At MRIS we believe everyone is capable of learning in a safe and happy environment where children and their families feel welcomed, encouraged, respected and included.
We provide a dynamic learning environment which is purposeful, challenging and connected to each child’s experience, stage of development and background.
We honour that children learn in different ways and we recognise that each child is unique with individual strengths, and abilities.
We acknowledge that families and educators are critical partners in a child’s character development and learning success. We educate the “whole child” within these areas:
- Cognitive (reasoning/thinking)
- Emotional (self)
Research shows that Small Schools have significantly better student outcomes than Large Schools.
“Attributes associated with small school size that researchers have identified as accounting for their superiority include:
- Everyone’s participation is needed to populate the school’s offices, teams, clubs, etc., so a far smaller percentage of students is overlooked or alienated.
- Adults and students in the school know and care about one another to a greater degree than is possible in large schools.
- Small schools have a higher rate of parent involvement.
- Students and staff generally have a stronger sense of personal efficacy in small schools.
- Students in small schools take more of the responsibility for their own learning; their learning activities are more often individualised, experiential, and relevant to the world outside of school; classes are generally smaller; and scheduling is much more flexible.
- Grouping and instructional strategies associated with higher student performance are more often implemented in small schools—team teaching, integrated curriculum, multi-age grouping (especially for primary children), cooperative learning, and performance assessments.
Caldwell, Brian J., 2013,RESEARCH ON SCHOOL SIZE: AN EDUCATIONAL TRANSFORMATIONS BRIEFING PAPER