Responding to “demanding constituents” has been the catalyst for changes in teaching practice at Henderson Intermediate - changes achieved through a process of reflecting upon the evidence available and responding to student need.

As part of distributing the leadership and developing capability across the school, a programme of in-house mentoring was developed at Henderson Intermediate.

The action research approach that was adopted at Henderson Intermediate ensured adoption of the outcomes by staff and built confidence in their ability to find their own solutions for issues.

Evidence of successful approaches motivated a change in practices across the whole school.

Providing opportunities for student voice informed and encouraged changes in teacher practice.

Henderson Intemediate responded to whānau requests for reporting in a form that met their needs.

An idea from whānau became the basis of a successful intervention to tackle attendance issues.

When Henderson Intermediate staff were open and honest about the issues of Māori student achievement with whānau, they received an immediate response of support.

For three schools in the Christchurch region, the opportunity to operate as a cluster provided the stimulus for professional learning.

Principal Anne Brokenshire and facilitator Kylie Coulbeck reflect on what is now more evident as a result of the professional learning that staff have undertaken.