Pivotal Point

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Our Vision

Every child should have access to the help they need to maximise their learning potential within the school environment, without the inhibition of finances.

Our Mission

Empowering whānau to access the help required to holistically support all our tamariki.

Support

Become a visible presence around schools and pre-schools.
Help whānau and educators navigate the services available.
Direct whānau to the appropriate organisation that best suits their needs.
Connect and collaborate with other organisations both locally and nationally to optimise the holistic well-being of our tamariki.

Screen

Set up a cost-effective screening service for neurodiversity and processing disorders.
Use a multidisciplinary team (including but not limited to a Behavioural Optometrist, Speech and Language Therapist, Occupational Therapist, Educational Psychologist and Specialist Educators) to review and assess each child identified as needing support and make a support plan of action and a diagnosis, if appropriate.
To present this support plan in a simple format that all educators and whānau can understand and act on.

Educate

Work with other organisations and individuals to facilitate cost-effective workshops to educate whānau and educators about learning differences.

Enable

Enable all tamariki to access the specialist help required by attempting to remove the financial barriers associated.
Enable the multidisciplinary team to collaborate in an effective, cohesive way that is completely child-centric and does not overload the individual child.
Work with the local schools to action putting any support plans into place.

Neurodiversity

Neurodiversity is an umbrella term that encompasses specific learning differences including Dyslexia, Dyscalculia, Dysgraphia and Dyspraxia as well as Attention Deficit Hyperactivity Disorder (ADHD), Autism and Tic Disorders such as Tourette’s.

It recognises the fact that the neurodivergent individual has a brain that is wired differently in some way to the neurotypical individual. The term attempts to emphasise the positives of this different wiring and recognise the fact that the neurodivergent individual may have many unrecognised talents. It is also an attempt to move away from the idea that these individuals are in some way disabled or have a lower intellect.

The term recognises the fact that these differences often overlap and do not necessarily occur in isolation.

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