Climate and Culture



Socioeconomic status (SES) encompasses not just income but also educational attainment, financial security, and subjective perceptions of social status and social class. Socioeconomic status can encompass quality of life attributes as well as the opportunities and privileges afforded to people within society. Poverty, specifically, is not a single factor but rather is characterized by multiple physical and psychosocial stressors.
American Association of Psychology (2016)

Decile ratings have been used in New Zealand to determine the funding a school requires. Those with a lower financial base are given greater funding. These ratings have been used to indicate the "type" of student that attends. Often, greater behavioural needs are found in lower decile schools. The socioeconomic status of my community is skewed towards the higher end compared to other schools in the district, according to the decile rating. The decile rating of 8, compared to the average for New Plymouth of 6.8 and Taranaki of 6.1 (based on 2015 ratings) indicate a significant difference.

The school also has a much higher percentage of non-Maori compared to other schools in the region, although the number of Maori students has increased in recent years. (15% Maori in 2016). The farming community is also well represented at the school, with many of the 130 boarding students coming from farming families. 

The school also has a strong Catholic link, which affects much of the internal and external workings of the school. Based on the Lasallian traditions, the Catholic character is reinforced through the religious education, which permeates many aspects of the school. Schools tend to use statistics around achievement to illuminate their school. 

The school I teach at display their 'pass rates', those achieving Level 1, 2 or 3 NCEA, and the increase in the percentage of Maori students attaining those achievement levels. However, Merit and Excellence rates are not generally displayed as these are lower. They are shared with staff who are asked to determine how these could be increased.

Education Counts, NCEA Level 1 School Results


The school has a strong moral and ethical character. Relationships and interactions between the teacher and pupil are expected to maintain a high level of respect. In Lasallian tradition, teachers are seen as older brothers also on a learning journey. There is still a level of respect for elders that involves referring to teachers by their last name, and teachers have freedom to instruct the way they choose.

The school's foundation and culture is embodied within the five core values:
  • Faith in the Presence of God
  • Inclusive Community
  • Respect for All Persons
  • Quality Education
  • Concern for the Poor and Social Justice
These core values describe the culture the school community is building and believes in.

This year, a concept called 'sweeping the sheds' was incorporated to engage students in taking care of their environment. This included caring for others and caring for the facilities and spaces we are given.

Senior management are interested in staff and students as individuals and show concern and care for each person. The culture is demonstrated well through senior and middle management.

Perhaps one of the issues that is often discussed is not so much the attainment of NCEA, but rather the excellence of that attainment. For many students, the culture that has driven attainment is to just get a pass. Often senior students are heard saying they have all the credits they need. Learning for the sake of learning and developing one's self, and to excel or develop mastery, is lacking. This is evident in the levels of engagement in the classroom. Care for the environment and others is well established. Focus could now be placed on care for one's own learning and personal development, being character and academic achievement.

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