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  • Bible In Schools / Kokopu School

    Bible in Schools Launchpad Christian Values Education (Bible in Schools) Launchpad Christian Values Education is an opt-in programme which takes place at Kokopu School every second Friday between 8:30am and 9:00am. It is held in the School Library. The programme is presented through the art of story-telling, multimedia, interactive games and activities. Each lesson has a specific learning outcome and reinforces the values found in the New Zealand Curriculum. Stories are presented from: The Bible NZ Māori History Inspiring Stories from around the World Some of the values presented are: Respect Friendship Resilience Helping others Making good choices Having courage You can watch a video here outlining the program. https://nzchristiannetwork.org.nz/directory-nzcn/launchpad The Ministry of Education requires parents to opt-in to the program. Children who do not have permission can not participate. To opt-in, please fill out this online form or you can pick up a paper copy from the office. https://forms.gle/TbjjUsfETtvh86ZE9 Bible in School Permission Form ​ ​

  • School History | Kokopu School

    Kokopu School History The following was compiled for the 105th Jubilee in 1989 ​ In 1912 there was one school situated between the Kara and Kōkopu districts. It was situated on Mr M. McKinley's property at the Kōkopu end of McKinley Road. Children from both districts attended the one school. This school was then moved to a site adjoining the Kara District Hall, and a teacher's dwelling was erected as well in 1913. The Kara residents decided to work timber from Mr Henry Cleary's property (later to become Colonel Wood's property). Mr F Watts was the carpenter. He married Miss Cope, and her brother was one of the timber workers. Some time after the project was started, Mrs Watts died suddenly. A messenger was sent to the timber workers to relay the news, only to be met by the workers carrying out her brother's body. He had been killed earlier that morning when a log rolled on top of him. When a tragedy like this happened on those days, the relatives were shown great respect. It was some time before the work continued. Nor was the completion of the work without its problems! William and Henry Wrack were the wagon men employed to cart the logs to the mill and the timber back to the building site. (These two brothers have streets named after them in Kensington, Whangarei. Wrack Street and Henry Street) While one of the brothers was jacking logs on to his wagon, the jack slipped and speared the upper part of his arm. The jack had to be dismantled and he was taken to hospital in Mr Nobe's wagon. The buildings were finally completed in 1913. Mr Brennan came to teach in the Kara school on it's new site. Kokopu School was opened on February 2, 1914, with Mr Kruger as the first Headmaster and a roll of thirteen pupils. These children came from the Guignier, Leca, Snelgar, Waymouth, Kokich and Baker families. At first is was a part time school with Kara. The six days a week were shared between the two schools. This meant that pupils often had to attend school on Saturdays! ​ In August, 1914 the Great War broke out. This took all the young men from the valley including the Kara school teacher. Twelve men left during the war period. They were Donald Stuart, Melven Cleary, Jack and Charlie Nelson, Willie Dent, Harold, Ned and Henry Smith, George and Charlie Matthew, Bert Attwood and William Miller. The Matthew brothers failed to return home. During this time, Mr Kruger came to teach at the school, but because he was a German, problems arose through prejudices on both sides, and he had to leave the district. During Mr Kruger's term at the school it was changed to a half time school, three days at Kara and three at Kokopu, taught by the same teacher. This state of affairs remained for over twenty years. The next teacher was Mr Izod, a middle-aged man who had been a good athlete in his younger days. He played games with the children. It took a number of good strong boys to stop him from making a touchdown when he had the football in his hands. He had a big beardie dog who joined in the game too. The dog was really good in a tackle! He beat the boys for the ball! It was a sad day for the children at the end of 1918 when the teacher and his dog left the school. This was the end of the war. The soldiers returned with the plague aboard the boat. Donald Stuart returned home a very sick man. He stayed in Kara with his mother and brother, Murdock, for some time, then was admitted to hospital and died on Easter Monday, 1921. The next teacher was an Irishman by the name of Michael Daniel Regan. He came to teach the children, but had an alcohol problem. Many a morning the children arrived at school and found that there was no teacher to teach them. One morning a prefect sent the children home and a week later there was an enquiry held by an education board official, the school committee, and the teacher and the children. It ended with the teacher being dismissed. ​ At the end of 1919, Lewis Cheeseman came to teach. He was from a well known family in the north. His wife died suddenly and a relieving teacher took over for a short time. His name was Mr Oswald Guest, and he was single. He left early in 1921. The next teacher was the first lady teacher that the school had ever had. She was Mrs Dyer. She had three sons and two daughters. Her husband was a Wayby farmer. Val(Pip), her youngest son, has been teaching school for many years at Tikipunga. In 1925, Mrs Dyer gave up teaching through ill health. She was succeeded by another lady teacher, Mrs Lennane. Her husband was a farrier and he took over the blacksmith's shop in Maungatapere for a time while his wife taught the two schools, Kara and Kokopu. ​ In 1928, Mrs Lennane left and Mrs Brewer came. Her husband was a farm hand and proved a valuable asset to the district. The Depression in 1930 made things very hard for those leaving school because there was no work available. The local farmers were self sufficient, growing their own meat and vegatables, but many of the older identities remember the townsfolk who were forced to seek work, food, and shelter for their families in the country. In the early 1930s, Mrs Brewer left and Miss McDonald taught for a short time. She was succeeded by Mr Jim Wilson, who rode his motorbike out from town each day. The Kara school was closed down in April 1937 and about this time the original Kokopu school was moved to Waiotemarama and a larger school was brought from Maungatapere. ​ World War Two began is 1939, taking young men away from the district once again. Mr W. Attwood's son, Tom was killed in action. During the war years, there were two more lady teachers, Mrs Kokich and Mrs Spehr, and at the end of the war the children were taught by a Returned Serviceman, Mr Neville Ward, who had served in the islands. In 1942, the Kara school house was brought to Kokopu and in 1950 work was begun on the Kokopu Block. A road was put through from Kokopu to Maungatapere and called the Kokopu Block Road. Returned Servicemen were settled there in 1952. The Kara school was put up for tender and purchased by the Dent brothers, who removed it on to their property. The Education Board recommended that the Kokopu school have a new school built and playing fields brought up to standard, with a school bus taking secondary children to the main road to connect with another into Whangarei, and returning, picking up primary school children and bringing them to Kokopu. Peter Buisman, a local farmer, drove this bus for twenty three years. School History 1958-1989 These 31 years have witnessed a variety of changes in the school and Kara-Kokopu District. In 1958, two brand new classroom were opened, and thanks to community involvement, the learners swimming pool was also built and opened. The original school house, constructed with upright weather boards, was replaced in 1959 when a new house was erected on the present site, west of the school. The original house can be seen near the road about 3 kms east of school. The school roll has fluctuated dramatically, being a 2 teacher school in 1958, increasing to 3 teachers in 1963 for 2 years, then levelling out a 2 teacher school until 1985, when the roll exceeded 50 pupils, and a 3rd teacher was again employed. A new classroom was transported from Auckland in 1986 and resited at Kokopu, testimony to an expanding community. A contributing factor to the increase in the school roll has been to subdivision of traditional farms on Kara Road, allowing greater diversification into horticulture. In conjunction with a growing community there have also been vast improvements to roads in the district. The Kokopu Block Rd was sealed in 1987 and later Kokopu Rd was sealed from the intersection with Block Rd to as far as the school. Kara Road is due to be sealed this year. ​ Children in the district have been transported to school by bus. The days of Peter Buisman driving the Departmental Bus have gone, with a private company contracted in 1980 to take over the run. It was very convenient in those days when the bus was parked in the bus shed next to school, as the teacher was able to drive the children to sports days and take cultural and educational trips without having to rely on parents for transport. ​ Improvements made around the school include erecting a flying fox, fencing the top field so the children are able to play without the worry of standing or landing in sheep manure, planting trees, shrubs and gardens, improved drains, a new water tank and an upgraded water pumping system which has allowed the teacher time to "teach" rather than call on his small motor expertise down by the river. A new administration block with library facilities was installed in 1981 and a covered walkway built to link it with the old staffroom which is now used for storing teaching resources. A skyline garage was erected in 1980 and to complete the compliment of buildings, our third classroom was resited in 1986. Teaching aids used in the classroom have kept pace with technology, making the classroom a more interesting place for learning. From the early 1970's equipment such as Over Head Projectors, listening posts, film and slide projectors, cameras, calculators, video camera and TV monitor and most recently a Commodore computer have all been acquired. These improvements have been subsidised by the various school committees, from funds generated by the "Working Bees". Up to the present day, the children have all had their part to play in cleaning the school, however in 1986 the cleaner's hours were increased from 5hrs per week to 15hrs, so a cleaner had to be employed to vaccum, dust and clean windows, floors and toilets. The grounds and building exteriors have continued to be maintained by parents at the "Working Bee". ​ Many of the traditional school events have continued to be highlights on the school calendar. Picnics have been held at various beaches including Ruakaka, Ngunguru, and Wellington's Bay. The Calf Club Day is still enjoyed by children and adults. The Sports Days with other small schools in the district have been a feature, as has the annual cross-country meeting. Of course the dances at the Kara Hall have provided much enjoyment over the years, and the charm that the hall gives that little bit of "magic" to the popular end of year concert. Added to these have been the Guy Fawkes evening, and the annual School Camp which has been a popular highlight for senior pupils since 1975 when the children visited Port Waikato. Throughout the past 105 years the school has enjoyed a close working relationship with the community, giving a firm basis for a well rounded education. The extended-family quality of the school reflects the close-knit community spirit and this has ensured a memorable association for past, present and future pupils, parents and teachers.

  • Job Positions | Kokopu School

    Job Positions Kokopu School - Caretaker Position January 2024 ​ Applications Close Friday 26th January 2024 ​ Please click this link to fill out the online application form. https://forms.gle/aLqRd3Vo1B8SUvSX7 ​ See Full Job description and Work schedule here. https://www.kokopu.school.nz/_files/ ​ Caretakers Job Description Position: Caretaker Responsible to: Principal Term of Job Description: Start Date 01/02/2024 or sooner by negotiation Hours of employment: 12 hours per week , Monday, Wednesday, and Friday, 4 hours per day. (Negotiable) Additional overtime by negotiation in advance with the Principal Employment conditions: School Caretakers', Cleaners', Canteen and Ground Staff Collective Agreement 2022-2024 Pay rate: $28 per hour Pool Allowance payments are as per the collective contract. $4.50 per day during time when pool is open to the public. MAJOR TASKS Lawn mowing Weed control Pool – Maintenance and chemical balancing The cleaning of the school buildings - exterior The removal of rubbish Water testing Gardens General property care and maintenance Identifying and managing property Health and Safety issues ​ OTHER EXPECTATIONS The caretaker is to take pride in the school property and environment. Bring recommendations to the Principal regarding health and safety and building maintenance. Conduct self in accordance with the Staff Code of Conduct. ​ See Full Job description and Work schedule here. ​ ​ For more information about school please go to our website www.kokopu.school.nz Applications have now Closed.

  • Newsletter | Kokopu School

    Newsletter ​​ Term 1 Week 2 2024 Newsletter

  • Our Local Curriculum | Kokopu School

    Kōkopu School Local Curriculum ​ The Local Curriculum The local curriculum is the school’s interpretation of the New Zealand curriculum. Every state school in New Zealand is required to teach the New Zealand curriculum but how this looks will depend on the value certain aspects carry. At Kōkopu School we have many key features and strengths that are unique to our school and are reflected below. Vision & Values Kōkopu School’s vision is for all our children to be: INSPIRED (Inquiring, Nurtured, Self-Motivated, Positive, Involved, Respectful, Enthusiastic, Dynamic) and to live our school motto of “To Learn and Serve.” In our school, you will see we continuously refer to our values. Respect for Others, Respect for Ourselves and Respect for our Environment. Our values are part of who we are as a school. It is what we expect from ourselves, the children and the community. The values are closely linked to our PB4L, Tuakana Teina and Enviro Schools philosophies. As a school, we look to celebrate students who are showing our values. Proudly Country Kids We are a rural school and students have the opportunity to embrace being proudly ‘country kids’. Students show this through practical activities, where students are challenged and encouraged to be risk-takers, inventors, practical problem solvers, and entrepreneurs. They have a strong connection to the land and are kaitiakitanga or guardians of their environment and rural community. Agricultural day is an important event that brings our community together and provides unique learning opportunities for our students. Learning At Kōkopu School we have high expectations for student learning. We have a balanced approach which includes academic, sporting, artistic, cultural and social learning opportunities. Creative learning through an integrated approach with a local focus is important to us. We focus on students achieving their best and reward effort and progress, not just achievement. We have a growing focus on using the phonetical approach in reading (Literacy), utilize the Write that Essay program in writing and a strong numeracy approach in mathematics. We support and extend all learns to be the best they can be. Behaviour At Kōkopu School we have high expectations of student behaviour and demonstrating our school values. Learning and serving through our tuakana teina approach is important to us. We are a PB4L school (Positive Behaviour for Learning). This means we work hard to create a positive school environment that enables academic and social success for all students. This is based on the expectation that opportunities for learning and achievement increase if: Our school environment is positive Expectations are clear and consistent Children are consistently taught desired behaviours Children are consistently acknowledged for desired behaviours Children are consistently responded to in a fair and equitable way ​ Environmental kaitiakitanga/guardians Students at Kōkopu School become kaitiakitanga or guardians of their environment and rural community. They do this through learning and looking for ways to make the school and local community greener, sustainable and more beautiful. This is evident in our local planting days and caring for our streams and waterways. Culturally Responsive Practice Cultural awareness is embedded in our daily routines and practices. We value the importance of cultural diversity being celebrated and acknowledged the unique position of the Māori culture and Te Tiriti o Waitangi in the NZC and our school curriculum. At Kokopu we strive to make learning relevant and effective for learners by drawing on students’ cultural knowledge, life experiences, languages, and connections. At Kokopu School we do this in a variety of ways. Our Tuakana Teina approach enables genuine and across school relationships that create a whanau culture and connections. We are committed to the revitalization of te reo in our school through staff PLD, student learning, involving our community and celebrating the use to te reo on a daily basis. Our whole school Kapa Haka/Tikanga program continues to provide great joy and pride as children learn together. Students love participating in the Kapa Haka festival each year at one of our neighbouring schools. We have a yearly whole school country study where we celebrate cultures, their histories, food and traditions. We look for ways to connect more with our community and use these to link for learning. The school has an ongoing commitment to develop relationships with the Korokota and Maungarongo Marae. Leadership We believe that all children have the qualities and attribute to be leaders. At Kokopu there are many opportunities for our students to experience leadership roles. House captains, student council, monitors, peer mediators, enviro groups, animal care, and cultural leaders, to name a few. Education outside the classroom Each year all our students go on camp and participate in EOTC activities. We believe the key to good EOTC experiences include; Promotion of leadership and self-management skills. Encouraging independence, interdependence and cooperation. Risk-taking. Physical, mental and social challenges that strengthen student wellbeing. Parental and whanau being involved. FUN! Community At Kōkopu School our local community is the heart of our school. Having been established in 1884, we have a long history with many of our families who have been here for multiple generations. This connection to people, the land, and history is important to us and adds to our learning. We have events that allow our community to be part of school and our school to be part of the community. These include agriculture day, planting days, sports days, cultural events, productions, open days, parent interviews, and more. We have strong relationships with the wider school community especially other local country schools through shared events and Community of Learning (Kāhui Ako).

  • Maths | Kokopu School

    SUPPORTING YOUR CHILD’S MATHS The best way to support your child’s maths learning is by supporting your child(ren) to notice that maths is all around us and it is a big part of our world. Another simple way of supporting your child is by sharing the everyday maths that you complete. By allowing for this discussion to take place your child(ren) will see that maths has great value. Basic Facts Basic facts are the basic number foundation blocks that help students quickly and accurately work out more complex problem-solving. Basic facts are not just times tables but incompase lots of different areas like half and doubles, unknown start like ___ 8 = 10. etc. Having a good grasp of a student's basic facts enables them to master other skills more quickly. ​ Practice makes perfect ​ Prototec - https://maths.prototec.co.nz/ Choose the relevant Level for your child and practice. The NZ maths system is organised into "Stages" Stage 2-3 = year 1-2 Stage 3-4 = Year 3-4 Stage 4-5 = Year 4-6 Stage 6 = Year 6-7 Stage 7-8 = Year 7-8 ​The different strategies we use: ​We appreciate the strategies we teach at school are very different from the strategies that you might use yourself. The Maths NZ website provides a wealth of information for how you can help. It is the resource our teachers use when teaching maths. This link will take you to the Teacher Tools website which provides a collection of videos that will explain the strategies that we use in school to support your child(ren)’s learning. At Timestables.co.nz you can easily practise all of your tables. The arithmetic problems are clear and simple so you can immediately get started on practicing your tables. Select one of the times tables you wish to practise from the list below and show what you can do on the speed test or print out great worksheets. IXL provides examples and practice for each skill that your child(ren) will learn throughout their time at school. There are also real life scenarios that your child(ren) can apply these skills to. Year 0-8 Khan Acadamy is a great way for your child(ren) to get help with what they’re learning in school or to learn something completely new. It provides tutorial videos and as well as follow up activities that can support your child(ren)’s understanding. Prodigy Maths is a free to use, curriculum-aligned, adaptive, online, role playing style video game. The children need to solve problems in order for their avatar to grow stronger and gain more power. As it is adaptive it will automatically change the level of activities in response to your child’s needs. ​YEAR 1 Talk together and have fun with numbers and patterns Help your child to: find numbers around your home and neighbourhood, (clocks, letterboxes, speed signs etc.) count forwards and backwards (clocks, fingers and toes, letterboxes, action rhymes, signs) make patterns when counting “clap 1, stamp 2, clap 3, stamp 4, clap 5 …” do sums using objects such as stones or marbles eg 2 + 3, 4 + 1, 5 + 4 make up number stories, for example, “You have 2 brothers and 2 sisters. There are 4 of them”. Here’s a tip: maths is an important part of everyday life and there are lots of ways you can make it fun for your child. Use easy, everyday activities Involve your child in: preparing and sharing out food, for example, “two for me and two for you”. Ask, “How many for each of us?” talking about time, for example, “lunchtime”, “storytime”, “bedtime” using words in everyday play, such as “under”, “over”, “between”, “around”, “behind”, “up”, “down”, “heavy”, “light”, “round”, “circle”, “yesterday”, “tomorrow”. You can get library books with these words and ideas in them too asking questions such as “How many apples do we need for lunches? What do you think the weather is going to be like today/tomorrow? What are we going to do next?” Here’s a tip: use lots of mathematics words as your child is playing to develop their understanding of early mathematics (for example, “over”, “under”, “first, second, third”, “round”, “through”, “before”, “after”). Use the language that works best for you and your child. YEAR 2 Talk together and have fun with numbers and patterns Help your child to: find and connect numbers around your home and neighbourhood, for example, find 7, 17 and 27 on letterboxes count forwards and backwards starting with different numbers, for example, 58, 59, 60, 61, 62, then back again make patterns when counting forwards and backwards, for example 5, 10, 15, 20 then 20, 15, 10, 5 and 30, 40, 50, 60 or 12, 14, 16, 18 … do addition and subtraction problems by counting forwards or backwards in their heads, for example, 8 + 4, 16 – 3 Here’s a tip: being positive about mathematics is really important for your child’s learning even if you didn’t enjoy it or do well at it yourself at school. Use easy, everyday activities Involve your child in: sorting (washing, odd socks, toys, cans) while tidying up telling you what their favourite things are (food, sport, colour reading), notice and talk about numbers. ask questions about the pictures like “how many birds are there?” a shape and number search together wherever you are, like numbers of shoes, shapes of doors and windows. Here’s a tip: mathematics is an important part of everyday life and there are lots of ways you can make it fun for your child. YEAR 3 Talk together and have fun with numbers and patterns Help your child to: find and connect numbers around your home and neighbourhood name the number that is 10 more or 10 less than before or after a number up to 100 make patterns when counting in groups (skip counting) forwards and backwards, starting with different numbers (for example 13, 23, 33, 43…, …43, 33, 23, 13) try making different types of patterns by drumming, clapping, stamping, dancing or drawing patterns that repeat find out the ages of family or whānau members do addition and subtraction problems in their heads using facts to 20, for example, 10 + 4, 15 – 7 use groups of 10 that add to 100 eg 50 + 50, 30 + 70. Here’s a tip: being positive about mathematics is really important for your child’s learning, even if you didn’t enjoy it or do well at it yourself at school. Use easy, everyday activities Involve your child in: telling the time (o’clock. half past, quarter to) learning their 2, 5 and 10 times tables repeating and remembering telephone numbers they use a lot reading and sharing a book. Ask them questions about numbers in the story and use the number of pages as a way to practise number facts, too doing a shape and number search when you are reading a book or looking at art (such as carvings and sculpture) helping at the supermarket. Ask your child to get specific items (medium-sized tin of red beans, two litres of milk, 250g of mince). Here’s a tip: talk a lot to your child while you are doing things together. Use the language that works best for you and your child. YEAR 4 Talk together and have fun with numbers and patterns Help your child to: find and connect numbers around your home and neighbourhood – phone numbers, clocks, letterboxes, road signs, signs showing distance count forwards and backwards (starting with numbers like 998, 999, 1,000, 1,001, 1,002 then back again) make patterns when counting – forwards and backwards, starting with different numbers (73, 83, 93, 103… or 118, 108, 98, 88…) explore patterns through drumming, clapping, stamping, dancing find out the ages and birth dates of family and whānau see patterns in the numbers in their times tables. Here’s a tip: being positive about mathematics is really important for your child’s learning – even if you didn’t enjoy it or do well at it yourself at school. Use easy, everyday activities Involve your child in: making lunch or a meal for a party or a hui – make sandwiches in different shapes. Can they cut their sandwich in half? Can they cut the other sandwich in half a different way? helping at the supermarket – choose items to weigh – how many apples/bananas weigh a kilo? Look for the best buy between different makes of the same items (eg blocks of cheese) – check on the amount of sugar or salt per serving telling the time – o’clock, ½ , ¼ past deciding how much money you will need to put into the parking meter and what time you will need to be back before the meter expires thinking about how many telephone numbers they can remember – talk about what they do to help them remember the series of numbers reading together – help them look for numbers and mathematics ideas looking for shapes and numbers in newspapers, magazines, junk mail, art (like carvings and sculpture). Here’s a tip: mathematics is an important part of everyday life and there are lots of ways you can make it fun for your child. YEAR 5 Talk together and have fun with numbers and patterns Help your child to: count forwards and backwards (starting with numbers like 10,098, 10,099, 10,100, 10,101 then back again) find and read large numbers in your environment eg nineteen thousand, three hundred and twenty-three learn number pairs to 100 eg 81 and what equals 100? read car number plates, look at the car’s odometer to see how far you’ve gone work out patterns – make codes from numbers. Here’s a tip: being positive about mathematics is really important for your child’s learning – even if you didn’t enjoy it or do well at it yourself at school. Use easy, everyday activities Involve your child in: making and organising lunch or a meal for a party or a hui, including equal sharing of fruit/biscuits/sandwiches/drinks helping at the supermarket – choose items to weigh. Look for the best buy between different brands of the same items (breakfast cereal, spreads like jam or honey) practising times tables – check with your child or their teacher which times tables you could help your child with telling the time e.g., 5 past, 10 past, 20 past, ¼ to, 25 to… Here’s a tip: mathematics is an important part of everyday life and there are lots of ways you can make it fun for your child. YEAR 6 Talk together and have fun with numbers and patterns Help your child: count forwards and backwards (starting with numbers like these fractions: ¼ , ½ , ¾ , 1, 1¼ , 1½ then back again) talk about large numbers in your environment e.g., computer game scores, distances talk about the phases of the moon and link these to the best times for fishing/planting talk about the patterns in the night sky – summer and winter. What changes and why? talk about graphs and tables that are in your local newspapers. Here’s a tip: being positive about mathematics is really important for your child’s learning – even if you didn’t enjoy it or do well at it yourself at school. Use easy, everyday activities Involve your child in: making dinner at home, at camp or on a marae – look at how many and how much is needed for the people eating (potatoes, bok choy, carrots, sausages). Talk about fractions (half, quarter, fourth) to calculate how much to cook and cooking times helping at the supermarket – look for the best buy between different brands of the same item and different sizes of the same item (e.g., toilet paper, cans of spaghetti, bottles of milk) looking at the nutrition table on food labels – how much fat, sugar, salt – and deciding on the healthiest choice practising times tables – check with your child or their teacher which tables you could help them with. YEAR 7-8 Talk together and have fun with numbers and patterns Help your child to: talk about sales in town – 25% off, 30%, 10%, half price. Look for the best value and make a game of calculating the savings on items your child is interested in identify and describe how 2D shapes have been moved within kōwhaiwhai and tukutuku panels, and how 3D shapes have been moved in carvings budget pocket money and/or plan ahead to open a savings account. Talk about earning interest and investigate which bank account will give them the best return for their money talk about current prices for items that interest your child and investigate which store offers the best price. Here’s a tip: being positive about mathematics is really important for your child’s learning – even if you didn’t enjoy it or do well at it yourself at school. Encourage your child to find out more about mathematics at the library and on the Internet.

  • Playgroup / Kokopu School

    Community Playgroup Kokopu School Community playgroup runs on a Tuesday from 9am - 11:30am in the school whanau room. Come along and enjoy mixing with other families and getting to know the school.

  • Emergency Management | Kokopu School

    Emergency Management Emergencies Emergencies can be a variety of things including, pandemics, fires, earthquakes, and lockdowns. The signal for an evacuation, such as fire, is a continuous ringing or evacuation message. We meet on the tennis courts close to the PE Shed. A roll of all students, staff and visitors is taken. In case of an earthquake we Drop, Cover and Hold until it is safe to exit the buildings. A lockdown or shelter-in-place may be signalled by the principal or their delegate, and authorities such as the New Zealand Police. If required, parents will be contacted to come pick up their child when it is safe for everyone. Even though tsunamis don't affect the school, parents may be affected in their ability to pick up their children. We will hold children at school until someone is able to pick them up. or arrangements are made. Communication During an Emerge ncy, Disaster, or Crisis We have developed a communication plan that identifies who is responsible for communications, which communication methods we will use, and who we will contact and liaise with in the event of an emergency, disaster, or crisis. The principal is in charge of overseeing emergency communications, but may delegate this to other board or staff members. ​ Communicating with staff and students We have a plan for communicating with staff during an emergency, disaster, or crisis. We also consider how to share appropriate information with students to help them deal with the event. ​ Communicating with whānau In an emergency, disaster, or crisis the school contacts parents/caregivers/whānau when it can, using the emergency contact details provided, and releases information to the school community as appropriate. Depending on the circumstances, our available communication options may include: texting/messaging or phoning parents/caregivers The school website has a dedicated emergency communication page for ongoing emergencies. https://www.kokopu.school.nz/specialnews Social Facebook and school app are also used​ putting up signs emailing parents/caregivers informing local media outlets. Parents/Caregivers must follow any instructions issued by the school, including not coming to the school to see or collect their children if advised. This is particularly important when the school is in lockdown under police instruction. Our communications with whānau explain how parents/caregivers can be reunited with their children in the event of school closure . ​ Other communications Our communication plan includes procedures for notifying and liaising with the appropriate emergency service organisations and other relevant services and stakeholders to gain advice, support, and discuss logistics. We also consider how to manage media enquiries . At our school, the designated media contacts are the board chair and/or principal. The board chair and principal may work closely to prepare a response to a media enquiry, and determine together who speaks to the media.

  • Enrolments | Kokopu School

    Enrolments We welcome new students and their families to come and visit our amazing school. Give us a call, email or drop in and we will be more than happy to show you around and meet with our principal and teachers. Kokopu School is a full primary school catering for students in years 1 - 8. (Including intermediate) We have no zone attached to the school and we have students that come to us from all around our local area and further afield. Whether it is your 4-year-old or you are a new family to our area, enrolling as soon as possible helps us plan our staffing and roll for the year. We have full enrolment packs available at the school office or you can use the below online form. Please get in contact with us regardless. Enrolment form instructions Click on the “enrolment button” below. Complete form including all mandatory fields Select “Go to Part 2” which will automatically save the form When the online enrolment form is complete, please bring in your child's birth certificate and immunisation status so we can retain a copy. Enrol Online Here Additional Documents to sign. You can print these at home or get copies from the school office. After School Care Registration Cyber Safety User Agreement Media Release Form Additional information You can print these at home or get copies from the school office. Parent Info Booklet Stationery Year 7-8 Program Community Playgroup PRE-SCHOOL VISITS It is advisable that your child has at least two pre-entry class visits to familiarise them with their new learning environment, teacher and classmates. Please make contact with the classroom teacher to organise your visits. On the first visit, you are encouraged to remain with your child in the classroom in order to observe how the class functions. This will enable you to better support your child with their transition to school. During your next visit, you are welcome to pop in and out of the classroom. The staff room is available for you to have a cup of coffee. It is preferable to include at least one morning tea in these visits to introduce your child to the associated routines and play environment. PREPARING FOR SCHOOL In order to cope with the challenges of school life, it is important that your child develops independence in managing themselves and their belongings. You can help with this by ensuring they know how to: Use the toilet (and urinal for boys) and wash their hands Blow their nose Dress themselves Put school shoes on and off (please avoid shoes with laces unless they are self-tying ones) Manage lunch without help Recognise and manage their own belongings Pack and carry their own schoolbag Follow simple instructions Sit and listen for short periods of time (approximately 10 minutes With regard to literacy and numeracy, if your child can hold a pencil correctly, recognise their own name and write it, recognise the names and sounds of some of the letters of the alphabet, count and recognise some numbers, this is a bonus and will be further developed at school.

  • Policies & Procedures | Kokopu School

    Policies and Procedures Our School Documents are now available through SchoolDocs Ltd. ​ To access the password protected link, please use the username: 1036 ​ Please contact the school to be issued the password. View School Documents ​ Copyright: Except where stated, the content on this site is the copyright of SchoolDocs Ltd. It may not be reproduced without written permission from SchoolDocs Ltd.

  • School Hours | Kokopu School

    Quiz Night Silent Auctions This is an amazing fundraiser for the school with fund this year contributing the shade sails for pool area. ​ The Silent Auction runs until 3pm on Friday 24 November ​ Full Live Auction (with any silent auction bids) will run during the Kokopu School Quiz night at Kara Hall from 7pm on Friday 24th November ​ Instructions: 1. Select the Auction you are interested in below 2. Enter your details and bid (you can view current bids also - your personal details are not visible just the bid amounts) 3. Click send Auction 1: Donaghys Farm Supplies (value $373.00) Approximate Start Bid $100.00 Auction 2: Your health and Beauty Pack (value $663) Approximate Start Bid $150.00 Auction 3: Family Holiday Pack (value $809) Start Bid $200.00 Auction 4: Home is where the heart is (value $950) Approximate Start Bid $150.00 Auction 5: DIY Master Pack ($752) Approximate Start Bid $200.00 Auction 6: Weekend Getaway - Paihia ($980) Approximate Start Bid $200.00 Auction 7: Donaghys Farm Supplies (value $161) Approximate Start Bid $50.00 Auction 8: Making Memories Family Pack (value $571) Approximate Start Bid $100.00 Auction 9: All the Action (value $660) Approximate Start Bid $150.00 Auction 10: It's all about Fishing (value $1350) Approximate Start Bid $300.00 Auction 11: Donaghys Farm Supplies (value $161) Approximate Start Bid $50.00 Auction 12: Modern Chic (value $530) Approximate Start Bid $100.00 Auction 13: Petlovers Pack (value $565) Approximate Start Bid $10.00 Auction 14: Gaming Enthusiest (value $655) Approximate Start Bid $100.00 Auction 15: Lifestyle Farm Pack (value $735) Approximate Start Bid $250.00 Auction 16: Sportsfan Pack (value $926) Approximate Start Bid $150.00 Auction 17: Donaghys Farm Supplies (value $410.00) Approximate Start Bid $100.00 ​

  • Our Staff | Kokopu School

    OUR STAFF Kia ora and welcome to our wonderful school. Through high expectations, Kōkopu staff are committed to providing uniquely rural, fun and engaging programs that encourage children supporting others and bu Yaron Overeem Principal Paul Ruddell Teacher: Rm6 Year 7-8 SENCO Jennifer Hibbert Teacher: Rm4 Year 3-4 COL Across School Teacher Jo Woods Teacher: Rm4 Year 3-4 Ratama Weavers Teacher: Rm3 Year 5-6 Anna Boaz Teacher: Rm2 Year 2-3 Cindy Stafford Teacher: Rm1 Year 0-1 Vicki Lye Office Admin Bexs Waterhouse Office Admin Ray McLintosh Caretaker Nadene Slabbert Teacher Aide Rachel James Teacher Aide Pauline Simmonds Teacher Aide Glenis Delemare Teacher Aide Loida Pyle After School Care Board of Trustees Jeff Burson – Presiding Member Yaron Overeem – Principal Lucinda McBeth – Member Toni Hughes – Health and Safety Tama Weavers – Staff Rep Ross Harper – Property Kirsty Tuhiwai – Member

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