Special needs school shining brightly

Blomfield principal Sally Wilkinson with, from left, teacher aide Joseph Welch, Jordan Douglas, teacher Rhoda Little, Tyler Watson and Dylan Smith as they learn about movement. Photo / John Stone

In just three years Northland's only special needs school has gone from having its hand held by the Ministry of Education to being one of the top educators in the region.

Blomfield Special School and Resource Centre in Whangarei is one of only a handful in Northland to be given a four-five year review cycle by the Education Review Office (ERO).

Principal Sally Wilkinson said staff were pleasantly surprised by the report released last week.

"We had hoped for that but we didn't really know," she said. "I mean, we couldn't have wanted any better, really."

The report found leaders and staff had high expectations that students with significant needs can learn.

The four-five year review cycle was reserved for schools ERO had the most confidence in - with only nine in Northland on the cycle.

A limited statutory manager, who took on some of the functions of the board of trustees, was appointed to Blomfield in December 2009 after an ERO report identified some issues. They included the quality of governance, leadership and management and some health and safety issues.

Mrs Wilkinson went from deputy principal to principal in 2010, while the intervention was ended in July 2012 after a positive ERO report.

One of the biggest changes over the last couple of years was more reflective practices from teachers and more research into increasing achievement, Mrs Wilkinson said.

"I guess we have demanded a high level of accountability or responsibility from our teachers."

The staff did whatever it took to get the students excited about the world and learning, Mrs Wilkinson said. "We really believe in our statement which is 'discover potential'."

The most recent ERO report praised the school's board who understood their governance role and worked closely with management.

"It has a knowledgeable and well-informed board of trustees who are guided by the best interests of students," the report said.

It also found the leadership was highly effective, goals and curriculum programmes were personalised to support students and Maori students were empowered.