This Guide is for parents who have their children at Te Rawhiti Kindergartens and Te Ra Waldorf School. It outlines the structures of the kindergartens and the school and provides information related to the daily running of the kindergartens and school.
Table of Contents
- Our Vision
- Our Mission
- Special Character Guiding Principles
Parents’ Roles and Responsibilities pages 3-8
- Special Character Contributions
- Financial Assistance
- Working Bees and Harvest Fair
- Kindergarten and School Cleaning
- Transporting Children to School
- Home Routines
- Dress Code
- Lost Property
Children’s Responsibilities pages 9-11
- Behaviour Guidelines
- School Rules
- Break Time Activities
- Out-ofSchool Activities
- Accidental Damage to School Property
Health and Safety pages 11-12
- School Dental Service
- Hearing and Vision Testing
- Head Lice
- School and Kindergarten Cleaning
- Privacy Issues
- Emergency Procedures
Responding to and Supporting Special Needs pages 12-18
- Methods for Identifying Students’ Special Needs
- Responses to Identified Special Needs
- Individual Education Programme
- Learning Support
- Curative Eurythmy
- Extra Lesson
- Art Therapy
- Anthroposophical Nursing Therapy
The School’s Structure pages 18-21
- School History
- Kapiti Waldorf Trust
- Board of Trustees
- College of Teachers
- School Coordinator
- Mandate Groups
School and Community Life pages 21-26
- Kindergarten and School Hours
- Office Hours
- School/Parent Communication
- Teacher/Parent Communication
- School Events
- School Photographs
- School Library
- Parent Resources and Activities
Appendices page 26
- Important Numbers
- School Policies
The School’s Commitment and Responsibilities
Te Ra Waldorf School and Te Rawhiti Kindergartens are committed to applying Rudolf Steiner’s educational principles arising out of an anthroposophical understanding of the needs of the growing child within the context of the unique cultural and geographical environment of Aotearoa/New Zealand and the KapitiCoast. As such it is committed to upholding the principles of the Treaty of Waitangi. The School and Kindergartens sit at the heart of a caring parent community that strives to accommodate a wide spectrum of individuals. Consultation, participation, and self-responsibility are the tools of this school community, and tolerance, trust, and truth are its characteristics.
The mission of Te Rawhiti Waldorf Kindergartens is
- to nurture the child’s senses and protect the wonder of childhood; and
- to foster the child’s imagination, convey a feeling of reverence, and engender a respect for the environment.
The mission of Te Ra Waldorf School is
- to help each and every student progress towards becoming free, responsible, and caring individuals, able to impart purpose and direction in their lives and to contribute in manifold as well as unique ways to society; and
“Receive the child in Reverence
Educate him/her in Love
Let him/her go forth in Freedom” –Rudolf Steiner 1861–1925
- to educate the pupils intellectually, emotionally, and physically, through an anthroposophical understanding of child development, so that they may ultimately fulfil their potential as human beings.
“In thinking, clarity;
In feeling, warmth of heart;
In willing, thoughtfulness.” –Rudolf Steiner 1861-1925
Special Character Guiding Principles
The following principles form the foundation of the School’s Special Character as a Rudolf Steiner School.
Rudolf Steiner’s world concept, known as Anthroposophy, and its description of the universe and the human being is the basis of the art of education and of all endeavours at every Waldorf School, including Te Ra. The education is Christian in its broadest sense, free of dogma or sectarianism, and includes festival observances. Anthroposophy is part of the school ethos but is not taught directly to the children.
Child Development: Schooling the Head, Heart, and Hands
The Anthroposophical understanding of the child as a being of body, soul, and spirit in a gradual process of incarnation is a core principle on which Waldorf education is built. Within that process of incarnation, we recognise three phases of childhood that shape the way children learn. The themes that underpin these phases are “Goodness” (0-7 years), “Beauty” (7-14 years), and “Truth” (14-21 years). We carry a loving respect for the unique individuality of each child and recognition of the child as a being of intellect, feeling, and will. These three soul faculties manifest in different degrees at these different phases of child development, and the Waldorf curriculum is designed to address this process.
The education from Kindergarten through Primary School is an integrated journey. The curriculum is comprehensive and holistic, a coordinated whole, with each part arising from this distinctive picture of child development in its own particular way. Teachers are striving to educate and develop in a healthy and unhurried manner each of these aspects of the child–physical, practical, emotional, artistic, intellectual, moral, social, and spiritual. In broad terms, the education aims to integrate art, science, and religion. Within this framework, it can be adapted to reflect the unique needs of each class.
Teachers bring a commitment to work from the anthroposophical worldview and a preparedness to take on their own path of inner personal development. The School promotes a free, cultural educational setting in which the teacher, unconstrained by political intervention or commercial pressure, endeavours to work creatively.
College of Teachers
This group works on the basis of collegial leadership, sharing responsibility for maintaining the Special Character that is inherent in all aspects of school life.
Positive, active support and participation by parents in the educational process and cultural life of the School is a fundamental element of its Special Character. To ensure the best outcome for the child’s learning, parents are asked to provide a home life that supports and fosters the learning environment of the School and Kindergartens.
Parents’ Roles and Responsibilities
As stated in the description of the School’s Special Character, the School values and relies on positive, active support and participation by parents in the educational process and cultural life of the School. Parent support is required in the following ways:
- by the whole family making a commitment to respect and support the School’s Special Character through the support given to the teachers and in the home environment. On a practical level this means supporting the School’s
– overriding theme of “Rhythm” (e.g., healthy food, play, and rest);
– overriding theme of “Protection of Childhood;”
– policy on television, screen, and electronic games;
– dress code; and
– guidelines for lunch boxes;
- by attending the class parent/teacher meetings;
- by participating at a class level as requested by the Class Parent Liaisons (end-of-term cleaning, chaperoning trips, etc.);
- by participating at a Kindergarten and school level in the care and maintenance of the Kindergarten and school grounds (i.e., attending two working bees per year); and
- by participating in the annual Harvest Fair.
Special Character Contributions
The School relies on parents to support it financially by making Special Character contributions each year. These contributions are a voluntary donation (and therefore tax deductible in the form of a 33% rebate) and are the financial lifeline of the School. When parents enrol their children, they are encouraged to meet the minimum Special Character pledge benchmark as set by the Kapiti Waldorf Trust. (This benchmark is adjusted each year by the Consumer Price Index [CPI].) If this system stopped working, by parental non-compliance for example, the School would need to put in place a fee system, which would not be tax deductible and would incur GST. The Kapiti Waldorf Trust appreciates parents’ commitment to making this pledging system work.
Pledge forms are sent out each October and are due back by November with a clear indication of how much, how, and by when families will pledge funds for the following year. Please see the School’s Special Character Contribution Policy on the school website for more information.
2019 Special Character Pledge Benchmark for Nursery-aged Children
$665 per annum if attending one day per week
2019 Special Character Pledge Benchmark for Children Under 5 Years
$2,584 per annum for the 1st child
$2,069 per annum for the 2nd child
$1,550 per annum for the 3rd child
2019 Special Character Pledge Benchmark for Children 5 Years and Older
$3,230 per annum for the 1st child
$2,584 per annum for the 2nd child
$1,938 per annum for the 3rd child
The School is flexible in helping parents find a payment schedule that best suits their financial situation. Parents receive statements during each term break and are expected to manage their payments as pledged. If circumstances change and/or a family experiences hardship, parents should advise the Financial Administrator, who will start the process for making alternative arrangements. Please see the Financial Assistance section below.
The School believes strongly in the importance of using quality materials and buys the required materials on behalf of parents. The School then requests parents donate disbursements to cover these expenses. Parents are not asked to go shopping for resources as well. Parents agree to pay disbursements when enrolling their children at Kindergarten or School.
The base 2019 disbursement requests per child are as follows :-
- Nursery : $62
- Kindergarten and Class 1 – 4 : $235
- Class 5 – 7 : $276
The disbursement donation includes :-
- meals provided in the Kindergartens,
- all stationery,
- crayons and pencils,
- handwork and craft supplies,
- rental of eurythmy shoes, and
- emergency supplies.
It does not include :-
- class trips and camps (Costs vary with each camp; parents will be given at least two weeks’ notice for trips and camps, with the costs noted.),
The School is committed to keeping such additional costs to a minimum.
It is a firm principle of the School that no child shall be denied a Waldorf education for financial reasons. At the same time, the School operates in a world in which it faces very real financial obligations. The School relies on the parent community to fulfil its Special Character pledges and to pay its disbursements in order for the School to meet these obligations and deliver a high-quality Waldorf education to every student.
Families who are experiencing financial hardship and cannot meet the benchmark Special Character pledge in a given year are requested to fill out a Financial Hardship Application. This will start the process for finding a pledge level that fits any particular family’s financial situation. The School also has numerous opportunities for earning “Green Dollars” by taking on work available at the School in lieu of paying part of their pledge. These jobs include sewing, gardening, woodworking, cleaning, cooking for special events, and similar opportunities. They can be short-term, one-time tasks or long-term, regular work.
Families are asked to reapply for financial assistance at the beginning of each year, at which time their financial situation will be reviewed, and another mutually agreeable plan will be outlined and implemented.
Working Bees and Harvest Fair
Working Bees are scheduled once a term on a Saturday, and parents are required to attend two of these per year (or pay a $200 donation in lieu of work). This is part of the enrolment agreement. Shifts are from 9:00 am until 1:00 pm and from 12:00 pm until 4:00 pm, with lunch provided. Working Bees are announced in the school newsletter.
The Harvest Fair takes place in the autumn in Term 1 and is a critical fundraiser for the School. Each class is responsible for a stall, which involves planning preparation and set up. Parents are then assigned 1.5 hour shifts on the fair day. All families also donate baking of some sort, and are welcomed and encouraged to help in other areas such as craft, preserves, and decoration. Our Harvest Fair is possibly the most exciting time of year for our overall community, and an absolute highlight for the children.
So while its a big task, many hands do make light work!
Kindergarten and School Cleaning
The classrooms undergo a thorough cleaning at the end of every term. Parent liaisons establish a cleaning roster for each class, and parents are expected to take their turn on the roster as part of their enrolment agreement.
Transporting Children to School
Responsibility for transporting children to and from school rests with the parents.
Walking and Cycling to School
The School agrees with the Land Transport Safety Authority’s recommendation that only children from Class 4 and up bike on their own. The School suggests that younger children do not walk or cycle alone. Bikes, skateboards, scooters, and roller blades/ skates are not to be used in the school grounds.
Driving to School
Parents need to be extremely safety conscious when driving and parking at drop-off and pick-up times. The School has clearly identified zones in the car parks, distinguishing between long-term parking (closest to the road on the southern side), short-term parking, and drop-off/drive through only. (Please see the parking plan, available from the Office.) Please note that there is a no-stopping area between the car park’s entrance and exit on Poplar Ave. All drivers must respect this parking prohibition so as not to obscure other drivers’ vision when entering and exiting the school car park and to comply with the School’s Resource Consent.
A transport subsidy is available for families where no public transport is available. Parents may enquire in the School Office.
To support a child’s education fully, the School asks that children have regular routines, healthy food, good sleep, no electronic stimulation for the younger children and as little as possible for the older children, age-appropriate activities, and a home life that is safe and secure. The School deeply appreciates parents’ support in these matters.
Food and Lunches
Food colouring, additives, and sugars can affect children’s behaviour and concentration and can have a detrimental effect on their participation in lessons and in their learning generally. The School strongly encourages wholesome food, and plenty of it, for all children at school. Parents should use their own discretion in this matter as the teachers do not wish to police lunchboxes.
General guidelines are that the foods have a high nutritional value and have the least amount of colour and additives as possible–no party food, sweets, or soft drinks. Teachers may specify their own guidelines and will ask parents, rather than the children, if lunch food needs to be changed. No sweets or energy drinks are to be consumed immediately before or during school. Kindergarten children are provided with morning tea but are asked to bring a piece of fruit each day to contribute to the meal.
Children are expected to take home all food leftovers and packaging from their lunches. The School recommends using reusable packaging.
Children have growing bodies and busy school days; they need plenty of relaxation and sleep. The School asks parents to ensure that their children are in bed at a reasonable and regular hour and that afterschool plans allow some rest time.
Teachers recommend that, ideally, children should not view television, videos, and DVDs, nor play computer games as these activities are detrimental to the curriculum aims of Waldorf Education. Parental interest and understanding of these issues strengthens the partnership between home and school and benefits the development and education of the children. Please see the School’s Television, Screens, and Electronic Games Policy on the school website for more information.
Children may not use cell phones in the school grounds (including car park and bus ride home). The School strongly advises against cell phone use by children under 14 years of age, which is in accordance with cell phone companies’ guidelines.
If parents need their child to have a cell phone for communication outside the school grounds, the cell phone needs to be left in the child’s backpack and turned off for the school day. Any cell phone not left in a backpack and turned off will be confiscated and must be collected from the Office by a parent or caregiver. Please see the School’s Cell Phone Policy on the school website for more information. This policy also applies to EOTC events.
All toys, such as skateboards, rollerblades, scooters, electronic games, and collector cards (e.g., Pokemon), must be left at home. Such items brought to school will be kept by the teacher or in the Office and may be collected afterschool.
The School asks parents to carry the concept that school life is a preparation for work or professional life and as such, requires there to be a standard of dress that separates school clothes from weekend or beach wear. This section describes the School’s Dress Code Policy.
Clothing must be clean, well fitting; without rips, tears, or holes; and appropriate for play and work at Kindergarten and school. It should be comfortable, functional, non-restrictive, and not too revealing (e.g., no miniskirts, short shorts, and low-cut tops) in order to allow children to move freely in their lessons.
The School requires that students wear clothing with no writing, pictures, or graphics. (Small monograms and patterns are acceptable.) If such an article of clothing is worn, the child will be asked to wear the item inside out for that day. The School also recommends that the children do not wear black tops.
Low-Riders and crop tops are not acceptable school wear. For health reasons (i.e., loss of body warmth and “Sun-Smart” guidelines) and because of appropriateness for age, short tops leaving the stomach and kidney region and/or shoulder areas bare are not to be worn at school.
The School also recommends that the children wear layered clothing, as they can be involved in a variety of different activities, which might take them from active movement to sitting at a desk. It is important that the children can remove a top layer of clothing when warm and replace it as they cool down. Labelling children’s garments reduces the amount of lost clothing.
Children need to wear shoes at all times in the playground. Shoes with heels or platforms are not suitable, nor are slip-ons, which can restrict a child’s ability to run or jump freely; therefore, it helps if shoes are fitted on with straps or laces. Jandals and scuffs are inappropriate.
Children need to have a pair of well-fitting indoor shoes or slippers for inside the classroom, suitable for moving and jumping. A pair of thick but well-fitting socks is another suitable option for the classroom.
Jewellery is not appropriate at school; children need to be able to play and work safely. This means no necklaces. There is some flexibility for culturally or personally significant jewellery, but it needs a written statement from the parent to the Class Teacher to explain the significance and to take responsibility for any injuries resulting from the necklace (or its loss). Children with pierced ears may wear sleepers or studs. The School recommends that wristwatches are not used until the child is in Class 3, and that all watches with beepers must be turned off before the school day begins.
Parents are asked to respect the School’s decisions that
- unnatural hair colour of any shade is inappropriate, and that
- hair must be clean, tidy, and off the face (clipped and/or tied back if long enough to be tied; applies to boys and girls).
The School asks that children do not wear the following at school:
- fingernail and toenail polish,
- hair and body glitter,
- visible body piercing other than earrings, and
- tattoos and tattoo stickers.
The Office keeps a supply of nail polish remover. The School will advise parents if their child is a constant user of it. School staff will ask children to remove makeup, glitter, and excess jewellery. Tattoo stickers also will be removed or covered with a plaster.
In following the “Sun-Smart” guidelines, the School requires children to be suitably covered whenever they are working or playing outside. This includes the upper torso being suitably covered (cotton is recommended) and sunhats on heads. The School has a guideline for sunhats (not woolly hats) to be worn outside in Terms 1 and 4, and staff members work to reinforce this guideline with the children, although they cannot commit that all children will wear hats at all times. This guideline relies on parents both supplying their children with hats and encouraging them to wear their hats. The School does ensure that all children wear sunhats on walks. Nursery and Kindergarten children are required to wear hats at all times when they are outside.
Dress Code Summary
- plain tops that cover the shoulder and stomach regions; no low-riders
- skirts and shorts of appropriate length
- outside shoes suitable for running and jumping; no jandals or scuffs
- inside shoes or thick, well-fitting socks suitable for moving (Morning Circle)
- jewellery, makeup, nail polish, piercings, or tattoos
- hair tidy, clean, and out of the face (tied back, boys and girls); no hair dyeing
- full brimmed sunhats worn in Terms 1 and 4 for schoolchildren
- hats worn at all times outside for Nursery and Kindergarten children
Parents should label their children’s clothing clearly and permanently. Lost property items can be found in the baskets for mislaid clothing that are located within the classrooms or foyers. There also is a lost property box located in the Office. At the end of each term the children will be asked to look at the items, and the school newsletter will remind parents to claim garments. The School then donates any unclaimed clothes to a local charity shop.
In the widest sense, the Waldorf Curriculum works with the themes of
- “Goodness” in the first seven years,
- “Beauty” in the primary school years, and
- “Truth” in the upper school years.
The curriculum responds to the needs of the developing child and actively works to develop social skills, thus preventing many issues. However, this does not replace the need for clear and consistent school rules. All children are regularly made aware of the “Te Ra School Rules.” The teachers work with creative acts of redemption as appropriate to situations such as a child being helped to make amends. Parents’ support in these matters is always appreciated.
The School Coordinator holds a behaviour management book in which any major issues or incidents are recorded. The School encourages working together with parents in reporting observed incidences of misbehaviour (using an Incident Form). Issues relating to acts of vandalism are described below.
Everyone has the right
- to feel safe,
- to be treated with dignity and respect, and
- to learn.
Te Ra School does not tolerate bullying or harassment. Children are encouraged to inform an adult immediately if they suffer or if they are aware of someone else suffering.
Expectations and Rules
- 1. Be respectful to teachers and other adults.
- 2. Be respectful to each other.
- 3. Use respectful language.
- 4. Be respectful to school equipment and the school environment.
- 5. Be safe.
- No calling out, interrupting, or speaking while a teacher is speaking.
- Follow the teachers’ instructions.
- Adhere to the Dress Code.
- Be kind, considerate, and inclusive.
- Treat others as you would like to be treated yourself.
- No bullying, verbal or physical. No play fighting.
- Commit no acts of violence, nor make threats of violence.
- No swearing or use of other foul language. Words can hurt or heal!
- No nicknames.
- No running, no balls, and no throwing inside the classrooms.
- Take your hats and shoes off when inside, and put your inside shoes/slippers on.
- No graffiti or vandalism.
- Stay within the boundary fences at all times during school hours.
- At morning tea and lunch, children are to go outside and play by 11:10 am and 1:10 pm respectively; no staying in the classroom unattended.
- Children must wear sunhats outside in Terms 1 and 4.
- No riding bikes, skateboards, or roller blades in the school grounds. Riding unicycles is permitted during some agreed break times.
- Climbing on marked trees only.
Break Time Activities
The behavioural expectations and rules for children above apply not only to time spent at School but also to time spent at EOTC events. Adequate staff supervision is in place for break times. Teachers work together closely to ensure consistent and safe supervision. Fair play is encouraged at all times, as are games that engage large- and fine-motor control (i.e., those that use the head, heart, and hands). These games include four square and other ball games, skipping rope games, and an endless number of imaginative games invented by the children.
There are many options for sport on the KapitiCoast, and the School supports and encourages out-of-school team sports from Class 4 onward. Each year school parents have generously donated their time and effort in organising netball, field hockey, and touch rugby teams who compete in the local primary leagues. The School provides the uniform and equipment for such teams.
Each Class Teacher decides his or her homework policy, which will vary as the class moves forward year to year. If parents have any specific questions regarding homework for their child’s class, they should see the Class Teacher.
Accidental Damage to School Property
From time to time students may be involved in incidents that result in damage to school property. The School is aware that unintentional damage can occur due to high spirits or careless behaviour and will endeavour to make the response suit both the age of the children involved and the particular situation. The Class Teacher will manage the incident and ensure the children are involved in some act of redemption, if appropriate. Parents will always be informed by note or phone call when their child is involved in a serious incident. Please see the School’s Accidental Damage to School Property and Vandalism Policy on the school website for more information.
When children are involved in the more serious misdemeanour of vandalism, there will be consequences that might have an impact on the wider family. For instance, the child or children involved might be asked to help the Resource Manager repair any damage they have caused. This must occur when the Resource Manager is available and after school has finished for the day, i.e., during the student’s own time. Parents will be informed in writing of the incident and the date and time set for putting things right. Parents are responsible for ensuring that their child has transport to or from school for these tasks.
In cases of extreme or recurring vandalism by pupils, parents will be billed for the costs involved. The School will always take occurrences of vandalism seriously and trusts that parents will support the code of conduct that encourages children to show respect at all times for the school environment. Please see the School’s Accidental Damage to School Property and Vandalism Policy on the school website for more information.
Health and Safety
The School encourages parents to make an informed choice about immunisation. There is a government policy that requires the Kindergartens to keep immunisation registers; however, that does not mean that children have to be immunised.
School Dental Service
Parents need to make their own arrangements for regular dental care with the dental nurses at any of the local state schools. It is recommended that children from 3 years and onward receive regular check-ups.
Hearing and Vision Testing
A hearing and vision tester visits the Kindergarten and School regularly to screen the four-year-old Kindergarten children and the Class 1 and Class 6 children. This is a free five-minute test covering only the basics. Parents will be notified by letter if something is found to be of concern.
The School encourages parents not to rely solely on these tests, but to remain alert to the two senses of vision and hearing, which are so vital for learning. It is always a good starting point to check children’s vision and hearing if they are experiencing problems at school. Parents may request that their children not be tested.
Head lice are a recurring problem in almost every kindergarten or school. Parents should check their child’s head regularly. At any time parents or the Class Teachers may request a lice/nit check in a class. The parents will be notified of this check and will have the opportunity to perform the check themselves. The School Coordinator holds updated information about this issue.
If a teacher notices live lice, he or she will ask the parents to keep the child home until the child has been treated. If a teacher notices nits, the parents will be asked to inform the School as to the course of treatment. Recurring cases will be referred to the Public Health Nurse for support in dealing with this issue. The Dress Code requirement of having long hair tied back also should help prevent spreading within classes.
School and Kindergarten Cleaning
The children manage their own classroom spaces during the weekdays as part of their education, developing respect and care for the environment. The emphasis is on tidying up and making the space beautiful. Repetitive purposeful work develops a child’s will, and the children learn to respect their environment through daily tasks that are rostered and altered each week.
The heavy-duty cleaning is done by professional cleaners. Most spaces are cleaned twice or three times a week; the toilets are cleaned each day.
The School has a full evacuation and emergency plan, available on the school website. Each year parents will be asked to set up plans with their children in case of an emergency while they are travelling to or from school.
In addition, in March each year parents will be asked to confirm their details about family, health professionals, and other contact people in case of an emergency. It is a parental responsibility to keep the Office informed of any changes. The School also has emergency food and water supplies for each class. Please see the School’s Emergency Plan on the school website for more information.
Looking after our Students with Special Learning Needs
We believe that it is the right of every child to participate in learning programmes that match their developmental needs and accommodate their individual learning journey.
Working out of our special character, Waldorf pedagogy, we aim to help every child to achieve to his or her full potential. Students with special learning needs may be:
- Individuals experiencing frequent absences of a legitimate nature (e.g. prolonged illness);
- Individuals identified as being highly emotionally vulnerable;
- Individuals identified as being significantly below the average academic expectation within the Te Ra Waldorf School Learning Steps and progressions;
- Individuals experiencing sensory difficulties, poor fine or gross motor skills, or other challenges of a physical or medical nature which are interfering with their ability to participate in classroom programmes;
- Individuals identified as comprehensively gifted within the considerations of child development in the context of a Waldorf School;
- Individuals identified with Specific Learning Difficulties (SLD);
- Individuals with limited English language skills who have English as a second language (according to ESOL register definition);
- Individuals exhibiting significant behavioural or social difficulties;
ORRS-funded students (according to the ORRS definition).
Methods for Identifying Students’ Special Needs
Class Teachers conduct on-going monitoring and assessment of all the students in their class throughout the educational year, using class/age appropriate methods, and acknowledging special character developmental considerations. (Please refer to our school’s Assessment Policy for a full description.) Assessments include:
- Formative/summative curriculum-based assessments
- Class Teachers’ observations, complemented by Specialist Teachers’ observations
- Individual and class-wide norm-referenced assessments (from Class 4)
- Class-wide developmental assessment in Class 2: spatial orientation, body geography, eye behaviour (tracking and converging, which is relevant to reading and writing)
- Assessment by the Learning Support Teacher, where required, from Class 3
- Information received from parents
Following any of these, teachers will discuss any concerns with parents and, in collaboration, decide on further steps.
Responses to Identified Special Needs
Acute needs, as identified by the teachers and/or parents, will be addressed promptly as they arise, and in a manner that is deemed appropriate in the light of the developmental stage of the student.
Initial steps may include:
- Faculty child study, and/or a therapeutic group study (with parental consent)
- Assessment by the Extra Lesson Practitioner
- Assessment by the Learning Support Teacher
- Classroom observations by an experienced teacher or the Learning Support Teacher
- External assessments, e.g. behavioural optometrist or osteopath (parental responsibility)
A variety of supplementary resources and strategies to support the classroom programme can be explored. These include the following options:
- An individualised education programme (IEP) provided by the Class Teacher (at times in liaison with the Learning Support teacher) which can be supported by the parents at home. Such a programme is designed in collaboration by teachers, parents and specialists (where appropriate) in an IEP planning meeting.
- In-class support by a Teacher Aide (where a student is eligible for funding)
- Learning Support lessons, either one-on-one or in a small group
- Therapeutic support programmes (e.g. Curative Eurythmy, Extra Lesson, Nursing Therapies, Art Therapy), fully or partially financed by the school or financed by the parents
- Support through an external provider, e.g. RTLB (Resources Teacher: Learning and Behaviour), SE (Special Education).
An integral component of the success of these processes and any subsequent programmes is the effective three-way dialogue between the Class Teacher, the parent/caregiver, the Learning Support Teacher, and any therapists throughout all stages.
Individual Education Programmes
An IEP is an Individual Educational Programme or course of action for a particular student. Specific learning needs and actions will be discussed, agreed to and recorded at IEP planning meetings. These meetings involve the Class Teacher, the parents/caregivers, the Learning Support Teacher and any therapist or Specialist Teacher who has an interest in the child.
The implementation of the IEP becomes a partnership between school and home, with each supporting and informing the other.
Individual students are identified for learning support by their Class Teachers through the ongoing observations in the classroom. These students can be referred to the Learning Support Teacher for a full diagnostic assessment. Students needing extra support will also be identified through the literacy assessments in the first term of Class 3. Learning Support follows the Te Ra curriculum and the developmental insights provided through an understanding of Waldorf pedagogy. It is provided for students when they are developmentally ready for small-group and individual academic instruction, generally from Class 3 onward according to individual needs.
Lessons with the Learning Support Teacher cover and address:
- Difficulties encountered in reading, writing and spelling.
- Difficulties with attention and working memory
- Difficulties with auditory processing
- Difficulties with visual processing
- Lack of confidence and interest in the learning situation
All lessons are scaffolded, individualised and presented in a multisensory way to fully engage the students and to maximise the learning opportunities. Usually a phonetic approach to literacy is used with students; however, approaches and strategies may vary according to the student’s need. Most students will at some stage have Learning Support homework and for some this will replace the general classroom homework.
Many prerequisites for academic learning and success, such as eye teaming and other important visual capacities, might not be established for some students before a developmental stage often described as the “nine-year-old crisis”. For this reason the school tends not to identify children as having a specific learning disability (SLD), or as being dyslexic before this important threshold. It is important to note that reversals of letters and numbers are a normal part of the path into literacy and numeracy; they are not stand-alone indicators of dyslexia, especially in younger students.
Despite their learning difficulties, the students who access learning support arewithin the full band of intellectual capabilities; the difficulties that they might be experiencing in literacy and or numeracy learning have no reflection on their general intelligence.
To illustrate this, one of the key indicators of dyslexia, for example, is a mismatch between general intelligence, effort and academic achievement.
The Learning Support Teacher and the Class Teachers work closely together to support the student in the classroom environment. As core skills are attained, opportunities are identified where these skills can transfer into the classroom context. Within two years prior to leaving Te Ra for their secondary schooling either at Raphael House or any other college, it is advisable that identified students are formally assessed (e.g. SPELD assessment) in order to be eligible for support at secondary school level, such as a reader-writer for exams.
The subject Eurythmy is, ideally, part of the curriculum of every Waldorf school. Rudolf Steiner, who inaugurated this art of movement in 1912, often emphasized its importance for the healthy development of the child, and its healing, harmonizing qualities.
Eurythmy Therapy is widely used throughout the world: in clinics, schools, homes for the disabled, and in private practices. It is used as a remedy or supportive treatment for many illnesses and conditions, like asthma, nervous disorders, bed-wetting, stuttering, cancer, heart and circulatory disease, allergies, digestive disorders as well as learning-difficulties, developmental problems and mental health conditions. Being based on movement, Eurythmy Therapy engages the will of the patient. By practising the exercises one can contribute actively to the healing process and also improve one’s overall health on a long-term basis.
The School’s Eurythmy teacher, Elien Hoffmans, is also a trained Eurythmy therapist. Children attending Eurythmy Therapy usually have 3 weekly sessions of 20 to 30 minutes for a period of 6 to 7 weeks. Practice at home is not required.
“One should try to see health and disease in the light of the theory of colour.” — Rudolf Steiner
All of the watercolour painting that children do at school nurtures the soul. In Art Therapy a series of painting experiences can be tailored to a child’s specific needs. This is done based on the indications of Liane Collot d’Herbois (1907-1999), an artist, teacher, and “colour researcher” who was inspired by the spiritual insights and theories of colour of Goethe and Rudolf Steiner. Collot d’Herbois developed a therapeutic approach to painting based on the understanding that each colour has an archetypal movement that calls up a corresponding inner soul movement within the human being.
During the first few sessions the child is invited to paint a free picture. From these pictures a diagnosis can be formed, and from this point on the process is guided. The Collot d’Herbois method can be effective for a wide range of conditions, supporting both physical and emotional well-being and thus helping to reduce obstacles to learning. Art Therapy can help bring about balance and health and is suitable for both children and adults.
One of the school’s class teachers, Nicki Young, is trained in this method and can offer sessions to our students.
The Extra Lesson is an individual diagnostic and intervention program based on the paradigm that learning difficulties may be related to developmental difficultiesin the first seven years of a child’s overall development.
The Extra Lesson programme can improve a child’s or adolescent’s body geography, spatial orientation, dominance, midline barrier integration, primitive reflex integration, postural reflex development, and sensory integration (including auditory processing and eye tracking). Extra Lesson works actively with the link between the stages of early development and the student’s ability to learn.
The program involves:
- An initial assessment (may include referrals to other professionals such as a Cranial Osteopath, Anthroposophical Doctor, Developmental Optometrist, etc.)
- Weekly sessions with a trained practitioner for a minimum of 30 weeks. These lessons involve movement, coordination, rhythm, speech, drawing, and painting exercises. The underlying developmental difficulties that are at the root of the presenting problems or concerns are hereby addressed.
- A very important short daily home program, usually involving movement exercises. This homework regime is imperative to progress being made by the student.
The whole child/adolescent is considered in this intervention program, which is based on the perspective of Waldorf pedagogy; however, it does in no way exclude children who do not attend a Waldorf School.
For more information, visit the Extra Lesson website at www.extralesson.com
Anthroposophical Nursing Therapy
Anthroposophical Nursing Therapy is a synergy of traditional nursing, modern science and Rudolf Steiner’s insights into health and illness from an anthroposophical perspective. Nursing is looked at as an art form and the encounter itself as healing.
Anthroposophical nurses use clinical treatments that include substance compresses, inhalations, footbaths, rhythmical body oiling and hydrotherapy. Substances include medicinal plants, homeopathic metals and minerals as well as oils made with special formative processes. Most preparations are biodynamically grown, where possible. Nurses look at the person holistically and can work with nursing support over the whole lifespan: from the art of fever-care in childhood and the support of normal childhood illnesses to menopausal issues and therapeutic support for those experiencing cancer. Looking at the individual biography of the patient, anthroposophical nurses are working with, and try to assist in finding, coherence for the patient for their particular circumstance.
Susie Jones is a private therapist who follows anthroposophical nursing principles and practices. Parents who wish to initiate appointment with Susie can phone her directly on 027 3704942 or 04 2993232.
The School’s Structure
Te Rawhiti Kindergarten was founded in 1993 in PukeruaBay. The original school initiative core group consisted of Kindergarten parents. They made the decision to proceed towards the establishment of a school and grew to become the Kapiti Waldorf Trust, a Registered Charitable Trust.
The Kapiti Waldorf Trust purchased the pioneer school building at 158 Wellington Rd., Paekakariki, in January 1996 and a kindergarten at 162 Wellington Rd. in 1997. It opened its doors to the first Class 1 with 20 children on January 29, 1996. The Trust entered into an integration agreement with the Ministry of Education on May 6, 1996, to become a state integrated school, which required the election of the Board of Trustees.
The permanent site at 89 Poplar Ave., Raumati South, was purchased in 1999. The three-acre site in Raumati included one residential building (today’s Staff Room) at the time of purchase. A major building programme was launched, which is not yet complete. (Please see the overall site plan on the school website or in the Office.) The buildings in Paekakariki were sold in 1999, but a Paekakariki satellite Kindergarten remains through a lease arrangement.
The following entities are involved in running Te Ra School and Te Rawhiti Kindergarten:
- Kapiti Waldorf Trust Guardian of the School’s Special Character and proprietor (legal owner of land and buildings)
- Board of Trustees Body that governs the School according to its Charter
- College of Teachers Group responsible for the daily management of the School; includes the School Coordinator (who carries the legal responsibility of the principal), the Pedagogical Coordinator, the Kindergarten Coordinator, and a number of the School’s teachers
- Faculty Group responsible for delivering the Waldorf Curriculum
- Administration Group Group that includes the School Coordinator, Financial Administrator, Receptionist, Parent Liaison Coordinator, Kindergarten Coordinator, and Resource Manager
- School Teachers Group Group that includes all Class Teachers and Specialist Teachers
- Kindergarten Teachers Group Group that includes all the Kindergarten teachers
- Mandate Groups Smaller groups, chosen from the entities listed above, that focus on a particular area of interest
Kapiti Waldorf Trust
The Kapiti Waldorf Trust is a registered charitable trust and is the umbrella body over both Te Rawhiti Waldorf Kindergartens and Te Ra Waldorf School, guiding their overall development. It carries the responsibility to ensure that the fundamental Anthroposophical principles of Waldorf education are deepened, sustained, and reflected in the everyday life of the Kindergarten and the School. The Trust does not take an active role in day-to-day management, but is legally the final arbiter in all matters relating to the “Special Character.”
In the “Memorandum of Understanding” between the Kapiti Waldorf Trust and the Board of Trustees its role is defined as follows: The Kapiti Waldorf Trust
- as Proprietor, owns the land and buildings and, at its discretion, makes these available for the operation of Te Ra Waldorf School;
- oversees the maintenance and preservation of the Special Character of this education as described in the Deed of Agreement;
- determines what is necessary to preserve and safeguard the Special Character of this education;
- sets the Special Character Contribution Policy;
- is accountable for funds received on behalf of the Trust;
- ratifies the budgets set by the Board of Trustees in relation to Trust funds; and
- jointly with the Board of Trustees sets the Memorandum of Understanding regarding the governance of Te Ra Waldorf School.
The Kapiti Waldorf Trust arranged finances for the purchase of Kindergarten and school buildings and remains responsible for continuing renovations and development. Special Character contributions from Kindergarten and school parents, from the wider community, and fundraising activities are its main source of financial support. Each year, it presents to the Kindergarten and school families a suggested guideline for the set level of Special Character contributions that are needed to fulfil the budget. The Trust meets monthly before the Board of Trustees meeting.
Board of Trustees
As a state integrated school, Te Ra Waldorf School has an elected Board of Trustees, which is legally responsible for governing the School according to its Charter, and to account for all expenditure to the Ministry of Education (MoE). The grant from the Ministry largely covers the operation of the School (salaries, material, equipment, etc.).
The Board consists of five elected parents, the School Coordinator (principal), a staff representative, two Trust representatives, two Mana Maori representatives, and the Secretary. Members are elected for a three-year term. The five parent representatives are elected to serve the Board of Trustees and represent the parent community on the Board. Board members are integrated into the management structure through mandate groups and working parties. The Board of Trustee meetings are announced in the newsletters and are open to parents. Minutes of the meetings are available at the Office.
In the “Memorandum of Understanding” between the Trust and the Board, the role of the Board is summarised as follows: The Board of Trustees
- is the governance body of Te Ra Waldorf School;
- ensures compliance with the National Educational Goals and the National Administration Guidelines produced by the Minister of Education;
- sets policies (with the exception of the Special Character Policy);
- sets budgets, responding to the recommendation of the College of Teachers and is accountable for funds received from the Government;
- employs the School Coordinator (who implements the day-to-day management decisions of the College of Teachers) and other non-teaching administration staff; and
- ratifies the recommendations of the College of Teachers regarding appointment of teaching staff.
College of Teachers
The outer principles upon which a WaldorfSchool is founded include “self administration by the teachers.” This “teacher-republic” has a non-hierarchical structure and consists of teachers who have put themselves forward to accept collectively the responsibility for implementing the Special Character and for the day-to-day management of Kindergarten and School. This group carries the functional role of the principal as defined in the Integration Agreement, closely holding the needs of the children at heart when prioritising the budget.
The School Coordinator is a member of the College of Teachers and carries the legal responsibility of the principal as defined in the Education Act 1989. The Coordinator implements and communicates the day-to-day management decisions of the College of Teachers and represents the College of Teachers to the parents and the public. He or she works closely with the Pedagogical Coordinator and Kindergarten Coordinator (members of the College of Teachers) and with the Administration Group (Financial Administrator, Resource Manager, Receptionist, and Parent Liaison Coordinator).
All full-time/part-time (0.8 and more) equivalent teachers are part of the Faculty. All other staff members are invited to join but are not required to attend. Members of the Faculty commit to consciously help carry the spiritual impulse of the Kindergartens and School. This commitment finds its outer expression in the regular attendance and contribution to the Faculty meetings, where Faculty members work reflectively through theoretical study and practical workshops to further understand the task of developing and practising the art of Waldorf Education. The kindergarten and school teachers also meet weekly (separately) for the sharing of practical, curriculum and pedagogical Kindergarten and school questions.
The School has created several mandate groups to help research and focus on various issues (e.g., Festivals, Mana Maori, Aesthetics, Community Enrichment, Fundraising, etc.) These groups are made up of members of the Faculty, the Kapiti Waldorf Trust, the Board of Trustees, and/or the wider parents’ community as appropriate. Mandate groups work within given parameters and bring recommendations for major decisions to the College of Teachers, the Kapiti Waldorf Trust, and the Board of Trustees.
School and Community Life
Kindergarten and School Hours
Playgroups 9:15 am – 12:00 pm
Nursery group (3-year olds) 9:00 am – 1:00 pm (two days per week)
4-year-olds 8:45 am – 1:00 pm or 2:00 pm (four days per week)
5-year-olds and older 8:45 am – 2:00 pm (five days per week)
Class 1 9:00 am – 2:15 pm
Classes 2-7 9:00 am – 3:00 pm
School Break Times:
Morning break 10.40 am – 11:100 am
Lunchtime 12.40 pm – 1:30 pm
Schoolchildren are to be at school by 8:50 am in order to settle prior to lessons starting. The School takes responsibility for pupils from 8:30 am to 3:15 pm. Parents should not drop their children at Kindergarten or school before 8:30 am, or let them stay at school on their own after 3:15 pm as teachers are not available for supervision at these times. The Kindergarten staff members encourage parents to arrive five minutes before pick-up time so as to be waiting to meet their child.
The first ten minutes of each break is supervised eating with the Class Teacher. Then the children are encouraged to be outside the classroom for fresh air unless the weather is inclement.
The School Office is staffed between 8:30 am and 3:30 pm every day, and phone messages are cleared regularly. Children may use the phone for emergency calls only. Social, afterschool engagements should be organised outside of school.
The school bell calls the children to their classrooms at 8:55 am to allow lessons to commence at 9:00 am. Parents should avoid lateness for their child’s sake. Late arrivals interrupt the rhythm of the school day and can affect a child’s learning. Late children must stop by the Office to let the office staff know they have arrived. Otherwise, they will likely have been marked as absent, and a follow-up call to parents will be made.
Children Leaving School during School Hours
Children must remain within the school boundaries at all times during school hours. For legitimate absences, the parent/caregiver needs to register the details with the Office and sign their child out. This is a health and safety requirement.
Session activity in the Kindergarten begins by 8:45 am. Parents should be there in time as it is best for their child to begin with the rest of the class. If a child will be absent from Kindergarten, parents should call the Office to report the absence.
Short-term School Absences
Attendance records are taken daily. Parents are required to call or text the Office and leave a message by 9:00 am if their child will be absent from school (preferably by 8:30 am so that teachers can receive the message as well). Any absence should be followed up with an explanatory note or other communication to the teacher the first day back at school. The teacher needs to stay well informed about the reason for absences.
If a child is absent and no message has been left, the office staff will make a follow-up call to home and to all other parent/caregiver phone numbers provided. If a child is absent and the School has not been informed of the child’s whereabouts, and no one responds to its calls, the School takes no further responsibility. Parents should provide the School with up-to-date contact phone numbers, including work and mobile numbers and back-up numbers of friends or relatives.
Long-term School Absences
The school year allows for adequate holidays. All children are expected to attend a full school year, except for absence due to medical reasons. Apart from being a legal issue, extended holidays or absence for other than medical reasons are detrimental to a child’s education. Main lessons are particularly important as the child misses important parts of a structured lesson sequence. Parents should keep this in mind as they plan holidays.
For one term and less: A child can legally not be away from school for more than 20 days. For an absence longer than 20 days, a Principal’s Release Agreement is required. This can be issued if an assurance is given that the child will continue his or her learning while away. The family needs to apply to the College of Teachers via the School Coordinator for such an exemption agreement sufficiently in advance, including an outline in regard to catching up on the content of lessons missed. The School trusts that the family honours its Special Character pledge payments during the child’s absence, as this is budgeted income.
For more than one term: If the child is away for more than a term, he or she can no longer be on the school roll and will not be funded by the Ministry of Education. Therefore, for financial reasons, the School cannot keep a space reserved.
Families are most welcome to apply for re-enrolment subject to a space becoming available, and such families will be considered as high priority. The normal enrolment criteria of a commitment to the School’s Special Characters will apply. The re-enrolment interview will focus on
- what the child has experienced and learned or missed while away and how the missed parts can be compensated for,
- how the family upheld a commitment to the School’s “Special Character,” and
- how reintegration into the class and the School can be best supported.
These questions are particularly important if the child has been in a different educational system while away.
The School asks those parents of children leaving the School or Kindergarten to advise the Kindergarten/Class Teacher or School Coordinator, either verbally or in writing. It is important that the teachers have time to prepare for the final day, which will ensure a good ending and farewell for the child and their classmates and families. The School Coordinator will write to parents to
- thank them for their contribution to the School,
- encourage them to settle any outstanding financial matters, and
- to invite them to fill out a de-enrolment form and to take part in an “exit interview”.
The School publishes a newsletter fortnightly on a Thursday; this is the main way in which the School keeps parents informed of day-to-day events, meetings, and other information. The newsletter is sent home by child post or is available by snail mail, email, and on the School’s website: www.tera.school.nz. The deadline for submissions is the Tuesday before publication, and submissions may be dropped off in the Office or sent to email@example.com. Contributions for placing advertisements to help cover printing costs are appreciated.
The School publishes a directory in Term 1, with an update available from the Office at any time later in the year. Parents should advise the Office of any changes of address or phone numbers. In accordance with the Privacy Act, the School advises its parent community that the directory is to be used for school-related purposes only.
Parents’ Questions, Ideas, and Concerns
Ideally, the child’s teacher is the first point of contact for questions and concerns regarding the child. The School Coordinator also is always available to hear any ideas, feedback, questions, or concerns from parents. For more serious issues and for formal complaints, please see the School’s Complaints Policy on the school website.
Yearly Parents’ Questionnaire and Community Meeting
The School formally seeks feedback from parents by way of the yearly parents’ questionnaire in Term 3, followed up by a community meeting. This input directly feeds into the annual review and planning cycle from the College of Teachers and Board of Trustees and is fully included when considering the next year’s priorities and budget for the Annual Plan or longer term in the Strategic Plan.
The child’s journey through Kindergarten and school takes several years; throughout this time parents have many opportunities to gain a full picture of the curriculum, their child’s progress, and other related issues. Teachers strive for an active partnership with parents in educating the children. They need support from parents, and parents in turn might need support from the teachers.
There are several ways to keep in touch with the teacher, including class meetings, home visits, and individual teacher/parent meetings. Teachers will give individual guidelines for other communication opportunities (e.g., convenient times for phoning). Parents should note that immediately prior to the beginning of the school day is usually not an effective time to communicate with teachers other than for brief messages.
Class Meetings in the Kindergarten and School are held once a term. Parents hear about the children’s work and curriculum content, might experience some of what the children are doing, and have the opportunity to ask questions, share experiences regarding the children, and meet with other parents from the class.
Parents are expected to attend these meetings each term as part of their enrolment agreement, as the meetings are the main form of information sharing and adult education. The School will pay for childcare costs for single-parent families if financial hardship prevents a parent from attending these meetings.
Teachers aim to visit each family before a child starts Kindergarten, and then again during the Class 1 year. Further visits might occur, as required or requested, at other times. The main purpose of the visit is to see the child in his or her home environment. The visit is focused on the child; however, a visit might be arranged at a time around bedtime to provide an opportunity for adult-to-adult discussions.
Individual Teacher/Parent Meetings
In Term 3, Class Teachers will provide the opportunity for individual meeting times with parents. At this time parents will hear about their child specifically (instead of about only the class as a whole). Kindergarten Teachers are available to meet with parents at any time mutually acceptable.
Class Parent Liaisons
Each Class Teacher chooses a Class Parent Liaison who is the Class Teacher’s supporting link between class parents and the teacher. Class Parent Liaisons are a vital part of the school management structure. They help manage classroom needs and organise parental support for class trips and school events such as the Harvest Fair. All Class Parent Liaisons meet regularly during the terms to discuss upcoming events and to gather feedback for the School. Parents should feel free to contact their Class Parent Liaison with any practical class-related questions.
The traditional annual school events are
v the Harvest Fair in Term 1,
v St. John’s Lantern Festival in Term 2,
v a social community event, usually in Term 3, and
v Open Day in Term 4.
The traditional annual Kindergarten events are
- the Harvest Festival in Term 1,
- the Lantern Festival in Term 2,
- the Spring Festival in Term 3, and
- the Advent Festival in Term 4.
The School arranges for a photographer to come annually to take class photographs and individual portraits for those interested. Parents will be notified about “picture day” well in advance.
As for photographing children during school events, parents are encouraged to respect the importance of some events and the sometimes intrusive effect of photographing them. The School does not want any parent to “miss” an important event by being behind a camera lens for most of it. For particularly important and sensitive events such as first day of school, the School takes photographs unobtrusively on behalf of the parents so that they can relax and enjoy the moment while still having a keepsake of the event afterward. Anyone unsure about whether taking photographs would be welcome at an event should see the School Coordinator.
The Children’s Library holds books and other resources to support and enrich the school curriculum and to provide recreational reading. Library resources are limited, so the School asks that only up to three books be borrowed at any one time. The loan period is two weeks. Children are unable to borrow other books if they have overdue books, so parents need to support them in bringing books back on time. Any books that remain out for more than a term, or books that are damaged, will be charged to the parents at replacement cost.
Playgroups are held in Paekakariki and Raumati South to provide an educational and social time for children and parents together. Sessions run from 9:15 am to 12:15 pm. For more information parents should call the Office.
Parent Resources and Activities
The Parent Café meets on Friday mornings in the PlaygroupBuilding from 9:00 am to 10:00 am. Parents are encouraged to stop by for a cuppa and a chat. There is a Parents’ Library and a children’s clothing exchange. In addition, the Holistic Haven Shop offers a variety of items for sale, and a few school families often bring in fresh, local produce to share or to sell.
The School offers a Parents’ Library containing books on a wide range of topics such as child health and development, temperaments, Waldorf Curriculum, craft, and the effects of television watching. These are available at the Parent Café on Friday mornings.
Holistic Haven Shop
The Holistic Haven Shop sells Weleda products as well as books, crafts, and art supplies related to the School. The shop is open at the Parent Café on Friday mornings, and a smaller selection of items is available during the week in the Office. For more information please call Tonia Goodwin-Fox on 297-2332.
Anthroposophical Study Group
An Anthroposophical Study Group meets regularly. For more information and contact number, call the Office.
As stated on the Christian Community website, the Community was founded in response to questions concerning enlivening and renewing Christian practice and understanding as it had evolved up to the years shortly after World War I. Theological students and ministers approached Rudolf Steiner, and his far-reaching response gave the impetus that led to the birth of the Christian Community.
The Christian Community meets at school on Sunday mornings from 10:00 am to 12:00 pm. In addition, ministers from Auckland make regular monthly visits to the School and offer special talks and religious lessons for children. For more information, visit the website at www.thechirstiancommunity.net, or call Graham Ibell on 905-0216.
I. Important Numbers
School phones 299-0812, 299-0813
School cell phone 021 295-8618
Paekakariki Kindergarten phone 292-7072
Anthroposophical Doctor: William Crawford 04 977-1634
Anthroposophical Nurse: Marcia Pollock 04 569-7923
RaphaelHouseRudolfSteinerSchool 04 569-5161
The School’s various policies and related documents concerning the curriculum, enrolment, finance, governance, health and safety, property, student achievement, and the Treaty of Waitangi are available on the school website at www.tera.school.nz or in the Office.