Ahipara School specialist teacher Rebecca Cosner works alongside a range of students with complex educational needs.  

Passionate about their wellbeing, she wanted to create a safe space for them to freely express their sensory and energy needs while also supporting their physical, social and emotional development. 

Rebecca applied for Tū Manawa funding through Sport Northland to buy soft play mats and outdoor climbing equipment. 

And the introduction of the new gear has been a game-changer. 

The mats are helping students to extend their gross and fine motor skills, they are rolled on, balanced on, climbed under, used for resting when tired or overwhelmed. The tamariki also use them when working together to make huts, obstacle courses, seats, and play games on them. 

The new climbing equipment is improving cognitive development, such as their ability to think, comprehend, communicate, remember, imagine, repeat, and predict what could happen next. 

“It has created opportunities beyond what I thought it would do, opportunities for social engagement and building stamina with physical activities,” says Rebecca. 

“Engagement, trust, perseverance, courage, curiosity, self-regulation and empowerment are just a few of the words that describe how I have seen many students grow and develop,” she says. 

“I love watching the confidence in their ability to try new physical activities extending their te taha tinana (wellbeing).” 

Three students in particular have grown in confidence, realising what their bodies are capable of without the fear of getting hurt.  

“One has no fear, so having a safe space that they can release energy and take risks safely with myself and/or a teacher aide around is important as they learn about their own physical boundaries and capabilities,” says Rebecca.  

Another student who is non-verbal and high sensory is more responsive to copying, and engaging in repetitive games, rolling balls, rolling their body, watching what other students do and giving it a go.  

“It’s enabled our students with balance and low muscle strength to safely extend their physical needs and challenge themselves.” 

Traditional playgrounds can be overwhelming and a struggle for neurodiverse students, and they tend to steer clear during breaks, explains Rebecca. 

Now, the soft foam equipment has become a stepping-stone to new-found confidence and strength as they challenge themselves with different heights and platforms to clamber and climb on. 

The wider school is benefiting too, with the new equipment sparking compromise, patience and understanding among all students. 

“It has created an inclusive environment. Some of my students invite others from their main class to join them for a group activity and that is helping to build positive peer relationships and friendships.” 

Feedback from students include “I like jumping on and over the mats”, “I like to relax on them” and “they help me because I can jump round and roll on them and not get hurt”. 

Parents are grateful too. 

One has noticed her two children (one high sensory and anxious, the other non-verbal) have gained confidence to try new physical experiences and engage more with other students. 

Another parent said: “Thank you for really understanding our kids and knowing they are all different and need different things to help them learn and grow.” 

Sport Northland’s Healthy Active Learning facilitator Ann Morrogh-Yates has seen first-hand just how much of an impact the new equipment has had. 

“This is a great example of how play can feed into quality, holistic learning experiences for tamariki. The support from the school management team in being open to trying new things and put their students’ needs at the forefront is a credit to Ahipara School.”