Attendance Management Plan Consistent attendance is essential for fostering strong learning habits, supporting student wellbeing, and ensuring every learner has the best opportunity to succeed. Our Attendance Management system provides families and staff with a clear, easy to use platform for recording, monitoring, and supporting student attendance. With timely updates, streamlined processes, and proactive communication, we work together to identify patterns early and provide the right support when it’s needed. By staying connected and informed, we help create a reliable and engaging learning environment for all students. Attendance plan

Our Staff Teams Specialist Team Back Occupational Therapist / Whakaora ngangahau Sarah Derrick Speech Language therapist Kaihaumanu Reo ā- Waha Iliyana Kanchovska Physio Therapist / Kairangahau Girlie Chaytor Occupational Therapist / Whakaora ngangahau Adthraa September Speech Language therapist Kaihaumanu Reo ā- Waha Ali Rakhshanfadaee

Our Logo Our logo was designed specifically for us by Michael Moke. These important aspects of Our Turangawaewae have been incorporated within the design... Location Situated in Te Ika a Maui (North Island of New Zealand), Mangere and its surrounding area has been occupied and cultivated since at least the 12th century, as told in the oral history of the local iwi (Te Wai o Hua), and supported by archaeological investigations and radiocarbon data estimates. Te Wai o Hua (the descendants of Nga Oho people) have one of the oldest genealogy in Auckland. The local Maori are descendants to Hape who came here prior to the arrival of the Tainui waka. Hape was a great chief, revered to this day as one of the founders of the Tainui Iwi, and he was probably one of their early Tohunga or Priests. Some of the stories suggest he was a seer or mystic with magical powers, possibly even a demi-god. Hape had a disability - his name literally means 'club foot' although it can also mean 'rejected' or 'left behind'. Following the discovery of Aotearoa, plans were made in the ancestral homeland of Hawaiki to settle the new land. When the Tainui waka was about to set sail, only people in the best physical condition were selected. Due to his clubbed foot, Hape was not one of those selected, and he was left behind in Hawaiki. The voyage of the waka to Aotearoa was long and arduous, most of those on board forgot about Hape. As the people disembarked on the shores of the Waitemata Harbour they could see a man standing on a distant hill. It was Hape, he had used his powers to summon a giant stingray to transport him; he had arrived in Aotearoa weeks earlier. He stood on the ridge and called out a karanga to those on the beach. To this day, the stingray, or Kaiwhare, is the guardian of the Manukau Harbour. Back Kaitiaki A Kaitiaki is a guardian. As mentioned above, the stingray (Kaiwhare) is the guardian of the Manukau Harbour. Birds were the original Tangata Whenua of Aotearoa, and the hawk has featured prominently in the oral traditions of Tainui. Kahu Pokere (black harrier hawk) is another kaitiaki of this area. The hawk in flight conveys strength and purpose, and is viewed as a powerful guardian of the land. Mangere sports teams have used the hawk for their logo (e.g. Mangere East Hawks League / Mangere Hawks Netball). Our previous logo featured a hawk. Flight Due to the close proximity of the airport, schools in the local area mostly have names associated with aviation. Our school was named after Air Chief Marshall, Sir Keith Park, an extraordinary New Zealander – an unsung hero - in recognition of his charitable work. Sir Keith Park was also influential in the Auckland Airports being sited in Mangere. Read more about this special man ... Our People At the heart of our school are our people. Mangere, with its strong historical and family associations, has morphed into a home for a diverse range of people from different cultures. Reflective of our wider community, Sir Keith Park School's learners identify with the Pacific Peoples ethnic group (Samoan, Tongan, Cook Island, Niuean, Tokelaun, Fijian, Tuvaluan); NZ Maori; NZ European, and Asian. Like Hape, our kaitiaki and Sir Keith Park, our learners journey forward drawing on their resilience, perseverance, and determination.

CPI CPI Safety intervention What is CPI ® ? With a focus on prevention, the CPI® programme provides a framework of management and intervention techniques to help staff cope with escalating behaviour in a professional and safe manner. CPI® ... is a holistic behaviour management system based on the philosophy of providing the best Care, Welfare, Safety, and Security for staff and students. focuses on preventing disruptive behaviour by communicating with individuals respectfully and with concern for their well-being. incorporates follow-up debriefing strategies so that communication is restored, problem behaviour can be prevented, and patterns of problem behaviour can be altered involves training in positive handling strategies through a whole setting holistic approach to managing difficult, disturbing, & sometimes dangerous behaviour. teaches physical interventions only as a last resort - when an individual presents an imminent danger to self or others - and all physical interventions taught are designed to be non-harmful, non-invasive, and to maintain the individual’s dignity Sir Keith Park School has several CPI on our staff. This on site expertise allows us to introduce a holistic behaviour support programme to our entire staff as part of in service training. All staff at Sir Keith Park School undertake the 12 hour basic training programme and are supported by ongoing refreshers, practice sessions and further specific training as required. Individual programmes are developed by our transdisciplinary behaviour management team. Visit the CPI website : www.crisisprevention.com 33 Robertson Road, Favona, Manukau City, Auckland, New Zealand . Tel (09) 2754455 . Fax (09) 2561502 . Email admin@skp.school.nz

Writing Activities

Our Specialist Services Transdisciplinary Approach The therapy team are an integral part of the transdisciplinary approach used at Sir Keith Park School. The therapists work in a variety of ways to support our learners. This involvement includes: suggestions and strategies to assist students to access the curriculum working with groups of students to target specific skills supporting the use and provision of specialized equipment for students providing individual programmes to support priority learning needs reviewing and assessing individual therapy programmes supporting and training teaching, support staff, and family / whanau Our specialist team members (physiotherapists, speech-language therapists and occupational therapists) are involved in many aspects of the student's school day - for example: break times, meal times, curriculum learning, IL P's and integration into the community. Speech Language Therapy Occupational Therapy Physiotherapy

Haere mai, Afio maia Fakaalofa atu Malo e me’a mai Turou mai, Ulufale mai Ni sa bula vinaka, Ulu tons mai, Welcome. Covid Notices and Distance Learning Resources Food/Assistance Sir Keith Park is a school where all learners are known, valued, and celebrated. Sir Keith Park School is a special school for children and young people who have intellectual disabilities or complex special needs. We are situated in Favona, a suburb of Auckland City, New Zealand. We provide specialist programmes for students from the ages of 5 to 21 years. We are a MOVE model site . You are welcome to visit us to see programmes in action, or contact us for support. If you have any complaints or concerns please click here Enrolment OUR PURPOSE “Educating learners with special needs and empowering them to reach their potential.” Kathy Davidson Principal / Tumuaki Board of Trustees Presiding Member Pina Mahe Office administrator Meet The Team Deepak Kumar

Our Logo Sir Keith Park Mangere

Our Curriculum The diagram below visually details curriculum available to students enrolled at Sir Keith Park School. Our curriculum is personalised through Individual Education Plans which state priority learning for each student, and are developed collaboration with student, family, whanau, and carers. The 8 Essential Learning areas of the NZ Curriculum provide the contexts for teaching skills related to values, key competencies, supporting curriculum and some aspects of the Transitional curriculum. Transitional Curriculum takes priority once students reach age 16 and over. Plans to support learning are developed through the annual overview, term overviews, unit plans and incorporate individual education goals. Teaching is delivered in 1:1, small groups, and / or class programmes.

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