March 2011

This year Marfell Community School celebrates its 50th year. Marfell Combined Culture Trust Coordinator Nigel Bates spoke with School Principal Janet Armstrong about what makes Marfell Community School unique and stand out amongst other schools in the West New Plymouth area.

Nigel has kindly shared his overview of their discussion, below, which appeared in the March My Marfell newsletter:  My Marfell March 2011 (1.68 MB).

As with Marfell itself, our school has changed over the years. One of the most striking features must be the growth of trees and general greening of the area. If you look at the School Website you can view historic photos and watch informative videos which give a real sense of the change. Prior to European settlement the school site was a boundary of Ngati Te Whiti and featured a small Pa (Pukeori). In 1889 the land was purchased by Edward Marfell who operated a small dairy farm and milk run. It was the Marfell family who gifted the land to the crown for use as a school. At its peak during the construction of the New Plymouth Power Station in the mid 1970’s the school role was over 480. Out of interest you can see the original Marfell farm house at its new location to the left of the fish and chip shop on Omata Road.

So you can see that the school has been at the heart of Marfell since its inception and the majority of students come from well-established local families – people like Marfell so they often don’t move far from the area. Marfell caters for children 5 to 11 years old and the school role reflects our community being comprised of 60% Maori, 35% European And 5% people of the Pacific.

Things have come a long way in the past fifty years and one such change is the different stressors that families face in these tough economic times. Although Marfell is a unified community we are rated by the Government as a ‘Decile 1’ community. In reflection of this Marfell Community School is a Kura Waiora (Health Promoting School) and is part of the Ministry of Health’s ‘Fruit in Schools’ programme which ensures every child has at least one piece of fruit each day. There is also the ‘Breakfast in Schools Programme’ which is supported by the red cross and helps those who may otherwise go without make a healthy start to the day and have the opportunity to increase their social confidence by sitting together eating at a table while holding discussions. Marfell Community School has a water is best policy and fizzy or cordial drinks are not promoted. On Fridays children can buy a healthy lunch for $2 with a menu selected by children and delivered by a team of dedicated school parent’s.

Marfell Community School prides itself on being able to support a wide range of needs and interests. It has traditionally and still is very active in Kapa Haka and has recently developed a close working relationship with young leaders from our local Francis Douglas Memorial College in regard to sports activities and the Breakfast in Schools Programme. There is an enrichment program offered in terms two and three for a small group of children to have option classes which may be chess, darts, edible arts (which is a favourite), or more extreme choices such as bike riding, the school band, craft or dance (usually Hip Hop). These groups are supported by volunteers from our community. Janet advised that she is always keen to hear from community members with the skills and time available to share them. In respect of curriculum achievement for those who excel in their age group The School offers personalised ‘Extension Programs’ led by former principal Len Cannon who comes in eight hours each week.

For those with special educational needs Marfell is extremely well resourced and offers expertise such as our Specialist Needs Unit which is accessed by those further afield than solely Marfell. I hope you have enjoyed reading this brief overview of our fantastic school with such devoted staff.

As Janet would remind us Marfell Community Schools ultimate aim is to produce Healthy, Happy Learners who treat themselves and others with Respect, Honesty and Pride - Manākitanga, Whakapono, Mana. Thanks Janet for your time. Nigel Bates

November 2010

Victory Village in Nelson was 2010 Community of the Year.  Word of Village achievements is spreading and more than 1000 copies of a DVD of their work have been snapped up. Paths to Victory – a valuable  case study prepared by The Families Commission was released on 29 November.  It explores Victory’s achievements, approach, principles and systems change.

These findings fit with Inspiring Communities’ observations and learning incorporated in our first “What We Are Learning” document. David Stuart, the Families Commission researcher notes: ‘The Victory Village approach was not planned for; it emerged.’

Our collective opportunity is to learn from this, adapt this approach in a more intentional way to local circumstances to improve neighbourhood and community resilience in New Zealand.

The Victory Village approach will be accessible to many during The Victory Village Forum in April 2011 jointly organised by Victory Village, The Families Commission and Inspiring Communities.

Paths to Victory

The aim of the research project was to look at the difference Victory Village is making for families and its community, and how it is making this difference.

What is Victory Village?

The Victory Village partnership led to the establishment of a physical ‘community hub’ at the school. The hub is a multipurpose community, health and recreation centre and school hall located on the school grounds. The centre provides one-to-one health services for residents, as well as a large number of recreational and social programmes and community events.

Community centre services are open to all residents – not just parents of children at the school. The school itself has a family-centred philosophy and involves parents in a number of ways, from social and curriculum events to adult education. These systems of education and community health and development positively overlap and intersect in many ways to nurture families.

In terms of professional collaboration, the Victory Village process was community-led and professional collaboration was directed organically and responsively towards community aspirations and needs. Collaboration is strongly evident between providers, organisations and individuals and families.

So, what difference is the Victory approach making?– since 2000 for students, families, community, school and providers:

• Overall improvement in student well being, participation and achievement
• Since 2000:
•    the roll has stabilised from a 60% turnover in 1999 to 9% turnover in 2008
•    student numeracy has  increased from 55% to 89%
•    student referrals for behaviour issues have reduced by 75%
• Families are more confident and this confidence has led to greater engagement and participation in their children’s learning
• There are stronger connections between families, with an energised community transforming its reputation
• The school has  benefited from this through better links with parents and other professionals contributing to better results for students
• Providers report a better quality of service because of the collaborative and holistic approach

The Victory Approach in a Nutshell

David Stuart’s research has noted a number of underlying principles that together created the Victory Village approach.

Development:

• Organic: meaning intentionally addressing needs but adapting to circumstances
• Opportunistic: converting possibilities into action
• Community-centred: a climate of warmth and welcome
• Interconnections: clear understanding that child, family and community outcomes are interconnected

Relationships

• Everyone matters
• Reciprocity:  as people were helped so they become helpers
• An environment where people, services, ideas are positively conveyed and through cross fertilisation, then relationships are strengthened and activities expanded

Leadership

• Collective responsibility for each child
• ‘Sweating the small stuff’ because the small things might be connected to wider issues or opportunities
• Boldness, risk-taking, creative, seeing connections across professional disciplines and organisations

Professional

• Professional boundaries distinct but permeable
• Professionals understood how other professionals operated
• Families were referred with care between professionals who knew and trusted each other

Implications

The case study notes a number of implications of the Victory approach for assisting schools and communities improve outcomes for children, families and communities:

• Look outward to other people, networks, ways of thinking, resources and professional borders
• Look inward – to your own personal and organisational culture and practices
• Invest time and professional development resources in ‘bridging social capital’
• Seek out what families and communities want for themselves. Re-imagine the capacity in your community for positive change
• Capitalise on bridging practices by developing collaborative approaches
• Be open and responsive to feedback

Victory, Nelson won the Community section in the inaugural New Zealander of the Year awards...

June 2009

A remarkable example of involvement, the aptly-named Victory Primary School in Nelson has not had to stand down or suspend any children for the past nine years. This is largely due to the community leadership role taken by the school and its active integration of education, health and social wellbeing in a community centre based at the school.

"The more our school becomes a community centre, the more it becomes the centre of community and family life, the better our children can do."

Mark Brown, Principal, Victory School

Now, a diverse range of practical activities and services attract local residents to the Victory Village community centre. Using a 'partnering way of working' with parents and across multiple groups, organisations, and sectors was key. There are:

• Quality childcare services
• Clubs
• Parenting support
• Adult and intergenerational learning
• Health promoting services, legal advice and homework centres

This interactive school community approach has brought about impressive outcomes for both students and their families.  Parental involvement has increased and:

• The children now achieve above national average academic results
• The children have improved self image, self confidence, attitudes and behaviour
• There is very little aggression in the playground
• Families are less transient and those that participate in the community centre are healthier.

This is an astounding achievement for a community with high rates of childhood illness, mental illness and families living in deprivation.

For further information about the leadership role taken by Victory Primary School, their approach and their impressive successes, a DVD is available from the Families Commission.  Please email: This e-mail address is being protected from spambots. You need JavaScript enabled to view it