Strategic Aim 1 - Enhancing Quality Teaching & Learning
Improve teaching pedagogy to enhance all staff and student learning outcomes.
Design and build quality learning environments that are akonga-focussed
2020
2021
2022
1.1 Improve teaching pedagogy to enhance all staff and student learning outcomes.
1.2 Monitor the quality and consistency of teaching and leadership practice across the school through our appraisal process
1.3 Embed approaches that effectively meet the needs of each child (to be present, to participate, to learn and achieve, to belong)
1.4 Design and build quality learning environments that are akonga-focussed
1.1 Improve teaching pedagogy to enhance all staff and student learning outcomes.
1.2 Monitor the quality and consistency of teaching and leadership practice across the school through our appraisal process
1.3 Embed approaches that effectively meet the needs of each child (to be present, to participate, to learn and achieve, to belong)
1.4 Design and build quality learning environments that
are akonga-focussed
1.1 Improve teaching pedagogy to enhance all staff and student learning outcomes.
1.2 Monitor the quality and consistency of teaching and leadership practice across the school through our appraisal process
1.3 Embed approaches that effectively meet the needs of each child (to be present, to participate, to learn and achieve, to belong)
1.4 Design and build quality learning environments that
Strategic Aim 1 - Enhancing Quality Teaching & Learning
Improve teaching pedagogy to enhance all staff and student learning outcomes.
Design quality learning environments that are akonga-focussed
STRATEGIC
INITIATIVES
ACTIONS
SUCCESS
MEASURES
WHEN
BUDGET
DRIVERS
(RESPONSIBLE)
LEADER
(ACCOUNTABLE)
1.1) Improve teaching pedagogy to enhance all staff and student learning
outcomes.
Gather Voice from Teachers & Students
Teachers - what would quality practice look like at Puketapu School?
Students - What does good teaching look like in your class? What do you want from your teacher? (Ngatai)
Student Voice: What do I enjoy about school? What do I enjoy about class? If you were to design your own learning space, what would it look like? Why?
Develop school wide teaching norms for Quality Teaching Practice @ Puketapu School
Implement the teaching norms for Quality Teaching Practice @ Puketapu School
Learning Goals - Teachers regularly monitor progress against expected levels of achievement and ensure that their
instruction is responsive to the learning strengths and needs of all their students.
Continue to focus on:
· High Expectations (Teacher and Student Efficacy)
· Strong Teacher Capability
· Learning Goals that focus students on specific
target for reading
· Daily Reading (Tuakana/Teina, Daily 5, Teacher
Read, Read & Feed)
· Transition to School Programmes – continue to
work with whanau when they enrol at our school Add in
· Yolanda Sorryl PD and Resourcing for Y0-3
· Release Learning Leaders & AP to develop
coherent learning pathways for Reading and Writing
· TAI to focus on Literacy
raise in achievement – 55% to 70% (1% = 4 students per class – 60 students schoolwide) Conference (Term 3 Break) Funding a Literacy Support Teacher (0.3) Resourcing Learning Leaders Release Day (Thursday)
1.2) Monitor the quality and consistency of teaching and leadership practice across the school through our appraisal process
● Job Descriptions to be signed by all staff
● All staff to have at least one learning observation and two
learning conversations through the year (one of these to be the Appraisal Summary)
● External Appraisal budgeted and implemented for the
Principal and the Deputy Principal
●Appraisal process
would have been improved teaching practice and been signed off by the BoT Term 1 By the end of Term 3 Throughout the year $3500 - leadership appraisal Leaders Mentors Graham McFadyen Ngatai 1.3) Embed approaches that effectively meet the needs of each child (to be present, to participate, to learn and achieve, to belong)
Tier 2 Students:
Short-term, focused interventions to accompany and complement the effective class programme
Early intervention (which is associated with better student outcomes)
Tier 2 & 3 Students:
Specialist Support will be implemented for these students and recorded on the SN Register
All Tier 3 students will have an IEP
●There will be
Targeted Support for Tier 2 students
●There will be
Specialist Support for Tier 3 students
1.4) Design quality learning environments that are akonga-focussed
● Roll Growth Funding ($2,000,000)
● SIP ($248,000)
● Current 5YA ($120,000) - Ardern Peters
Gather staff voice around the design of new learning environments
Choose project manager Go through design process Go through the tendering process Start building process
●4 new learning spaces designed ●Tech Room Modernisation ●A Block Learning Space - new breakout and wet area
●New Admin &
Staffroom By the end of Term 2, 2020 By the start of Term 4 $2,000,000 Roll Growth $ 240,000 New MoE Funding $120,000 Current 5YA 2021 - New 5YA BOT
Ngatai BOT Ngatai
Strategic Aim 2 - Nurture Hauora
Nurture the hauora for our students, staff, whanau and community
Build and maintain positive relationships across the school community
2020
2021
2022
2.1) Nurture the hauora for our students, staff, whanau and community
2.2) Design and implement effective systems for Monitoring and Evaluation of PB4L data to guide decisions
2.3) Build and maintain positive relationships across the school community
2.4) Enhance the physical, social and emotional climate of the school
2.1) Nurture the hauora for our students, staff, whanau and community
2.2) Implement effective systems for Monitoring and Evaluation of PB4L data to guide decisions
2.3) Maintain positive relationships across the school community
2.4) Enhance the physical, social and emotional climate of the school
2.1) Nurture the hauora for our students, staff, whanau and community
2.2) Embed effective systems for Monitoring and Evaluation of PB4L data to guide decisions
2.3) Maintain positive relationships across the school community
Strategic Aim 2 - Nurture Hauora
Nurture the hauora for our students, staff, whanau and community
Build and maintain positive relationships across the school community
STRATEGIC
INITIATIVES
ACTIONS
SUCCESS MEASURES
WHEN
BUDGET
DRIVERS
(RESPONSIBLE)
LEADER
(ACCOUNTABLE)
2.1) Nurture the hauora for our students, staff, whanau and
community
Refresh and deepen understandings and plan & implement specific aspects of PB4L: Tier 1: Supporting engagement and participation in learning through positive relationships.
● A Collaboratively developed plan for 2020 PB4L
with Shelly O’Sullivan (PB4L leader taranaki) and school leaders will take place.
● ….. links to RP
● Staff will attend relevant workshops and
Professional learning opportunities
● PB4L data & goals will be included in each
Leadership hui & actioned at team hui.
● Establish Social Circles norms and include in the
school daily rhythm with relevelant PLD provided
To score 80%+ in PB4L SET and be ready for PB4L Tier 2 in 2021
●Positive Behaviour norms/
expectations will be established , taught and recognised
●We will have a common
understanding of major and minor behaviours
●Social Circle Practices will be
embedded across school.
By end of term 3 2020 $8000 PB4L Branding & Incentives Ngatai Learning Leaders Whole Staff Corinne 2.2) Design and implement effective systems for Monitoring and Evaluation of PB4L data to
2.2) Implement effective systems for Monitoring and evaluation of PB4L data to guide decisions
● Develop and implement consistent systems for
data input, collection and analysis. Leadership Team review Linc Ed data weekly
● Plan and Teach norms in response to data tier 2
● Coordinate PB4L playground team activities to
Quality questions will be asked as a result of systematically collecting and analysing data and using what is discovered as a basis for decisions.
By mid
term 2 2020 Leadership Release Ngatai Learning
guide
decisions engage tier 2 & 3 students
2.3) Build and maintain positive relationships across the school community
Introduce and begin implementing PB4L Restorative Practices to create a consistent and sustainable approach to managing positive, respectful relationships within the school, whanau and community.
● Leaders and Whole staff Professional Learning
through external providers as appropriate.
● Regular collaboration with Janine Mackay
● Professional learning for all staff through identified
internal experts .
● Sharing effective practice in staff connect, team
and leadership hui.
● Relevant resource kitty will be developed and
made available to support RP
Links will be clear to strategic goals and TAII
For all staff to have knowledge and understanding of best practice and principles of Restorative Practice Essentials and how these are part of the kaupapa of Puketapu School. Begin to implement systems school wide that will reflect restorative practices .
End term 4 PD Budget
Staff Only Day $1000 Release Days for PD David Facilitator - Janine Mackay (Waikato University) Corinne 2.4) Enhance the physical, social and emotional climate of the school
● Provide sports equipment and storage facilities
● Provide suitable classroom furniture
● Deliver social & emotional support including SWIS ,
24/7 Youth worker, SENCO, 2 x LAs playtime & sports support at break times, & friendship space
● Funding of 2 Sports Coordinators (Avon & Kim)
● Bikes in School programme (Ngatai)
● Breakfast Club
● Whanau activities & Student Showcase
● Leadership release (0.4)
● Transition plans
● Focus on Te Whare Tapa wha
● Kahui Ako
● Teacher Only Days - Cambridge trip PLD
To provide a clean, attractive, well equipped and organised physical environment which supports quality teaching and learning.
Strengthen induction for new students, whanau and staff which reflect restorative practices.
Strategic Aim 3 - Honouring Te Tiriti
Value and prioritise Te Reo and mātauranga Māori
Recognise and affirm Te Atiawa and Puketapu tikanga and kawa
2020
2021
2022
3.1) Value and prioritise Te Reo and mātauranga Māori
3.2) Recognise and affirm Puketapu tikanga and kawa, appropriate to local context
3.3) Design our local curriculum that is unique and responsive to the priorities, preferences, and issues of our community and our people.
3.4) Value Kapa Haka as a vehicle for the revitalisation and retention of te reo, tikanga, ritual processes and histories.
3.1) Value and prioritise Te Reo and mātauranga Māori - become a Level 4(b) Maori immersion kura
3.2) Ingrain Puketapu tikanga and kawa, appropriate to local context
3.3) Implement our local curriculum that is unique and responsive to the priorities, preferences, and issues of our community and our people.
3.4) Value Kapa Haka as a vehicle for the revitalisation and retention of te reo, tikanga, ritual processes and histories.
3.1) Value and prioritise Te Reo and mātauranga Māori - become a Level 4(a) Maori immersion kura
3.2) Ingrain Puketapu tikanga and kawa, appropriate to local context
3.3) Embed our local curriculum that is unique and responsive to the priorities, preferences, and issues of our community and our people.
3.4) Value Kapa Haka as a vehicle for the revitalisation and retention of te reo, tikanga, ritual processes and
Strategic Aim 3 - Honouring Te Tiriti
Value and prioritise Te Reo and mātauranga Māori
Recognise and affirm Māori tikanga and kawa, appropriate to local context
STRATEGIC
INITIATIVES
ACTIONS
SUCCESS
MEASURES
WHEN
BUDGET
DRIVERS
(RESPONSIBLE)
LEADER
(ACCOUNTABLE)
(3.1) Value and prioritise Te Reo and mātauranga Māori
Enrol staff in Te Ahu o Te Reo (Shaina, Kelly, Caro, Julia, Ngatai, Marina) to grow their Te Reo Maori capability. Use the language learning skills when teaching reo Māori to our peers and akonga.
Honour Te Tirit Units of Responsibility (x2) to drive tikanga and reo learning within the Junior and Senior teams.
All classes to open their day with Taranaki karakia and waiata
We have six staff enrolled in Te Ahu o Te Reo
Tikanga will be adhered to and reo will be spoken in the classroom Term 1 & 2 All throughout the year Te Ahu o Te Reo (release covered by the MoE) $4000 (x2) Shaina Kelly Caro Julia Ngatai Marina All staff Kelly Julia
3.2) Recognise and affirm Puketapu tikanga and kawa, appropriate to local context
Use our cultural narrative as a base for all of our decision making.
Ko Puketapu Mātou - All of our akonga will have an understanding of the concept of:our cultural narrative, who they are, where they are, our school vision and values.
Waiata -develop a new cultural narrative waiata
New building designs, logo refresh, learning teams, whanau groups all are designed from our cultural narrative.
Students will know our pepeha and will have visited our local moana, awa, pa site.
All teachers and
Throughout the year Term 1
By the end of
Haka - develop a new haka Karakia - develop a new karakia
students will be able to perform our waiata, haka and karakia
the year
Tutors ($12000)
3.3) Design our local curriculum that is unique and responsive to the priorities, preferences, and issues of our community and our people.
Te Marautanga o Puketapu - design our front of the curriculum (vision, values, key beliefs, principles) with our cultural narrative and community voice as our main guides.
Build our back of the curriculum (pedagogical norms and learning dispositions/curriculum areas)
Engage with the hapu and key stakeholders to get their voice around designs and our marautanga.
Our Marautanga will be complete and will be taught and lived in our kura.
We will have the majority of our back of our curriculum finished
We would have met with the hapu and key stakeholders and shared our marautanga.
Term 1
By the end of the year
By the end of Term 2 Leadership Release Corinne Learning Leaders Learning Leaders BoT (Marnie, Shannen) Ngatai
3.4) Value Kapa Haka as a vehicle for the
revitalisation and retention of te reo, tikanga, ritual processes and histories
Have a Junior and Senior Kapa Haka at our kura.
Perform to our akonga and to our whanau throughout the year
Perform at local Kapa Haka festivals
Perform at Tatarakihi and Puanga
Perform to our whanau at least twice in the year
Throughout the
year $12,000 Kapa Haka
Strategic Aim 4 - Strengthen Whanau Partnerships
Build educationally powerful connections and learning relationships to improve outcomes for all
Value and utilise the knowledge, skills and experience of parents, whānau and the local community
2020
2021
2022
(4.1) Build educationally powerful connections and learning relationships to improve outcomes for all
(4.2) Value and utilise the knowledge, skills and
experience of parents, whānau and the local community
(4.3) Develop effective systems for monitoring and evaluation of attendance
(4.4) Design a welcoming environment for our school
(4.1) Build educationally powerful connections and learning relationships to improve outcomes for all
(4.2) Value and utilise the knowledge, skills and
experience of parents, whānau and the local community
(4.3) Implement effective systems for monitoring and evaluation of attendance
(4.4) Create a welcoming environment for our school
(4.1) Build educationally powerful connections and learning relationships to improve outcomes for all
(4.2) Value and utilise the knowledge, skills and
experience of parents, whānau and the local community
(4.3) Embed effective systems for monitoring and evaluation of attendance
(4.4) Enjoy a welcoming environment for our school
Strategic Aim 4 - Strengthen Whanau Partnerships
Build educationally powerful connections and learning relationships to improve outcomes for all
Value and utilise the knowledge, skills and experience of parents, whānau and the local community
STRATEGIC INITIATIVES
ACTIONS
SUCCESS MEASURES
WHEN
BUDGET
DRIVERS
(RESPONSIBLE)
LEADER
(ACCOUNTABLE)
(4.1) Build educationally powerful connections and learning relationships to improve outcomes for all
Utilize Seesaw and LINC-ED (HERO) to create a powerful learning loop between students, teachers, and families. We use these digital platforms to engage and
communicate with akonga and whanau about their learning.
Teaching as Inquiry - teachers will communicate face to face with the whanau of all akonga twice a year.
Teachers will also meet with all target students and their whanau two extra times to discuss their learning.
24/7 Youthworker roles:
● Supporting students
● Building relationships
● Cultivating school spirit
● Leadership development
● Integrating young people with out of school
activities
Create and host whanau events (Bike Skills, Tryathlon,
Parents and whānau receive information and participate in learning opportunities that enable them to constructively support their children’s learning.
Learning Partnership Hui
Whanau games afternoons, SOMAD Community Concert, Sports Events, Shared Kai etc)
Trust Variety of
staff (4.2) Value and utilise the
knowledge, skills and experience of parents, whānau and the local community
●Design Tech - there will be a variety of skills,
knowledge and experience used in Design tech this year from whanau, high school and outside experts. This will range from music, dance, visual art,
photography and many more experts.
●Teachers will ask for whanau to assist in their
classrooms and utilise their skills and knowledge to help with the learning activities for the akonga.
●Parents and whanau will be asked to assist on EOTC
learning trips in our local community and for EOTC camps.
●We will develop a pump track for our akonga.
●We will have at least one Working Bee that is
coordinated by the school and our Home and School to work on priority projects
Parents, whānau and the community feel
welcomed and involved in school activities as respected and valued partners in learning.
Throughout
the year Claire Class
teachers Ngatai
Ngatai
(4.3) School and community
work together to support students to make effective transitions at critical points on their educational journey.
Get to know the student - Take time to understand your student’s strengths, needs and what's important to them; it will determine the effectiveness of your teaching and learning. Combine this knowledge with information on the student’s prior learning and experiences to inform your planning.
Partner with the family/whānau - Families/whānau are an integral part of transitions. Involve them in the process and call on their knowledge to better understand your student’s strengths and needs.
Plan for successful transitions to school -It takes a team to manage effective transitions. Involve the student’s whānau in the team from the beginning and enable the
New students and parents and their whānau feel welcomed and respected and valued partners in learning.
student to take an active role in the process.
Prepare for a new student with additional needs in the classroom - Take a reflective look at your classroom, including your teaching methods, assessment processes, materials and the ways you construct learning tasks. Consider how it works for your students with additional needs.
(4.4) Design a welcoming
environment for our school Redevelop our School Entrance to represent our hapu and our cultural narrative
Redevelop the Heart of our School to become a place of belonging for students and whanau
The designs will be completed and work would have started
The designs will be completed and work would have started
