary Schools, 1 Intermediate, 1 Area School and 12 Secondary Schools of which 1 is Kura Kaupapa Maori. DECILE RATING OF SCHOOLS Decile 10, 10 Decile 1Decile, 1 2, 5 Decile 3, 9 Decile 9, 15 Decile 4, 5 Decile 5, 5 Decile 8, 12 Decile 6, 10 Decile 7, 12 There is 1 decile 1 school in our cluster: New River Primary. Some excellent systems work was undertaken in this school during the year. This enabled a much greater number of students to be supported through targeted PLD delivered to teachers and a collaborative strengths-based approach. A high percentage of our schools (38.5%) are U1-2 located in small and somewhat isolated rural areas. These schools are subject to stressors such as: the impact of Dairy Transitions, teaching principals, isolation, less ministry resourcing (5 of these schools are decile 10) and less community services available. The Liaison RTLB role has continued to provide much valued support to these schools maintaining respectful relationships and connecting in to other services as required. 3 Ethnicity of student population : Statistics provided by Ministry within Territorial Authority areas. Ethnicity of Students within the Cluster Southland Region Invercargill City Gore District Southland District 0 500 1000 1500 2000 Asian Pasifika Maori Southland Region Ethnicity - Across Cluster as a whole Maori Pasifika Asian Total Student Population Pasifika The graph reflects a similar pattern of ethnicity across the cluster. There are few students that are identified as Pasifika, within the Southland district; 29 schools in this area have no Pasifika students. The school with the highest number of Pasifika students is Southland Girls High School, but the highest percentage of Pasifika students when school roll is taken into account is at New River Primary School. Initiatives for Pasifika 4 The following schools have participated in the Talanoa Success project to improve outcomes for Pasifika students New River, Verdon College, St Patricks, Southland Boys High, Aurora College (2013 – 2015) Donovan Primary Newfield Park and Ascot Community School are part of a second project group begun in 2015. RTLB have been involved in supporting both these groups with one RTLB taking a leading role in co-ordinating follow up activities for the first cohort of schools. These groups will continue on in 2016 and will continue to be supported by the service. Continue involvement in the Talanoa project and other such opportunities as they arise Asian The fact that a significant number of Asian students have been identified may relate to workforce dynamics regarding industries such as Dairy and Tourism. James Hargest College has the largest number of Asian Students, however Invercargill Middle school has the largest percentage of their school roll identified as Asian students This is a significant group in our student population and as RTLB we need to become more familiar with their community and what works best for them. Initiatives for Asian Students Schools with higher numbers of Asian students have strong programmes for English Language Learners, especially Middle School which is situated near the Southern Institute of Technology and caters for the children of international students. Māori The largest number of Māori students live within the Invercargill City area which also includes the Bluff area. Families can be associated with the fishing industry – especially in the areas of Bluff and Riverton. Students of Kai Tahu descent (Tangata Whenua) whose families have joint ownership and rights of access to the Tītī Islands may be involved in harvesting chicks each year from April through May and the tītī can be used for food and for their feathers and down. This is a very significant cultural event for such students. The Tangata Whenua of Murihiku are Kai Tahu, Kati Mamoe and Waitaha. The need to become familiar with our local Marae has been previously identified in our strategic planning with the aim of building local knowledge, understanding Māori issues and building connections. In 2015 the cluster visited a small local Marae in the Hokonui area: Ō te Ika Rama Marae. Here we were able to talk with elders on the Marae and appreciated stories of the area such as the battle of Tuturau between Kai Tahu and Ngati Toa, we also visited the memorial at Tuturau. This was a special time for our team and also for the RTLB that work in this area. 5 We will aim to continue with this approach in the future. The Tuturay War Memorial at Tuturau Most students identifying as Māori within the Cluster are Maata Waka (all the waka) and often lack strong cultural and whanau links. This can make it difficult for RTLB to acknowledge culture as a strength, and to access appropriate support. Continue to work with members of the Māori educational community such as the Iwi Liaison Advisor. There is 1 Kura Kaupapa in our Cluster: Te Wharekura o Arowhenua. In many cases students attending Te Wharekura have limited language skills and are not supported by fluent speakers of Te Reo in their home environment. This provides a barrier to their success. In 2015 the cultural practice group worked with the SENCo at Te Wharekura to provide more effective support to the school by increasing the number of RTLB that were available to work appropriately in this environment, despite having limited skills in Te Reo. The practice model for working within Kura Kaupap Māori is still developing and will continue to be a focus in 2016. Eight Kohanga Reo are situated in our Cluster in Gore, Mataura and Invercargill. An independent centre provides an immersion setting in Bluff. 6 Kohanga reo / language immersion centre Address Te Kōhanga Reo Kia Ngāwari 106-108 Kana Street, Mataura 93 Mary Street, Invercargill Te Kohanga Reo o Kimihia Te Matauranga o Nga Tupuna Te Kohanga Reo o Murihiku Skye Street, Invercargill 195 Conon Street, Invercargill Te Kohanga Reo o Nga Hau e Wha 734 Tweed Street, Invercargill Te Kohanga Reo o Te Aho Matua Te Kohanga Reo o Te Ara Tika 2 Oreti Street, Gore Te Kohanga Reo o Te Rakau Kowhai o Nga 18 Willis Street, Invercargill Tamariki Te Kohanga Reo o Tumanako Rawhiti : 28 Ottrey Street, Invercargill Te Rourou Whakatipuranga O Awarua Cnr Henderson & Elizabeth Stre, Bluff Contact with Te Kōhanga Reo Kia Ngāwari has been established over the past two years and further strengthened when staff attended our Positive Start programme run jointly with Special Education in October 2015. Te Kohanga Reo o Te Ara Tika was unable to attend. Look for opportunities to build and strengthen connections with these centres through further opportunities such as Positive Start. Initiatives for Māori A number of our schools are working