Our In our previous hui it was agreed that we would like to collect anonymized information that would enable us to identify our collective ākonga needs and collaborate  in creating quick and innovative solutions to meet these needs.

A small working group then met to determine what our first steps in forming a register.  These key MOE documents were used to shape this hui and formed the basis of our discussions and decisions:

• Learning Support Delivery Model:  Learning Support Register user Guide,  
• Common Language for the Standardised Learning Support Register (sLSR),
• Learning Support Delivery Model:  A guide for groups sharing learning support information. 

In this hui we explored and trialled the common language that we use when referring to different learning needs of our ākonga, using a couple of mock case studies to test our understanding of the common language we agreed upon.  This provided valuable discussion and enabled us to amend the MOE's common language model to better reflect our usage and our ākonga's needs.

We then discussed the process that we would like to use for pooling this data and how we would like to collate this information and surfaced some privacy issues we needed to address to ensure we maintained the privacy of students and the data.

Our next steps include:

• Refining our common language based on feedback 
• Applying for URF to support the efficient collection of data
• Present draft privacy protocols as an addendum for Kāhui Leaders to approve

Thanks to our smaller working group, comprised of members of the Learning Services and Support group, who planned and contributed to the implementation of this hui.  The session was focussed, dynamic and thought provoking!

Teachers from Owhiro Bay and Berhampore kindergartens, Houghton Valley School, SWIS, WHS and three students from WHS shared what’s going well for members of the LGBTQ+ communities (students, whānau and staff) in our schools and kindergartens, what the challenges are and some next steps we can follow up.

The meeting was very positive, ranging from how to support transitioning teachers, to the range of ways rainbow students and whānau express themselves. We were able to see the progression from early childhood to students last years at school, especially as one of the students from WHS had also been to Houghton Valley School and SWIS. She was impressed at how the awareness and response to our rainbow community has progressed since she was at those schools.

However, the strongest message we took from the session is to never assume that your school is fine. There is always more room for progression, no matter how ‘progressive’ you think you are.
Here are our shared notes from the TeachMeet