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Kia Ora Friends - Our Warmest Greetings

As parents and educators, we want our children to grow up to be smart. But what is smart? Mostly, when we hear the word 'smart,' we think of book-smart, but there are many different kinds of smart.

Different Kinds of Smart — What It Means for Our Kids

As adults, we often talk about who is “smart.” The truth is simpler and kinder: there are many kinds of smart. Some are easy to spot in a test. Others show up in character, choices, teamwork and timing. History is full of brilliant people who got big things wrong because they leaned on one kind of intelligence and ignored the rest. Schools, whānau and communities do better when we grow a broader toolkit.

Below are five kinds of smart we think are worth teaching and celebrating at Western Heights, with what they look like for children and adults.

1) Connector smart: seeing the whole picture

Real life is not a single subject. It is science and stories, numbers and nature, people and place. Children who connect ideas across disciplines learn more deeply and remember longer. (For more on this, see the Interleaving article in this newsletter - Teachers' Page.)

At WHS, our integrated learning means a science inquiry can include drawing, data, writing and outdoor exploration. We want a B-plus in many areas rather than chasing an A-plus in one narrow lane.

2) Brave-and-careful smart: confidence with safeguards

Great decisions mix courage with caution. In finance, they say the only unforgivable mistake is to run out of cash. In schools, it might mean rushing without a plan.

At WHS, we encourage students (and staff) to try bold ideas, then review the plan, assess the risks, and leave a margin for error. That habit keeps learning safe while still being adventurous.

3) Story smart: facts that people remember

Facts matter, and stories make facts stick. Children who can shape a clear narrative, persuade, include others and lead.

At WHS, from Y1 to Y6, we practise storytelling in writing, speaking, and digital media. A well-told explanation or kōrero often shows deeper understanding than a list of facts.

4) Humility smart: listening beyond your own experience

No one sees the whole world. The quickest way to improve thinking is to listen to someone whose day looks different to yours.

At WHS, we model ako: everyone a learner, everyone a teacher. Children conduct inquiries and explorations, seek feedback and adjust. Kaiako do the same. Humility is an active habit of checking in with others.

5) Long-game smart: choosing later rewards

We know the “marshmallow test.” The useful takeaway is not gritting your teeth in the face of temptation. It is building helpful routines that make wise choices easier.

At WHS, we teach practical strategies: organise all your materials before you start, set a mini-goal and timer, stand up and stretch, and talk your plan out loud. Attention is a skill that grows with practice.

What this means for Western Heights right now

Our vision, Ā tātou tamariki, Ō tātou whenua, Ka ora te āpōpō, asks for a broad, human view of success. Our BEAM approach to assessments, our child-responsive practice and our focus on values all rest on the same idea: intelligence is multi-dimensional and teachable. We will keep celebrating progress in reading, writing and maths, and we will also name and notice growth in connecting ideas, telling stories, collaborating, managing emotions and sticking at it with difficult challenges.

Practical actions (school and home)

Name the skill. When you praise, be specific: “You linked fractions to measuring in the kitchen,” or “You paused, then chose a calmer word.”
Build margins. Encourage children to plan, check the time, and keep a backup idea.
Tell it back. After reading, ask your child to explain the main idea to someone in three sentences.
Practice attention. Use short routines that make focus easier: clear space, set a 10-minute timer, take a quick movement break, then get back on task.

Creative ideas to try

Cross-subject challenges: “Show your science learning as a comic,” or “Explain place value with cardboard models.”
Two-lens thinking: “If you were the scientist and the storyteller, how would you present this?”
Perspective swap: Ask, “How would a younger sibling see this problem?” or “How would a ranger at the Waitākere Ranges solve it?”
Future self notes: Children write a short message to their “end-of-term self” about a goal and one habit that will help them get there.

A friendly challenge

This month, talk with your child about which kind of smart they used today. Connector smart, brave-and-careful smart, story smart, humility smart or long-game smart. Ask for one concrete example. You will be amazed at how quickly their language and confidence grow when they can name the skills they are building.

Together, as whānau and school, we can grow many kinds of smart in our tamariki. That is how we honour our children, our land and our shared future.

A Beautiful Message to Share from a Mum:

Hi Ash,

I hope you’re doing well. Our family has finally recovered from the jet lag and we’re slowly adjusting to our new life here in Chicago, USA. The kids will be starting school on Monday, 3rd November, but they dearly miss their amazing teachers, friends, and the wonderful community at Western Heights every single day.

I wanted to take a moment to sincerely thank you for your outstanding leadership and the incredible cultural and learning environment you’ve built at the school.

Coming from Pakistan, I grew up in an education system where children face academic pressure—homework, tests, and exams—from as early as three years old. When I moved to New Zealand, I initially found the school environment surprisingly relaxed and honestly thought it might not be as effective. I even began teaching Haniya at home, focusing on the traditional methods I was familiar with.

But when Haniya started school in 2020- 2021, I was truly amazed by how quickly she excelled—not only academically, but also in extracurricular activities and social confidence. Every time I checked her progress at home, I could see how much she was thriving. I am deeply grateful to her wonderful teachers—Mrs James, Mrs Leaning, Mrs Ballard, Mrs Nawaz, and Mrs Marshall—who helped polish her skills and bring out the best in her.

With my younger daughter, Aaminah, I took a more relaxed approach. When she started school this year, I told Mrs Fraser that she knew very little and that my biggest concern was her shyness. But within just eight months, she became a completely different child—confident, social, and eager to learn. She made friends, learned her alphabet, heart words, and even started reading short stories beautifully. For a five-year-old to progress so quickly, I truly credit the school’s nurturing teachers and the safe, happy environment they create for every child.

Lastly, I want to express my heartfelt appreciation for how the school embraces and celebrates diversity. Your gestures during Ramadan and Eid—like the messages on the school driveway board and the morning assembly announcements—meant the world to our kids. Those thoughtful inclusions made them feel seen, respected, and proud of their identity.

Thank you once again for everything you and your team do. Western Heights will always hold a very special place in our hearts.

I am sharing some pictures of the last day of my girls with those who created their foundation :)

Aaminah's last day with her room 29. This was a very emotional goodbye as a lot of kids were quite upset.

Thank you and Kind Regards

Anooshah Noshad

(Aaminah and Haniya's mother)

As always, if you have questions or concerns about anything school-related, email me at macash@mac.com, and I will get back to you asap.

My very best regards to you all,

Ash Maindonald

Principal.