The Ministry of Education approached the Board of Trustees to consider the extension of the school’s role because it was considered the school has:

• Education services tailored to meet individual students' needs and circumstances
• Flexible structure to deliver services where needed in a region
• Protocols and models for working collaboratively and in partnership with other providers/sectors in providing multidisciplinary services around high needs young people
• Collaborative approach with relevant 'others' for example, the care/health provider, student's local school, Correspondence School (where applicable), student's family / caregiver
• Ability to provide transition support as the student reintegrates back into a local school or further education, e.g. youth training provider or alternative education 
• Benefits of being a state special school (e.g. resourcing, management and supervision structures, employment contracts, professional development, networks, ability to access education support services).

All students have an individual programme based on their needs as assessed at the time of admission and then through on-going assessment.

Assessment information includes:

• Information available from Multi-agency Team (MAT)
• Previous education involvement and achievement
• Numeracy
• Literacy
• Key competencies 
• Interests and aspirations

Programmes include:

• Numeracy
• Literacy
• Health and well-being
• Vocational courses sourced from outside providers – see below
• SPEC – see www.spec.org.nz

Reporting

• IEP process
• Feedback and feed forward with students
• Achievement on the New Zealand Qualifications Framework – see www.nzqa.govt.nz 

Vocational Courses

• Students’ interests and aspirations are considered when selecting vocational courses.

Farming

• Fencing
• Tractor driving
• ATV

Forestry

• Chainsaw

Other

• Forklift driving