PCT 2

Criteria:

Demonstrate commitment to promoting the well-being of all ākonga

Key Indicators:

i. take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe

Our environment consists of 4 spaces which are all joint together. These spaces allow students to choose a place where they can work or play comfortably. One room can be separated from the others by closing a glass door which allows us to have a space of our new students beginning school to have a place where they can become comfortable and familiar with the school environment before joining the main space. Down one ened we have a space called the Quiet Zone where students can go and work if they feel they need some quiet time to relax or focus.

I work to keep the classroom tidy by encouraging all students to tidy up their work when done as well as checking the class at the end of each day, picking up any rubbish and ensuring the teaching stations and areas are ready for the next day.

We have emergency rolls up on the wall in case of emergencies as well as a Emergency Cone card that if given to the office, Management will immediately come to assist. I am aware of all emergency procedures and have discussed these with the team and tamariki.

ii. acknowledge and respect the languages, heritages and cultures of all ākonga

We have a display in our environment where we invited our whānau and students to place their name under the country they come from. 

I try to greet students in their first language when I can. I had a Japanese student in my homeroom and he would teach me some Japanese words when we would work together.

iii. comply with relevant regulatory and statutory requirements

I have attended a UBRS course that informed us on the new restraint laws.
I ensure I follow all requirements and keep track of relevant procedures.