A BRIEF HISTORY OF NELSON CENTRAL SCHOOL

The first Europeans entered Nelson Haven in October 1841. Five months later, "in a house built of toi toi" the first school was opened. At the end of the year, the school attended by 120 children, was moved to a specially built school-room in Tasman Street.

By 1878, education in the settlement of Nelson was flourishing. Seven schools, under the governance of the Town Schools Committee, contributed to the beginning of Nelson Central School. Boys and girls were taught at separate schools until 1927 when children were encouraged to enrol at the school nearest their home.

The site of the present school was purchased in 1893. Some thought that at 1,600 pound the 2-acre property was too expensive, but is was the site finally chosen. Renwick House and surrounding grounds (the back field was then a bowling green), were vested in the Nelson Education Board "for the purpose of a public school" following the death of Mrs Renwick. Shortly after, in 1939 it became part of Nelson Central School.

J G Gibbs was the first headmaster of Nelson Central Boys School as it was then named. At this time there were 304 pupils on the roll and might be up to 80 children in a class. They sat in pairs, in four rows of desks, running ten deep. Gibbs was an outstandingly gifted headmaster who was keen on informal teaching and out-of-school activities. He was often seen walking in the playground followed by a trail of children chanting their spelling and times tables at him.
He often gave inspiring nature lessons. Gibbs, a keen tree planter, recorded in his diary that the lime trees, an appreciated feature of our school today, were planted at the end of June 1895.

Nelson Central School gained its present name with the enrolment of both boys and girls in 1927. The newly constituted school was made up of the main building in Nile Street which took Standards 3-6 and two side schools; Brook Street, Standards 1 and 2 and Tasman Street which housed the infants.

There were further problems as the main building in Nile Street was already overcrowded and difficult to heat. Brook Street School was inadequate and there was talk about closing it. Upon further investigation, parts of the main building were found to be decayed and weakened by the Murchison earthquake.

A decision was made in favour or rebuilding the main school. The local MP, Mr Harry Atmore, was also Minister of Education and a strong advocate. In October 1929, Cabinet approved the new school and made a grant. The lowest tender to build the new school was accepted at 5.890 pounds and in December 1929, the old building was demolished. In March 1930, Harry Atmore laid the foundation stone of the new building. He gave a long address in which he advised the children to "clean your teeth and keep your muscles in good order by running about". He then allowed them a holiday on the following day.

The new building was finished nearly four months later and officially opened on 23rd June 1930. Allowing for alterations, it is the building we have today.

Tasman Street infant School moved to Nelson Central and was fully integrated by the last term of 1980. Rooms 15 and 16 were moved to the school from the Tasman Street site. These rooms now house Te Pouahi, the bi-lingual Māori/English language unit which began in 1985.

With the development of "Tomorrow's Schools" in June 1989 come the election of the first Board of Trustees, the drawing up of the Charter and Mission Statement, and the adoption of the school logo which we carry today. In 1996 Renwick House was refurbished, in character with its original style and reopened as three classrooms with the teaching resource facilities upstairs. 1997 has seen, with the increased staff numbers and administration load, the construction of an enlarged staffroom and extended office facilities.

Our school has moved forwards to maintain its recognition as an active and progressive inner city school, with a challenging and happy learning environment for the children, who are, as always, the primary focus of our school.

Taken from:- 1878-1978 NELSON CENTRAL SCHOOL - A History by Maurice Gee.

The welfare, respect, education and growth of the child will be central to all the school's operations. Individual differences in relation to needs, intellectual attainment, physical ability, emotional development and social competency will be recognised and catered for in school and classroom programmes.

Fostering a positive self-esteem and a respect for others is seen as being crucial in all aspects of the school's pursuits. Establishing clear objectives, selecting appropriate learning experiences and resources and carrying out intensive evaluation, often in conjunction with the learner, will be developed as being central to effective learning.

Striving for personal excellence (Aim High/Ki Runga Rawa) will be encouraged and acknowledged. A high degree of self discipline will be expected and positive and supportive steps will be taken to ensure that children make steady growth towards this.

School Visits

Starting school is a special and unique time for you, your child and your family. Sometimes this can be a slightly daunting process. The transition from home and pre-school is eased by the opportunity for you and your child to visit in the four weeks preceding his or her birthday. These visits are held on Friday mornings, three visits from 8.55 a.m. until 10.30 a.m. and the fourth visit is from 8.55am until approximately 1pm. This fourth visit offers your child an opportunity to stay for lunch and experience a whole morning at school. These visits are valuable because they provide an opportunity for your child to spend time in the classroom familiarizing themselves with the teacher and the other students. You and your child are welcome to stay during the morning interval on the first three visits. We prefer that younger siblings don't attend these visits. Please discuss any difficulties with this arrangement. Five year old children begin school in the Kowhai Syndicate which is the group of Year 0 through Year 2 classes based in or near historic Renwick House at the rear of the school.

Parent Information Sessions

During the school visits your child will go with the class to the Kowhai Syndicate singing session from 10.10 a.m. - 10.30 a.m., and you will have the opportunity to gather with the other parents and one of the syndicate teachers for an informal parent information session. Topics covered include discussions about the school curriculum, how you can help your child settle into school and some of the things to expect in those early weeks. It is a time for you to meet us and other parents and ask any questions you may have. We enjoy the chance to meet with you.

First Day at School

Both parents and children can be nervous about the first day, but a blend of family warmth and encouragement plus a matter-of-fact "we know you can do it" positive attitude can greatly help the initial process. Your child will be supported by classmates and the teacher through the settling in period. We recognise that you know your child best and we want you to feel reassured that your child's teacher is trained and experienced at guiding children into school.

Junior Playground

Year 0 - Year 1 students have a separate playground.
They are also able to play in all playground areas.

Clothes

Please name them. It's a tremendous help to teachers and children if they are. Velcro and buckle shoes are easier than laces for young children. Layered clothes are best in our Nelson climate as it can get quite hot in the middle of the day.

School bags and lunch

School bags need to be big enough for swimming togs, home pack, clothing and a lunch box. If children help to pack their bags they learn some independence and also know what is in it.
A named lunch box and plastic water bottle are a great idea. The Kowhai Syndicate children eat separately from the rest of the school in a supervised area. Children are encouraged to take uneaten lunches home.

Nelson Central School's community is concentrated into five distinct geographical regions:

1. City
2. Wood area
3. Brook Valley
4. Maitai Valley
5. Atawhai

Some children who live outside these general areas attend the school. Reasons for this are:

• Bi-lingual classes
• Parent involvement in central city, activities such as Polytechnic
• Parental preference

These factors mean that the school community is widely dispersed and that establishing a "sense of community" is not aided by pockets of valley settlement separated by hills.

There is also diversity in occupational groups, socio-economic strata and composition of family groups. These reflect the full range present in the general population without any noticeable group predominating. This diversity does not contribute to significant stratification.

THE LOCAL AREA

The location of the school means that a wide range of community facilities are easily accessible to the school and its classes - both for in-school support or as the focal point for educational visits. All classes will make use of the community and its resources as in integral part of class programmes. The school too plays a role in providing community groups, often unrelated to the school, with meeting facilities, a platform for observation and study, a means of realising or assisting with their objectives, and/or the beneficiary of their good works.

THE PARENT COMMUNITY

Indications are that the parent-body find the school open to them in respect to a variety of facets. Many respond positively to calls for assistance, invitations to meet, suggestions to assist their children, requests to be involved in decision-making, and opportunities to express their point of view.

Teachers are generally seen to be accessible and supportive and there are many parents who demonstrate a commitment and loyalty to the staff and the school in many spheres. These attitudes are seen as important in maintaining and nurturing close school/community relationships and support mechanisms. Valuing parent involvement is evident.

Parent expectations of the school are naturally individual in character and relate very much to the needs, abilities and interests of the child. Most appear to expect the school to be welcoming and friendly with approachable staff members who respect children as individuals. They generally appear to expect the teachers to be competent, professional, and organised.

Opportunities to be actively involved in their children's education, consulted about programme or organisational changes, and informed about progress and matters of concern are often seen as rights. Academic competence appears to be strongly valued but not at the expense of personal happiness, social skills or a positive self esteem.

Competence in 'basic' areas of the curriculum is usually identified as a primary task of the school. Maintaining a balance with cultural, aesthetic, social, and physical activities to develop knowledge, skills and attitudes also appears to be given importance. Parents also support the school in providing direct experiences as a basis for learning. Being part of a school drawing on a diversity of social, cultural and family background appears to be recognised as a strength by many.

For a significant number of parents the opportunity for children, particularly Māori, the opportunity to learn, use and value te reo Māori and tikanga Māori is a high priority. Parents seem to judge the school on the successes it achieves with their child. They demonstrate an expectation that their child learn skills of communication, numeration, self reliance, self-discipline, initiative and perseverance. They appear to see the need for their child to learn how to learn and to want to learn. They expect the child to feel secure, recognised and confident in the activities and context of the school.

They expect that the 'whole child' will demonstrate growth in response to the school's teaching and learning programmes engendering respect for others and the environment is also often given prominence by many.

These expectations emphasise the centrality of the child in all that the school does.

NELSON CENTRAL SCHOOL BOARD OF TRUSTEES 2010

Tena koutou and greetings from your newly elected Board of Trustees. We wanted to let you know who we are, and to really encourage you to make contact with any of us if you have any questions or concerns about the school. The Board of Trustees has overall responsibility for the running of the school, so it is crucial that we know what our parents think.

DAVID JOHNSTON – CHAIRPERSON, PARENT REPRESENTATIVE

Kia ora. I am the new Chairperson of the Board of Trustees at Nelson Central School. I am very proud of our school, particularly its history, and excited about the opportunity to help lead the school’s governance. I am married to Marianne and our two sons Abel and Rex are both in our bi-lingual classes in Te Pouahi. I look forward to continuing to ensure the achievement and learning of all students at Nelson Central.

PAUL POTAKA – PRINCIPAL

Ko au te awa, ko te awa ko au!
Ko Ruapehu raua ko Tauakira oku maunga
Ko Whanganui raua ko Mangawhero oku awa
Ko Pamoana te tangata
Ko Koriniti raua ko Otoko oku marae
Ko Paul Potaka toku ingoa
Tihei mauriora !
No Whanganui toku kainga tuturu ahakoa, ko Whakatu toku kainga inaianei.

I am in my 14th year as principal of Nelson Central School and it feels as if I started only yesterday! Prior to this I was principal of Fergusson Intermediate in Upper Hutt, a liaison officer and policy analyst with the Ministry of Education and District Adviser on Reading with the Department of Education. I have also held principalships in Whanganui and Otago and have also taught in Southland. My wife Lynne works as a teachers’ aide at Maitai School. We have two daughters living in Singapore; one teaches in an International School with her husband and the other works in finance with her husband. We have two grandchildren – a daughter (3 yrs) to one daughter and a son (11 mths) to the other. My aspiration for the school is to be forever on the cutting edge while maintaining our grounding in reality.



SUE MCLEAN – STAFF REPRESENTATIVE

I have been the Staff Trustee on the Board since 2004. I am also the Syndicate Leader for the Kahikatea (middle school) Syndicate and teach a Year 3 and 4 class in Room 3. My role is to represent staff opinion on the Board and to provide a channel for communication between the Board and staff. I look forward to an interesting time over the next few months as the Board finalises its new Strategic Plan and as the school comes to terms with National Standards.






ERIC RIPLEY – PARENT REPRESENTATIVE

I am a Samoan New Zealander, raised in Auckland and have lived in Dunedin, Wellington and the United States prior to moving to Nelson in late 2001 with my wife Sasha to bring up our two children. I am an accountant, and work for a locally owned business. I have been on the Board of Trustees since 2007 and have enjoyed having an input into the school to date. My son Ben is in Room 7 and my daughter Josephine is in Room 6.






VANNESSA ANDERSON – PARENT REPRESENTATIVE

I was first co-opted onto the Board in June 2009 to take over the Property and Grounds portfolio from a departing member of the board. My background in engineering and construction made for a smooth transition into the role, and since this time I have been involved in the remodeling of the Art Centre, Room 10 and the additional new entrant classroom. My husband and I operate a construction project management company in Nelson and our three sons, Lochie, Aulay and Dylan attend Nelson Central School in years 5,3,and 1.




MARTIN WORKMAN – PARENT REPRESENTATIVE

Kia ora koutou. I am of Ngati Kahungunu descent. I have lived in Nelson for the past ten years with my wife Louise Dowdell and we have two daughters, Rosa and Jessie, who have loved attending Nelson Central School. We have been part of the Central School whanau for the past seven years. Jessie is currently in Te Pouahi 15 and thriving in the bilingual environment. Rosa is at Nelson Intermediate. I work as the Manager of Environmental Policy at Nelson City Council. I’m honoured to be elected to the Board of Trustees and am keen to hear from any one with ideas for improving Central School.





ROBBIE BURTON – PARENT REPRESENTATIVE

I have two children at Central School, Will in Room 13, and Ed in Room 11, and I am married to Susannah Roddick. My experience since the boys started their education at Central has been extremely positive and I am grateful for the chance to be more involved in school life through the Board of Trustees. I work as a publisher, and am a co-owner and the Executive Director of Craig Potton Publishing here in Nelson.

Nelson Central School is a state primary school contributing pupils to Nelson Intermediate School and Nelson College Preparatory Schools.

Nelson Central School is a central city school established in 1878 and is confined to a single site. The roll currently ranges between 400 and 490 with around seventy five year old enrolments each year. Almost all new entrants have one to two years in an early childhood education facility. These include kindergartens, playcentres, Montessori pre-schools, creches and day care centres as well as kohanga reo. Transition to school is aided by close liaison and pre-enrolment visits.

Population mobility is a factor which needs to be taken into consideration in each year's organisation. Up to 40% of the total roll can change in any one year. Short term enrolments are common.

The school population is a broad cross-section of the total Nelson socio-economic population with no group predominating. The number of Māori children enrolled at the school is proportionately greater than would be expected given the total Māori population in Nelson city.

Bi-lingual classes are available for any student and whānau members who wish to learn in English and Māori.