It is my strongly held belief that flexible pathways are the key to meeting the needs of children and young persons with learning support needs. These students may, over time, receive their education in several settings that may include specialist schools, satellite units, or mainstream and transition settings. These settings are designed to meet the needs of these young people while at the same time affording flexibility in placement.

It is always pertinent to review a student’s placement during their enrolment in any of these settings, to ensure that the best possible learning outcomes are being achieved and the placement remains the most appropriate learning environment for the student.

Internationally, a range of options for students with disabilities have been maintained in spite of the inclusion protagonists who believe that all segregated settings are isolated and that all learners should be in regular school settings. There is very limited comparative research on learning outcomes between inclusive and segregated settings. I have followed the United Kingdom’s new approach to special education’s needs and disability in which parents have greater control over the services they use including having the right to seek a place at any state funded school, whether that is a special school, or a mainstream school. The misconception that inclusion refers to a place and not a process is very pervasive. “Inclusion is not a matter of where you are geographically but where you feel you belong.” (Warnock, UK)

Allenvale School has three specialist areas in addition to the junior, intermediate and senior classes. There are two classes for younger students many of who have been diagnosed with ASD, a junior class for the more medically fragile, an off-site transition programme for senior students and a unit for the profoundly disabled. The school also offers an Outreach Specialist Teacher Service to schools who have ORS verified students.

We have an Allenvale Satellite unit located at Westburn Primary School. Our new double satellite unit was opened at the beginning of 2017 at Ashgrove Primary School in Rangiora. We are currently working with Burnside Primary and Cobham Intermediate to establish a double satellite provision on the site of these
new schools. Discussions have commenced between Allenvale and Burnside High School to consider the establishing of a double satellite unit on their site. This is in line with the review of special education provision in Canterbury between the Ministry of Education and the three special schools under the Renewal Recovery Programme.

We have a community facility to support students transitioning from school into further learning, training or employment. This Transition Education Centre (TEC) is located at the Papanui Youth Development Centre and caters for students from the age of 16 or 17.

Allenvale provides a safe and nurturing environment. We have high expectations for student achievement and for social and self-care skill development. Students are encouraged to extend themselves in all areas of their lives. We have robust self- review processes to ensure that we continuously reflect on our learning and teaching, procedures and practices. Our most recent ERO report reflects the positive school culture, an effective and focused curriculum and the competency of our staff. This school has a commitment to raising the achievement of all students including our Māori and Pasifika students

We welcome your enquiry. Please contact the school directly for further information or to arrange an appointment to visit.

Graeme H Daniel, MNZM
Principal