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Pacific Advance Senior SchoolAnnual Report to the Public 2016

1 Welcome 1

2 About Our School 3

2.1 Our Objectives 3

3 School Performance Summary 5

3.1 Objectives

• Reaching target Pasifika priority learners 5

• Achieving Pasifika student success 7

• Engaging Pasifika students 9

• Engaging Pasifika families and communities 9

• Inspiring and well informed, culturally competent staff 10

3.2 Minimum Requirements 11

3.3 Performance Standards 11

• Student Achievement 12

• Student Engagement 12

• Financial Management 13

• Targeting Priority learners 13

4 Financial Performance 13

5 2016 Audited Financial Accounts 13

Contents

“E tuai tuai, ta te ma‘ona ai’”– oven food that is long in preparation but satisfying – things that are satisfying can take a long time to develop. (Samoan Proverb)

‘Oua lau e kafo kae lau e lava’ – Stay Positive and Count your blessings – be thankful for what we have and keep moving forward”. (Tongan Proverb)

Kia Ora koutou, Talofa lava. Malo e lelei, Fakalofa lahi atu, Fakatalofa atu, Kia Orana, Ni Sa Bula, Talofa Ni, Mauri.

The wisdom of the proverbs of our forefathers holds true, we count our many blessings and we have much to be thankful for and satisfied with as we reflect on 2016 – an exciting and at the same time challenging year as we navigated our way through our second year of operation as a Partnership School serving our Pasifika priority learners.

Our school has grown and expanded to cater for both Year 11 and Year 12 students and we are heartened by the way our students have responded to the opportunities that the school has provided them. It is extremely satisfying to see our students demonstrate that if they persevere and remain passionate and committed to their educational journey at PASS, they will gain their respective NCEA qualifications, even if it means a slightly longer journey to reach this success. The ultimate satisfaction is that our students have developed or rekindled a real love and enthusiasm for learning and are meaningfully engaged in formal education.

PASS offered a wide range of study programmes and extra curriculum activities in 2016, including participation in the ASB Polyfest, Auckland Secondary schools sports

competition (Rugby, Volleyball and Women’s Rugby seven a side team), Spirit of Adventure, music and theatre exposure and Duke of Edinburgh Awards, just to name a few. At PASS we believe that the road to true leadership is through service, “O le ala o le pule, o le tautua”, and this year our students relished many opportunities to engage and serve our local communities as part of their leadership development and to make a practical difference in their communities and in the lives of others.

Also, in 2016, a number of PASS students completed their secondary education and successfully transitioned into a vocation or tertiary programme or course. We are confident that the academic, physical, emotional, social and cultural nurturing they experienced at PASS will equip and enable them to thrive and prosper in the next phase of their work or education journey.

PASS is moving in the right direction with the support of our many stakeholders. Indeed the success of 2016 is a reflection of the tapuai’iga (support) and ofa (love and goodwill) of our community. On behalf of our trustees, advisory board members, staff and students, we acknowledge the incredible support of our wider PASS whanau and community, our “village” in our journey this year. PASS is a living testimony of the fact that it does “take a Village to raise a child”.

Malo aupito, fa’afetai tele lava, vinaka vaka levu, meitaki ma’ata, fakaue lahi, malo ni, ko rab'a, fakafetai lasi, nga mihi.

La’auli Savae Michael Jones MNZM (Chairman)

Welcome – Haere Mai, Afio Mai, Talitali fiefia, Malo Ni

Top to bottom: La’auli Savae Michael Jones MNZM (Chairman and Trustee); Hamish Crooks (Trustee); Aiolupotea Lili Tuioti and Stan Wolfgramm (Senior School Board members); Alaimalo Falefatu and Parehuia Enari (Co-Principals).

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Pacific Advance Senior School Annual Report to the Public 2015 1

Tao e umu ke moho – Bake the oven and ensure it cooks – Ensure you do something to completion (Niuean Proverb)

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The vision at PASS is that every student succeeds academically first and foremost, and that their respective secondary school experience whilst at PASSis a positive and enriching one.

PASS’ key objective is that our students maximise their educational capabilities and realise their full academic potential thus transitioning successfully into further education, training or employment. A fundamental key in achieving this is that every student is resilient in character and confident in who they are , in particular their Pasifika identity. This contributes significantly to their development of essential life skills and strengthens their leadership potential.

At the end of 2016, students completed a Wellness Survey that asked questions about their school experience.

We are encouraged by the finding of the results from the 2016 survey. The results reveal that:

• 99 percent of the responses were ‘strongly agree’ or ‘agree’ with school-wide climate and practice statements such as “I feel I belong at school”, “teachers and students care about each other” and “everyone thinks our school values are important”.

• 98 percent of the responses were ‘strongly agree’ or ‘agree’ with teaching and learning statements such as “teachers make learning interesting, at school”, “I am taught what behaviours are OK and not OK”, and “teachers treat students fairly”.

• 97 percent of the responses were ‘strongly agree’ or ‘agree’ with community partnerships statements such as “my parents, family, and whanau always feel

welcome at school”, “teachers and parents work together” and “I always feel safe when I am going to or from school”.

• 97 percent of the responses were ‘strongly agree’ or ‘agree’ with Pro-social student culture and strategies statements such as “students treat each other with respect”, “students look after others who are new at school” and “If I have a problem with another student, I feel I can ask other students for help”.

• 95 percent of the responses were ‘never’ or ‘1 or 2 times a year’ to Aggressive student culture statements such ‘do other students put you down, call you names, or tease you in a mean way?’, ‘Do other students say rude things about your culture or family? and ‘are you bullied by other students?’

These results indicate that students view PASS as a safe, loving and welcoming environment where they have every opportunity to be the best they can. Upon this foundation, we strive to build a platform for learning, success and attaining national qualifications.

About our school22.1 Our Objectives• To Reach target Pasifika priority

learners

• To Achieve Pasifika student success

• To Achieve Pasifika student engagement

• To Engage Pasifika families and communities

• To Have inspiring and well informed culturally competent staff.

These Objectives are interwoven with the PASS values of Love, Compassion, Respect, Faith and Service. This serves to create a unique school culture that is enriching, culturally safe and inspirational for all students.

Faith

Love AND

compassion

RESPEC

T

service

Achieve pa

sifika

student s

uccess

Achieve pa

sifika

student

ENGAGEMENT

Reach

Pasifika priority

learners target

Engage pasifika

families AND

communities

Have inspiring and

well informed

culturally

competent staff

Right: The woven fala (mat) of PASS values and objectives


Te maata i taau ka oronga ko te maata rai ia i taau ka rauka. The more you give the more you receive. If you give a lot you will receive a lot. (Cook island Proverb)

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Reaching target Pasifika priority learnersThis is what we set out to achieve

• PASS to be an interesting and stimulating school where students enjoy being and where they are happy.

• To provide students with educational opportunities and experiences that they might not otherwise have.

• Students to attend school every day. For some students, this means casting aside bad habits and exercising more self-control; for other it means being more organised or developing a ‘can do’ attitude.

• Every student to have a good plan for when they leave school. We wanted the plan to involve continuing with their education, getting a job or engaging in training for further employment skills.

• Every student to take pride in their Pacific heritage and develop a better understanding of Pasifika cultures, customs and languages.

This is what we achievedIn 2016, our school roll grew to over 100 students and the vast majority of them remained and stayed engaged at school for the entire year. We were pleased that so many Year 11 students returned for their Year 12 year.

Students had the opportunity to participate in a wide range of activities: e.g. every student participated in The ASB Polyfest event in March. We organised our first rugby, basketball and volleyball teams. Ten students sailed on the Spirit of Adventure and they described it one of the most incredible experiences of their life.

Others enjoyed learning how to play chess, were introduced to boxing or developed a musical skill. A number of students participated in a programme with The New Zealand

Institute of Sport. Some students experienced an entirely new form of theatre art when they attended a live performance of Romeo and Juliet. A number of students were nominated and accepted into the Prime Minister’s Youth Programme and had the opportunity to meet Prime Minister Bill English and Minister of Youth Development Nikki Kaye at the celebration dinner.

Whilst not all students found it easy to attend school every day, for most PASS students, school attendance improved as the year progressed. Teachers and coaches continued to follow up when students were absent from school without a good reason.

The school was set up and ready to enrol its first Year 13 students in 2017.

This is what we plan to do next • We will continue to make school a

place where students love to be and are safe and secure in every way;

• We will provide more specialist courses in the areas that interest students. Many students have indicated that they want to pursue music, or a career in building, construction, hospitality or policing.

• In 2017, some of our students will enrol full time in a course at Manukau Institute of Technology (MIT). We want more students to move into pathways leading to tertiary education.

• In 2017, we will prepare our students to gain University Entrance. For some students, this will be an achievement that they never thought possible and it will represent a great accomplishment.

• We will continue to provide opportunities for students to enhance their life experiences through extra-curricular opportunities such as The Spirit of Adventure voyages.

School Performance Summary33.1. We are achieving our Objective

“ This school has changed my life. It has made me see more than just the education side of school. It has helped me change my character. Before PASS, my boys and girlfriends were important to me, but now I realise how important family is. My education journey has been a lot better than before PASS.

This school has helped me to find my potential.

Joshua Pelo


Ninety five percent of Year 12 participating students achieving NCEA Level 1 by the end of Year 12. This tells us that our students are able to succeed academically. Some need more time to strengthen their English and mathematical ability and earn the credits needed for the NCEA qualifications, but they will get there in the end.

Many students had a successful experience at MIT and took a course that could lead to employment in a specialist field.

This is what we plan to do next • Further adapt and enhance our

teaching methods and timetabling to best work with students at their curriculum ability, to ensure success in each of their respective subjects.

• All subjects, students to be grouped by their curriculum ability rather than by their age.

• Implement a school-wide literacy strengthening programme across all subjects.

• Implement a numeracy strengthening programme tailored to student needs.

• Provide opportunities for parents/caregivers/whanau to understand NCEA to enable them to be more engaged in their son or daughter’s journey.

• Encourage and emphasise the importance to parents/caregivers/whanau, that their son or daughter remain in school to at least NCEA Level 2. This qualification provides the critical platform for a student to launch into many more educational, vocational opportunities and employment.

Achieving Pasifika student successThis is what we set out to achieve• To know every student well; to

understand their background, family circumstances, strengths, abilities and previous school achievement.

• To identify each student’s English language, reading and writing ability, and mathematical ability, and build learning plans specific for their needs and levels;

• For every student to achieve the optimal NCEA credits they were capable of, with the goal of them attaining NCEA Level 2 by the time they finish school at the very least.

• To ensure every student had a vocational/employment plan for when they leave school, that leads into real jobs, training or further education.

This is what we achieved Our baseline testing for student’s numeracy and literacy ability showed us that most of our students were two to three levels below their age related curriculum level when they were enrolled at PASS. However, during the course of the year, many students improved their English reading and writing ability faster than at any time since they began school. Most improved their mathematical ability as well.

Final NCEA statistics for 2016 released by NZQA show that students at the Pacific Advance Senior School are making steady progress towards achieving their NCEA qualifications.

Year 11 students accumulated an average of 65 credits towards the 80 credits required for NCEA Level 1. Year 12 students accumulated an average of another seven Level 1 credits as well as 50 Level 2 credits (60 or more required).

“ At MIT I found it rewarding because I could get many credits through the activities of a specialist class. I found it challenging, working with adults in the class. We must learn to have more self-control and self-management otherwise we just muck around. I got an award for the automotive class, because I chose to self-manage. If you are serious about the subjects available then I would recommend you go to MIT but it is all about you doing the work. No one will do it for you.

Ofa Fangupo


Engaging Pasifika studentsThis is what we set out to achieve • To continue to change student’s

attitudes about themselves, their families, and their future prospects.

• To maintain a balanced school day; believing that students will do better academically at school if they are also physically, mentally and spiritually nourished.

• Every student to participate fully in physical activity, developing stamina, strength and resilience, contributing to more positive learning in the classroom

• Every student to build the school’s values of love and compassion, respect, faith and service into their lives daily as these become the foundation for a good character.

This is what we achieved

This is what some our students told us:I lacked motivation in my previous school. I am a lot more motivated. My friends [at PASS] now all have goals and this influences me positively. I have access to coaches that give me that extra support alongside the teachers who give me knowledge. I am excited about my education possibilities now. My mind set and physical appearance have changed for the better. I am much more positive in different situations. I am fitter and healthier than before. Ofa Pikula

Before PASS, I hated school. I had no motivation and I would make up excuses so I would miss school. My parents were trying to motivate me. The environment at my previous school made feel disgusted and angry at student’s behaviour in classes. I found it hard to participate in the classes.

My first year at PASS, I was impacted by the positive environment. The teachers were very helpful in every class.

Now, I love school, I love doing homework. I always ask teachers for homework if there is none for the whole class. I get motivated by seeing others trying their best in class. I look forward to coming to school every day.Margaret Vitale

2016 was the school’s first year to introduce the prestigious Duke of Edinburgh programme beginning at the bronze level. Fifteen students participated in the programme and completed their tasks with success. The programme provided opportunities for the students to further develop key leadership skills that enhanced their character and service to others.

Every student who completed the 2016 Wellness Survey agreed or strongly agreed with each of these statements:

“I feel I belong at school”

“ everyone feels that our school values are important”

“ Teachers think all students can do well”.

This is what we plan to do next • Further build and enhance the

Tu Tagata and Fa’a Pasifika modules, to strengthen students’ identity and resiliency and contribute towards their NCEA qualifications.

• Identify standards and credits that reflects the cultural and social strengths of our students outside of their core subjects, for example public speaking, organising and planning school or community activities or taking action to enhance people’s wellbeing within the school or within the wider community.

• Introduce the next levels of the Duke of Edinburgh programme to the current and upcoming student leaders.

Engaging Pasifika families and communities This is what we set out to achieve We wanted to:• Continue to break down the

barriers between family/whanau and the school. We understand that some parents’ personal experience of school was negative and that they may have a general mistrust of school, school leaders and teachers. We understand this lack of trust in school can transfer to their child and become a barrier to their child’s success at school.

• Create as many opportunities as possible for parents and families to visit the school and engage meaningfully and positively with the school

• Further educate our parents/whanau on NCEA. We recognise that many parents/whanau may not have a clear understanding of the meaning of standards and credits or the way internal assessment works.

• Receive regular feedback from kainga about the quality of education that the school provides for their student and to ensure that the trustees govern the school in the community’s best interest.

• Develop greater community awareness of the school and PASS’s purpose, vision and achievements.

This is what we achieved Hui Tau’utu’utu, the annual parent-student-teacher interviews, was well supported and described by families as a friendly and helpful experience.

The Kainga celebrations every term were engaging evenings for families. Students presented a range of items and parents received quality updates from staff about their child’s academic progress.

Sunday evening family Lotus were regularly held. Lotu provided encouraging messages and a time of fellowship for students and their


families and another opportunity to strengthen relationships with the staff.

Parents contributed to the school’s curriculum review through comments and responses to questions about their child’s school progress and learning opportunities.

Huis to inform parents and families about specific programmes such as the NCEA vocational pathways and Duke of Edinburgh award were well supported.

Invite high achievers, leaders and positive role models from our community, to speak to and inspire and encourage our students in their educational and life journey.

This is what some of our parents told us:When we heard that the school not only taught subjects but taught the child's character and also encouraged the spirit we became interested. We heard this on a radio interview.

We have seen huge changes – happy and chatty about things involving school. We talk together about the good lessons being learnt at school around behaviour.

Our son enjoys the training and sport. He speaks more now to his brother and sister about things he learnt in the classroom.

In the future, we would like the school to be known as the school that teaches kids character, about the bible, be strong in sport and also to love all people.Nelson and Olive

There is a huge change from the previous school our daughter was at. I am able to speak properly with the staff here.

Two of the biggest differences in my child is she goes happily to school and she speaks openly about the bible.

She really enjoys knowing that we are not spending much money now on her education, it's not a burden to us. She also enjoys that the boys and girls get on very well and harmoniously.

We have confidence that all the subjects are taught well, and this is very important, in order for our child to succeed. Lufi and Kea

My boys' previous school environment was unsupportive, staff were uncaring. They found it difficult to enjoy an unfriendly and unsafe school.

Both boys are very positive, forward thinkers, self-motivated and enjoy school. They greet each new day with a positive attitude. They believe in themselves as their teachers and peers believe in them too.

Both my sons are healthier, more passionate and eager to attend school each day. The staff are motivating, encouraging and very supportive. The concept of teaching the WHOLE child is key, rather than just subject materials.

We want the school to maintain excellent staff and have opportunities for greater parent involvement E.g. PTA and creating a portal for parents and the school to communicate with each other.The Magalei Family

This is what we plan to do next • Continue to make the school a

welcoming and inviting place for all kainga.

• Continue to develop ways to hear the voice of kainga and receive input from them about the quality of education that the school provides for their student and to ensure that the trustees govern the school in the community’s best interest.

• We want to support kainga to take a longer term view to their child’s education; by encouraging them to keep their child enrolled at school until at least the end of Year 12 and supporting their child’s aspirations to pursue higher education, study or training.

• Provide specialised career pathway evenings for students and kainga that will assist them to make informed decisions regarding their studies.

Inspiring and well informed, culturally competent staffThis is what we set out to achieve

• For more of our teaching and assessment materials to have a Pacific context.

• For students to develop a greater understanding and respect of their respective culture and the culture of other students.

• To provide our staff with further professional development opportunities that will expand their range of strategies for effectively teaching and assessing students.

This is what we achieved

This is what our students have told us:I have the same bond with the adults on site as I do with my parents. Especially aunty Sa. She advises me every day not to try to be like others, to focus on my studies and to do well. I am always happy when I am at school. I was never like this at my old school. I have decided to focus on my school work here at PASS. At my previous school I would hang out with students that would skip class. I wasn’t thinking about my education back then. I feel like I’m doing well with my PASS teachers. Soteria Tuvao

The staff at PASS offer deeper understanding and connections. They care about our hearts and our minds. I feel included and informed every step of the way. If I am ever struggling with my work or with my emotions or anything that gets in my way of achieving my goals, I don’t feel shy to ask questions or ask for help when I need it.Anonymous

Our teachers motivate us to keep going further than expected. For example, taking PE as a subject and being taught by Whaea

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Tammy. The way she communicates to us students makes us think outside the box. Whatever the theme of the day is, she makes us think about the ideas surrounding the main point – not just the obvious ideas and functions. For one, if we are learning about the body, she makes us think about not just what an arm is on paper and what it looks like. We learn about how muscles work with joints and tendons to function.Anonymous

Every student who completed the 2016 Wellness Survey agreed or strongly agreed with each of these statements:

" Teachers always behave how they would like us to behave"

“Teachers care about how I feel

“ Teachers get on well with students from different cultures and backgrounds

The school provided opportunities to weave Pacific values, culture, customs and language into student’s classroom experience. One example is when the school provided a live cultural experience of the Samoan traditional “Tatau” over a month. The students and their families had the privilege of observing the custom and providing moral support through song and words of encouragement. The experience was then used to develop lessons and assessment across the curriculum.

A kainga or family celebration is held at the end of every term. Teachers and students prepare village performances for the kainga that reflect the diversity of the students. The event is extremely popular with the families with a 90% plus attendance rate. Such events help the students to develop a greater understanding and respect of their own cultures and others.

Strengthening teacher’s teaching and assessment methods was a particular focus for the school. Both in-house and external workshops were attended to enable teachers to better understand their learners and to develop a wider range of teaching and assessment strategies. Identifying students’ best fit curriculum levels also became a focus to ensure planning and assessment catered for their learning needs.

This is what we plan to do next • All staff to be fully aware of the

curriculum level that each student is working at for literacy and numeracy and, through regular testing, receive updates about the progress that they are making.

• Be able to respond to student’s accelerated or slower than expected progress by adapting teaching and assessment materials to better suit their needs.

• Become more proficient at modifying teaching and assessment materials so that they have a distinct Pacific perspective or context.

• Provide appropriate support to students seeking the higher academic awards and endorsements including those who are recognised as ‘gifted and talented’.

3.2. We are meeting all of the Minimum RequirementsThe Trustees Agreement with the government to operate the school sets out no fewer than 20 Minimum Requirements that the school must meet ‘at all times’.

How well did we perform?The school has good processes to regularly monitor its performance against the Minimum Requirements so that it could satisfy itself that it was meeting them ‘at all times’

The school met all of the Minimum Requirements throughout the year. A list of the Minimum Requirements can be requested at [email protected]

3.3. We are meeting our Performance StandardsThe Performance Standards are developed by the Ministry of Education (MOE) and set out the specific targets that the school is expected to achieve. During the year, we reported regularly to MOE about the progress the school was making towards reaching them.

E he haumatea na faiva e tapukia – Fishing missions that are blessed and supported, will prosper. (Tokelau Proverb)

Support and blessings received for any endeavour leads to success.


Student Engagement These standards are about ensuring students attended school.

School attendance standard: We must ensure that we don’t exceed the permitted number of unjustified absences, stand downs, suspensions or exclusions.

How well did we perform?

Measure Permitted numberNumber recorded

Unjustified absences 515 238

Stand downs 2 (2.1 occurrences per year per 100 students)

1

Suspensions 1 (.42 occurrences per year per 100 students)

1

Exclusions (under age 16)

1 (0.15 occurrences per year per 100 students)

1

Expulsions (over age 16) 0 0

Wellbeing standard: Students must complete a Wellbeing Survey before the end of the year.


In December, some of our students completed the Wellbeing Survey. They were asked to respond to questions about school-wide climate and practice, teaching and learning, student culture and community partnerships.

A summary of the student responses is shown below:

Wellbeing aspect

Examples of questions asked Number of responses

School-wide climate and practice

‘I feel I belong at school’ ‘I feel safe at school’

Strongly agree 265Agree 145Disagree 5Strongly disagree 0

Teaching and learning

‘ Teachers think all students can do well’

‘ Teachers make learning interesting’


Pro-social student culture and strategies

‘ Students treat each other with respect’

‘ Students treat teachers with respect’


Aggressive student culture

‘ Other students hit, push or hurt you in a mean way’

‘ Do other students tell lies or spread rumours about you?’

Never 2551-2 times a year 331-2 times a month 181-2 times a week 6Almost every day 0

Community partnerships

' I always feel safe when I am going to or from school’

' In the area where I live, people get on with each other’


Student AchievementThese standards are about ensuring students academically achieved.

Qualifications standard: To ensure that, by the time our students complete their secondary school education, at least 81 percent of them have gained NCEA Level 1 and at least 67 percent of them have gained NCEA Level 2.

How well did we perform? As all students were in Year 11 or Year 12 in 2016, many of them were not of legal age to leave school.

Despite being given good advice, a small number of students chose to finish their secondary school education in 2016. None of these students gained sufficient credits to gain NCEA Level 2.

Looking ahead, if students choose to stay at school until the end of Year 13 we are confident they will gain sufficient credits to be awarded NCEA Level 2. as well gain some of the credits required for NCEA Level 3.

Baseline data standard: To collect baseline data for each enrolled student.

This ensures that every students level of English language, reading, writing and their mathematical ability is assessed, recorded and monitored throughout the year.

How well did we perform?PASS utilises e-asTTle to assess each students’ achievement and progress in reading, mathematics and writing. We repeated the testing at different intervals during the year so that we could measure the progress that each student had made in these areas.

We have used the results to improve our courses and programmes so that they better meet the needs of our students.

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The school is in a strong financial position.

For the 2016 financial year, the school has:

• An operating surplus – its total income is greater than total expenditure by 2.99% or $68,088. This is within the performance standard guideline of 2 to 5%. This puts the school in a strong position to fund the growth that will occur as the school adds Year 13 students and courses in 2017.

Financial Performance4We are meeting all of our financial performance targets and responsibilities

• A strong working capital ratio of 3.05 to 1 also provides for good cash flow management. There is enough money in the bank to cover its short term debt.

• A healthy debt to equity ratio – the school has very little debt because it has chosen to lease buildings and equipment rather than purchase them. This also gives us flexibility around ongoing needs of the school.

• Adequate operating cash – the school maintains a positive cash flow because it prudently manages and monitors its quarterly budget.

Financial ManagementThis standard is about ensuring the trustees follow sound financial management practices to ensure the school is solvent and able to meet its current and ongoing financial commitments.


The school met all of its Financial Performance standards in 2016.

More information about the school’s financial position can be found in the school’s audited annual financial statement for 2016. A copy of the statement can be requested at [email protected]

The Sponsor’s most recent audited annual financial statements can also be requested at [email protected]

Targeting Priority learners This standard is about ensuring that at least 75 per cent of enrolled students are priority learners – students who are Maori, Pasifika, students with special education needs and students from low socio-economic backgrounds.


One hundred percent of our students met the Priority Learner definition.

Information about the school’s financial position and the sponsor’s financial position can be found in the audited

2016 Audited Financial Accounts5annual financial statements for 2016. Copies of the statements can be requested at [email protected]

" I was very shy before coming to PASS. I never expected to get on with others. I was a loner and did not communicate. Through the Lotu time at PASS I started to build my confidence. At PASS people walk up to you and say hello every day; very soon I have become friends with others. Tu Tangata has also helped me with my confidence. I always feel motivated when I see my friends struggling yet giving it everything. I want to be like them, to keep pushing myself when I feel like I have nothing. The staff participates with what we are doing, which is unlike my previous schools. PASS is a small school with no cliques, everyone is together."

Mervan Suá


Pacific Advance Senior School42 Atkinson Ave, Otahuhu, Auckland, 1062

Postal address: PO Box 22420, Otahuhu, Auckland 1062

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