Why Choose Us

 Long term goals to raise student achievement:

  • Teachers are committed to their own professional inquiry to ensure their continuous improvement.
  • In Reading/Panui, Writing/Tuhituhi, Mathematics/Pangarau all students will be achieving at the “At” or “Above” levels of achievement as determined by the New Zealand Curriculum Standards.
  • Student will lead and actively participate in our school’s culture which promotes a healthy and well-balanced lifestyle.
  • A collective approach to inquiry is undertaken by the entire school community.
  • A creative and innovative curriculum which engages and excites our learners drives the purpose for learning at SPS. Students will demonstrate high levels of proficiency of the key competencies across the school day.
  • Te Puna Waiora students have the opportunity to develop Te Reo Maori while participating in an environment that has Tikanga Maori as an integral part of the programme.
  • All students will be multi literate and integrate e-learning throughout the day.
  • The hub supports the learning community of Sylvia Park School to extend and elevate learning for all. The school’s property will continue to support learning and teaching for our 21st Century learning community.
  • The community of Sylvia Park School will play a leading role in the development of the community of schools for our local area.

Students will demonstrate their learning through

  • A rich and balanced education for the 21st Century which will be delivered through the process of inquiry and encompass all learning areas as necessary.
  • Literacy and numeracy will form the foundation through which all other Learning Areas will be realised.
  • Our school Mission and Vision statements reflect our school values. These values are developed through the process of inquiry and the development of the key competencies through rich learning experiences and contexts.

SPS Approach to Learning including the NZ Curriculum and the Te Marautanga o Aotearoa

Our School commits to raising student achievement through:

  • Effective teaching practice
  • High expectations of achievement
  • A consistent daily focus on Reading, Writing and Mathematics and the wider curriculum through Inquiry
  • Key competencies
  • A school and community learning partnership
  • A quality bilingual learning context

Student Achievement Data / Evidence-based Learning

  • Data-driven
  • Data to inform decisions about class and school organisation including resource selection, PD, planning etc.
  • Analysis of data is timed to support three way conferences, appraisals and reporting to the Board of Trustees and community

Consistency of Practice

  • Shared time table
  • Whole school approach to the delivery of Numeracy, Literacy and Inquiry is highly effective and consistent
  • Continuous improvement in teacher practice is achieved through teacher inquiry


  • Includes all Learning Areas through an integrated approach
  • A balanced curriculum will be achieved through rich and authentic learning design rather than arbitrary coverage of Curriculum
  • Both students and teachers investigate ways to improve student achievement
  • Specialist technology and art classes ensure quality, authentic outcomes for student-led inquiry
  • There is a collective approach to all inquiries

Learning Contexts

  • Shared by whole school
  • Collaborative planning
  • Use authentic/real context for students
  • Rich learning experiences
  • Context to reflect cultural identity of the school and its community
  • Contexts based on concepts involving rich tasks i.e. sustainability
  • IT Tools are utilised to maximise learning and engagement

Learning Support

  • ESOL, Special Needs, Reading Recovery
  • Teacher Aides support learning in rooms
  • IEP for special needs children

Mutukaroa – Community Learning Partnership

  • The sharing of assessment data to inform parents of how their children are achieving and what they need to learn next
  • Integral part of school business
  • Informed parents about student achievement data
  • Consultation about learning programmes and reporting student achievement
  • Parents have a shared responsibility for their child’s learning in school
  • HIPPY continues to support parents of preschoolers in the community

Learning together – Teacher and Student

  • The use of formative assessment enabling teacher and student to know what they’re learning and where to next
  • Students play an active role in the day to day running of the school.
  • All students and staff are actively involved in physical activity outside of the classroom (Active Sport Programme)
  • Students take responsibility for all aspects of their learning in school.

Te Puna Waiora

  • Programme design is based on contemporary best-practice evidence
  • These students have the opportunity to learn Te Reo while participating in a Tikanga environment

Sustainable Environment

  • We are an Enviro School (Green – Gold Award)
  • We maintain sustainable practices in relation to managing our resources and our interactions with other people, within our school and beyond