Care and Wellbeing
We believe that children thrive when they feel seen, valued, and supported.
Our approach to pastoral care focuses on the emotional intelligence of a child. Our school grounds are a judgment-free zone where every child is encouraged to be themselves, and students of all ages interact and play together. This inclusive culture means that no child is left to play alone.
Pastoral Care
At Matahui, differences are valued and celebrated. Every aspect of school life is designed to create an environment where students feel safe to express themselves, connect meaningfully with others, and develop resilience and empathy.
Our school values are woven into everyday learning and interactions. They guide how we treat one another, respond to challenges, grow as individuals, and as a community. These values are lived out in the classroom, on the playground, and in nature. We actively teach kindness, acceptance, and cooperation, helping to shape young people who are not only confident learners but caring human beings.
Emotional Intelligence and Wellbeing
We recognise that all children are different, and that gifted and neurodiverse children often experience the world deeply. At Matahui, we teach students to understand and manage their emotions through the development of emotional intelligence. This involves:
- Self-awareness – recognising their own feelings and understanding what causes them.
- Self-regulation – learning to manage impulses and find calm, especially in moments of frustration or excitement.
- Motivation – fostering a positive attitude, persistence, and resilience in the face of challenges.
- Empathy – recognising and understanding the emotions of others, a cornerstone of healthy relationships.
- Social skills – developing friendships, cooperating, communicating effectively, and resolving conflict.
Through daily interactions and modelling from teachers, students learn how to navigate emotions in healthy, constructive ways.
Learning in Nature
Our Forest School programme was developed in response to the heightened anxiety many young people experienced during COVID-19. We recognised that children cannot learn effectively when they are experiencing trauma or distress, so we created a programme where learning and wellbeing are naturally intertwined.
We have observed that this time in nature improves attention, memory, self-awareness, and emotional regulation, while reducing hyperactivity, anxiety, and stress. Research supports what we see every week: free play in green spaces enhances focus, working memory, and overall wellbeing far more than time spent in built environments.
Supporting Diverse Learners
Our students come from diverse backgrounds and bring unique strengths, needs, and perspectives to our community. We work closely with families to ensure that every child feels supported and understood.
For our neurodiverse learners, learning and behaviour plans are developed collaboratively with parents, the child, and our teaching team. We encourage parents to share what works at home, and we integrate those strategies into the classroom. We also involve students in these conversations; their insights often provide the most valuable guidance for what helps them succeed.
With the introduction of Ministry-funded Learning Support Coordinators, we continue to strengthen this collaborative approach, ensuring each child has access to the tools and support they need.
Habits of Mind & Mindfulness
Our curriculum is underpinned by Art Costa’s Habits of Mind, a framework that encourages students to navigate complex and uncertain situations effectively. These habits are woven into everyday learning at Matahui School. By integrating the Habits of Mind across all activities, we help students develop lifelong skills for learning and living.
After play, and sometimes in the morning, our students take a moment to rest, breathe, and reset. Pause Breathe Smile helps them regulate their emotions, settle their minds, and return to learning calm and focused.
