Wairakei Primary School Pet Day
As we reflect on Term 3 ‘Pet Day’ event you were invited to participate in this reflection to help evaluate and improve the approach and logistics.
At Wairakei Primary School, we pride ourselves on providing high-quality opportunities in an inclusive and respectful environment where all students can participate meaningfully, regardless of pet ownership. The aim is to develop more activities for students without pets to feel included throughout the day.
When considering Pet Day at Wairakei Primary School, the PTA must focus on several key areas to enhance the event's effectiveness and inclusivity.
a. Revisiting the timing and format is crucial, as many parents expressed concerns about the weekday schedule limiting family participation and community engagement. Ensuring inclusivity for all students, particularly those without pets, is essential; this could involve expanding non-pet activities and creating opportunities for students to engage meaningfully regardless of pet ownership. Additionally, maintaining a diverse range of activities beyond just pet-related events will enrich the experience for all participants.
b. The PTA must balance fundraising efforts with the educational and community-building goals of Pet Day to ensure that it remains a cherished tradition.
c. Improving communication regarding event details and planning will help families prepare and participate fully, fostering a sense of community and involvement in this significant school event.
Overview of Changes made in 2024
· Removal of the gala activities from Pet Day only keeping sausage sizzle and the animal judging
· Changing of some of the floral arrangements
· Making activity was a kiwi.
· Changing the date to September 20, 2024.
· Having Year 6 stalls on the summer picnic night for a longer period of time
· Making the summer picnic the bigger fund raiser.
· Not having raffles on the Pet Day.
· No advert in the paper, as Pet Day was during a school day.
· Increasing the number of ribbons given out.
· No signs put out on the road advertising Pet Day
· Not having to open the village green to park cars.
· Cakes sold at lunch time for students.
· Money brought to school by students.
· Sausages ordered for the classes, and some purchased by families at Pet Day
· Nothing other than sausages offered on Pet Day.
Principal Summary
Key findings include:
a. Strong preference (>75% of respondents) for returning to a weekend format
The change of date was offered in a survey at the start of the year with limited reponses sent back in. The historical day has been the first weekend in November. This is possibly too late for the lambs and calves as they have to be feed. Best option would be the first weekend or second week in October. Then student who place highly can still attend the local group day.
b. High value placed on community engagement and family participation
Only families from the village attended on the day as visitors. There were no additional families present that I was aware of. There was not the opportunity for additional family members to attend or to be a part of the process. In the past the school has placed advertisements in the local paper and had the signs on the gates coming in.
c. Concerns about September timing being too early for farm animals
This was raised by the families when the date was announced. The lambs did not look too small, and judging was still able to occur. There have been comments about the November date being too long for the calves as they grow to big for the Pet Day competition.
d. Need for better inclusion of students without pets during the school day format
It was hard to manage having students in class not out on the field. There was no time to be able to take the classes around the animals other than the grand parade. The floral making has changed to more construction activities than using flowers
Conclusion from the report
The survey reveals strong community support for Pet Day while highlighting clear opportunities for enhancement. The primary recommendations focus on returning to a weekend format, improving inclusivity, and better timing alignment with farming schedules. These changes, combined with enhanced activities and communication, will help preserve and strengthen this valued school tradition.
Pet Day had been in place for a long time and means different things to different people. Many of the new families had come to the school for Pet Day. There was a decreasing amount of numbers of families stepping up to help. This put pressure on the teaching and support staff to manage the day. With the inclusion of the gala events staff where taking on increasing roles to make the day happen.
Feedback from the PTA and staff was to try to move the fund-raising aspect to another day and to free up the Pet Day to return to just a the judging type day of the past.
Trying something new has promoted conversation about the main reasons for Pet Day and how it fits into our school culture.
Purpose of Report
This report analyses and evaluates Wairakei Primary School's 2024 Pet Day event, examining the impact of significant format changes implemented this year. The primary objectives are to:
- Assess the effectiveness of transitioning from a traditional weekend format to a weekday school-hours event
- Evaluate the impact of moving the event from November to September
- Analyse stakeholder feedback regarding event accessibility, inclusivity, and community engagement
- Identify opportunities to enhance future Pet Day events while maintaining educational value
- Provide actionable recommendations for future event planning and execution
The findings and recommendations in this report are based on comprehensive feedback from 43 respondents (79% parents, 21% staff), representing various experience levels with Pet Day from first-time attendees to long-term participants.
Table of Contents
Wairakei Primary School Pet Day
Overview of Changes made in 2024
Executive Summary: Wairakei Primary School Pet Day
Implementation Pet Day Timeline 2025
Potential Pet Day Implementation Plan - Detailed Phase Breakdown
Term 4 2024: Planning & Preparation Phase
Term 1 2025: Planning & Preparation Phase continued
Term 2 2025: Development Phase
Term 3 2025: Final Preparation Phase
Potential Pet Day Planning Committee Structure
Stakeholder Representatives (Optional – recommended)
Part 1: How would you describe your overall impression of Pet Day?
Part One Summary: Collaborative Concept of Pet Day Overall Impressions
Part 2: What timing do you feel would work best for Pet Day in the future?
Part Two Summary: Pet Day Timing
Part Three Summary: Pet Day Appeal
Part 4: Future Pet Day Suggestions and Improvements
Part Four Summary: Pet Day Suggestions and recommendations
Executive Summary: Wairakei Primary School Pet Day
This report analyses feedback from the 2024 Pet Day survey, which gathered responses from both parents and staff regarding the event's timing, format, and overall value to the school community. The survey revealed strong support for Pet Day as a valued school tradition while highlighting opportunities for enhancement, particularly around scheduling and inclusivity.
Key findings include:
- o Strong preference (>75% of respondents) for returning to a weekend format
- o High value placed on community engagement and family participation
- o Concerns about September timing being too early for farm animals
- o Need for better inclusion of students without pets during the school day format
Background
Pet Day has been a longstanding tradition at Wairakei Primary School, traditionally held on a Saturday in November. In 2024, significant changes were implemented:
- o Moved to a Friday in September
- o Reduced auxiliary activities (removed market stalls, games)
- o Modified format to fit within school hours
- o Altered the structure of Flower Day
- o Used an evening gala earlier in the year to accommodate these changes
Survey Participation
Total Responses: 43
o Parents (79%)
o Staff members (21%)
o Mix of experience levels with Pet Day (first-time to multiple years)
Note: A small sample size may not accurately represent the views of the entire population, potentially leading to biased or skewed results. There is potential for outlier influence: In a small sample, individual responses that deviate significantly from the norm can have a disproportionate impact on the overall results. In this instance, there was significant agreement amongst the parent contributors; staff were more divided in their opinions.
Key Themes
1. Timing & Scheduling
1.1. Strengths of Current Format
o Easier for staff to manage during school hours
o More structured and focused on animals
o Less complex logistics for setup/cleanup
1.2. Areas for Improvement
o Working parents struggled to attend
o Extended family couldn't participate
o September timing challenged by:
· Lambs too young
· Farming schedule conflicts (calving season)
· Weather uncertainty
2. Community Engagement
2.1. Positive Elements
o Strong tradition valued by community
o Builds school-family connections
o Provides unique learning opportunities
2.2. Challenges Identified
o Reduced community participation in weekday format
o Less inclusive of extended family
o Limited interaction opportunities between families
3. Educational Value
3.1. Strengths
o Teaches responsibility and animal care
o Develops presentation skills
o Builds confidence in students
3.2. Areas for Development
o Better integration with curriculum
o More structured learning opportunities for non-pet participants
o Enhanced educational components around animal care
4. Event Format
4.1. Successful Elements
o Core animal exhibitions well-received
o Floral art and baking competitions valued
o Streamlined judging process
4.2. Suggested Improvements
o Return of community stalls and activities
o Better organisation of viewing times for classes
o More inclusive activities for students without pets
Impact Recommendations
High Priority
1. Return to Weekend Format
o Schedule for a Saturday in October/November
o Allow for maximum family participation
o Enable community involvement
2. Enhanced Inclusivity
o Develop structured activities for non-pet participants
o Create viewing schedules for all classes
o Implement participation recognition for all students
3. Timing Adjustment
o Move to October or early November
o Better align with farming schedules
o More suitable weather conditions
Medium Priority
4. Activity Enhancement
o Reintroduce community stalls and games
o Balance traditional and new activities
o Structured viewing times for classes (if mid-week)
5. Communication Improvements
o Earlier notifications
o Clearer schedules and maps
o Better signage during event
Long-term Considerations
6. Educational Integration
o Develop curriculum connections
o Create learning opportunities around animal care
o Include more STEM activities related to farming/animals
7. Community Building
o Foster relationships with local farming community
o Create opportunities for inter-generational engagement
o Build on school's rural character
Implementation Pet Day Timeline 2025
* Recommended timeline
Term 4
December: Confirm weekend date for October/November
Term 1
February: Form planning committee
March: Begin early community communication
Term 2
April: Design new inclusive activities
May: Develop curriculum connections
June: Start community engagement
June: Begin outreach to local farms
Term 3
July: Finalise logistics
July: Complete detailed scheduling
June: Prepare Communication Collateral
August: Launch communication campaign
August: Print materials and signage
September: Final preparations
September: Committee review meetings and reports
Term 4
October/November: Pre-Event Activities
October/November: Set up classroom displays
October/November: Conduct final site inspection
October/November: Brief all key personnel
October/November: Prepare welcome packs
Recommendations
Pet Day is a significant event for Wairakei Primary School, requiring extensive planning and coordination by both the school staff and the PTA. As a major undertaking, the success of Pet Day relies heavily on the dedication of a small committee and often the expertise of a few key individuals. While using previous years' schedules provides a helpful foundation, it does not necessarily allow for innovation or futureproofing of the event. To ensure its sustainability and continued success, a robust implementation plan and succession strategy are essential.
Succession planning is particularly crucial to avoid over-reliance on specific individuals and to ensure continuity in leadership and execution. This includes identifying potential successors early, providing opportunities for shadowing, and documenting all processes thoroughly. Drawing on best practices from other school Pet Days and similar community events can also enhance planning efficiency, committee formation, and event execution. By adopting a forward-thinking approach, Wairakei Primary School can preserve the tradition of Pet Day while adapting to evolving needs and expectations within the school community.
Succession Planning
Smooth transitions between committee members for Pet Day planning, consider implementing the following strategies:
- a. Comprehensive documentation: Create detailed role descriptions, responsibilities, and processes for each position. This will serve as a reference for incoming members
- b. Shadowing period: Allow incoming members to shadow outgoing members for a set period before fully taking over the role. This hands-on experience will help transfer knowledge and skills
- c. Staggered terms: Implement staggered terms for committee members to ensure continuity and prevent a complete turnover at once
- d. Regular updates and communication: Maintain clear communication channels and provide regular updates to all committee members. This keeps everyone informed and facilitates smoother transitions
- e. Succession planning: Identify and groom potential successors for key roles well in advance. This ensures a pool of qualified candidates when transitions occur
- f. Knowledge sharing sessions: Organise regular meetings or workshops where committee members can share their experiences, challenges, and best practices
- g. Digital repository: Maintain a centralised digital repository of all relevant documents, plans, and resources that can be easily accessed by new members
- h. Ambassadorship program: Establish a mentorship program where experienced members can guide and support new members throughout the transition period
By implementing these strategies, the Pet Day Planning Committee can ensure smoother transitions between members, maintaining continuity and efficiency in event planning and execution.
Potential Pet Day Implementation Plan - Detailed Phase Breakdown
Term 4 2024: Planning & Preparation Phase
December
Core Planning
- Convene initial staff meeting to review survey findings
- Select and confirm October/November 2025 date
- Check local event calendars to avoid conflicts
- Create initial budget projection
Term 1 2025: Planning & Preparation Phase continued
February
Committee Advertise Committee Positions to Community with Roles and Responsibilities
· Establish implementation committee structure
- Recruit parent representatives
- Recruit teacher representatives
- Include student representatives
- Define roles and responsibilities
- Outline Schedule of regular meeting times
Committee Formation
- Establish planning committee structure
- Appoint Parent, Teacher and Student representatives
- Review and approve roles and responsibilities
Initial Communication
- Draft announcement of new format
- Create high-level timeline
- Design feedback channels for ongoing community input
March
Detailed Planning
- Develop comprehensive event schedule
- Create site layout plans
- Draft risk management procedures
- Define wet weather contingency plans
Resource Assessment
- Audit existing equipment and resources
- Identify new resource requirements
- Begin sponsorship/community support outreach
- Create equipment borrowing/rental plans
Community Engagement
- Send first community newsletter
- Update school website with Pet Day information
- Begin social media communication strategy
- Create initial volunteer sign-up forms
- Gather input on inclusive activities for students without pets
Term 2 2025: Development Phase
April
Activity Development
- Design new inclusive activities for non-pet participants
- Create detailed judging criteria
- Develop new participation recognition system
- Plan entertainment and food vendor arrangements
- Design participation ribbons for all entrants
- Plan engaging animal activities (e.g., ramp walking, obstacle courses for lambs)
- Explore reintroduction of calf events
Curriculum Integration
- Design cross-curricular teaching units
- Create pet care education modules
- Develop STEM activities related to farming
- Plan classroom display requirements
May
Community Partnerships
- Engage local veterinarians for support
- Contact local farming community for involvement
- Establish partnerships with agricultural organisations
- Arrange demonstrations and educational displays
Logistics Planning
- Create detailed timeline for setup/teardown
- Design traffic management plan
- Develop parking arrangements
- Plan first aid and safety provisions
June
Documentation Development
- Create comprehensive event manual
- Design judging sheets
- Develop participant information packs
- Create signage plans
- Develop plans for all students to observe animal exhibitions
Volunteer Coordination
- Create detailed volunteer roster template
- Design volunteer training program
- Plan volunteer appreciation activities
- Create emergency response procedures
Term 3 2025: Final Preparation Phase
July
Final Logistics
- Confirm all external providers
- Finalise site layout
- Complete health and safety documentation
- Confirm all equipment requirements
Communication Launch
- Send comprehensive information packages
- Launch social media campaign
- Display promotional materials
- Begin weekly updates to community
August
Resource Preparation
- Print all required documentation
- Create signage and wayfinding materials
- Prepare ribbons and certificates
- Organise equipment and supplies
Training and Briefing
- Conduct volunteer training sessions
- Brief judges on criteria and procedures
- Train first aid providers
- Review emergency procedures
September
Final Preparations
- Conduct final committee review
- Complete final safety checks
- Confirm all participant entries
- Prepare contingency plans
Pre-Event Activities
- Set up classroom displays
- Conduct final site inspection
- Brief all key personnel
- Prepare welcome packs
This implementation plan incorporates the recommended changes, addressing key feedback from parents and aiming to enhance inclusivity and engagement for all students. It clearly demonstrates the need for more input from a wide range of individuals to make Pet Day a successful event.
Potential Pet Day Planning Committee Structure
Organising a successful Pet Day requires a diverse team of dedicated individuals, each bringing unique skills and perspectives to the table. Instead of a general call for committee members, it is recommended taking a more targeted approach for 2025 and onwards.
With carefully defined specific roles and responsibilities within the Pet Day Planning Committee, allows for potential volunteers to align their personal strengths and interests with the needs of the event. Whether they excel in event coordination, have a passion for animal welfare, possess strong communication skills, or have a knack for logistics, there's a role that can benefit from the combined expertise.
By clearly outlining each position, from the Committee Chair to specialised coordinators and support roles, the aim would be to create a more engaged and effective team. This structure not only ensures that all aspects of Pet Day are well-managed but also provides volunteers with meaningful opportunities to contribute to this cherished school tradition.
Publishing the roles and responsibilities early, the invitation is extended others to review the roles and consider where their talents could make the most impact in creating an inclusive, engaging, and memorable Pet Day for the entire school community.
Leadership & Core Roles
Committee Chair
Primary Responsibilities:
- Overall event leadership and coordination
- Chair committee meetings
- Final decision-making authority
- Key stakeholder liaison
- Budget oversight
- Progress monitoring and reporting
Reports to: PTA/Community/Board of Trustees
Committee Chair to Deputy Chair (1-year transition):
Year 1: Deputy Chair shadows Committee Chair
Year 2: Deputy Chair becomes Committee Chair, former Chair mentors as needed
Deputy Chair
Primary Responsibilities:
- Support chair
- Lead sub-committees
- Stand in for chair when needed
- Document management
- Timeline monitoring
- Risk management oversight
Reports to: Committee Chair
Committee Chair to Deputy Chair (1-year transition):
Year 1: Deputy Chair shadows Committee Chair
Year 2: Deputy Chair becomes Committee Chair
Secretary
Primary Responsibilities:
- Meeting minutes and documentation
- Communication coordination
- Record keeping
- Timeline tracking
- Document distribution
- Maintain action items list
Reports to: Committee Chair
2-year term with 6-month overlap
- New appointee joins 6 months before current officer's term ends
- Allows for knowledge transfer and continuity in critical administrative roles
Treasurer
Primary Responsibilities:
- Budget management
- Financial planning
- Expense tracking
- Vendor payments
- Fundraising coordination
- Financial reporting
- Audit report
Reports to: Committee Chair
Treasurer (2-year cycle):
Year 1: Assistant Treasurer role created, shadows current Treasurer
Year 2: Assistant Treasurer takes over, former Treasurer advises
Sub-Committee Leaders
Animal Events Coordinator
Primary Responsibilities:
- Organise animal categories and classes
- Coordinate with judges
- Manage animal welfare requirements
- Design animal exhibition areas
- Develop judging criteria
- Coordinate veterinary support
- Plan engaging animal activities (e.g., ramp walking, obstacle courses for lambs)
- Explore reintroduction of calf events
Reports to: Deputy Chair
18-month rotation
- First 6 months: Identify potential successors
- Next 6 months: Successor shadows current leader
- Final 6 months: Gradual handover of responsibilities
Activities Coordinator
Primary Responsibilities:
- Plan non-animal activities
- Coordinate games and stalls
- Manage entertainment schedule
- Organise displays
- Coordinate class activities
- Plan inclusive activities for all students
- Design participation ribbons for all entrants
- Develop plans for all students to observe animal exhibitions
Reports to: Deputy Chair
18-month rotation
- First 6 months: Identify potential successors
- Next 6 months: Successor shadows current leader
- Final 6 months: Gradual handover of responsibilities
Logistics Coordinator
Primary Responsibilities:
- Site layout and setup
- Equipment and resources
- Traffic management
- Health and safety
- Signage and wayfinding
- Waste management
Reports to: Deputy Chair
18-month rotation
- First 6 months: Identify potential successors
- Next 6 months: Successor shadows current leader
- Final 6 months: Gradual handover of responsibilities
Communications Coordinator
Primary Responsibilities:
- Community updates
- Social media management
- Newsletter content
- Website updates
- Media liaison
- Promotional materials
- Gather input on inclusive activities for students without pets
Reports to: Deputy Chair
18-month rotation
- First 6 months: Identify potential successors
- Next 6 months: Successor shadows current leader
- Final 6 months: Gradual handover of responsibilities
Stakeholder Representatives (Optional – recommended)
Staggered 2-year terms
- Half of the representatives rotate each year
- Ensures continuity while allowing for new perspectives
Staff Representatives (2-3 members)
Primary Responsibilities:
- Curriculum integration
- Classroom coordination
- Student preparation
- Resource requirements
- Staff communication
- Educational outcomes
Reports to: Committee Chair
Parent Representatives (3-4 members)
Primary Responsibilities:
- Community liaison
- Volunteer coordination
- Parent feedback
- Support fundraising
- Community engagement
- Parent communication
Reports to: Deputy Chair
Student Representatives (2 members)
Primary Responsibilities:
- Student voice
- Activity suggestions
- Peer communication
- Principal liaison
- Student feedback
- Help with promotions
- Support event planning
Reports to: Activities Coordinator
- New representatives selected at the start of each school year
- 1-month handover period with previous representatives
Community Representatives (1-2 members)
Primary Responsibilities:
- Local business liaison
- Sponsorship coordination
- Community resources
- Local promotion
- Community feedback
- External stakeholder management
Reports to: Committee Chair
Support Roles
Annual review with 3-month handover
- Critical roles requiring frequent assessment
- 3-month handover period to ensure all protocols and systems are understood
Volunteer Coordinator
Primary Responsibilities:
- Volunteer recruitment
- Roster management
- Training coordination
- Support materials
- Volunteer communication
- Recognition program
Reports to: Logistics Coordinator
Safety Officer
Primary Responsibilities:
- Risk assessments
- Safety planning
- Emergency procedures
- First aid coordination
- Compliance checking
- Incident management
Reports to: Logistics Coordinator (with dotted line to Committee Chair)
Technical Support
Primary Responsibilities:
- IT requirements
- PA systems
- Photography
- Online platforms
- Technical equipment
- Digital documentation
Reports to: Logistics Coordinator
This committee structure addresses the key aspects of organising Pet Day, including the addition of more engaging animal activities, participation ribbons for all entrants, and ensuring all students can observe animal exhibitions.
The Communications Coordinator's role now includes gathering input on inclusive activities for students without pets. These changes reflect the feedback from parents and aim to enhance the event's inclusivity and engagement for all students.
Additional Considerations
1. Success Metrics
o Participation rates (compared to previous years)
· Quantitative Measures:
§ Number of animal entries compared to previous 3 years
§ Student participation in non-animal activities
§ Number of class entries in group activities
§ Family attendance numbers
§ Community vendor participation
· Target Metrics:
§ 20% increase in overall participation *tbc
§ 90% class participation in group activities *tbc
§ Minimum 70% family attendance rate *tbc
o Community feedback (surveys)
· Survey Components:
§ Pre-event expectations survey
§ Day-of-event feedback forms
§ Post-event comprehensive survey
· Key Assessment Areas:
§ Event timing and duration
§ Activity variety and quality
§ Organisation and communication
§ Value for community
§ Suggestions for improvement
· Focus group discussions
o Student engagement levels
· Measurement Methods:
§ Teacher observations
§ Student feedback forms
§ Class participation rates
§ Activity completion rates
§ Photo/video documentation
· Success Indicators:
§ Active participation in preparations
§ Enthusiasm during event
§ Learning outcomes achieved
§ Positive peer interactions
§ Pride in contributions
o Volunteer satisfaction
· Assessment Areas:
§ Role clarity
§ Support received
§ Time commitment
§ Resource availability
§ Recognition felt
§ Future participation interest
· Target Metrics:
§ 85% volunteer satisfaction rate
§ 70% volunteer return intention
§ Positive feedback on organisation
o Financial outcomes
· Key Metrics:
§ Budget adherence
§ Revenue generation
§ Cost per participant
§ Sponsorship value
§ Resource utilisation
§ Return on investment
· Target Goals:
§ Stay within allocated budget
§ Meet fundraising targets
§ Achieve cost efficiency goals
o Educational objectives met
· Learning Outcomes:
§ Animal care knowledge
§ Environmental awareness
§ Agricultural understanding
§ Social skills development
§ Leadership opportunities
· Assessment Methods:
§ Teacher evaluations
§ Student self-assessments
§ Project completions
§ Skill demonstrations
o Safety incident reports
· Incident Tracking:
§ Near-miss reports
§ Minor incidents
§ Major incidents
§ Animal-related incidents
· First aid requirements
§ Target Goals:
§ Zero major incidents
§ Prompt incident response
§ Complete documentation
§ Effective preventive measures
o Community attendance numbers
· Metrics to Track:
§ Total attendance numbers
§ Peak attendance times
§ Activity participation rates
§ Duration of stay
§ Return visitors
· Target Goals:
§ Exceed previous attendance
§ Sustained engagement throughout event
§ Positive community feedback
2. Risk Management
o Key Risks to Monitor
· Weather conditions
Specific Risks:
§ Rain affecting outdoor activities
§ Wind impacting structures
§ Extreme temperatures
§ Ground conditions
· Resource availability
· Volunteer numbers
· Animal welfare
· Health and safety compliance
· Budget constraints
· Community engagement levels
3. Mitigation Strategies
o Early planning and communication
o Regular stakeholder updates
o Clear accountability structures
o Comprehensive documentation
o Regular review points
o Flexible contingency plans
o Strong community partnerships
2. Communication Channels
o Regular email updates
o App and Social Media for quick communications
o Shared online document repository
o Regular face-to-face meetings
o Progress reports to stakeholders
o Emergency contact system
4. Accountability Framework
o Clear reporting lines
o Regular progress updates
o Documented decisions
o Action item tracking
o Timeline monitoring
o Budget oversight
o Risk management
o Quality control
5. Success Metrics for Committee
o Meeting attendance
o Task completion rates
o Timeline adherence
o Budget management
o Stakeholder feedback
o Communication effectiveness
o Problem resolution
o Team engagement
6. Management Approaches
o Early resource assessment
o Multiple supplier options
o Equipment sharing arrangements
o Clear resource allocation
o Backup equipment plans
7. Volunteer Management
o Potential Issues:
· Insufficient numbers
· Last-minute cancellations
· Skill gaps
· Communication breakdowns
· Burnout
o Solutions
· Over-recruitment strategy
· Backup volunteer pool
· Clear role descriptions
· Training programs
· Recognition system
8. Animal Welfare
o Key Considerations:
· Animal stress levels
· Weather protection
· Rest areas
· Water availability
· Handler supervision
· Veterinary support
o Protection Measures
· Veterinary presence
· Welfare guidelines
· Regular monitoring
· Handler briefings
· Emergency response plan
9. Health and Safety Compliance
o Focus Areas:
· Public safety
· Food handling
· First aid coverage
· Emergency procedures
· Traffic management
· Equipment safety
o Compliance Measures:
· Safety officer appointment
· Documentation systems
· Regular inspections
· Staff training
· Incident reporting
10. Budget Management
o Risk Areas:
· Cost overruns
· Revenue shortfalls
· Unexpected expenses
· Cash flow issues
· Sponsorship changes
o Control Measures:
· Detailed budgeting
· Regular monitoring
· Contingency funds
· Multiple funding sources
· Cost control measures
11. Community Engagement
o Engagement Risks:**
· Low participation
· Communication gaps
· Cultural considerations
· Competing events
· Community feedback
o Enhancement Strategies:
· Early community consultation
· Regular communications
· Inclusive planning
· Cultural sensitivity
· Feedback mechanisms
12. Strategy Implementation
o Regular Review Process
· Weekly committee reviews
· Monthly progress assessments
· Risk register updates
· Metric tracking
· Stakeholder updates
o Documentation Requirements
· Incident reports
· Success metrics
· Risk assessments
· Mitigation strategies
· Review outcomes
· Improvement plans
o Continuous Improvement
· Lesson learned sessions
· Best practice updates
· Process refinements
· Strategy adjustments
· Knowledge sharing
Conclusion
The survey reveals strong community support for Pet Day while highlighting clear opportunities for enhancement. The primary recommendations focus on returning to a weekend format, improving inclusivity, and better timing alignment with farming schedules. These changes, combined with enhanced activities and communication, will help preserve and strengthen this valued school tradition.
Part 1: How would you describe your overall impression of Pet Day?
These following aimed to encourage thoughtful responses about the overall Pet Day event, covering both positive aspects and potential areas for improvement. They address educational value, inclusivity, resource allocation, and animal welfare, looking at providing a balanced framework for gathering diverse perspectives on the event.
The provocations aimed to:
- · Consider the unique learning opportunities for students comparing it to potential disruption of regular school routines.
- · Explore the educational benefits against the potential challenges?
- · Address managing inclusivity and potential stress for students without pets or with allergies.
- · Identify the school's commitment to hands-on experiences and the significant planning and resources and whether the effort invested results in proportionate benefits for the school community
Staff Responses
Staff Evidence or Key Points
Based on the information provided, following are some key points and evidence that teachers presented as evidence that staff should be demonstrating about the effectiveness and impact of Pet Day at Wairakei Primary School. The feedback reveals important insights into how this traditional event supports student learning, community engagement, and practical skill development, while also highlighting areas for enhancement in future years. Staff perspectives particularly emphasise both the educational value and logistical considerations of running this significant school event.
- Valuable Learning Opportunities
Evidence: "Pet day provides many learning opportunities, doing the art pieces this year was my class loved, they enjoyed it could see the purpose and liked how people got acknowledged with a creativity award." - High Student Engagement
Evidence: "There was a high engagement of students who brought pets and were excited about bringing a pet." - Hands-on Skill Development
Evidence: "The children are able to showcase their animals with their leading, calling, grooming etc in amongst their peers." - Community Connection
Evidence: "Pet Day is an annual school event that promotes the school, brings the school together and is away for the students to share part of their life from their home." - Inclusive Activities
Evidence: "The school accommodates students without pets by including them in all the other activities offered in the days leading up to Pet Day and also activities on the day." - Recognition of Different Talents
Evidence: "It's a great chance for those students who excel in hands on activities. It is inclusive and all can participate." - Confidence Building
Evidence: "Children who receive ribbons and certificates feel empowered and realise hard work is worth the effort." - Challenges with New Format
Evidence: "It was hard to have the classes in class while the judging was going on." - Importance of Diverse Activities
Evidence: "This year the removal of many of the flower events means that students are just doing cutting and gluing of paper." - Positive Atmosphere
Evidence: "Pet Day this year had a nice chilled atmosphere compared to previous years." - Impact of Weekday Timing
Evidence: "Unfortunately with that, it did feel less inclusive being on a school day and having students in class. It also took away the community being able to attend." - Tradition and School Identity
Evidence: "I think as a semi rural school it is a very important day in our calendar."
Staff Responses Summary
Staff view Pet Day as a valuable, emphasising its educational and community benefits. They highlight:
- Hands-on learning through animal care, fostering empathy and responsibility.
- High student engagement, especially for those with pets.
- Creative opportunities through art and craft activities.
- Importance as a semi-rural school tradition connecting the community.
- Recognition of practical skills, boosting student confidence.
However, this year's format presented challenges:
- Weekday timing reduced community participation.
- Fewer floral/craft events limited creative options.
- Classroom management difficulties during judging.
- Concerns about inclusion for students without pets.
Overall, while recognising Pet Day's value for student learning, teachers suggest adjustments to enhance inclusivity and maintain the event's traditional community spirit.
Parent Responses
Parent Evidence or Key Points
- Parents strongly value Pet Day as a significant school tradition, as evidenced by comments like: "Pet days are very important to bring together the school and the community" and "We love Pet Day as a family and look forward to it each year. In fact, it's one of the reasons why we chose Wairakei School!"
- Parents see Pet Day as important for learning responsibility and pet care skills: "Pet day for our family means caring for you pet, learning the needs and being responsible for that pet. Then after all the hard work being able to show all your friends and have a fun day!"
- Many parents expressed concerns about the weekday timing: "It was really dissapointing that it was on a week day this year" and "Previous years have felt a lot more inclusive and community orientated than this years format."
- Parents noted inclusion issues for students without pets: "I think this years format creates an equity gap for students without pets which was obvious to them. I felt really sorry for them. Whereas in the old format they could still be there and be engaged."
- There were consistent concerns about participation barriers: "Many kids couldn't take part and it was hard for teachers to monitor those kids without parents leaving them feeling excluded" and "Some kids were sad they potentially missed out on seeing some of the animal stuff."
- Parents emphasised the need to recognise effort: "Our kids put in a huge amount of effort to get lambs ready for pet day and it was devastating to see no participation ribbons."
- Pet Day is valued for community connection: "It is a positive and engaging day when it is fully run... It puts the school on the map" and "It's a huge week for parent involvement."
- Parents appreciate the learning opportunities: "A valuable tradition. Teaches the importance of being responsible for a pet and allows child to show their hard work."
- The previous format was preferred for family involvement: "We always have extended family that come and support the pet day AND the students market and stalls. It is a great learning experience for the students and bring families together."
- Parents value the rural aspects: "Many of the families that attend are rural and this pet day is one of the key reasons we choose wairakei for our children. We wanted a school that still had a rural feel and experience to it."
- Some parents raised concerns about over-emphasis on fundraising: "Think too much emphasis is on the fundraising for the event" while others noted its value: "I think pet day is a great money maker for the school so more ideas on how to get families involved to make / bring stuff would be awesome.
Parent Responses Summary
Parents overwhelmingly value Pet Day as a cherished school tradition, emphasising its benefits for students and the wider community. They highlight:
- Significant learning opportunities through pet care and responsibility, with one parent noting "Pet day for our family means caring for you pet, learning the needs and being responsible for that pet."
- Strong community connections, as evident in feedback like "Pet days are very important to bring together the school and the community."
- Important rural character that attracts families to the school, with parents stating it's "one of the key reasons we choose wairakei for our children."
- Development of student confidence through showcasing their work and animals.
- Valuable opportunities for family involvement and extended family participation.
However, this year's format raised several concerns:
- Weekday timing significantly reduced family participation, with parents noting it was "really dissapointing that it was on a week day."
- Inclusion issues for students without pets, creating what one parent described as "an equity gap for students without pets which was obvious to them."
- Limited participation opportunities for children whose parents couldn't attend due to work commitments.
- Lack of recognition for student effort, particularly the absence of participation ribbons which was "devastating" for children who had prepared their pets.
Overall, while parents strongly support Pet Day's continuation as a valued school tradition, they advocate for returning to a weekend format to ensure fuller community participation and better inclusion for all students.
Part One Summary: Collaborative Concept of Pet Day Overall Impressions
Areas of Agreement with Evidence
- Educational Value
o Staff: "Children will grow up to be empathetic members of our society, having cared for and loved their pets"
o Parents: "Pet day for our family means caring for you pet, learning the needs and being responsible for that pet"
- Community Connection Impact of Weekday Timing
o Staff: "Only a few of our village families came out for the day to see us. No families from out of the school population came"
o Parents: "Previous years have felt a lot more inclusive and community orientated than this years format"
- Inclusion Concerns for Students Without Pets
o Staff: "With the change we had this year to a school day was perhaps a bit hard on those students who did not have pets"
o Parents: "I think this years format creates an equity gap for students without pets which was obvious to them"
- Importance as a School Tradition
o Staff: "I think Pet Day is a great day for our students and community... as a semi rural school it is a very important day"
o Parents: "Many of the families that attend are rural and this pet day is one of the key reasons we choose wairakei for our children"
- Student Engagement and Pride
o Staff: "There was a high engagement of students who brought pets and were excited about bringing a pet"
o Parents: "They are so proud of their pets, they want to be there"
This alignment in feedback from both groups suggests these are key areas that should be prioritised when planning future Pet Day events, particularly regarding timing and format to maximise participation and inclusion while maintaining the event's traditional value.
Challenges
- Weekday Timing Impact
o Reduced parent/family attendance due to work commitments
o Limited extended family participation
o Decreased community involvement
Evidence: "Many kids couldn't take part and it was hard for teachers to monitor those kids without parents leaving them feeling excluded"
- Inclusion and Equity Issues
o Students without pets felt excluded
o Limited participation for children whose parents couldn't attend
o Reduced observation opportunities for non-pet students
Evidence: "Some kids were sad they potentially missed out on seeing some of the animal stuff cos they had to stay in classes with teachers as they had no parents able to come along"
- Programme Structure Changes
o Fewer creative activities compared to previous years
o Reduced floral events limiting participation options
o Limited stalls and games affecting engagement
Evidence: "The removal of many of the flower events means that students are just doing cutting and gluing of paper... It does not take over an hour to make a buttonhole flower display"
- Organisational Challenges
o Classroom management difficulties during judging
o Coordination of parent helpers
o Timing and scheduling issues
Evidence: "It was hard to have the classes in class while the judging was going on. The buying of the biscuits was not necessary and did cause some confusions"
- Recognition and Motivation
o Lack of participation ribbons
o Need for better acknowledgment of student effort
Evidence: "Our kids put in a huge amount of effort to get lambs ready for pet day and it was devastating to see no participation ribbons"
These challenges suggest the need for strategic planning to address both logistical and inclusivity issues while maintaining the event's traditional value and community spirit.
Parent feedback trends by student year levels
Junior School (Years 1-2) Parents
- Generally positive about the learning experience
- Concerned about young children's stamina for full day events
- Emphasised need for more structured activities
Evidence: "Overall I think the whole day is something super fun for kids of the school to look forward to from creating and decorating arts and crafts to bringing pets in"
Middle School (Years 3-4) Parents
- Focused on participation and inclusion issues
- Strong advocates for weekend timing
- Valued traditional activities and community aspects
Evidence: "It's always a busy week leading up to pet day with baking, making, creating and crafting. Children really enjoy it and the effort that's put in"
Senior School (Years 5-6) Parents
- Most critical of format changes
- Strong emphasis on maintaining traditions
- Concerned about lost leadership opportunities
Evidence: "I really liked the old format where the year 6 had stalls LATER in the year. I think the gala was too early for a student to display their gained confidence"
Multiple Year Level Parents
- Most concerned about logistics of managing multiple children
- Strongly advocated for weekend timing
- Emphasised whole-family participation
Evidence: "Having 3 kids at the school now the logistics of taking 3 animals with one set of hands was not possible so 2 of our kids had to go without"
Key Trends Across All Levels
- More experienced parents (3+ years attendance) were most resistant to changes
- Parents of younger children emphasised activity variety and engagement
- Parents of older children focused more on leadership and tradition
- Multi-child families most strongly advocated for weekend timing
This analysis suggests that pet day planning needs to consider different needs across year levels to ensure inclusivity while maintaining whole-school community engagement.
Potential Gaps in Feedback on ‘Overall Impressions on Pet Day’
Based on the comprehensive feedback provided, there are several important aspects that could have been more thoroughly addressed by both staff and parents:
- Student Voice
o Neither group specifically mentioned gathering or including student feedback about Pet Day
o Students' perspectives, especially from those without pets, would provide valuable insights for future planning
- Health and Safety Considerations
o Limited mention of animal welfare protocols
o No discussion of hygiene practices when handling animals
o Absence of feedback about managing student allergies to animals
o No mention of risk management procedures
- Environmental Impact
o No consideration of sustainability practices during the event
o Waste management from food stalls and activities not addressed
o Environmental learning opportunities not highlighted
- Cultural Inclusivity
o Limited discussion of how Pet Day reflects or incorporates cultural diversity
o No mention of how the event aligns with local Māori perspectives and values
o Potential cultural barriers to participation not explored
- Digital Integration
o No mention of using technology to document or share the event
o Potential for digital participation options not considered
o Missed opportunities for extending learning through digital platforms
- Long-term Educational Impact
o Limited discussion of how Pet Day skills transfer to other learning areas
o No mention of tracking year-to-year student growth through participation
o Absence of data on how Pet Day contributes to broader educational outcomes
These gaps in feedback suggest areas that could be explored to further enhance the educational value and inclusive nature of future Pet Day events.
Conclusion
Pet Day continues to be highly valued by both staff and parents as a significant tradition that provides unique learning opportunities and strengthens community connections at Wairakei School. The 2024 event demonstrated strong student engagement and showcased the rural character that makes the school distinctive. However, the change to a weekday format notably impacted community participation and raised concerns about student inclusion.
Key stakeholders emphasised the need to balance maintaining cherished traditions while ensuring equitable access and engagement for all students. Moving forward, addressing identified challenges around timing, inclusion, and programme structure will be crucial to enhance this important school event while preserving its fundamental educational and community-building value.
The strong alignment between staff and parent perspectives provides a clear direction for future improvements that will ensure Pet Day continues to be a meaningful celebration of student learning and school community.
Part 2: What timing do you feel would work best for Pet Day in the future?
These responses aimed to evaluate the optimal timing for Pet Day, considering both the change to a weekday in September and its impact on participation, educational integration, and community engagement. The feedback addresses seasonal considerations, family logistics, and the balance between educational benefits and community accessibility.
Reflecting on the pre-testing and differentiation phase, how did the information gathered inform your teaching strategies and allow for differentiation? Use the following provocations to assist your thinking:
· Describe any surprising insights you gained about students' prior knowledge and how these influenced your approach to the 'Taste of the World'.
· Reflect on how you encouraged students to think critically about different countries and cultures. What strategies did you employ to help students challenge their assumptions and develop a more nuanced understanding of global issues?
· How did you balance the time needed for research and reflection with the pressure to cover curriculum content?
Teacher Responses
Teacher Evidence or Key Points
Based on the information provided, following are some key points and evidence that teachers should be demonstrating ….
a. Support for weekday format
Evidence: "Much easier for staff to have it on a school day. Less chaos, and felt like it ran much smoother"
b. Recognition of seasonal timing impact
Evidence: "November is slightly better for the animals. If we are looking to enter ag day then we would need to push the date out due to when ag day is held as our lambs were a little bit small this year"
c. Timing and competition concerns
Evidence: "The week we chose meant that there were students all over the place and we were competing with Festival and rugby tournaments"
d. Community participation impact
Evidence: "Only a few of our village families came out for the day to see us. No families from out of the school population came to see us as a school"
e. Term timing preferences
Evidence: "I would have liked the day to be in term four... It would be better for the animals to be trained for two extra weeks and have it early in term four"
Parent Responses
Parent Evidence or Key Points
a. Strong preference for weekend timing
Evidence: "Having it on a Saturday allows all families, parents and grandparents to partake, I feel having it on a weekday disadvantages those that can't take time off work"
b. Concerns about September timing
Evidence: "September to early our lambs weren't even born yet! Needed the school holidays for kids to teach the lambs to lead. November is a good time better weather, lambs a bit bigger to lead"
c. Family participation challenges
Evidence: "Both parents had to take time off work, extended family could not come and support this event. I understand a Saturday takes up time for teachers but if it was one Saturday for the year then surely this would be ok?"
d. October compromise suggestion
Evidence: "Maybe the first Saturday after term 4 begins in October? That way it is not as late as November and children can practice with their pets over the school holidays"
e. Weather considerations
Evidence: "November weather is generally more settled and the winter sports have finished. Many lambs are not born until September so having 2 months of feeding and training time are beneficial"
Part Two Summary: Pet Day Timing
Areas of Agreement with Evidence
1. Weekend Timing Benefits for Community
o Staff: "I like it on the Saturday so that we can have as many parents involved as possible and no child has to feel like they are not involved"
o Parents: "Previous years were more inclusive and community orientated... having it on a Saturday allows all families, parents and grandparents to partake"
2. Seasonal Impact on Animal Development
o Staff: "November is slightly better for the animals... our lambs were a little bit small this year"
o Parents: "September is too early our lambs weren't even born yet! Needed the school holidays for kids to teach the lambs to lead"
3. Term Timing Preferences
o Staff: "It would be better for the animals to be trained for two extra weeks and have it early in term four"
o Parents: "October when other rural schools are completing their Pet Days would be the best time"
4. Work-Life Balance Considerations
o Staff: "There is always going to be a balance with families, as long as they have plenty of notice of the day"
o Parents: "It made it much less a family affair... most parents work. It meant that close family couldn't attend"
5. Event Scheduling Coordination
o Staff: "We were competing with Festival and rugby tournaments"
o Parents: "Please research events happening in Taupo around the day you choose"
This alignment in feedback from both groups suggests these are key areas that should be prioritised when planning future Pet Day events, particularly regarding timing and format to maximise participation and inclusion while maintaining the event's traditional value.
Challenges
- Work Commitment Conflicts
o Parent leave requirements
o Limited family participation
o Reduced community involvement
Evidence: "The shift impacted us greatly. I had to take leave without pay... this year my husband had to miss out as we both couldn't miss pay"
- Seasonal Timing Impact
o Animal development concerns
o Weather considerations
o Training time requirements
Evidence: "Season timing was terrible. In Taupo most places traditionally lamb later because of the weather and timing of the Christmas market"
- Term Scheduling
o Competition with other events
o School holiday preparation time
o End of year pressures
Evidence: "The week we chose meant that we were competing with Festival and rugby tournaments"
- Balancing Stakeholder Needs
o Staff preferences vs family accessibility
o Educational integration vs community participation
o Traditional timing vs practical considerations
Evidence: "For staff and committee members I think during the week would be better for them... but for families a weekend works better"
These challenges suggest the need for strategic planning to address both logistical and inclusivity issues while maintaining the event's traditional value and community spirit.
Potential Gaps in Feedback on ‘Timing of Pet Day’
Based on the comprehensive feedback provided, there are several important aspects that could have been more thoroughly addressed by both staff and parents:
- Weather Impact Analysis
o No detailed data on historical weather patterns between September and November
o Limited discussion of indoor backup plans for different timing options
o No specific weather-related risk assessment for different seasonal options
- Transportation Logistics
o Limited discussion of transport challenges for different timing options
o No mention of community transport solutions
o Lack of consideration for families with multiple school commitments
- Staff Workload Considerations
o Limited analysis of staff preparation time needs across different timing options
o No discussion of teacher release requirements options
o Absence of staff wellbeing considerations for weekend commitments
- Economic Impact
o No analysis of financial implications of different timing options
o Limited consideration of impact on fundraising potential
o No discussion of cost implications for families (leave without pay, etc.)
- Agricultural Calendar Alignment
o Limited detailed analysis of farming seasonal requirements
o No comprehensive review of other rural school event timings
o Absence of discussion about alignment with Agricultural Day competitions
- Alternative Timing Models
o No exploration of split-day formats (e.g., evening/morning combinations)
o Limited discussion of multiple session options
o No consideration of rotating timing models across years
These gaps in feedback suggest areas that could be explored to further enhance the timing and inclusive nature of future Pet Day events.
Conclusion
The timing feedback reveals clear preferences and challenges that need careful consideration. While staff generally appreciated the operational benefits of a weekday format, the strong parent advocacy for weekend timing to enable fuller family participation cannot be ignored.
October emerged as a potential compromise, offering better animal development timing while avoiding end-of-year pressures. Moving forward, the decision about Pet Day timing needs to balance educational value, community participation, and practical considerations for all stakeholders.
The feedback suggests an early Term 4 Saturday might best serve the event's dual purposes of education and community building.
Part 3: The Appeal of Pet Day
These responses aimed to evaluate the elements that make Pet Day a valued school event, addressing both traditional aspects and potential areas for enhancement. The feedback reveals insights into community preferences, educational value, and social connections that make the event special.
The provocations aim was to explore different aspects of Pet Day, including tradition vs. innovation, animal diversity, community connections, and the balance between education and entertainment.
The aim was to to:
- · Traditional activities and new experiences. Explore how to balance the inclusion of familiar, beloved elements with the excitement of novel attractions when planning the event?
- · Community engagement: Consider the opportunity to connect with other parents, school staff, and local organisations in the decision to participate or attend?
- · Education and entertaining. Weigh the value of learning opportunities against pure entertainment factors
Teacher Responses
Teacher Evidence or Key Points
Based on the information provided, following are some key points and evidence that teachers should be demonstrating ….
a. Community Connection
Evidence: "The relaxed atmosphere at Pet Day makes for a great community event, connecting families and teachers outside the normal parameters"
b. Educational Integration
Evidence: "It was nice to be able to continue regular class on the actual pet day and having STEM activities. It is nice to be able to connect with families on an informal level"
c. Traditional Value
Evidence: "Seeing the students with their animals and having the traditional competitions like bake sales"
d. Learning Opportunities
Evidence: "The engagement from family and wider community are all present and promotes support and buy in from the community""
Parent Responses
Parent Evidence or Key Points
a. Family Involvement
Evidence: "We love the family and community atmosphere. We get to connect with school and bring grandparents into our children lives"
b. Community Spirit
Evidence: "I think that having all the stalls and games etc makes the day what it is and also provides the wider community to get involved too and come along"
c. Multiple Activities
Evidence: "Pet exhibitions, flower arranging, dog judging, baking, lollie jars, seeing the kids interact with the parents"
d. Learning and Entertainment Balance
Evidence: "A bit of education mixed with entertainment is perfect"
e. Pride in Achievement
Evidence: "My kids are so proud showing their pets and also their classrooms and work to family".
Part Three Summary: Pet Day Appeal
Areas of Agreement with Evidence
1. Community Connection Value
o Staff: "The relaxed atmosphere at Pet Day makes for a great community event"
o Parents: "It's a great opportunity to catch up with other parents that you don't often see as well as the teachers"
2. Balance of Activities
o Staff: "Animal judging, fun games, kids love face painting + bouncy castle"
o Parents: "We enjoy all of the activities and features Pet Day have... great having something that links home life and school life"
3. Educational Benefits
o Staff: "Great opportunity to have the connections with staffs and whanau"
o Parents: "The educational benefits... this sense of community and pride is a learning experience"
Challenges
1. Activity Management
o Balancing traditional and new activities
o Coordinating multiple events
o Time management for various attractions
Evidence: "Keep the pet events in the morning have a finish time then a start time for the afternoon kids market events"
2. Inclusivity Considerations
o Ensuring participation for non-pet owners
o Managing cost barriers
o Accessibility for all families
Evidence: "There is something for everyone it also involves the parents too and the kids can show things in their classroom"
3. Entertainment vs Education Balance
o Maintaining educational focus
o Incorporating fun elements
o Managing expectations
Evidence: "Would love more educational things but that doesn't mean it can't be entertaining"
Potential Gaps in Feedback on ‘Timing of Pet Day’
Based on the comprehensive feedback provided, there are several important aspects that could have been more thoroughly addressed by both staff and parents:
1. Student Perspective
o Limited direct feedback from students about what they enjoy most
o No data on age-specific preferences
o Lack of insight into what non-participating students would find appealing
2. Activity Engagement Metrics
o No data on which activities attract most participation
o Limited understanding of time spent at different attractions
o No feedback on activity scheduling preferences
3. Community Business Involvement
o Limited discussion of local business participation opportunities
o No mention of sponsorship potential
o Absence of feedback about commercial stall preferences
4. Future Innovation Opportunities
o Limited suggestions for new activities
o No discussion of emerging trends in school events
o Lack of comparative analysis with other schools' successful events
5. Demographic Considerations
o Limited insight into different cultural preferences
o No analysis of socio-economic factors affecting participation
o Missing feedback from new families to the school community
6. Communication Effectiveness
o No evaluation of how activities are promoted
o Limited feedback on information sharing methods
o Missing data on how families prefer to learn about activities
Conclusion
Pet Day's appeal lies in its unique blend of community connection, educational value, and entertainment. The event successfully brings together traditional rural elements with modern community engagement, creating a meaningful experience for families.
Key to its appeal is the balance between formal learning opportunities and informal social connections, allowing both students and families to engage in ways that suit them. Moving forward, maintaining this balance while ensuring inclusivity and accessibility will be crucial for the event's continued success.
The strong alignment between staff and parent perspectives on what makes Pet Day appealing provides a solid foundation for future planning, while highlighting the need to carefully consider how to maintain these valued elements while adapting to changing community needs.
Part 4: Future Pet Day Suggestions and Improvements
These responses aimed to gather specific feedback for enhancing future Wairakei School Pet Days, addressing event organisation, scheduling, recognition of participation, and strategies to maintain community engagement while ensuring inclusivity.
Reflecting on the overall Pet Day experience, the focus was the single change or addition believed would have the most significant positive impact on the event's success and appeal to the wider school community
Use the following to:
Consider the educational value of Pet Day and how it could integrate curriculum-related elements or life skills into the event without compromising its fun and festive atmosphere
Find strategies or activities that could be implemented to foster stronger connections between different groups within the school community during the event
Explore suggestions for making Pet Day more accessible to families with different needs, such as those with younger children, individuals with disabilities, or families without pets or children at different schools?
Teacher Responses
Teacher Evidence or Key Points
Based on the information provided, following are some key points and evidence that teachers should be demonstrating ….
a. Layout and Display Organssation
Evidence: "The floral arrangements need to go back into the hall, some parents commented that they found it quite hard to find their child's arrangements"
b. Non-Pet Student Engagement
Evidence: "Have more activities that senior students who do not have a pet could run"
c. Event Structure
Evidence: "I think it was a great day and I liked it that it was all about the animals and not also a gala as it gave everyone time to look at the animals"
d. Volunteer Coordination
Evidence: "Maybe have a few more 'shifts' so not only a few workers/volunteers doing the bulk of the work"
Parent Responses
Parent Evidence or Key Points
a. Recognition Systems
Evidence: "Participation ribbons for anyone that brings a pet, especially lambs... devastating for him"
b. Timing and Schedule
Evidence: "To involve the wider school community, you'd need to have pet day on the weekend or a day during school holidays maybe"
c. Animal Welfare
Evidence: "It wasn't ideal seeing some extremely tiny and valuable lambs on the day. Some kids had looked after lambs for months while others days"
d. Communication
Evidence: "A date advertised 6 months in advance would be ideal to allow for animal breeding etc.".
Part Four Summary: Pet Day Suggestions and recommendations
Areas of Agreement with Evidence
1. Event Timing Considerations
o Staff: "It is hard for families to attend with being a week day"
o Parents: "For our family to be able to attend and fully participate we need pet day to be held in the weekend"
2. Community Engagement
o Staff: "I would have liked to have done the newspaper advert as it is a community event"
o Parents: "Invite the wider wairakei community and invite family"
3. Activity Organisation
o Staff: "The floral arrangements need to go back into the hall"
o Parents: "Flowers needed to have been done in the morning. It was far too rushed"
Specific Recommendations
- Event Scheduling
· Consider October/November timing
· Return to weekend format
· Early communication of dates
Evidence: "A date advertised 6 months in advance would be ideal to allow for animal breeding etc."
- Activity Management
· Structured timing for different activities
· Clear signage for different areas
· Better organisation of displays
Evidence: "There could just be a bit more signs etc for the lamb pens since there was such a huge amount this year"
- Recognition and Inclusion
· Participation certificates for all entrants
· More activities for non-pet participants
· Better integration of all students
Evidence: "Maybe even a certificate for each child who entered"
Potential Gaps in Feedback on ‘Timing of Pet Day’
Based on the comprehensive feedback provided, there are several important aspects that could have been more thoroughly addressed by both staff and parents:
1. Budget Considerations
o No discussion of funding implications for suggested changes
o Limited feedback on cost-effective improvements
o Absence of fundraising strategy recommendations
o No mention of sponsorship opportunities
2. Implementation Planning
o Lack of detailed timeline suggestions for changes
o No discussion of transition strategies
o Limited feedback on resource requirements
o Missing prioritisation of recommended changes
3. Staffing Impact
o Limited consideration of teacher workload
o No discussion of release staff requirements
o Missing feedback on volunteer recruitment strategies
o Absence of staff professional development needs
4. Risk Management
o No mention of wet weather contingency plans
o Limited discussion of health and safety requirements
o Absence of emergency response procedures
o No consideration of animal welfare protocols
5. Success Metrics
o No suggestions for measuring improvements
o Limited feedback on evaluation methods
o Absence of success criteria
o No discussion of feedback collection strategies
6. Future Growth Planning
o Limited consideration of increasing participation numbers
o No discussion of facility requirements
o Absence of long-term development plans
o Missing strategies for program expansion
Conclusion
The feedback indicates that while Wairakei School's Pet Day remains a valued tradition, several key improvements could enhance its success. Priority areas include returning to a weekend format to enable wider community participation, implementing a more comprehensive recognition system, and improving event organisation and communication.
The strong emphasis on maintaining community connections while ensuring all students can meaningfully participate suggests these should be primary considerations in future planning.
Implementation of these recommendations could help Wairakei School create a more inclusive and engaging Pet Day that better serves its entire school community while preserving the event's traditional value and educational benefits.
