Who are we?
Auckland Normal Intermediate School (ANI) is a two-year, co-educational school catering for students aged 11-13 years. While numbers vary from year to year we usually enrol approximately 700 regular students and 20 international students.
ANI is recognised as a leading Intermediate School in New Zealand with a strong focus on preparing students for their future through a personalised approach where students are co-designers of the curriculum and their learning environment. Our aim is to provide quality education for all our students. We want to ensure the highest possible levels of individual achievement and fulfilment are reached.
The Education Review Office (ERO) finds that “students experience a rich curriculum that prepares them well to be global lifelong learners. Their enjoyment and engagement in the learning process is highly evident, with high levels of achievement. A sense of collective responsibility and collaboration allows the school to work on meaningful change and supports the sustainability of successful initiatives that support student learning”.
Why are we called a ‘Normal School’?
ANI is associated with the Auckland University, Faculty of Education assisting with the training of future teachers. The term ‘normal school’ originated in the early 19th century from the word ecole normale. The French concept of ‘ecole normale’ was to provide a model school where exemplary teaching practice was shared with student teachers. ANI continues to train teachers from Auckland University and shares part of its grounds with the Faculty of Education.
Through our website you can access more information about ANI and its unique facilities.
Our vision is to have internationally minded, inquiring, knowledgeable and confident life long learners.
ANI aims to provide quality education for all students to ensure their highest possible individual achievement and fulfilment.
Beliefs and Values
We believe and value learners who are:
The learner gives thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
Confident Communicators (Kaikōrero māia)
The learner understands and expresses ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
Principled and Caring (Mauri Manaaki)
The learner acts with integrity and honesty, with strong sense of fairness, justice and respect for the dignity of the individual, group and community. They take responsibility for their own actions and the consequences that accompany them.
Connected (Ngā hononga)
The learner is able to relate well to others, use communication tools effectively. They are connected to their communities to their environment and internationally.
Board of Trustees
Our Board of Trustees is made up of six parent representatives, a staff representative and the Principal. Three new members are elected every 18 months under a “staggered election system”, meaning that only the Board members who have completed their three year elected terms at that time will change. This system was designed by the Ministry of Education to promote continuity on Boards, especially for intermediate schools, where students are present for only a two year period.
|Mrs Simonne Eldridge (Chairperson)|
|Dr Brett Ogilvie|
|Mrs Ani Cherrington|
|Mrs Tara Pryor|
|Dr Richard Sullivan|
|Mr Umesh Dayal|
|Mr John Waller|
|Mrs Jill Farquharson|
2018 Board of Trustees Meeting Dates
Wednesday 21 February
Wednesday 28 March
Wednesday 16 May
Wednesday 20 June
Wednesday 8 August
Wednesday 12 September
Wednesday 7 November
Wednesday 5 December
Key School Policies/Procedures
ANI COMPLAINTS PROCEDURE
All complaints received will be treated so that:
- Wherever possible issues, concerns or complaints can be dealt with as close to source and as early as possible.
- Complainants feel they have been fairly heard.
- The person who is the subject of the complaint is given the opportunity to respond and take advice.
- Confidentiality is maintained.
- The principles of natural justice are complied with.
All complaints received will be systematically dealt with in order to maintain a school culture of openness, honesty and fairness.
All other complaints relating to Board decisions and policy, Board members, the Principal, Health & Safety issues not specific to an employee, should be directed to the Board Chairperson in writing.
Issues (low level issues)
In the first instance, an issue (or a concern) should be discussed confidentially with the classroom teacher or employee involved.
- If the problem is one related to a teacher and remains unresolved, the Team Leader or Deputy Principal of the team should be approached (on in the case of a complaint against the Principal, the Board Chairperson).
- If the issue/concern is not resolved to the satisfaction of the complainant, the matter should be reported to the Principal.
Concerns (Issues brought to attention of DPs or Principal)
For concerns related to normal day-to-day matters at school that are of concern but not serious enough to trigger a formal investigation and disciplinary process.
The Principal or DP will:
- Follow up with the concern and document the details of the concern.
- Provide the employee concerned with all information pertaining to the concern raised.
- Undertake to resolve the matter in such a way as that complainant is satisfied that it has been dealt with and ensure a record of the concern is logged with the outcome documented.
- Wherever possible, complaints should be received in writing stating the specific nature of the complaint and where and when the incident/matter giving rise to the complaint occurred.
- A copy of the complaint must then be given to the person cited in the complaint. The Principal should be kept informed of all complaints. In the case of a complaint against the Principal the Board Chairperson will be informed.
- Many complaints will be able to be resolved by discussion between the Principal and the parent/caregiver/employee concerned without the need to take the matter any further. In such cases the Principal will appropriately document the concern and resolution of the concern.
- Where appropriate, an opportunity to deal with a concern or a complaint in a Maori context may be provided. All parties i.e. complainant, employee and Board, must all agree to this process.
- A record of all concerns and complaints to the Principal or Board Chairperson will be kept.
- In the event that a matter becomes difficult to resolve, the Principal will inform the Board Chairperson.
- Complaints against the Principal will be referred directly to the Board.
The Principal may, as a result of information gathered in an initial inquiry phase into a formal complaint, recommend:
- Disciplinary procedures for the Board to implement if he/she believes there is a case of misconduct or serious misconduct to be answered.
- In conjunction with advice from an approved advisor when it is a matter relating to the professional standards, implement remedial performance processes or the provisions of the competency clauses of the relevant collective agreement.
- In any event the staff member will be reminded of their right to representation at any stage of the process.
- If the Principal is unable to resolve the issue to the satisfaction of the complainant, then the complainant has the right to report the complaint to the Board of Trustees.
- The Board will “receive” a complaint and resolve that it be put to the employee concerned in writing. A copy of the complaint will be attached, including any other statements or information that allows the employee to make a well-informed response.
- Complainants and those having complaints made against them will be informed of the investigation process and any subsequent action being taken.
- The outcome of a formal investigation and disciplinary process or remedial process under the competency clauses of the employment agreement will be recorded in writing, and a copy placed on the employee’s personal file.
- In each case the employment agreement requirements will be adhered to.
- The staff member who is the subject of the complaint or performance concerns will be informed that he/she is entitled to attach a statement to the record.
- All participants to the action of a complaint are to maintain confidentiality of information and documents
ANI CHILD PROTECTION POLICY
This policy outlines our commitment to child protection. The board is committed to the prevention of abuse and to the well-being of children and young people under our care.
In line with section 15 of the Children, Young Person and Their Families Act, any person in our school/kura who believes that any child or young person has been, or is likely to be, harmed (whether physically, emotionally, or sexually) ill-treated, abused, neglected, or deprived may report the matter to a social worker or a constable.
The board delegates responsibility to the principal to ensure that all child safety procedures are implemented and available to all staff, contractors, volunteers and parents. Therefore, the principal must:
- Develop appropriate procedures to meet child safety requirements as required and appropriate to the school.
- Comply with relevant legislative requirements and responsibilities giving consideration to the guidelines, further information and sample child protection templates that are available in the Children’s Action Plan guideline Safer Organisations, Safer Children: http://www.childrensactionplan.govt.nz/assets/CAP-Uploads/childrens-workforce/Safer-Organisations-safer-children.pdf
- Make this policy available on the school’s internet site or available on request
- Ensure that every contract, or funding arrangement, that the school enters into requires the adoption of child protection polices where required
- Ensure the interests and protection of the child are paramount in all circumstances
- Recognise the rights of family/whanau to participate in the decision-making about their children
- Ensure that all staff are able to identify the signs and symptoms of potential abuse and neglect and are able to take appropriate action in response
- Support all staff to work in accordance with this policy, to work with partner agencies and organisations to ensure child protection policies are understood and implemented
- Promote a culture where staff feel confident they can constructively challenge poor practice or raise issues of concern without fear of reprisal
- Consult, discuss and share relevant information in a timely way regarding any concerns about an individual child with the board or designated person
- Seek advice as necessary from NZSTA advisors on employment matters and other relevant agencies where child safety issue arise
- Make available professional development, resources and/or advice to ensure all staff can carry out their roles in terms of this policy
- Ensure that this policy forms part of the initial staff induction programme for each staff member
- Ensure that we report annually to the board of trustees on progress, implementation and compliance with any funding/contracting requirements (refer no. 4 above)
To email ANI staff, simply click on their name below. To read their bio simply click here.
SENIOR LEADERSHIP TEAM
YEAR 7 TOTARA TEAM
YEAR 7 KAURI TEAM
YEAR 8 MATAI TEAM
YEAR 8 RIMU TEAM
KOWHAI TEAM (SPECIALISTS)
PART TIME TEACHERS
FULL TIME SUPPORT STAFF
PART TIME SUPPORT STAFF
The school is located on park-like grounds in Mt Eden, close to Mt Eden village and ten minutes from central Auckland, New Zealand’s largest and most dynamic city. The school is lucky to have a large hall, two playing fields, three netball courts and a 25 metre, six lane outdoor swimming pool.
Modern Classrooms Equipped with up to date Technology
Our vision at ANI is to create 21st-century learners. Our students are growing up in a digital society and in order for them to be fully equipped and confident in a future economy, we offer a digital focused curriculum.
Although it is not compulsory for ANI students to have their own device we highly recommend it. Constant access to the internet and easy access to a Google platform will enable your son or daughter to participate MORE FULLY in all areas of learning
The school network is open, meaning any wifi enabled device will be able to connect. While students are welcome to bring any piece of equipment, our recommended device is a chromebook or laptop (a keyboard is preferable). Students are permitted to have their phone or a tablet in school but these devices will not enable them to fully access all the learning tools we use and should be seen as supplementary.
Each class has a lockable cupboard where devices can be stored during morning tea, lunch and when not needed in class.The devices that your children bring to school will be used to aid learning only. They are not permitted to go on social media sites at school.
Our Information Centre
The school library or information centre is well resourced and is open during class and lunchtime every day. Students can access their files on the internet on the numerous desktops that are freely accessible and available for students in this space.
Students are self-selected as a classroom or lunchtime librarian. They are trained and are responsible to issue and collect books and carry out a variety of library duties. Within the library, students are able to access a variety of resources including digital options and books to support their learning or personal interests.
Term Dates & Times
2018 Term Dates
Starts: Tuesday 30 January (Year 8) | Wednesday 31 January (Year 7)
Ends: Friday 13 April (2:00pm finish)
Starts: Monday 30 April
Ends: Friday 6 July (2:00pm finish)
Starts: Monday 23 July
Ends: Friday 28 September (2:00pm finish)
Starts: Monday 15 October
Ends: Thursday 13 December (12:00pm finish)
2018 Holidays | School Closed
|Auckland Anniversary||Monday 29 January|
|Waitangi Day||Tuesday 6 February|
|Good Friday||Friday 30 March|
Monday 2 April
Tuesday 3 April
|ANZAC Day||Wednesday 25 April|
|Queen’s Birthday||Monday 4 June|
|Labour Day||Monday 22 October|
School Begins: 8:45am (9:00am on Friday)
Interval: 10:30 – 10:50am
Lunch: 12:30 – 1:25pm
School Ends: 3:00pm
Learning to Learn in the 21st Century
ANI provides a range of learning opportunities to meet the broadening interests and developmental needs of your child as they enter early adolescence. Their two years at intermediate are a great time to explore new subjects in the security of being attached to one class. ERO states that “the schools promotion of and response to students’ wellbeing is extensive. A positive tone supports the learning of all students. Students have pride and a sense of ownership and belonging in their school”.
Classroom teachers teach the following learning areas:
- Literacy (Reading and Writing)
- Social Sciences
- Physical Education (1 lesson per week)
Specialist Teachers teach:
- Physical Education (1 lesson per week)
- Languages – Japanese (Year 7) and Mandarin (Year 8)
- The Arts (Visual Art, Music, Dance and Drama)
- Technology (Design Technology, Food and Materials)
Curriculum that is relevant, challenging, integrated, and exploratory
Inquiry-based learning is an approach used at ANI to encourage students to use their skills of inquiry to investigate problems and issues at a local or global level. Inquiry-based learning will help your child:
- Develop reading and writing skills
- Construct their own meaning
- Make connections between what they know and what they want to find out
- Gain independence in research and learning
- Experience a high level of engagement and motivation
- Learn strategies and skills transferable to other inquiry projects
- Prepare for lifelong learning
- Develop problem-solving, critical thinking, and personal reflection
- Work collaboratively
Assessment Taxonomy (a form of assessment)
SOLO stands for Structure of the Observed Learning Outcome. At ANI, SOLO Taxonomy is one form of assessment teachers use to assess students’ performance, particularly in inquiry-based learning, and to plan learning tasks. Students use SOLO taxonomy for self-assessment and identifying next learning steps. The five stages of SOLO are:
- Prestructural: No understanding of the concept. The student “misses the point”
- Unistructural: The student can identify one relevant idea about a concept
- Multistructural: The student can identify several relevant ideas about a concept, however no connections are made between the ideas
- Relational: The student can make connections between the ideas
- Extended abstract: The student is able to generalise and transfer the principles learnt to a new learning context
For more information on SOLO taxonomy visit http://pamhook.com/
Innovative Learning Environments at ANI
Innovative learning environments are flexible classroom spaces that support a future focused curriculum. The spaces are easily configured and used in a variety of ways to support a range of teaching and learning approaches.
Students have more agency to plan what they need to work on, how they will do this and where they will do this. Greater responsibility for self directed learning is evident in addition to high levels of collaboration between students. This in turn means they are more involved and engaged and motivated in their learning.
There are no vacancies at the moment.
Presentations from our parent evenings during the year are available here to download.