This section highlights the partnership, leadership and staff development opportunities that brought about transformative change in teaching and learning at Frimley Primary School.

When he became the Principal, Tim White was deeply concerned that at Frimley Primary School ‘we weren’t valuing the place of language, culture and identity.’ As a new leader he was concerned that while the school had been working ‘incredibly hard in reading, writing and mathematics’ student achievement was plateauing. He gave priority to staff development through Poutama Pounamu Blended Learning and reached out to mana whenua, Ngāti Kahungunu, to enable collaboration on a place-based approach to support culturally responsive teaching and learning.

Frimley staff explain how a place-based approach was implemented across the curriculum to support the learning and success of both teachers and ākonga. The video highlights Aotearoa New Zealand Histories’ integration across the school environment, curriculum and practices. The video also highlights the transformative role of the Pou -Te Wao Tapu Nui from the perspective of ākonga.

By the time of the Supreme Prime Minister’s Educational Excellence Award in 2021, Māori whānau had witnessed change in their tamariki feeling good to be themselves:

‘He haerenga tonu. It’s an ongoing journey, but…what they’ve been able to achieve so our kids feel good about who they are; they feel normal about who they are… that’s mihāro (marvellous) for us as parents.’

Charissa Keenan, Chair of Whānau Rōpū

Frimley Primary School is drawing on their placed-based curriculum to enrich and support learning across the curriculum for all ākonga. Their pedagogical change gives effect to the guiding kaupapa and the principles of Te Mātaiaho (the refreshed New Zealand curriculum).

Sustaining and extending the reform

In an Education Review Office Report (December 2022) a year after the school received the Prime Minister’s Award, reviewers reported:

• learners experience a school climate that is inclusive and culturally responsive
• learners are making accelerated progress towards achieving equitable outcomes
• strong partnerships for learning with mana whenua, iwi and whānau
• school practices and activities are effectively supporting students through an environment that grows their identity, language and culture.

Transformative development continues in 2023. For some years, Tim White had been engaging with the evidence about the exceptional change data for following culturally responsive professional development Developing Mathematical Inquiry Communities (DMIC).

Both Tim White and Ngahina Transom were keen to optimise the impact of the DMIC pedagogy, so paced the new professional development to follow the intensive foundational development through Poutama Pounamu. By 2023, all staff are engaged in DMIC professional development and the School Board reports:

‘Maths is Rocking at Frimley! As a Board we fully support all Professional Development opportunities that engage our teachers to provide quality teaching and learning. This year all our teachers are engaged and immersed in DMIC (Developing Mathematical Inquiry Communities). The facilitators providing this ‘in-house training’ have been really impressed with the mahi our Frimley Kaiako have been doing in their classroom programme.’

‘Whānau are enjoying and commenting on the ‘Seesaw’ posts related to maths. Our tamariki are communicating with a buddy or a small group to solve realistic maths problems. Both Kaiako and Whānau are noticing our tamariki are more engaged, making connections, and taking risks in maths. This investment will continue to progress throughout the school, scaffolding learning and student engagement.’

Senior, Winitana, Wayne, Rion, Darman, Anita, Ngahina

These best evidence features highlight the Developing Mathematical Inquiry Communities approach:

• Improving outcomes in mathematics education shows the outstanding implementation and impact of DMIC at Takanini School.
• Hangaia te Urupounamu Pāngarau Mō Tātou and Te Tirohanga o Laurie Loper: Ko te mātauranga e mahi ana i te tika o te hāpori show a Ngāi Tahu implementation.

Culturally responsive pedagogical developments: Further examples

The following videos from 2020 provide a window into developments in teaching and learning for different class levels. They provide examples of transformative pedagogical change in action across the curriculum.

Frimley Primary School began integrating understandings of Kahungunutanga across all aspects of the curriculum with a focus on connecting ākonga to their unique landscape and heritage.

In the next video, the lesson starts with a connection to the Takitimu waka and ignites the children’s passion for, and agency in their learning. The teacher explains how the lesson makes links to the diversity of identities; in this case, Pacific and Māori ākonga.

Tim White explains his enriched understanding that culture matters. Deliberate acts of teaching are insufficient. Now as Māori learners are connecting to their identity he observes ‘It’s very special for them and it hasn’t been like that in the past.’

Tim explains how the bicultural and inclusive climate in the school isresonating across the community including how when their Diwali celebration was followed by a student haka, ‘Indian Dads asked if they could come in an learn a haka.’

The videos reflect a journey consistent with best evidence findings about quality teaching and educationally powerful connections in action. As Frimley Primary School gives practical effect to Te Tiriti o Waitangi, the videos reflect deep change for equity, excellence, belonging and wellbeing for all ākonga.