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Choosing a School
Author : ERO
Created : 23 Mar 2003
Last Revision : 23 Mar 2003
Choosing a School for a Five Year Old Revised edition 2002 -------------------------------------------------------------------------------- How to use this publication There are five sections, the content of which is described below. Choosing a School: Step by Step Follow these steps to make a list of possible schools for your child. Then use the Information for parents section to help you choose between them. Key Questions to Ask at a School Use this list of questions as a basis for your discussions with the school principal. Information for Parents Find information about primary schools in this section. It is in alphabetical order with See also pointers to other information. There are explanations of some of the things you may want to know about schools and teaching programmes for five year olds. There are also comments on what a good school provides so you have a standard for your judgements. You can find out more about the differences between schools in this section. Five Year Olds in the Classroom Read some descriptions of good classrooms in this section. Useful Addresses Use this list to find addresses of local Education Review Offices and other organisations mentioned in this publication. -------------------------------------------------------------------------------- To parents and caregivers As your child approaches their fifth birthday you will, no doubt, be considering how they can get the best possible education for their vital first years at school as well as for the future. These days it is common for parents to find out about schools that their child could attend before making a decision about enrolment. This publication helps you make that decision. It explains the kinds of schools, classes and teaching there are for New Zealand five year olds and some of the words used to describe schools and classroom activities. Principals and teachers are used to parents asking about their school and their programmes. You may phone any school and make an appointment to visit the school, and to meet the principal and the teachers of five year olds. You will be welcome to look around the classrooms and playgrounds and watch some lessons. You may ask for explanations - principals and teachers are used to being asked questions and are keen for you to be involved in your childï¿½s schooling. When parents know about school and are interested in their childï¿½s schooling there is a greater likelihood that children will be successful at school. This publication suggests some questions to ask and some things to look for in the school and classrooms. It aims to help you clarify in your own mind what is important for you in giving your child a good start at school. The Education Review Office (ERO) has people who go into all schools and classrooms to inspect the teaching and learning. These reviewers see both the good schools and the less successful schools. In this publication we have drawn on their comprehensive experience of the best new entrant classrooms so that you can benefit from this expertise. -------------------------------------------------------------------------------- 1 Choosing a School: Step by Step Working through the following steps will help you sort out which school will suit your child best. Make a list of possible schools Narrow the list Consider the quality of education the school provides Make appointments to visit the schools you are considering Enrol your child at the school you have chosen 1 Make a list of possible schools Consider: transport to and from school closeness to your home or work whether there is a safe way to walk to and from school schools you will choose or have chosen for your childï¿½s brothers and sisters the schools your childï¿½s friends will be going to. Look for the names and addresses of schools near to where you live or work. Find these addresses: in the telephone directory from maps by contacting the nearest Education Review Office by contacting the local Ministry of Education. 2 Narrow the list There are different types of school, some of which may be available in your locality. Look in the section Information for parents under the following headings: Composite school Contributing school Full primary school Integrated school Kura kaupapa Mï¿½ori Private school Special needs If you are interested in the size of the school or the way junior classes are organised look in section 3, Information for parents under these headings: Closed roll Open plan classroom Roll sizes Single cell classroom If you prefer a particular type of school or if roll size is an issue for you find out the types and rolls of schools on your own list by: asking the school secretary reading ERO reports asking the Ministry of Education. 3 Consider the quality of education the school provides The quality of the education provided is the responsibility of the board of trustees. Look in section 3, Information for parents for Board of Trustees Principal Members of the board of trustees, the principal and teachers of the school should be willing to talk with you and answer your questions about the school. Most schools also have written information available. Look in section 3, Information for parents for Prospectus or Information Booklet ERO Documents and policies Charter Your childï¿½s learning is the most important issue to consider. Find out how teaching and learning are managed and organised day to day. Look in section 3, Information for parents for Curriculum Learning objectives 4 Make appointments to visit the schools you are considering Arrange to see the principal and any teachers of five year olds Ask to visit classrooms during the school day Observe children in the playground. Look at the relationships among children and between teachers and children. Expect the children to be contented and absorbed in their learning task. Do not expect a junior classroom to be silent. There should be a purposeful buzz of activity. Read the descriptions of good classrooms in Five year olds in the classroom Make sure that your child is likely to learn and be happy and secure in this environment. 5 Enrol your child at the school you have chosen 2. Key Questions to Ask at a School If I choose this school do you have a place for my child? What is special about this school? What will my child learn in the first year at school? How will I know what my child has learned? How does the school ensure that children are safe and happy? What should I do if I am worried about my childï¿½s progress or experiences at school? When will I be given information about my childï¿½s progress? Will I be able to come to school to help or be with my child in the classroom? What fees or donations does the school ask for? May I have a copy of the school charter? May I read the last ERO report on the school? Tell me about the school day. What time does the school day begin and end? What are the arrangements for the beginning of the day and for collecting children after school? How are play times organised? What are the arrangements for eating lunch? What should my child wear to school? Where are the toilets? Do children have to ask to use the toilets during class time? What are the arrangements if my child gets sick at school or has to stay at home because of illness? You may have questions about what you have observed around the school and you may want to ask questions about matters of special interest to you. A good principal will see the education of your child as a responsibility shared between school and home and will be pleased to answer all your questions. 3. Information for Parents The information in this part is in alphabetical order under the following headings: Age groups, year levels and class names Assessment Board of trustees Bullying Charter Closed roll Complaints Composite class Composite School Compulsory schooling Contributing school Correspondence School Curriculum Discipline Displays Documents ERO Family grouped class or whï¿½nau Fees Full primary school Headmaster Homeschooling Integrated school Kura kaupapa Mï¿½ori Learning centres Learning objectives Mï¿½ori bilingual classes New entrant Open plan or variable space Parents and caregivers Principal Private school Prospectus or information booklet Reading Recovery Reports Resources Roll size Rules Running records Scheme Single cell classroom Single sex, girls-only and boys-only schools Six year nets Skills Special education Special needs State school Subjects Syllabus Syndicate Teachers Type of school Age groups, year levels and class names Schools use age groups, year levels and class names to describe different classes. In some schools classes are named by a room number or a teacherï¿½s name. A five year old is in Year 0 or Year 1, may be called a new entrant and may also be in J1 or Junior One. The five year old may be in the New Entrant Class or Room 7 or Mr Rikiï¿½s Room. Six and seven year olds are in Years 2 and 3. Eight, nine and 10 year olds, in Year 4, 5 and 6. Eleven and 12 year olds in Years 7 and 8. Intermediate schools have Year 7 and Year 8 students only. The oldest children in a full primary school are in Years 7 and 8. See also: Composite school, Contributing school, Full primary school, Composite class, Single cell classroom, Open plan classroom Assessment Assessment is teachersï¿½ evidence of how well children have learned. Running records, checklists, files of childrenï¿½s work and marking are forms of assessment. Good schools use ongoing assessment of childrenï¿½s learning to assist them to plan teaching and learning programmes that suit the needs of children. They keep records of each childï¿½s achievement. Good schools have sufficient information after about one month to report to you on your five year oldï¿½s learning needs. Ask when you will be told how your child is getting on at school. See also: New entrant, Reports, Running records, Six year nets Board of trustees The board of trustees, that is elected by the parents of the children in the school, is responsible for everything the school does. The board of trustees is the employer of all the staff, including the principal and the teachers. In a good school the trustees and the principal respect one anotherï¿½s roles and responsibilities, relationships are harmonious and business-like, and together they make decisions that benefit children. A good board of trustees makes sure parents know where and when its meetings are held and welcomes parents to its meetings. Attend a board meeting and observe how the board controls the operation of the school, what it sees as important and how trustees interact with one another and with the principal and staff. See also: Principal, Headmaster, Charter, Curriculum Bullying Bullying is physical, verbal and emotional assault. Bullying can occur among pupils or can involve teachers. All schools should take steps to eliminate bullying and it should never be dismissed as simply part of growing up. Good schools are very public about their opposition to bullying and intervene when bullying or any other violence is suspected or identified. They actively promote considerate and non-violent behaviour. Find out what the school does to prevent violence and bullying and how it deals with complaints. See also: Complaints, Discipline Charter The school charter is the signed agreement between each board of trustees and the Government. It states the aims, purposes and specific objectives of the school and includes the national aims and objectives for all schools. Good schools base all their planning on their charter and revise it regularly so that everything they do reflects the educational needs of their students. Read the schoolï¿½s charter. Expect the aims, purposes and objectives to be reflected in what you hear about the school. These should also be evident in what you have seen in the school and should match your own hopes for your childï¿½s education. See also: Curriculum, Prospectus Closed roll Some schools have an enrolment policy to avoid overcrowding. Where a school has an enrolment scheme the roll may be closed and you may not be able to enrol your child. If you have chosen a school with an enrolment scheme, make sure that it meets your own criteria. The popularity of the school may be based on factors not necessarily important to you and your child. See also: Roll size Complaints There are times when parents are not satisfied with something to do with their child or the school and want to make a complaint to the school. Good schools have a complaints policy outlining how complaints should be made and how they will be investigated. Using the procedures outlined in such a policy is particularly useful, for example, if your child is being bullied. Make sure that the school has a written complaints policy when you are looking through policies and other written information the school provides. See also: Bullying, Policies Composite class A composite class has more than one age group or year level of children. For example, there might be five, six and seven year olds in one classroom or a school with two teachers might have a junior classroom for children in their first four years at school and a senior classroom for children in Years 5 to 8. In good composite classrooms the teacher ensures that learning objectives are challenging for all children. No child is held back because of the younger children in the class and the younger children are stimulated by the more advanced work they see the older children doing. Observe a composite class in action during an ordinary school day. Children should be industriously absorbed in their own learning. Different age groups should work together as well as separately. Read the descriptions of composite classes in section 4, Five year olds in the classroom in this publication. See also: Open plan classroom, Single cell classroom Composite school Composite schools combine primary and secondary education and take students from five year olds right through to Year 13. Composite schools are mainly in rural areas but there are also private and integrated composite schools in urban areas. Good composite schools draw on the benefits to students of having a wide range of age groups in one school. They are not just a separate primary, intermediate, secondary school on the same site. Studentsï¿½ education should progress easily without disruptions at each stage of schooling. Observe the relationships and definitions between levels of schooling. Are the transitions through stages of schooling easy? Is the school leaver whose entire schooling has been in the composite school confident and well motivated? See also: Contributing schools, Full primary schools Compulsory schooling The law requires all children living in New Zealand to be enrolled at a registered school on their sixth birthday and to remain at school until their 16th birthday. It is illegal for schools to enrol children at school before their fifth birthday. You will need to show your childï¿½s birth certificate when you enrol them in a school. Most children start school on their fifth birthday. Good schools make arrangements for children and their parents to visit the school in the few months before the child is five. See also: Home schooling, New entrant, Free education Contributing school A contributing school has children from new entrants at the age of five up to students who are in Year 6. After a contributing school most children go to an intermediate school or a Year 7-13 school. Most contributing schools are in urban areas. For a five year old there is little difference between a contributing school and a full primary school. Consider how the change of school later on at Year 7 may affect your child. See also: Full primary school, Composite school Correspondence School The New Zealand Correspondence School provides education for students who, for some reason, cannot attend a regular school. Parents usually supervise their childï¿½s learning. Contact the New Zealand Correspondence School for more information. See also: Useful addresses, Homeschooling Curriculum The curriculum is what the school teaches and what the children learn. Teaching the curriculum is the schoolï¿½s most important responsibility. The main job of teachers is to plan and organise teaching and learning programmes for the children according to approved curriculum statements. The New Zealand Curriculum Framework is the official policy about what teachers should teach and children should learn in New Zealand schools. It describes the principles underpinning the curriculum in schools, the essential learning areas and skills and the place of values and attitudes in the classroom programmes. In good schools all children, including five year olds, are involved in learning programmes in reading, writing and other language skills as well as mathematics, science, social studies, the arts, technology, health and physical education. Ask the principal or new entrant teacher what your child will be learning in the first few years at school. You should see evidence of activities in all of these areas of learning in your observations in classrooms. See also: Learning objectives, Subjects, Skills Discipline School discipline systems set boundaries for children and teachers. Children cannot be expected to learn in an environment that is out of control and are more likely to feel safe and secure in a school with good discipline. It is illegal for a teacher to use physical force to discipline a child. Good schools have well-defined, consistent guidelines for behaviour so that children know what is expected of them and find it easy to comply with rules. In good schools teachers have effective strategies that ensure childrenï¿½s learning is not disrupted by other children. In a good school discipline systems promote self-management, problem-solving and communication skills. Ask the principal about school rules, classroom discipline, punishments and rewards and the schoolï¿½s strategies to prevent bullying. Consider whether your child will understand the rules and feel secure at school. See also: Bullying, Complaints, Rules, Skills Displays Children like to see their work attractively displayed at school. They enjoy reading displays of their own work and the work of others and can learn from these. In good schools childrenï¿½s work is displayed in classrooms and in public places like the foyer, the displays are fresh and lively, all childrenï¿½s work is represented and children want to show you their own work. Expect to see displays of childrenï¿½s work that celebrate childrenï¿½s achievements and reinforce learning. See also: Section 4, Five year olds in the classroom Documents Well documented charter, policies, procedures and programmes are part of good school management. Good schools have documents on the whole range of activities and responsibilities of the school from those that show how they teach each of the different subjects in the curriculum to those that outline how they deal with complaints from parents. The schoolï¿½s documents should be written in clear straightforward language. Read the schoolï¿½s documents or policies on topics that interest you. Schools have documents about such matters as: mathematics, discipline, complaints procedures, education outside the classroom and students with special abilities. See also: Charter, ERO, Scheme ERO The Education Review Office or ERO is the Government department that has the responsibility and right to inspect schools and publish reports on the quality of education the school is providing for children. ERO reports can be obtained from the school or from the ERO office nearest to the school. The addresses of these offices are listed at the end of this publication. The most recent report on a school is also accessible on the ERO website www.ero.govt.nz. ERO reports are available on all schools. They comment on the things that are done well in the school as well as on where improvement is needed. Good schools will take steps to remedy any problems identified in an ERO report. Read the ERO report on each school you are considering. Ask questions about the ERO report when you meet the principal, teachers or members of the board of trustees. ERO reports often alert the principal and board of trustees to a need for improvement and parents should look for evidence that the school has responded positively to this independent evaluation. See also: Section 5, Useful addresses (page 37) Family grouped class or whï¿½nau In this kind of class children are grouped together in a wide range of age groups. There might be five year olds up to 11 or 12 year olds in the same classroom. A school could have a number of family grouped classrooms. A family group could be in an open plan or a single cell classroom. In a good family grouped classroom five year olds are not isolated but are included in all activities. Older children and new entrants interact and cooperate. Expect to see all the characteristics of a good classroom with the additional advantage to five year olds of learning alongside children who are more advanced. See also: Open plan classroom, Single cell classroom, section 4, Five year olds in the classroom Fees The Education Act 1989 states that... every person who is not a foreign student is entitled to free enrolment and free education at any state school during the period beginning on the personï¿½s 5th birthday and ending on the 1st day of January after the personï¿½s 19th birthday. Most schools ask parents to pay an activity fee. In a state school the payment of such a fee cannot be enforced. Good schools make it clear to parents that fees are voluntary donations. They use activity fees to provide additional school resources such a library books, computers and sports equipment. An integrated school can require parents to pay attendance dues. Money raised in this way must be used for land, buildings and other school facilities owned by the proprietors of the school. Integrated schools may also ask for the voluntary payment of activity fees. Find out about the voluntary school fees and attendance dues for each school you are considering. See also: Integrated school, Private school Full primary school A full primary school teaches children from new entrants to the end of two Year 8 after which students go to a secondary school. Most rural primary schools are full primary schools. Very small schools with three or fewer teachers are almost always full primary schools. In these schools the principal is also a classroom teacher. If there is more than one teacher the new entrants or five year olds are not usually in the principalï¿½s class. For a five year old there is little to distinguish between either a contributing school or a full primary school with more than seven teachers. Read the descriptions of composite classes in section 4, Five year olds in the classroom in this publication. See also: Contributing school, Composite school, Correspondence School, Home schooling Headmaster The principal who is the head teacher of the school is sometimes called the headmaster or headmistress. See also: Principal Homeschooling Parents who choose to teach their children at home instead of at a school must get approval to do so from the Ministry of Education. Homeschooling is also called ï¿½an exemption from enrolment.ï¿½ Good homeschooling requires a high level of commitment from parents and children. If you choose to homeschool your child make sure that your child makes as much progress as they would at school. Also ensure that your child has opportunities to interact with other children. See also: Correspondence School Integrated school Integrated schools are former private schools that have joined the state education system. They are funded by the Government and are required to follow the New Zealand Curriculum. The education provided by state integrated schools is essentially the same as that provided by other state schools although they have the added feature of a special character, usually religious. All Roman Catholic schools are integrated schools. There are also integrated schools like Rudolph Steiner or Montessori that base their special character on an educational philosophy. Good integrated schools provide high quality teaching and learning programmes within the New Zealand Curriculum with the additional features of their stated special character. Find out about the special character of an integrated school and consider its impact on your child. Ask about the payment of attendance dues and school fees. An integrated school can require parents to pay attendance dues. Money raised in this way must be used for land, buildings and other school facilities owned by the proprietors of the school. Integrated schools may also ask for the voluntary payment of activity fees. See also: Fees, State schools Kura kaupapa Mï¿½ori In kura kaupapa Mï¿½ori the same subjects are taught as in other state schools but te reo Mï¿½ori (the Mï¿½ori language) is the language used by teachers and children almost all the day. In 2000 there were 61 state kura kaupapa Mï¿½ori. Good kura kaupapa Mï¿½ori have teachers who are fluent speakers of te reo Mï¿½ori and are also able to provide high quality education across all subjects in the curriculum. Good kura kaupapa Mï¿½ori base every aspect of their operation on tikanga Mï¿½ori, or Mï¿½ori principles. Expect to find all the characteristics of other good schools in the kura with the addition of full time use of te reo Mï¿½ori. Find out how you and your whï¿½nau will be involved in the day to day life of the school. See also: Mï¿½ori bilingual classes Learning centres An area in a classroom set up around a theme with learning resources and some materials for children to use is called a learning centre. For example, a science learning centre might have some books about trees, a collection of leaves and the materials for children to make leaf rubbings to record their observations of the patterns of leaves. Many good classrooms have two or three learning centres. You will see children or pairs of children working at the tasks set up in the centre. When you are visiting the classroom look for learning centres and expect to see children absorbed in what the centres offer. See also: Resources Learning objectives Achievement objectives are broad statements of what students are expected to know and be able to do in order to show what they have learned. They are the aims or goals of teaching and learning programmes and are described in curriculum statements. Good schools set challenging learning objectives for their teaching programmes from these achievement objectives. In good schools teachers have detailed records of each childï¿½s progress towards meeting these objectives. Ask if discussions and explanations of achievement objectives are included in meetings for parents and prospective parents. Ask what the learning objectives are for your child during the first few months of school. See also: Assessment, Curriculum, Policies and Documents, Scheme Mï¿½ori immersion classes In an immersion class some or all of the curriculum is taught in te reo Mï¿½ori in that classroom. In 1997 there were 472 schools with bilingual and/or immersion classes. In an immersion class tikanga Mï¿½ori is the base for the whole operation of the class. Children in the immersion class and their teachers have good relationships with the rest of the school and other classes in the school also have a Mï¿½ori component in their regular programme. Consider the descriptions of good new entrant classes in section 4, Five year olds in the classroom and expect to find all of these features in the immersion class with the addition of te reo Mï¿½ori. See also: Kura kaupapa Mï¿½ori New entrant In big schools five year olds usually begin school in a new entrant class or group with a specialist new entrant teacher. Because most children start school on their fifth birthday the new entrant class can grow from day to day. In small schools new entrants have special programmes within the composite group. In a good school children move from the new entrant class or on to more advanced programmes according to their progress. Ask how long your child is likely to remain in a new entrant class or group. Ask when you can expect a first report on your childï¿½s learning needs and progress. See also: Assessment Open plan or variable space An open plan or variable space school or classroom is designed so that several classes of children and several teachers use a group of spaces in a variety of ways. Teaching and learning is organised so that there are different groupings at different times of the day. In a good open plan classroom the available space is used in a flexible way and children have a planned programme in which they interact with different teachers at different times of each day. Teachers working in a good open plan room cooperate in their planning and assessment of childrenï¿½s learning and all the teachers in the syndicate or group of teachers know all the children. There are opportunities in a good open plan classroom for children to learn at a higher level in subjects they are good at and to catch up easily in areas where they have difficulty. Observe an open plan classroom in action during an ordinary school day. Children should be industriously and calmly absorbed in their own learning. Consider whether the open plan classroom makes maximum use of the special abilities and different strengths of teachers to benefit your child. Read the example of an open plan classroom in section 4, Five year olds in the classroom. See also: Composite class, Single cell classroom Parents and caregivers Parents and caregivers have an important relationship with the school. On their childrenï¿½s behalf they choose a school and have a right to expect that the school will provide good education for their child. Good schools make parents welcome at school, value their input and pay attention to their preferences. Good schools include fathers, mothers and grandparents in classroom activities and organise occasions when parents can discuss educational issues with teachers and other parents. Observe the schoolï¿½s inclusion of parents in the day to day life of the school. Expect the principal, board and teachers to treat you as a partner in your childï¿½s education. See also: Board of trustees, Principal, Teachers Principal The principal is the head teacher and manages the school day to day according to the policy directions of the board of trustees. The principal is responsible for ensuring that teachers are doing their job well and that children are learning and are safe at school. A good principal has a major influence on the quality of education provided for the children in the school. A good principal is able to tell you what children are expected to learn and is ready and available to discuss your child with you before and after enrolment. A good principal is interested in your hopes and aspirations for your child and concerned for your childï¿½s educational progress and general well-being. Talk with the principal of the school and expect full answers to your questions. See also: Board of trustees, Teachers Private school Fully or provisionally registered private schools are funded mainly from parentsï¿½ fees and donations and their land and buildings are the property of the owner. Private schools must have suitable premises, staffing, equipment and curriculum and must provide tuition of a standard no lower that that given by an equivalent state school. They may, however, design their own curriculum. ERO inspects private schools every three years so that they can maintain their registration. A good private school should be able to explain what it offers that is different from other schools. It may have a different curriculum and different classroom arrangements and may include elements not usually part of a state school programme. Ask the principal about the distinctive features of the school. Ask about special features of the curriculum, classrooms, teachers and grounds and buildings. Get a clear statement of the compulsory fees and any voluntary donations expected. See also: Fees, State school Prospectus or Information Booklet A prospectus or booklet of information for parents is produced by a school to provide information about the school. A good prospectus is likely to include a statement about the schoolï¿½s mission or goals, names of staff members, names of board of trustee members, a year calendar of school events like sports days, daily starting and closing times, dates of board meetings, holiday dates, the complaints procedure, lunch ordering systems and uniform and school rules. Ask for written information like this about the school as one of the first steps in choosing a school. See also: Charter, Documents and policies Reading Recovery Reading Recovery is a special teaching programme designed to give help in reading for six year olds with the lowest reading levels in the school. In good schools the first wave reading teaching is successful for most children and special programmes like Reading Recovery are arranged for any children having difficulty. All children should continue to be taught the reading and study skills they need throughout their schooling. Find out about the schoolï¿½s overall success in teaching reading. In classrooms look for children selecting books from classroom displays and settling to read them and for children who are absorbed in their reading and interested in browsing among books. See also: Curriculum, Running records, Six year nets Reports Schools provide reports on childrenï¿½s progress both orally and in writing. Good schools provide parents with regular written reports about twice a year and with opportunities to discuss your childï¿½s progress in between. Expect regular reports on your childï¿½s learning. Discuss your childï¿½s progress with the teacher after each written report. After about one month the school should be able to report your childï¿½s learning needs. See also: Assessment Resources Classroom materials such as books, paint, paper and equipment are called resources. In good schools the resources are clean, up to date, in good order, stored in a tidy manner and easily accessible to children Look for a wide range of books, interesting equipment and materials in all classrooms. See also: Displays Roll size School size is a factor that may influence parental choice. In New Zealand about 500 primary schools have fewer than 50 children. There are about 200 big primary schools with more than 400 children. Contributing schools tend to be larger than full primary schools. Most small rural schools are full primary schools. The principals of most primary schools spend several hours a week teaching - the number of hours depending on the size of the school. In the smallest schools the principal has a full teaching load with responsibility for a particular class. Good small schools have established strategies to ensure that children are exposed to a wide variety of choices and experiences. Good big schools have developed strategies to make a new entrant feel secure and safe within the larger group. Look at the classrooms used by new entrants. In a small school they share the room with children who have been at school for two or three years. There is a variety of classroom arrangements for new entrants in big schools. Read the examples of good practice in the final section of this booklet to help you judge the significance of what you see. See also: Open plan classroom, Single cell classroom Rules School rules define what is expected of students and teachers. Good schools have few rules, expressed as what should be done rather than what is prohibited. Children understand the reason for good school rules and find it easy to comply with them. Good school rules focus on self-management, problem-solving and communication skills. Look at the school rules and find out what punishments are the consequence of infringements. Consider whether your child will understand the rules and feel secure at school. See also: Bullying, Complaints, Discipline, Skills Running records Running records are used by teachers to check up on childrenï¿½s reading development. The teacher records how the child reads each word, showing the details of mistakes, the changes made according to context clues and the way the child goes back to make sense of a phrase. This record is sometimes made on a copy of the page and sometimes on a blank piece of paper. Good teachers use running records to analyse individual childrenï¿½s progress and learning needs. Ask when the school provides feedback to parents about their childrenï¿½s reading progress and learning needs. See also: Assessment Scheme The schoolï¿½s scheme or curriculum management document is the teachersï¿½ policy document about curriculum. The scheme sets out details of the classroom programmes and learning objectives. In good schools the scheme is the basis of all teacher planning. Each teacher will frequently refer to their own planning and to the scheme and make adjustments in order to ensure that achievement objectives are met. The principal or a teacher may mention the scheme when discussing what your child will learn. See also: Learning objectives, Curriculum Single cell classroom A single cell classroom has one set of about 15 to 25 students and one teacher. Good single cell new entrant classrooms have all the characteristics of other good classrooms: children are absorbed in their learning, there are books and equipment which children use and childrenï¿½s work is on the walls. Look at the new entrant classroom. Look for evidence that children are contented and stimulated in this classroom. See also: Displays, Open plan classroom, Resources Single sex, girls-only and boys-only schools Single sex education is more common at the secondary level. Some private schools are single-sex schools and have primary classes. Six year nets Six year nets are a comprehensive assessment of each six year old childï¿½s progress in reading and writing at the end of the first year at school. Good schools make careful and thorough assessments of all children when they have had one year at school. This information should be shared with parents. Find out how the school shares information it gathers about childrenï¿½s reading progress with parents. See also: Assessment, Curriculum, Learning objectives, Running records Skills The New Zealand Curriculum specifies essential skills that all students are to develop across the whole curriculum throughout their time at school. These are: Communication Skills Numeracy Skills Information Skills Self-management and Competitive Skills Social and Co-operative Skills Physical Skills Work and Study Skills Good schools pay attention to these skills in all activities. Classroom learning programmes include the development of the skills over time. See also: Curriculum, Discipline, Subjects Special education Special education is the provision of extra assistance, adapted programmes or learning environments, or specialised equipment or materials. Children with a disability, learning difficulty or behavioural difficulty may receive special education when they have been identified as needing alternative or additional resources to those usually provided in a school. When children with special education needs take part in a schoolï¿½s regular classes it is called mainstreaming. They may also be in a special class or unit within the school. Some special education is based in separate schools. Children with special education needs have the same rights to enrol and receive education at a state school as other children. Good schools provide programmes to meet the particular needs of all students. They are open and welcoming to all children whatever their ability. They organise support for children with special needs using specialist staff, advisers and teacher aides. All children benefit from the experience of learning alongside children with special needs. Discuss your childï¿½s special education needs with the principal and with the specialist from the Specialist Education Services. See also: Useful Addresses - Specialist Education Services, Special needs Special needs Some children have special needs that arise from special abilities. For example they may be very musical or be able to speak more than one language. Other children may have special needs that arise from the fact that they do not speak English at home or they have had no experience of early childhood education. Good schools focus on the special learning needs of all children. They provide programmes that widen the intellectual horizons of unusually intelligent children and they provide special programmes for children who speak languages other than English. Discuss your childï¿½s special needs with the principal. Expect the principal and teachers to be interested in your childï¿½s special learning needs and to foster their special abilities. See also: Reading Recovery, Special education State school State schools are funded by the Government and are required to follow the New Zealand Curriculum. Most New Zealand schools with primary classes are state schools. See also: Free education, Integrated school Subjects Seven essential learning areas or subjects are included in the New Zealand Curriculum: English, Te Reo Mï¿½ori and other languages Mathematics Science Technology Social Sciences The Arts Health and Physical Well-being Curriculum statements produced for these learning areas outline what should be taught in more detail. In good schools all children, including five year olds, are involved in learning programmes in reading, writing and other language skills as well as mathematics, science, social studies, technology, art, music, health and physical education. Ask the principal or new entrant teacher what your child will be learning in the first few years at school. See also: Curriculum, Learning objectives, Syllabus The New Zealand Curriculum Framework has adopted the term curriculum statement for all statements of a required syllabus. Mathematics in the New Zealand Curriculum, Science in the New Zealand Curriculum and English in the New Zealand Curriculum are three national curriculum statements that set out a required syllabus from the first year at school. For more go to ERO

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