“Nayland College is a welcoming school with a positive tone and warm relationships. There is a culture focused on students’ well-being and support through a strong pastoral care system. Students demonstrate a sense of pride in their college.” ERO report 2011
We believe that showing respect, tolerance and compassion, acknowledging rights and responsibilities and treating everyone fairly should underpin everything we do. Students earn rights by meeting their responsibilities, by being thoughtful, cooperative, tolerant and accepting of others. This makes it easier for everyone to learn and work together.
Respecting others’ rights to feel safe at school and to learn without interruption ensures that all students can enjoy learning in a supportive environment. Being supportive, considerate and empathic to each other maintains a positive atmosphere and ensures the whole school gains respect from our community.
Students are expected to be prepared for learning by being on time, bringing a positive attitude, the correct materials and a willingness to contribute. Respecting our school environment and keeping it clean, safe and attractive ensures a sustainable environment that we can all be proud of.
Nayland College is a friendly, helpful and caring school because we insist on certain rights and responsibilities for all.
Each house has one dean. These teachers have been selected for their strength in providing support and guidance to students.
The deans accompany the students as they move through their year levels. They acquire a lot of knowledge and form close relationships with students and their families. There is no need to keep having to tell your story over and over again.
The vertical form system is the next valuable tool in caring for our students. House tutors also accompany their students through the year levels, so get to know them well and are a great source of help for when times are tough or for suggesting new dreams to follow. Each day starts with a form time so that any necessary information is passed on to students and any problems that might get in the way of learning can be sorted out.
Our deans and form teachers work together to encourage each and every student to dream big and aim high. We have excellent support from our experienced senior management team, Mr Trevor Olley, Mrs Kathy Sherwood, Ms Jane Townsend and Mr Daniel Wilson.
We communicate with parents and caregivers often. Teachers contact home about what their courses involve, how to succeed and what to focus on for assessments. Form teachers and deans make contact quickly if there are issues. Regular and personalised contact with home is very important to us.
Formal written reports are sent home twice a year. Formal parent-teacher-student interviews for all levels are held in term one, and again in term four for junior students.
2012 saw the introduction of vertical forms and houses. This has proved to be a huge success and we have seen amazing results in terms of connecting students and offering leadership prospects.
This is an extension of the ‘Whanau’ philosophy which offers students the security of a sense of belonging by grouping them into smaller communities. It is also designed to further strengthen the relationships that we value so highly (e.g. teacher/student, student/student and teacher/family).
Whenever parents have concerns about the progress of their children they are urged to contact the College. Appointments can be arranged through the school office.
Junior students can discuss their concerns with trained cottage contacts. These supportive seniors are trained to be ‘reflective listeners’. They also attend junior classes to offer their support with learning. They focus on our year 9 classes and support the transition into Nayland.
Two trained counsellors work at the school. They are both experienced, particularly with adolescents, and belong to the NZAC (New Zealand Association of Counsellors). They are trained to assist with personal, social, learning and behavioural problems within the school. (More about counselling.)
Our teacher aides are the backbone and heart of our one-to-one support for students with special needs. Nayland is fortunate to have the services of a full time Special Needs Coordinator (SENCO) to facilitate the support networks for students with diverse needs. The role includes liaison with multiple agencies, developing individual plans (IEPs) and programme guidance for teachers.
Contact our SENCO Chris Baillie for more information firstname.lastname@example.org
All students thrive on challenge work at a level appropriate to their ability. We have a number of formal and informal systems to help those students working above their chronological age to build study skills, fuel their passion for their areas of skill and to nurture their overall well-being.
As part of our vertical form system each house has an accelerate form class. Entry to this is based on selection to the accelerate core classes that are a feature of our junior programme. ? The special character of these form classes provides these students with access to peer mentors and opportunities to further develop academically and socially.
Our students tell us that they love the opportunity to self select into the many groups, clubs, events and sports we offer. Additional opportunities include many subject competitions, inter-school? and regional academic competitions. We see the individuality and potential in our students and create a plan together. ? A key part of our commitment to enrich and extend students is by offering multilevel learning in Science and Maths. Forging ahead in these areas allows many students the chance to study an additional 2-3 subjects at Level 3. This broadening of expertise allows students the option of multiple scholarships and sets the stage for further study in a wider range of fields.