Tamariki School






agenda 28th May 7pm 2_html_mf267070

Our Mission Statement:

Tamariki wants children to be open to a full life,

to like themselves and to like learning,

in accordance with our special character

 School motto:

Know Thyself

Core Values:

Respect, Tolerance

Introducing Tamariki School

Tamariki School is a state-integrated primary school for children from year 1 to 8 with a maximum roll of sixty. The school was founded in 1967 to provide an education of a Special Character, in general accordance with the philosophy and ideas of A. S. Neill (founder of Summerhill School, UK), the New Zealand Playcentre movement and Dr M. Bevan-Brown (author of ‘The Sources of Love and Fear’) and in accordance with the aims of those founding the school in 1967.

The History of Tamariki School

Tamariki is the oldest ‘free school’ in New Zealand and one of the oldest in the world. It was founded in 1966 by a group of parents, teachers and people interested in preventative mental health. Many were followers of Dr Bevan-Brown, a Tavistock trained local psychiatrist and the author of 'The Sources of Love and Fear'. Most of the parents were also influenced by the Playcentre movement which acknowledges that children learn best through play. Tamariki School was loosely modelled on A.S Neill’s Summerhill School at which the founding teacher at Tamariki, June Bent, had worked in the 50s. A.S Neill’s principles inspired many of the teachers and parents among the founders. There was and is a very strong emphasis on emotional wellbeing, the rights of the child, and on supporting each child's own developmental pattern.

Tamariki opened with ten pupils in September 1967, and doubled its numbers at the beginning of 1968. Numbers grew steadily and there is a now a roll ceiling of 60. Currently Tamariki is operating with around 50 students.  The school first opened in a tiny brass band hall in Linwood, it shifted at the beginning of 1969 to an old boarding house on half an acre in, a place regarded as Paradise by the children, but as a difficult work environment by the adults, especially as the numbers rose to the high forties. In 1994 the school shifted to the present site at 86 St Johns Street, Linwood, to a building and grounds which reflected the children’s and staff’s ideas of a good place to grow and learn. Originally a private school, owned and operated by the parents, Tamariki integrated into the state system as a Special Character school in 1990.

The Tamariki School Vision

In accordance with Our Special Character Tamariki Schools’ aspirations for its young people are…


Tamariki Schools’ Special Character

Our special character provides a learning framework which supports and extends on free play, embracing the principles of democracy, respect and trust to provide a community in which learning is a natural, integral and continuing element of life. The school acts as both an extension of the family and a bridge to the full community.

The Tamariki School Special Character is unique within New Zealand and families who enrol at Tamariki do so primarily to access an education based on the Vision and Values described in the Special Character statement.   

Our Special Character, accepted by the Ministry of Education when the school integrated in 1990, is the core philosophy of the school, and is blended with the policies for teaching and learning defined in the New Zealand Curriculum, to provide an education with a Special Character.

The following Special Character Statement describes the everyday actualisation of Tamariki Schools’ Special Character and provides the foundation for ongoing school Priorities.












Annual Plan 2017


Goal: Governance


Expected Outcome

Develop a policy review framework

Stocktake of all policies covering electronic and paper copies


Convert any paper-only policies to electronic format for easy management and collaboration


Determine single list of policies to be reviewed based on last review date


Workplace Health and Safety Act and The Vulnerable Children's Act policies ratified

Policies will be organised to be readily accessible both electronically and on paper

Policy review cycle established and regular review of policies by board





New policies comply with Acts and are passed promptly

Board to have a good understanding of Governance and Responsibility



New Board will train together as a whole in areas identified in meeting with STA Owen Edgerton

Greater understanding by the whole board of the governance and responsibility

Goal: Special Character


Expected Outcome

Develop the Tamariki Draft Curriculum to reflect both the Tamariki special character and the New Zealand curriculum

Complete unfinished sections


Review Special Character section


Review Literacy and Numeracy section

Draft Curriculum complete


Special Character section reviewed


Literacy and Numeracy reviewed

Celebrate 50th Jubilee of Tamariki School

Host a 50th Jubilee celebration of Tamariki School

The school is celebrated by past and present students, teachers and families


Community is aware of the history and significance of the milestone

Ease transition to High School for year 7 and 8 children

Conduct 2015 and 2016 school leaver survey


Analyze survey responses to identify areas requiring development


Review survey to improve survey process

Surveys collected and reviewed

Areas of both strength and need for improvement identified

Plan made for addressing any identified needs for improvement


Involvement in Community of Learning

Attend steering group meeting and whole COL meetings


Use the release days allocated to observe in other schools and share ideas

Investigate possibilities for funding school projects

Understand how Tamariki’s special character will be compatible with the COL


Ideas and resources shared within the COL

Embed curriculum review cycle

Review Health/PE


Consult community about the Health curriculum and adopt after consultation


Follow up recommendations for review of The Arts delivery-work with music specialist to provide more resources and learning opportunities in music


The Health/PE curriculum will be reviewed, areas for development identified, and a plan made to address these areas

Children at Tamariki will have increased access to music resources and learning opportunities

Provide more resources and learning opportunities in music




Purchase musical instruments


Engage music specialist to provide more learning opportunities

Children have increased access to music resources


Children have increased music learning opportunities

Goal: Student Achievement


Expected Outcome

Lift student achievement in targeted areas

Work with PLD facilitator to gain greater skills and strategies to support students to increase writing quality

Students will be clearer about learning intentions in writing and be more strongly involved in creating their own learning

Student achievement will be raised in writing

Teachers are aware of practising teacher criteria requirements

Purchase and trial online Arinui as an appraisal tool

PLD facilitator will run workshop with teachers to ensure greater understanding of the practising teacher criteria

Good quality evidence will be gathered and more effective self review and colleague review established

The teacher appraisal system will be robust and in line with the requirements of the practising teacher criteria

Teaching and learning for the students will be enhanced



This page was last modified on: 20 Jun 2017 23:28:53