Message from Joyce
SIMPLY THE BEST
During the pre-camp talk with the children, I asked them if they had packed their values in their luggage - an analogy. The children gave some awesome answers. Now that camp is over we can indeed see that children had packed their values; they were simply the best in what was a new environment for them, a time when values count the most. There were so many examples of children:
- Supporting other Pōhutukawa children not just their friends
- Empathising when others were home-sick
- Courageous when trying new activities
- Volunteering to help to children and adults
- Tidying cabins without being told (soo impressive)
- Resilient when changes occurred due to weather
- Finding humour during an incredibly cold & wet camp
CAMP EXPERIENCES: EVENING FOR PARENTS
This is a tradition at MNS. We invite you to join us to experience camp through some great photos and stories and to THANK the parent helpers. Bring along your favourite take-aways, drinks and a picnic blanket to our hall. Look out for an email on Monday with the date and time.
MEETING THE ADDITIONAL NEEDS OF CHILDREN
The Inclusive Education Coordinator (IEC) in many schools is known as a SENCO (Special Education Co-ordinator). We prefer the Inclusive Education terminology and ethical practices around this.
The Inclusive Education Coordinator (IEC) at Miramar North School is teacher Rachel Waters with Bridgette Ward as the Consulting Advisor and Leader of the Learning Support-Teacher Aide team.
The key role of the IEC team is to:
Ensure that parents of children with *additional needs know that the IEC team exists & what their role is
Ensure all teachers and teacher aides in the school understand their responsibilities to children with additional needs
Advise and support colleagues with inclusive programs and strategies
Ensure parents are engaged and that their insights inform action taken by our school
Liaise with professionals/external agencies
Keep up to date with professional learning
**Children who come under the umbrella of the IEC team, are those who need the curriculum or parts of the curriculum, to be significantly adapted for learning to occur. A professional diagnosis may come with the child as they enter MNS or may occur during the child’s time at school.
If you believe your child has significant additional needs that may make it difficult for them to access the curriculum e.g. reading, writing, maths or behavioural concerns or activities which require physical coordination, let the school know that you need to speak with the teacher or the IEC.
So that we can begin our inclusive practices as soon as possible, on our website, there is information about Inclusive Education and there are two flowcharts that may help when communicating with the school. Meeting Additional Needs @MNS. Please share this link with anyone who may believe their child is in need of extra support and intervention.
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