How do the flexible learning spaces work?
Our school uses flexible spaces rather than traditional classrooms. Children move between collaborative open areas for group work, quiet zones for focused study, and specialised spaces for hands-on learning and workshops. The spaces are acoustically designed and built to ensure quiet areas remain quiet and collaborative spaces support conversation without distracting other learners.
What are the benefits of this approach?
Research shows children learn better when their environment matches their task. Our flexible design allows us to meet individual needs within a single day. Teachers are trained to work collaboratively, continuously refining how spaces are used based on observations and student feedback. Children consistently respond positively to this approach.
Will my child be confused by not having a ‘traditional’ classroom?
We call our classrooms ‘Learning Commons’ as they represent a hub of learning. Children adapt remarkably well to our innovative and flexible spaces. The key is consistency in routines and clear expectations and the pedagogy of teaching within them. Our teaching teams establish familiar patterns so transitions become automatic. Children also develop greater self-awareness about what they need to learn well, building independence and confidence.
How does this support different learning styles?
Flexible spaces naturally accommodate different preferences. A child who learns through movement has room to explore. A child who needs visual supports and quiet can access appropriate zones. Throughout the day, children experience variety, developing resilience and adaptability that serves them well beyond school.
How do you ensure quality teaching?
Our teachers are highly qualified and specifically trained for collaborative team environments. We employ teachers strategically based on expertise and student needs, so the right teacher with the right skills works with children who need that support. This model actually increases instructional quality and allows us to respond more closely to individual needs.
We teach the New Zealand Curriculum using both standardised assessments and ongoing formative assessment, so we measure what matters and adjust our practice to support every child's growth. We focus on each child's progression of learning rather than comparing them to every other child.
Do you teach structured literacy and maths?
Absolutely. We use BSLA (Building Strong Language and Literacy Approaches) for structured, explicit phonics instruction in junior classes, building a strong foundation that progresses through to senior students. This is balanced with rich texts and engaging stories so children become enthusiastic readers. Our learning advisors have had training through the University of Canterbury.
For maths, we teach foundation skills explicitly from junior through to senior classes, then apply them in meaningful contexts. As students progress, the concepts become more complex and sophisticated, but the approach remains rigorous and grounded.
We combine explicit teaching of essential skills with authentic engagement—we do both at every level, ensuring children progress continuously from Year 1 to Year 8.
How do you manage different learning levels?
Every child learns differently, so we meet them where they’re at. Teachers work together to design learning that fits each child’s stage—whether that means practising phonics, deepening comprehension, or exploring advanced projects. Because our teams collaborate, they can offer the right support at the right time for every learner.
You talk about conceptual learning. What does this mean?
We teach the full New Zealand Curriculum—all the essential knowledge and skills in literacy, numeracy, science, social studies, and the arts. Our conceptual curriculum is simply a framework that helps us teach these subjects in a more connected, engaging way rather than as isolated topics.
Think of it like this: when subjects like history, science, and writing are taught separately, children often memorise facts that fade quickly. But if a Year 5 class explores the concept of “systems”—examining how rivers function, how communities are organised, and how to write persuasively about environmental issues—learning becomes connected and meaningful. The same content is covered, but it sticks because students understand how ideas link together and why they matter. This approach builds depth rather than surface learning. The concept of “systems” also extends beyond science, connecting to organisational structures, social systems that support our communities, and even aspects of Health and P.E. The concept is open-ended, transferable and cross-curricular.
We're not replacing traditional learning—we're ensuring it all makes sense and can be applied in the real world, beyond our school setting. Children graduate with the same knowledge and skills as any other school, but with a deeper understanding of how it all connects.
How do you report to parents about my child's progress?
We share information in real time rather than waiting until mid-year or end-of-year reports. Through our HERO app, we keep you updated on how your child is progressing with curriculum goals in English, Mathematics, and other areas throughout the year. We also share snapshots of their learning through supporting posts, including how they're developing dispositionally.
We hold Individual Education Meetings (IEMs) at least twice a year, where children are encouraged to communicate and share their goals, evidence, and progress. Children lead these conversations with teacher support, and we meet with caregivers if there are any further areas we need to discuss. This approach means you're never waiting for news—you're always connected to your child's learning journey.
How do I know what my child is doing?
Each child has a dedicated Learning Advisor who is their primary contact and home ‘guardian’ teacher. Your Learning Advisor oversees all communication and reporting with you, coordinating information from all educators your child works with. You'll receive formal online reporting and face-to-face meetings, plus ongoing dialogue so you always know what your child is working on and how they're progressing.
How qualified are your teachers?
All our teachers are New Zealand registered and meet the New Zealand Teaching Standards. They are highly qualified and trained specifically for collaborative team environments. They receive ongoing professional development in flexible pedagogy and collaborative planning, regularly refining their practice based on student feedback and outcomes. We are proud of the professional development we provide to our Learning Advisors - they have regular learning in curriculum areas and in use of standardised assessments.
Why are teachers called Learning Advisors?
The term "teacher" carries traditional connotations of power and lecturing from the front—an outdated model based on rote learning. "Learning Advisor" better describes what our educators actually do. They may teach directly, support alongside children, gently challenge, or guide discovery. This label signals that teaching approaches need to mirror the times we live in and reflect what we know works better: responsive, relational learning rather than one-way instruction. It repositions the educator's role for how children actually learn best today.
Why do children call teachers by their first names?
Titles don't necessarily develop respect—genuine relationships do. Research shows that formal titles can create distance, whereas teachers build stronger connections and a sense of partnership when using first names. We also want our school to mirror the real world, where people typically communicate on first-name terms. Respectful relationships are built on authentic connections and caring, engaging educators. When children feel genuinely known and valued by their teachers as people, they naturally respond with greater respect and cooperation.
How inclusive is your school?
We're a proudly multicultural, inclusive school that celebrates all families. Our curriculum, environment, materials, and staffing reflect the diversity of New Zealand and the world. Children see themselves and their families represented in what we teach and how we teach it. For children who need a little more care in transitioning into school we help with a guided programme, and create individualised learning stories.
What about children with anxiety or sensory sensitivities?
We have dedicated quiet spaces with lower stimulation and calmer visual environments—genuine learning zones, not "time-out" spaces. Our acoustic engineering means shared spaces aren't overwhelming. Teachers are trained to recognise when children need a quieter space and support them to access it naturally, without shame. We are mindful of children who have sensitivities to sound so for example at a school disco we have a chill out zone, weighted toys and we normalise the use of noise canelling headphones.
How do you support children learning English?
We have a specialist English Language Team supporting our one-in-three students from non-English-speaking backgrounds. Some children receive targeted sessions with our specialist learning advisors, while others are supported within the collaborative learning environment. Support is responsive and individualised. We celebrate multilingualism as a strength, not a barrier.
How do you manage behaviour?
We take a proactive, relationship-based approach to behaviour, using restorative practices to understand issues, repair harm, and support positive change. Consequences are applied when needed, and parents and whānau are involved in finding solutions. Our social-emotional learning programmes, including the John Kirwan Mitey Programme, help build resilience and emotional literacy across the school.
Why don’t you have weekly assemblies?
We celebrate learners and share learning in authentic ways rather than through formal weekly assemblies. We come together as a school for meaningful occasions like Matariki and our Year 8 Leavers ceremony. When children share their learning, we invite parents and whānau as authentic audiences—this works really well because children are presenting to people who genuinely care about their work, not a captive audience. This approach creates more meaningful celebrations rather than large gatherings, and learning time stays protected.
What’s your uniform policy?
We have sports uniforms and wear our school uniform for excursions, outside of school, to easily identify our children and represent us as a group. For typical school days, children can wear what they're comfortable in. This helps them feel secure and safe, which enhances student outcomes. Some children have sensory sensitivities, and allowing them to choose their clothing supports their well-being and self-expression. We recognise that everyone is unique, and comfort matters.
How do children know what to do without bells?
We teach children to read the time with clocks positioned throughout our learning spaces. We also use other visual cues such as timetables and utilise technology. This builds independence and a crucial life skill. Bells are disruptive and interrupt learning flow at critical moments. They're also jarring for children with sensory sensitivities. Instead, transitions are managed through established routines and clear communication, so children move with intention rather than being startled. Beyond school settings, we don’t generally have bells that alarm throughout the day, we are encouraging students to be time-conscious. Our duty teachers will let students know when to go inside, if needed. It works smoothly.
Do you give homework?
We don't believe in one-size-fits-all homework. Instead, we take a responsive, individualised approach. We consider each child and family's situation. If a child is thriving with activities, we won't add obligations. If a child would benefit from targeted support or has a passion we can nurture, we collaborate with you on what makes sense for your family.
How does the transition to secondary work?
We share governance with Hobsonville Point Secondary through a shared Board of Trustees, so our curriculum and teaching approaches are aligned. Our secondary school also uses collaborative teaching approaches and has flexible learning spaces, so students transition smoothly.
For students moving to other secondary schools, the feedback is overwhelmingly positive—secondary teachers remark that our students stand out as confident, self-directed learners who advocate for themselves. We provide information to the secondary schools if requested, as part of a student’s enrolment process.
What's a Public Private Partnership school?
We operate as a Public-Private Partnership with the Ministry of Education. The Ministry funds teaching and learning, while our facilities partner handles management and maintenance. This allows our staff to focus entirely on education rather than building management. You receive the same high-quality state education as any public school, with the added benefit of expert facilities management and a school designed and maintained beyond typical specifications.
What’s your approach to technology?
In junior classes, learning is very much hands-on and tactile because children this age learn best through doing. As students progress to senior classes, they use digital resources and tools to support their learning. We're mindful of wellbeing and take a balanced approach to technology, ensuring it enhances rather than dominates learning. From a young age, we educate children about online safety and healthy technology use, building awareness of how to manage themselves in the digital world.
What if my child struggles with the collaborative approach?
We recognise that not every child adjusts immediately, and that's normal. Our teachers are trained to support different personalities and needs. If a child is struggling, we work closely with families to understand what's happening and adapt our support. Some children need time to adjust; others might benefit from more structured routines or visual supports. Our flexible environment allows us to customise support.
What should I do if I have a concern?
We highly value parent feedback and see collaboration with families as essential to every child’s success. If you have questions or concerns, your child’s Learning Advisor is the best first point of contact and will work with you to find a resolution. Should further support be needed, a Team Leader can step in to assist. If your concern relates to the Learning Advisor, our formal procedures—outlined in school policies—will guide the next steps.
We encourage families to raise concerns early so that we can address them promptly and constructively. Open communication and mutual understanding are key; we recognise that perspectives can differ, and we encourage parents to seek clarification and engage in solution-focused dialogue.
The new build and school structures. Will my 5 year old get lost?
We understand this is a natural concern for parents! The good news is that our youngest learners will have their own dedicated building designed specifically for them.
Your child's learning space: Our main school building is prioritised for our youngest students and includes everything they need in one place—classrooms, a mini science lab, a cooking room, and multipurpose learning spaces. Think of it as having their own contained world where they can explore and learn safely. All of these learning areas are within the same building with high visibility, so staff can easily keep a close eye on students throughout the day.
Their own playground: Attached to this building will be a bespoke junior playground, giving younger students their own safe, age-appropriate outdoor space.
Clear separation: Our older students will be based in the multi-storey building, along with our learning support and English language departments. This means your 5-year-old won't need to navigate too much between buildings or worry about finding their way around the entire school.
Easy wayfinding: We're also installing new signage throughout the school to help everyone find their way around confidently.
This setup ensures your child has a secure, supportive environment where they can focus on learning and making friends without feeling overwhelmed by a large campus.
Educator FAQs:
Our Research & Philosophical Foundations
What are the key research influences on your school?
Our approach is grounded in the work of leading educational researchers. Dr Julia Atkin's research on responsive, relational teaching informs our commitment to knowing children deeply and responding to their individual needs in real time. Guy Claxton's work on building learning capacity and developing learners' dispositions (confidence, persistence, resilience) underpins our focus on the whole child alongside academic achievement. Kath Murdoch's research on inquiry-based learning and the role of provocations shapes how we design learning experiences that engage children as active thinkers.
How is Reggio Emilia reflected in your practice?
We're influenced by Reggio's humanistic, child-centred philosophy—the view that every child is capable, curious, and has something valuable to offer. Like Reggio, we see the learning environment as "the third teacher," carefully designed to provoke thinking and support multiple ways of learning. This shapes everything from how we design our spaces to how we listen to and value children's ideas.
How do you use Visible Learning?
We use evidence-based strategies from John Hattie's Visible Learning to ensure our teaching is transparent and focused on what works. We gather data systematically through both standardised assessment and formative assessment, reflect on the impact of our practice, and adjust to maximise learning outcomes. This commitment to evidence keeps our practice grounded in what actually improves student achievement.
How does project-based learning fit into your curriculum?
We embed project-based, inquiry-driven approaches that allow children to pursue genuine questions, work collaboratively, and see the real-world application of their learning. This connects to Kath Murdoch's work and allows children to develop deeper understanding through authentic engagement rather than isolated skill practice.
What do you mean by a "whole child" approach?
We take a dispositional approach to education, valuing children's emotional, social, and character development alongside academic achievement. We recognise that how children learn—their resilience, curiosity, collaboration skills, and self-awareness—matters as much as what they learn. This means we're intentionally building confident, adaptable, lifelong learners, not just high academic achievers.
How is your approach relational and humanistic?
Everything we do is built on strong relationships. We believe children thrive when they feel known, valued, and safe. Our humanistic approach recognises each child as a unique individual with agency and voice. We take collective responsibility for every child's development—it's not just one teacher's job, but the responsibility of our entire teaching team and our families.
What does Tuākana-teina mean in your school context?
Tuākana-teina is a Te ao Māori concept of collective care and responsibility, and it's central to how we operate. It reflects our commitment to children having access to multiple caring adults and each other. In practice, this means children build relationships with many educators (not just one teacher), peer relationships are valued and intentionally cultivated, we take a proactive, inclusive approach to family engagement, and families are genuine partners in their child's learning journey. Older students may work alongside younger students as a buddy.
Has your work been recognised in research?
Yes. Our work has been recognised in published research, including Leon Bernardes' research on effective flexible learning environments and contributions to the Singapore American Literature examining innovative pedagogical spaces. We've welcomed over 4,000 educator visitors through our doors—evidence of the interest in understanding how flexible learning environments can work effectively. We've also been involved in multiple studies examining what makes flexible learning spaces successful, contributing to the broader evidence base for this pedagogical approach. We have International visitors from a range of regions, looking to us to share future-focused pedagogy.
Are you an evidence-based school?
Absolutely. We're not just practising innovative pedagogy—we're contributing to the research that validates it. Our collaborative, data-informed approach means we're continuously learning what works best for our learners and sharing those insights with the wider educational community. We see ourselves as both practitioners and researchers, committed to understanding and articulating why our approach works.