Paparoa Street School
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The paramount objective of the poari matua of Paparoa Street School is to ensure that every ākonga at the kura is able to attain their highest possible standard in educational achievement. To meet the paramount objective, the poari matua meets the supporting objective of ensuring that the kura is inclusive of, and caters for, ākonga with differing needs (Education and Training Act 2020, s 127). We provide learning support to ākonga with 
learning support needs. We take a collaborative approach and involve the ākonga, their parents/caregivers, and others as needed when providing learning support.
The kura plans and budgets for learning support based on available kaimahi, resources, funding, and programmes (including available external funding and resources).
The learning support we provide may include extra kaiako or kaiāwhina time, literacy support, assistive technology, equipment and other materials, property modification, transport assistance, specialist support, or other resources and learning programmes.
We aim to support ākonga appropriately during times of change throughout their time at kura. We offer a transition plan for five year olds with learning support needs who would benefit from a graduated transition to kura. The plan is agreed with their parents, the tumuaki, and the Ministry of Education.
Individual education plans
As appropriate, the kura collaborates with an ākonga, their parents/caregivers, kaiako, kaiāwhina, and others involved, to develop an individual education plan.
Learning support programmes
At Paparoa Street School, ākonga may have the opportunity to participate in learning support programmes depending on their needs and available resources.
We offer a perceptual/sensory motor programme to develop motor skills (e.g. coordination, spatial awareness), social skills, memory, problem solving, and build confidence. Our perceptual motor programme caters for: Year 1 ākonga – Noelene Hodder provides a remedial programme in term 2. Year 2 ākonga – Sheredyn Berg is the facilitator of the programme. Remedial year 2 ākonga are specifically targeted within this programme. There are two 35 minute sessions per week in term 1. Individual Needs: tamariki from other year groups may be identified as benefiting from the programme. Programmes will be decided by the Individual Needs team based on needs and resources.
We support gifted ākonga through careful and differentiated programming, taking into account relevant cultural perspectives. This may include an individual education plan, which is ongoing and monitored, as well as other supports. Gifted underachievers, and ākonga identified as twice exceptional (also known as 2E – e.g. with both a very high IQ and a specific learning disability) are supported with the same strategies.
We run an English Language Learners (ELL) programme. The individual needs coordinator is responsible for overseeing the programme, including eligibility, funding applications, and regular reports to the poari matua.
