Life at UHPS

Our Vision

Our school is organised into 5 small communities, most of them mixed age groups.  These communities nurture a ‘family feel’ where students and staff are known and work closely together to meet learners’ needs.

We acknowledge the importance of fulfilling the requirements set out in the National Education Goals, administering our school according to the National Administration Guidelines and delivering the curriculum to all students in a balanced programme, as outlined in the National Curriculum Statements.

We want to work with our community to ensure that they are abreast of 21st century educational drivers, challenges and joys!  We want to engage with and use the diversity of the rich cultures, ideas and perspectives within and beyond the school gate.

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We want to grow exceptional leaders in learning!

Connect

We want our learners to have meaningful and satisfying human connections.  We want them to be socially responsible, know how to collaborate with people near and far, and seek out new and diverse ideas from around the world.

Manaakitangais a Maori word that loosely translates to ‘hospitality’.  At UHPS we value Manaakitanga and all that it encompasses – caring for others, making someone feel at home, being a responsible host, showing kindness, caring for the environment, treating people with respect and nurturing relationships.

Climb

We want our learners to move worthwhile endeavours forwards and upwards and to be tenacious.  We want them to have confidence in themselves, know that making mistakes is part of learning and be hopeful about their life and their future.  We want our learners to seize challenges as opportunities for learning and growth.

Resilience – In order to ‘Climb’ our students need to develop resilience. We hope that they develop the ‘happy knack of being able to bungy jump through the pitfalls of life.’ (Andrew Fuller)

Growth MindsetPeople that have a growth mindset, believe that their abilities can be developed through dedication and hard work. This view creates a love of learning and a resilience that is essential for great accomplishment.

Create

We want our learners to be audacious, imaginative, skilled and visionary THINKERS.  We want them to dream, to do and to be.  We encourage them to seek out and initiate opportunities to innovate, extend their learning in new ways, take risks and push boundaries in order to reach their potential as contributors to society.

Our Foundation

With the help of our community and Board of Trustees, we created a brand new charter with a vision we could all remember and use every day.

Connect, Climb, Create.

To see the complete charter, click the button below.

SCHOOL CHARTER 2017-2019

Values Assembly

We hold a values assembly every Monday morning.  This is an opportunity to come together as a whole school community and set our students up for a successful week.  Each term we focus on a value that we have collectively decided is important for who we want our students to be.  Our four main values are Manaakitanga, Resilience, Growth Mindset and Collaboration.  At Upper Harbour you will find students who approach new tasks with resilience, who demonstrate manaakitanga by being welcoming and inviting, who understand hard work and effort is what you need to succeed and can work with anyone, big or small, to achieve a common goal. At the end of each term we have a celebration with the value focus of that term being at the centre.

Teach Me Tuesday

Many of our classes host Teach Me Tuesday in their rooms.  This is when students are given the opportunity to be the teacher!  They choose an area they are passionate about and lead their class through a lesson.  Students are exposed to a wide variety of lessons from their classmates – drawing, sport, languages, baking and much more.

Circle Time

Each Friday every class in the school does Circle Time. This is a class meeting time where students can discuss their thoughts and feelings in a safe and confidential environment. Students decide on Circle Time rules as a class and help each other solve their problems. It’s also a space where teachers can build upon whole school initiatives such as looking after the environment or treating people with respect. Each class has their own Circle Time mascot and as well as a lots of discussion, students play games to connect with one another.

Enrichment Day

A highlight of the Upper Harbour school year is Enrichment Day.  Teachers, students and staff choose an activity to run for the day and students select their favourite options.  We have all sorts of amazing activities, from gardening to jewellery making, baking to coding, bush survival and sports.  It’s an exciting day where students get the opportunity to explore their passions.

It’s about

  • The relationships we build with students
  • The relationships we facilitate for students with their peers
  • The language (verbal and non-verbal) we use to acknowledge, support and correct students’ behaviour,
  • The firm, consistent and fair systems we develop to deal with good and poor choice making,
  • The physical environment we create for students,
  • The skills we teach students in relationship problem solving
  • And the values we nurture

Click the button to see the full parents guide.

PARENT’S HANDBOOK

At Upper Harbour Primary School we strive to create an inclusive environment that recognises that all students will learn in an individual way.  We welcome every child as part of our community recognising they all bring unique qualities and should be valued for who they are.  We support those students with additional learning needs as well as aiming to challenge and engage gifted and talented students by creating an educational environment that is responsive to the needs of all.

At Upper Harbour Primary School we are an inclusive school environment.  We are a growing school with increasing numbers of English Language Learners (ELL).  We know that being bilingual is a great skill to have and strive to promote and maintain first languages alongside learning English.  We aim to harness students’ strengths and build upon these.  We get to know each student – their likes, interests and experiences, then use these to build upon their new learning.  Students will have opportunities to show tuakana teina and learn from each other, such as buddying older and younger students of similar language backgrounds.  Family involvement and communication are highly valued and we consult regularly with our community.

ESOL means “English for Speakers of Other Languages”.

The tuakanateina relationship, an integral part of traditional Māori society, provides a model for buddy systems.

 

The New Zealand Curriculum is a world class, dynamic, and flexible framework for learning. It has been designed to provide our students with the knowledge, skills, and competencies to succeed in a complex and fast paced world.  The Ministry of Education outlines three key areas in the interpretation of how this curriculum is shared in our learning communities. This is through the national curriculum, the school curriculum, and the classroom curriculum.

‘The national curriculum provides the framework and common direction for schools, regardless of type, size, or location. It gives schools the scope, flexibility, and authority they need to design and shape their curriculum so that teaching and learning is meaningful and beneficial to their particular communities of students. In turn, the design of each school’s curriculum should allow teachers the scope to make interpretations in response to the particular needs, interests, and talents of individuals and groups of students in their classes.’  -Ministry of Education-Te Kete Ipurangi (TKI)

At Upper Harbour, we design and deliver our school and classroom curriculum based on the unique needs of our learners. As our communities grows, we need to ensure we are responsive to the many changes and ensure we are providing opportunities to all learners at every level and from the diverse groups who make up our school community.  We do this by exploring new ideas and possibilities that can be explored through informed practice, innovation, and a growth mindset.  We never stop evaluating and reflecting on our programmes. We regularly review the design of our school curriculum process so that we take into consideration the many important voices in our community including students, teachers, parents, caregivers, and members of the Board.

As part of our school curriculum, Upper Harbour explores concepts that allow for students and teachers to make authentic links between big ideas and their everyday learning. These ideas can enable teachers and school leaders to design their programmes specific to groups and year levels. For example, the concept of Courage can be explored as a quality or behaviour in individuals, in communities, and/or as part of different groups over time and across a variety of cultures and contexts. It is in fact the context of the classroom content that will look different across year and group levels. This allows for teachers to provide learning experiences that are authentic to and supportive of the needs of the group of students they know best. However, in order to provide the greatest scope in learning, programmes may also be delivered by different teachers and specialists. While a concept may be initiated at the beginning of a term, it is our aim that authentic connections can be made throughout a student’s time at Upper Harbour, and beyond.  

Please take a look at our School Charter for more information.

The Education Review Office (ERO) evaluates and reports on the education and care of children and young people in early childhood services and schools.

ERO visited Upper Harbour Primary School in June 2016.  Their report can be viewed by clicking the button below.

ERO REPORT