Our School

West Melton Primary School is a U4 Decile 10 full primary school educating students from Year 0 to Year 8 situated in a rural community 20 km west of Christchurch and fifteen minutes travel from the outskirts of the city.

Once a traditional farming area, the district now supports a wide variety of agricultural and horticultural ventures along with owner operated businesses. There is a small village near the school, but the majority of the population live on small holdings and commute into the city. Most residents own their own homes and live in the district as a matter of lifestyle choice.

From 2007 West Melton Village and the surrounding area is zoned for major residential development. The school roll is projected to undergo rapid growth within the next five years. To monitor/control this anticipated growth, an enrolment scheme was put in place, effective January 1 2006. The Board is effectively managing requests for out of zone enrolments.

"Gainsborough" subdivision, directly across the road from our school, is the first of 190 sections, approved for residential development beginning in 2008.

The community, staff and Board of Trustees are very supportive of each other and the school, and enthusiastic about the children's education and achievement.

The school is currently staffed by 10 teachers; three are currently job share positions. The principal's position is full time.

The school was the successful winner of the Jade Excellence in Education Award in 2000 for our Values Education Programme. We have developed the West Melton School Way which is a holistic approach to integrated inquiry learning and has our values system deeply imbedded in practice and pedagogy.

There are two teams operating in the school. The Kiwi team, led by the Associate Principal includes Year 0 to 3 and the Moa Team led by the Associate Principal includes Years 4 to 8. We have a comprehensive special education programme operating schoolwide, which is monitored by the special needs co-coordinator and is supported by four tutors (teacher aides) who work with students who are identified by staff requiring special assistance or extension work.

In 2005 a transition class for new entrants was a new initiative for our school. The need for this was identified due to a variety of factors i.e. a general trend that shows fewer children beginning school with many of the basic early literacy and numeracy skills to allow them to be ready for a formal programme. Many children are less independent, and more children find it difficult to follow instructions or routines and need more experience with sensory motor type activities to develop a variety of skills.

A comprehensive and robust performance management system operates for all staff. It promotes both professional and personal development. All teaching staff are attested annually against the professional standards. Staff are encouraged to seek professional development and mentoring support.

An Advice and Guidance Programme is in place for beginning teachers with a large percentage of teaching staff having the responsibility as tutor teachers over the last few years. The beginning teacher, tutor teacher and term reports implement this programme collaboratively. These are discussed with the Principal and areas for development supported through CRT and professional development.

Teaching staff use their CRT for whole school planning, assessment, professional development, visiting other schools and mentoring. There is a positive culture of collaboration, collegiality and professional support between all staff.

The Board support the Principles of a "Good Employer".

We have an active Parent Teacher Association who work hard to fundraise for the school to provide the little extras.

A collaborative and supportive school wide environment provides all staff with a sense of empowerment and growth.

Susan Jackson

PRINCIPAL

Reviewed January 2009