Established in 1881, our school is just over 2 kilometres from Cathedral Square and close to Hagley Park. Our central location provides easy access to other parts of the city, beaches and the Canterbury Plains.
A variety of widely spread buildings occupy the school site of 2 hectares. Since 1991 a great deal of upgrading has taken place, and a number of new buildings constructed. In 1997 we opened a new purpose built facility, an attached Conductive Education unit for our physically disabled children. A number of other new buildings were established at the same time. In 2001 we officially opened a new hall. This facility includes a modern kitchen, meeting room, interview office and storage room. In 2002 we moved into a new administration building, a significantly up-graded facility more appropriate for meeting the needs of a school under the present self managing system.
During 2007 we were lucky enough to secure Canterbury Community Trust funding to construct a lovely shaded lunch area where all children can sit to eat their lunch while being protected from the sun.
In 2008 our four junior classrooms were upgraded. These rooms are bright, warm, sound proof and highly conducive to quality teaching and learning. New furniture has been purchased for all these junior rooms. In 2009 three of our senior classrooms were upgraded and the toilet block that services these classrooms was upgraded at the same time. We have put new furniture in all of our senior classrooms. We hoped to complete the internal upgrade project for the remaining 3 classrooms , however due to the earthquakes all capital works are on hold. We continue to try to keep up with technology and have been lucky enough to secure funding that has seen the installation of 5 active boards in mainstream classrooms and 2 in the conductive education classrooms. We plan to have active boards in all classrooms in the future. We now have a focus on iPad technology and are looking to purchase as many as we can.
In the last two or three years our roll has started to grow and as a result we have taken possession of two new classrooms. These two rooms have added to our Junior Team and have been strategically placed to reflect that.
A large grassed area separates the school buildings from the Motorway. Also in the school grounds are fine specimens of mature oak, walnut and elm trees, some of which are protected, a rose garden and numerous other garden plots. We now have a number of flowering cherry trees along the Brougham Street fence line thanks to the Ikebana Society who donated the trees. A feature of our school at present is the commitment to sustainability and the development of a ‘Green Team’ who have responsibility for our vegetable gardens, our recycling and the composting of our green waste, and our worm farms. This group of dedicated staff and students have developed a native garden area and are looking at ways we can collect rainwater and store it for irrigation purposes. Following the events of 2010 and 2011 these guys have been very active in ‘Greening the Spaces’ in Addington and providing a submission on the proposed Selwyn Street redevelopment. We are proud of the fact that our students have led the school in becoming litter free.
The school amenities include a sealed netball court, a sealed basketball court and two bark-surfaced playing areas with modern Playco equipment for use by Junior and Senior children. We are planning to add to our playground with a more developmental type structure.
While we do not have an enrolment scheme, our perceived boundaries include parts of the suburbs of Addington and Spreydon. A large part of the North East area comprises industry and manufacturing activity. Shopping centres within the district are centred on Addington Mall, Selwyn St Village, Tower Junction and Barringtons. A small percentage of our roll comes from outside our immediate area, in particular those children who attend our Conductive Education unit and where parents commute into the city.
Addington community has seen a great deal of change over the last few years. As a result of the earthquakes there has been considerable redevelopment and relocation of businesses to the area. Some of the older houses are being demolished by developers and are being replaced by units and flats. In the longer term this may result in changes to the make up of our school community. The City Council has redeveloped some older areas for community housing. There is evidence that many older houses in the area are undergoing restoration. In fact Addington is a more desirable area as it sustained little damage in the earthquakes.
The limited financial resources of the school's community, acts as a constraint in fund raising ventures and in planning school trips and visits. Other constraints placed on the school are the levels of readiness of pupils to begin school at age 5, both academically and socially. Specific teaching programmes are designed to cater for the needs of our student population.
Our community is very important to us and we are constantly looking for ways to bring our community into our school and for us to provide a service for them. With the support of local community organisations we have been able to create a position for a School Community Liaison person. This is a new innovation for our school and after two years in operation we are seeing great benefits of such a position. This all contributes to developing a mutually beneficial relationship between the school and its community.
We are fortunate in that we have a staff that demonstrates a commitment to their own ongoing learning. This enables staff to provide quality teaching and learning programmes for our students. Consistent practice throughout the school ensures our students strive to meet the high expectations that we value. The staff have a commitment to improve learning outcomes for students, and a desire to increase their expertise to use ICT for their own professional learning and to enhance students’ learning. We have developed and are implementing a set of qualities / expectations that we at Addington value, (The Addington Attitude). We have an exciting new curriculum.
Working with our local community we have developed a wonderful music programme where senior classes receive expert tuition in ukulele. Private tuition is offered to students in singing and in the playing of, ukulele, guitar both bass and acoustic, keyboard and drums. We now have our very own rock band. We are able to supply all instruments with the support of community funding. We have a strong and talented senior choir ( A Tunes) led by a talented, skilled and well known musician as well as a Junior Choir (J Tunes) led by talented staff and Volunteers.
We are heavily involved in a Local Sports Initiative, which focuses on upskilling students in Years 3 and 4 in a range of sporting skills and culminates in their putting the skills into practice in a tournament situation. The school runs a comprehensive Perceptual Motor Programme (PMP) specifically targeting our Year 1 and 2 students. Parents play a major role in making this possible.
Those children with special needs are catered for through our Pastoral Care Team and Special Needs Programmes, which includes Enrichment and Engagement Programmes. For the last two years we have committed .4 of our staffing to having a dedicated learning Support teacher in our team. We have a large group of physically disabled pupils (with mainly cerebral palsy) who are catered for in our attached unit. These children are provided with a Conductive Education programme led by two Hungarian trained conductors. During 2006 a new purpose built Conductive Education Pre School was constructed on our school site. The pre school operates as a completely separate unit. It continues to have great spin offs for us, as many students move from the pre school to the Addington Conductive Education Unit. For 2013 we have 27 ORRS funded children for whom we are our own fundholder.
The school roll is on the increase which is very pleasing with the end of year figure for 2013 projected to be between 240 – 260.
Our roll is very multicultural, with just under 39% identifying as European New Zealanders. Approximately 31% identify as N.Z. Maori, 11.5% Polynesian with about 18.5% representing other cultures, notably Asian, & Somalian with several other cultures having minority representation.
The Staff reflect the consideration given to meeting the special needs and character of the school through teaching methods and by showing care and concern in both special grouping and general classroom areas. Support services are actively involved in regular consultation notably, Public Health Nurse, Social Worker in Schools, Resource Teachers Learning and Behaviour, Resource Teacher of Literacy, Truancy Officer & members of the GSE team. Representatives of these groups meet as the Pastoral Care Team.