How Sylvia Park School creates a place for everyone

At Sylvia Park School, belonging begins long before a student steps into the classroom.

It can be found in the welcome students receive at the school gate each morning, in the friendships formed across the playground, and in the cultures, languages and identities that are visible throughout the school. It exists in the teachers who know their students beyond their academic results, in the opportunities children have to participate in school life, and in the many ways success is recognised and celebrated.

Belonging helps students achieve

For Principal Thomas Bartlett, everyday experiences of connection and inclusion are fundamental to education outcomes.

"We believe belonging comes before achievement. If a child doesn't feel known, valued, and connected to their school, it's much harder for them to genuinely engage in learning." - Thomas Bartlett, Principal, Sylvia Park School

That belief is reflected in every aspect of life at Sylvia Park School. In a school community that is home to more than 20 ethnic groups and a wide range of languages, creating a strong sense of belonging requires a deliberate and inclusive approach. By weaving connection through its culture, relationships and approach to learning, Sylvia Park School works to ensure every student – and their whānau - feels welcomed, valued and at home.

Creating a culture of belonging

For Thomas, success ultimately comes down to whether every student can look around their school and feel a sense of ownership and connection.

"We want every child who walks through our gates to know: this is my school, these are my people, and there is a place for me here."

That sense of connection begins from a student's very first days at Sylvia Park School. Twice a year, the school holds a whakatau for new students and their whānau, creating an opportunity for whakawhanaungatanga and connection. Students take pride in leading the welcome, sharing the school's culture, values and commitment to manaakitanga.

This commitment continues throughout the year, with the school celebrating 15 different language weeks that reflect the diversity of its community. These celebrations recognise and honour the identities, cultures and languages of students and their families, helping everyone feel seen, valued and welcome.

Attendance opens the door

The school's guiding kaupapa, Attend. Engage. Achieve. Succeed., reflects a commitment to creating the conditions for every child to thrive. In recent years, Sylvia Park School has placed a strong focus on improving attendance and supporting tamariki back into regular routines of learning. But behind that work sits a deeper understanding of why attendance matters.

As Thomas Bartlett explains, every day a child is at school presents an opportunity to strengthen friendships, connect with trusted adults, participate in their culture, discover new interests and experience successes.

"We have a saying here: 'Get them to SPS and we will do the rest. Getting children through the gate matters enormously, but that's when our responsibility really begins."

The power of being known

At Sylvia Park School, staff are encouraged to know the child behind the learner. Understanding a student's strengths, interests, family, culture, and experiences is just as important as understanding their academic needs. Those relationships are often built through small interactions that happen every day: greeting students by name, checking in after an absence, acknowledging effort, or taking the time to listen when something is wrong.

While those moments may seem ordinary in isolation, they accumulate over time to send a clear message to children that they are seen, valued, and cared for.

As one staff member explains:

"Belonging isn't just knowing a child's name. It's knowing who they are, where they come from, what they're proud of, and what they need from us."

As communities across Aotearoa reflect on this year's Mental Health Awareness Week theme, Belonging Matters, Sylvia Park School is a great example that belonging is rarely created through a single programme or initiative. Instead it’s built day by day through countless small interactions that help children feel connected to the places people around them.