Editor
Music blasts from the expansive Manurewa Intermediate School (MIS) auditorium as several hundred gyrating students and staff boogie exuberantly on the stage, on the floor, and in the aisles. Outside a few more make their chalk mark on one of several designated tagging boards erected about the school grounds. Tucked in the confines of the television studio a team works on a video clip and prepares for today’s MiTV (Manurewa Intermediate Television) broadcast of school notices. Another group is engaged in a bit of harmless ‘horse-play’ in the background of the ‘eco gardens’ the beautifully shaped and pristinely maintained flower and vegetable area central to which stands the glass house completely constructed by the students from recycled rubbish. Everything is upbeat. ‘We want every kid here to have fun every day,’ states school
principal Iain Taylor emphatically. The idea of keeping seven hundred and fifty pre-pubescents in a constant state of euphoric ‘fun’ is a frightening thought. In fact just how you bring them down from their exhilarating dance episode is something I want to see. I am amazed at how quickly order is restored as the kids emerge from their fitness session and head off in all directions to their various classes. Closer observation reveals they are being gently and unobtrusively cajoled by the many staff also emerging from the boisterous exercise spell. Staff and students relate easily with one another at Manurewa Intermediate and I am eager to understand more about how such open and wholesome relationships are built. A space has been allocated in his demanding timetable for
Iain Taylor, Principal
Teachers and students enjoy the fitness session in the auditorium
Pacific Islands class teacher, Ruth Lyden, ensures students value and understand their own native language and culture
The expectations of the school are clear for all to see
principal Iain Taylor and I to have a chat. First up he tells me, ‘To work here you have to love our kids; you have to really want to work with kids like ours or you won’t fit in.’ His tone has a cast iron determination about it. I get the impression you won’t be awarded a teaching position at the decile 1A MIS if you can’t convince the determined principal that you have passion and energy and give your all every single day without exception. ‘We have to give these kids the best six hours we can. We have to keep giving back to them. Teaching is not a job, it is a vocation’, says Iain. ‘We have a school mantra which we repeat often. It goes: All the time, every time, all of us, everywhere!’ The mantra refers to consistently living out the school’s vision and values. It’s a demanding expectation and difficult to imagine playing out unless there are some very strict rules and structures in place. Let’s talk about the rules. ‘We don’t have any,’ says Iain with a smile. ‘That’s where MOU Magic comes in.’ MOU Magic is the school’s behaviour programme which was developed by a focus group of students. MOU stands for ‘Moving On Up’ and the programme is called ‘the keys to success’. There are three tenets. We look after each other; we look after property and our environment; and we look after ourselves. Examples of behaviours that fit these codes are clearly displayed all around the school. ‘Kids own these expectations. They set them!’ insists Iain, ‘Our job is to hold the kids accountable to them. If we do that, we don’t need rules.’
He recognises that staff are the key to his children achieving success and is immensely proud of their commitment and the work they do. ‘It is the staff who set the tone and the culture of this school,’ he says. ‘My job is to set the direction and be a model to my team. I want teachers to give our kids the best day possible, every day, because for many of our kids none of our days is ever going to be as bad as one of their days.’ Iain Taylor admits to consistently and relentlessly demanding high standards from his staff but he is no dictator, as their feedback shows. Staff comments include: ‘He is reliable, efficient, consistent, open, and always hears you out. He is such a good, effective boss – a breeze to work with.’ ‘Iain walks the talk . . . I think it is important to have a principal who works as hard or harder than everyone else – he’s a perfect role model.’ ‘I love his bluntness and his involvement with all facets of the school is appreciated.’ ‘I have learned so much from Iain during my time here – the progress of the school in all areas is testament to his vision and leadership. He can be a tough guy to work for at times – he demands nothing but the best from his staff but this makes you rise to the challenge.’ The reality for kids who come from the very low income end of society is that opportunities are not knocking on their doors every day. ‘We know that many of our kids come from harsh neighbourhoods, where poverty thrives and where it’s a struggle for some to provide even the bare necessities of life,’ says Iain. ‘So here at school, we try to provide a really comfortable, pleasant, attractive environment where the kids all feel safe, secure and able to learn.’ The school grounds are a picture of order, cleanliness and luscious loveliness. The many raised vegetable gardens located in courtyards and strips dividing classroom blocks, yield fresh food which is cooked in the café and fed back to those in need of a lunch. It is also used in the food technology classes. The wellappointed shrubs, trees and colourful flowers add an ambience of calmness and beauty. Nowhere on the expansive playing field or school surrounds is there a single paper wrapper to be found: recycling bins and rubbish receptacles are plentiful and everyone is drilled in how to use them. The freshly painted buildings are a mix of new and old. They are all in excellent condition and
This 'wordle' visually reminds students what we are here for
tastefully adorned with bold motivating messages expressed areas where the kids can sit at a picnic table, have a conversation, artistically or in colourful ‘wordles’. They act as constant share ideas about a project or just socialise in a small group. We reminders of what the school aspires to and most values. This want that to happen and there’s usually someone about after is a far cry from the way the school was less school who will keep an eye out.’ than five years ago, when almost daily brawls This level of pastoral care for the children ensued and security guards were stationed at is well beyond what most schools would the gate. It was a school with a broken spirit, consider normal, but then this is no ordinary the last choice off the rank. It had received a school. The enthusiasm, energy and high series of one year ERO reviews and was no standards directed at the pastoral care of stranger to statutory intervention – before the students is similarly directed at their Iain Taylor turned up. academic achievement. For many of Iain’s students, being at school ‘We describe achievement here as the value is preferable to being in the ‘hood’ and if added to the holistic wellbeing of the child, home can’t provide breakfast or lunch, Iain at every opportunity,’ says Iain. ‘We want our Taylor will ensure that food is available. kids to have uplifted spirits and be engaged; ‘No kid goes hungry at my school,’ he says. to use constructive energy for motivation; ‘Anyone who hasn’t got food – and some may and to be contributors. This means giving not have had dinner the night before either every child the opportunity to be involved – will be fed,’ he says. in as many learning activities as possible School hours are a bit different for from which they can benefit academically, Manurewa Intermediate. Although the physically, or emotionally.’ official hours are the same as for any other A poster in the staff only area of the school school, it’s not unusual for students to arrive gives insight into what he expects from his as early as six in the morning or still be on teachers so that his children get the best. It Television presenter Tammy prepares the grounds at six at night. reads: for the day's announcements ‘I’m an early riser,’ says Iain, ‘so I’m at school ‘Our children are our treasure. They need a about five most mornings. If kids arrive early, bright future, for themselves and for all of us. that’s OK. They won’t be supervised as such but I’m here and Our country needs them. Teachers, principals and boards . . . We they can have access to certain areas before school opens. At need you to treat every child in your care as though they were night, sometimes kids will buy fish and chips for tea across the your own flesh and blood. We need them to become passionate, road and bring them back to school to eat them. It’s a safe, happy curious, confident, risk-taking, clear-headed, fearless, lifelong environment and all about the school are these smaller ‘intimate’ learners, team players and leaders. Teach creatively, boldly, Courtyard space filled with attractive gardens
Built entirely of recycled materials, the glasshouse (or rather plastic bottle house) is maintained by the students
intuitively, collaboratively. We are here to support you. We can do this. Hold each other accountable. Work together. Claim the future.’ Iain Taylor has studied educational philosophies and pedagogies at postgraduate level and none impresses him more than the philosophy of Italian Reggio Emilia. Emilia talks about children having three teachers. The first is the parent, second is pedagogy as delivered by teachers and the third is the environment. ‘That philosophy sits well with me, and that is why we place so much emphasis on our students having a healthy relationship with the school environment, which includes how we greet and treat the people in it,’ he says. The Reggio Emilia approach is based on four main principles: ■■
Children must have some control over the direction of their learning;
Isaac works on editing the school notices in the school television studio
Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing; ■■ Children have a relationship with other children and with material items in the world that children must be allowed to explore and ■■ Children must have endless ways and opportunities to express themselves ■■
That’s all well and good, but how do you provide students with ‘endless opportunities to express themselves’ when there is so much emphasis on lifting national standards scores for priority learners – the very learners that fill the classrooms of Iain Taylor’s school? ‘We don’t put too much emphasis on national standards here,’ says Iain. I won’t pressure teachers about lifting national standards results. Actually we don’t even have reading and writing as such, we teach Humanities. We are about adding value to the whole child and sticking to our vision to be adventurous risk takers.’ I am privileged to be taken on a school tour by students Tammy and Isaac. They attest to the school’s learning philosophy. ‘We are always being challenged to take risks like doing something new. At camp – we go for three days – and we do long bush walks and climbing. These are things we might never normally do. And it’s not just about physical challenges. We are always taking risks when we try anything new like just learning a new subject or topic, or learning to do something a different way – that’s taking a risk.’ First up, we must head across the playground to view the latest addition – the school Marae. It is built in stunning contemporary design near the school entrance and my guides light up like two kids showing off their very own creation. They are clearly immensely proud of their new Marae.
‘You get lots of opportunities here to do extra stuff,’ my guides tell me. ‘We have these focus classes for Pasifika and Māori language and culture, sports, music, performance, gardening and the environment and lots more.’ ‘I’m in Pasifika,’ says Tammy, ‘but I did gardening and helped to build the glasshouse from cut-up plastic bottles.’ Isaac is especially keen to talk about our next stop over. ‘This is the computer room,’ he says, ‘where you learn how to create art and posters digitally and a whole lot more. It’s really cool,’ he says. The practical hands-on nature of computer work obviously has strong appeal for the young lad. The room full of laptops is also available to students after school for teacher supervised homework. Only 36 per cent of the students’ own homes have internet connections so having flexible hours of internet access at school means the kids are not missing out. The X-Plo Tech room (Hard materials) is another fun stop-over where we observe a request posted by the X-Plo Tech teacher. It is entitled ‘Design Brief ’ and reads: ‘Mr Taylor needs a box to store his secret nick-nacks! You need to design and make a simple box with compartments. It must be made out of one wooden plank and look colourful!’ The influence of Mr Taylor is never further than the classroom door. The real gem is saved till last. It is the MiTV studio. Both Tammy and Isaac have worked in the school’s television studios, Isaac as a programme editor and Tammy as a presenter. Isaac slips into the editor’s chair to show me how the raw material is shaped into the final broadcast which goes out to all classes. He looks and behaves like a pro who has done this all his life. Tammy then talks about what you do when presenting the material for broadcast. I am stunned at the level of knowledge and understanding the pair shares. Tammy does not rule out the possibility of a career in television when she leaves school. Reflection and thinking are values that Iain Taylor wants all his students to take with them when they move on. In every classroom there are questions posted on the walls such as ‘What have you learnt about . . . ?’ ‘How could you improve this activity . . . ?’ ‘What helped you when something got tricky . . . ?’ ‘I imagine the whole school as an open plan classroom,’ says Iain. ‘Every student has their own form class and then they have different classrooms for different subjects. We then integrate an inquiry model linking all of the subjects.’ Part of the rationale for having different subjects in different classrooms is to ease the transition to secondary school and to give every kid a really full and broad curriculum covering all areas delivered by passionate teachers! ‘Our kids have quite high readiness for secondary school,’ he says. ‘It’s not such a big deal when they are already familiar with the structure.’ Another programme Iain accesses for his transitioning students is the junior version of the acclaimed ‘MATES (Mentoring and Tutoring Education Scheme), established by Dame Lesley Max at Auckland University for students coming to university from low decile schools. It’s especially designed for those who have the potential to achieve but are at risk of underachieving, and involves peer tutoring as well as mentoring. ‘I would like to see at least 400 of our students in this programme,’ says Iain, ‘but they just don’t have the capacity for those numbers at this stage. What is so good about the programme is that tertiary students provide targeted tutoring alongside the mentoring which strengthens the focus on learning.’
Christchurch Girls’ High School
EAD
To whom it may concern.
MUST R
I was approached by Brendon from Mil-tek about a year ago and he asked if I wanted to reduce the schools waste costs. This pricked my ears up, not only the savings to be made, but how much easier it would be for me to deal with the schools waste streams. After some discussion it was decided that I would trial a waste compactor to see the benefits for the school. I had the compactor for ten days and it was decided that we would purchase one, not after, but before the trial had ended, as I could see that it would benefit both the school, and me in my role.
We have made significant savings with our waste costs, going from 2 skip lifts a week to sometimes two a month. The school is now using these saving, where it is better spent. Having the compactor is allowing me to control what is going into the skip as general waste, and what we can recycle. It also allows me to control the movements of the waste company trucks visiting the school, as they would turn up on a scheduled basis and empty our skips whether they were full or not.
Mil-tek have been a great help to our school and without the implementation of the general waste compactor we would still have significant and unnecessary waste costs. The follow up and service from Mil-tek has been great, and I have no hesitation in recommending this company to any business that is looking at reducing their waste costs and footprint. I am also happy to give a verbal recommendation to any future Mil-tek customer. Regards Dave Schimanski Caretaker Christchurch Girls’ High School 0276319520 10 Matai Street Christchurch 8011 New Zealand Telephone: +64 3 348 0849 Fax: +64 3 348 0847 E-mail: admin@cghs.school.nz
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Students choose elective classes and this is the Pacific Island Student class
Another key to success according to Iain is involving the community as much as possible. Every parent is invited to the powhiri held at the start of every year and there are three opportunities for parent-student involved conferences. If a parent can’t attend teachers will arrange to conduct the interview at home. They are important meetings and double as an opportunity for conducting surveys. A Fono and Hui are held every term to consult with and feed back to parents and keep them informed of what’s going on in the school and smaller groups of parents meet with the principal for more focused discussions on a regular basis.
According to a recent parent survey, the principal’s efforts are paying off. Asked if they are proud to be associated with MIS, 79 per cent said yes, 87 per cent think their child gets a lot of opportunities at MIS, 80 per cent read the school newsletter and a whopping 92 per cent know where their child is at with their academic levels. They hugely appreciate the field trips (93%), the school camp (98%), cultural events (89%), sports trips (97%) and the parent interviews (95%). In a short few years, Iain Taylor has developed a parent community that feels well connected to the school. He has no illusions and is well aware that to achieve what he has done and maintain his standards has cost. He has to put in the hard yards as do his teachers and support staff. He works very long hours, has a strong presence throughout the school at every level, is a superb manager, has very high standards and is super organised. And what would he consider to be his most important strength as a leader? ‘Just being myself all the time, whether on or off the job and working the extra hours so that everything is always organised and not stressful. That’s what I try and model to my staff.’ He is universally admired, from the Minister of Education to the newest school entrant and has the utmost respect of each of his 65 staff. He’s earned his accolades through applying his considerable talents, intelligence, personality, enthusiasm and above all the sheer love of his students. He has breathed new life into a school that had no hope and has completely transformed it into a most beautiful thing.
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