SCHOOL CHARTER Strategic and Annual Plan for Stanhope Road School 2021-2023
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SCHOOL CHARTER
Strategic and Annual Plan for
Stanhope Road School 2021-2023
PRINCIPAL’S ENDORSEMENT BOARD OF TRUSTEES’ ENDORSEMENT
To ensure our teachers deliver an excellent education To ensure that Stanhope Road School is a great place
to the students, we provide the best conditions and to work, that is well governed and resourced and to
resources we can within the limits of our budget. The produce a fun, friendly and safe environment where
task of the teachers is to ensure the shared values and diversity is celebrated and it is highly conducive to
beliefs of the school’s community, and the National challenge and learning.
Education Guidelines, are realised.
Our ākonga will leave Stanhope as confident, curious,
The future holds an exciting challenge for our students creative students who are caring and well connected to
and the learning environment we establish will play a their community.
vital role equipping them with the personal values and
skills to ensure they will be life-long learners.
We think it is important to define what we are trying to
achieve and to demonstrate we have been successful in
our endeavours. The strategic plan shows how we are
putting our guiding beliefs into place and improving our
learning environment. SUBMISSION DATE TO
MINISTRY OF EDUCATION:
STRATEGIC PLAN
2021-2023
OUR GOALS
OUR VISION WELLBEING / CURRICULUM CULTURAL
HAUORA RESPONSIVENESS
To be empowered
“Friends, Learners, Guardians” Building resilience Future-focused Strong connections
in all we say and do. and wellbeing at teaching and learning with key stakeholders and
Stanhope Road School celebration of cultural diversity
Everyone will thrive and
succeed in an ever-changing,
fast-moving world. OUR INITIATIVES
Enhanced student focus: Strengthen teaching pedagogy Actively develop an inclusive
healthy minds, healthy bodies, to ensure high quality teaching culture that values and
healthy relationships and learning programmes celebrates our cultural diversity
school-wide
OUR VALUES
Embedding school values that Accelerate the progress Strengthen connections
> Respect > Honesty are explicit and visible and achievement of with Māori/Pasifika families
in school life all students to increase outcomes
> Resilience > Integrity
Promote a sense of belonging, Provide an authentic, Ensure the school environment
connectiveness, relationships innovative, localised reflects and represents our wide
for the whole community curriculum that sets students multiculturalism
up for the future
ROAD MAPPING 2021-2023
YEAR 1 (2021) YEAR 2 (2022) YEAR 3 (2023)
GOALS
T1 T2 T3 T4 T1 T2 T3 T4 T1 T2 T3 T4
WELLBEING / HAUORA
Enhanced all round student wellbeing
(Mitey Programme)
INITIATIVES Engaging whole community in school values (unpack)
Belonging, connectiveness, relationship, community
CURRICULUM
Grow teaching pedagogy
INITIATIVES Accelerate student achievement levels for ALL
Develop/implement a rich innovative curriculum
CULTURAL RESPONSIVENESS
Embrace and celebrate diversity, inclusion and rich heritage
INITIATIVES Active connections with families to improve outcomes for students
Engage and enhance culturally responsive PDSTRATEGIC GOAL: WELLBEING/HAUORA
Building resilience and wellbeing at Stanhope Road School
INITIATIVE ACTION RESPONSIBILITIES RESOURCES MEASUREMENTS
Enhanced student focus: • Continue with Mindfulness • TH • Aktive Sport (4 x staff • All staff will be actively teaching
healthy minds, healthy bodies, programme throughout the • RL meetings) mindfulness
school • J K Foundation • All students will be able to talk
healthy relationships • SLT
• Introduce and roll out Mitey • Mindfulness Programme about different strategies in the
programme to staff and in PBS programme
classrooms • All classrooms will regularly
• Continue with KiwiSport partake in KiwiSport
• WSC to continue working with programmes
Kahui Ako Hauora Stream for • WSC will present to staff as new
new initiatives initiatives arise
Embedding school values • Common understanding of • SLT • TOD • All staff to have a common
that are explicit and visible in values among staff • Staff Meetings understanding of our values.
• Values introduced into planning Check ins
school life • Team Meetings
• Values explicitly taught • All students will be able to talk
throughout the school about each school value. Check
ins
• Values visible throughout the
school – environment and • Values explicitly noted in
classrooms planning as agreed prior
• Staff meetings to revisit each • Classrooms to have a values
value as per the plan before display for all to view
teaching • Values awards each term
Building a sense of belonging, • Plan for social gatherings • TH • Tapasa • Staff are aware of what events
connectiveness, relationships throughout the year (informal • SLT • Ka Hikitia are happening and when to
meet the teacher, HSC and end enable them to prepare well
for the whole community of year celebrations) • Staff Meetings ahead
• Create a calendar available • Team Meetings • Website will have a year long
for community to see with calendar for community to view
upcoming events • Presence of our learning
• Plan for Māori/Pasifka Hui to community will be more
have all whānau come together apparent
to share • Whānau having more input into
• Plan and communicate the our teaching and learning
Language Week celebrations • Celebration weeks become a
community eventSTRATEGIC GOAL: CURRICULUM
Future-focussed teaching and learning
INITIATIVE ACTION RESPONSIBILITIES RESOURCES MEASUREMENTS
Strengthen teaching pedagogy • Vision and PLD focus shared • SLT • Curriculum overview • PLD plan implemented/shared
to ensure high quality teaching with staff • Key Competencies • DMI termly for PLD to hear
and learning programmes • $ for PD teacher voice and meeting needs
school-wide • School-wide review and next
• PLD is differentiated and • SLT
steps identified
delivered for all staff to ensure • Teachers
personal needs met
Accelerate the progress and • Class programmes across the • TL • Ka Hikitia document • Increase achievement levels
achievement of all students school reflect the school focus of • Teachers • Tapasa MOE school-wide by 10% from 2020
differentiation and accelerated • Teachers regularly incorporating
learning for our students • Māori/Pacific learners action
plan learning progressions planning/
programming
• Learning progressions
• Develop shared understanding • DPs
of curriculum levels and • TLs
implement progressions in
Reading, Writing, Maths
Provide a rich, innovative • Develop localised curriculum • SLT • PD Facilitator • Planning template/resources
localised curriculum that sets alongside facilitator (2021 PD • Facilitator • Inquiry reviewed each term, next
focus) steps identified
students up for the future • Teacher
• Student/staff feedback
• Continue to further implement • Facilitator • PD Facilitator
• Embedded in weekly planning
and embed Digital Technologies • TLs
into classroom practice • Assessed via Seesaw
• TeacherSTRATEGIC GOAL: CULTURAL RESPONSIVENESS
Strong connections with key stakeholders and celebration of cultural diversity
INITIATIVE ACTION RESPONSIBILITIES RESOURCES MEASUREMENTS
Actively develop an inclusive • Grow our understanding of • SLT • Teacher Only Day • Te Tiriti is visible and
culture that values and Te Tiriti o Waitangi – Tangata • Cultural Responsiveness Team • Ka Hikitia understood in each classroom
Whenua and Tangata • SRS Pepeha is visible and used
celebrates our cultural diversity • SLT/Teachers • Treaty of Waitangi principle NZ
• Raise the profile of Te Titiri for Curriculum in each class
teachers/learners • Māori Curriculum Leaders
• Action Plan for Pacific • Evident in weekly planning, term
• Embed cultural responsiveness • Pacific staff/curriculum leaders overview, integrated Inquiry
Education
into the fabric of professional planning
teaching practices of SRS • Tapasā
• Staff meetings and Teacher Only
teachers • Māori Education Action Plan Days
• Explicitly use Te Reo Māori and • Te Reo Māori and diverse
the languages of our community languages of our community are
to greet and farewell each other displayed in classrooms
• Design and maintain an annual • Cultural celebrations overview
SRS cultural celebration
• Māori Hui
• Pasifika Fono
• Communication with
community: Facebook, the SRS
app and the school newsletter
Strengthen connections with • Regular and reflective • Māori Curriculum Leaders • Māori Education Action Plan • Māori Hui and Pasifika Fono
Maori/Pasifika families to consultation with whānau • Nora Douglas (ELLs teacher) • Pasifika Education Action Plan consultation in Terms 1 and 3
increase outcomes • A knowledge of families and • Pacific staff/curriculum leaders • Māori Hui/Pasifika Fono • Acceleration of achievement
reflective teaching practice levels for Māori/Pasifika
• Tataiako: Cultural students +10%
Competencies
• Kanohi ki te kanohi/face to face
• Curriculum afternoons interactions and opportunities
• Informal/formal meetings • Beginning of year meeting
February, April, July
Ensure the school environment • Signage schoolwide that reflects • Cultural Responsiveness Team • Purchasing of flags • Values translated into diverse
reflects and represents our Te Reo Māori and the linguistic • SLT • Appropriate signage languages and displayed
diversity of SRS schoolwide and in classrooms
wide multiculturalism • The Stanhope Road School
community • Students are able to greet and
farewell each other
• Values are translated and used
as a resource throughout the
school
• Multilingual values are used in
signage2021 IMPROVEMENT PLAN: LEARNING
Strategic Goals – To accelerate the progress of all students who are performing below expectation.
BASELINE DATA
ANNUAL GOAL
AREA SCHOOL-WIDE 2020 TARGET 2021
To accelerate the progress of all students who are performing
below expectations in reading, writing and mathematics. Reading 85% of all students working at expected 90% of all students working at expected
curriculum level curriculum level
Writing 81% of all students working at expected 90% of all students working at expected
ANNUAL TARGETS curriculum level curriculum level
See specific baseline data and targets below. Mathematics 85% of all students working at expected 90% of all students working at expected
curriculum level curriculum level
KEY IMPROVEMENT STRATEGIES
WHEN WHAT WHO INDICATORS OF PROGRESS
February 2021 Review last years’ assessment data with staff and identify the needs of the new students • Principal/Associated Principals Support set up and target groups being
who have enrolled to determine the particular learning needs of our priority learners. • Team leaders catered for
• Whole staff
Ongoing Teams to discuss progress of target students within meetings. Teachers and support staff • Associate Principal • Samples of work and tracking
will provide assessment data and share observations, to discuss at team meetings. Teams (Curriculum/Assessment) sheets indicating progress
to celebrate successes or make suggestions as to where to next for those not moving • Team leaders and teams • Sharing of assessment results.
Ongoing Associate Principal and Team Leaders meet to discuss student progress and related • Associate Principal Support set up and target groups being
topics. • Team Leaders catered for
Each term Review existing programme and provide tailored responsive support to meet the learning • Principal Support to target students has lifted
(or more often needs of target students. • Senior Leadership teams achievement.
as required)
Ongoing Work with parents and families around ways of supporting students’ learning. • APs Improved parental support and home/
• Teachers school partnership.
• Support staff
Monitoring: • Moderate assessment procedures to ensure school-wide consistency. Resourcing: • Learning Support Teachers
• Monitor and evaluate the effectiveness of teaching practice and access to PLD tailored to • Teacher Aides
their needs. • Professional Development
• Ongoing analysis of assessment data to inform progress and planning. • Learning Support Co-Ordinator
• Adapt and refine assessment tools to suit the needs of the learners.2021 SCHOOL STRATEGIC LEARNING GOAL
To accelerate progress of all Pasifika students in all Reading, Writing, Mathematics.
AREA BASELINE DATA TARGET
Reading 63% of students working at expected curriculum level 80% of students working at expected curriculum level
Writing 64% of students working at expected curriculum level 80% of students working at expected curriculum level
Mathematics 60% of students working at expected curriculum level 80% of students working at expected curriculum level
KEY IMPROVEMENT STRATEGIES
WHEN WHAT WHO INDICATORS OF PROGRESS
February 2021 Review last years’ assessment data with staff and identify the needs of the new students • Principal/Associate Principals Support set up and target groups being
who have enrolled to determine the particular learning needs of our priority learners. • Team leaders catered for
• Whole staff
Ongoing Teams to discuss progress of target students within meetings. Teachers and support staff • Associate Principal • Samples of work and tracking
will provide assessment data and share observations, to discuss at team meetings. Teams (Curriculum/Assessment) sheets indicating progress
to celebrate successes or make suggestions as to where to next for those not moving • Team leaders and teams • Sharing of assessment results.
Ongoing Associate Principal and Team Leaders meet to discuss student progress and related • Associate Principal Support set up and target groups being
topics. • Team Leaders catered for
Each term Review existing programme and provide tailored responsive support to meet the learning • Principal Support to target students has lifted
(or more often needs of target students. • Senior Leadership teams achievement.
as required)
Ongoing Work with parents and families around ways of supporting students’ learning. • APs Improved parental support and home/
• Teachers school partnership.
• Support staff
Monitoring: Moderation within the team and with Associate Principals, SENCO, Learning Support Resourcing: • Engage outside agencies for additional
Coordinator. support for students in need
• Teacher Aide and Resource Teacher allocated
• Specific resources as needed2021 SCHOOL STRATEGIC LEARNING GOAL
To accelerate progress of all Māori students in all Reading, Writing, Mathematics.
AREA BASELINE DATA TARGET
Reading 84% of students working at expected curriculum level 90% of students working at expected curriculum level
Writing 85% of students working at expected curriculum level 90% of students working at expected curriculum level
Mathematics 81% of students working at expected curriculum level 90% of students working at expected curriculum level
KEY IMPROVEMENT STRATEGIES
WHEN WHAT WHO INDICATORS OF PROGRESS
February 2021 Review last years’ assessment data with staff and identify the needs of the new students • Principal/Associate Principals Support set up and target groups being
who have enrolled to determine the particular learning needs of our priority learners. • Team leaders catered for
• Whole staff
Ongoing Teams to discuss progress of target students within meetings. Teachers and support staff • Associate Principal • Samples of work and tracking
will provide assessment data and share observations, to discuss at team meetings. Teams (Curriculum/Assessment) sheets indicating progress
to celebrate successes or make suggestions as to where to next for those not moving • Team leaders and teams • Sharing of assessment results.
Ongoing Associate Principal and Team Leaders meet to discuss student progress and related • Associate Principal Support set up and target groups being
topics. • Team Leaders catered for
Each term Review existing programme and provide tailored responsive support to meet the learning • Principal Support to target students has lifted
(or more often needs of target students. • Senior Leadership teams achievement.
as required)
Ongoing Work with parents and families around ways of supporting students’ learning. • APs Improved parental support and home/
• Teachers school partnership.
• Support staff
Monitoring: Moderation within the team and with Associate Principals, SENCO, Learning Support Resourcing: • Engage outside agencies for additional
Coordinator. support for students in need
• Teacher Aide and Resource Teacher allocated
• Specific resources as needed2021 SCHOOL STRATEGIC LEARNING GOAL
To accelerate progress of all Asian students in all Reading, Writing, Mathematics.
AREA BASELINE DATA TARGET
Reading 66% of students working at expected curriculum level 80% of students working at expected curriculum level
Writing 65% of students working at expected curriculum level 80% of students working at expected curriculum level
Mathematics 72% of students working at expected curriculum level 85% of students working at expected curriculum level
KEY IMPROVEMENT STRATEGIES
WHEN WHAT WHO INDICATORS OF PROGRESS
February 2021 Review last years’ assessment data with staff and identify the needs of the new students • Principal/Associate Principals Support set up and target groups being
who have enrolled to determine the particular learning needs of our priority learners. • Team leaders catered for
• Whole staff
Ongoing Teams to discuss progress of target students within meetings. Teachers and support staff • Associate Principal • Samples of work and tracking
will provide assessment data and share observations, to discuss at team meetings. Teams (Curriculum/Assessment) sheets indicating progress
to celebrate successes or make suggestions as to where to next for those not moving • Team leaders and teams • Sharing of assessment results.
Ongoing Associate Principal and Team Leaders meet to discuss student progress and related • Associate Principal Support set up and target groups being
topics. • Team Leaders catered for
Each term Review existing programme and provide tailored responsive support to meet the learning • Principal Support to target students has lifted
(or more often needs of target students. • Senior Leadership teams achievement.
as required)
Ongoing Work with parents and families around ways of supporting students’ learning. • APs Improved parental support and home/
• Teachers school partnership.
• Support staff
Monitoring: Moderation within the team and with Associate Principals, SENCO, Learning Support Resourcing: • Engage outside agencies for additional
Coordinator. support for students in need
• Teacher Aide and Resource Teacher allocated
• Specific resources as neededSTANHOPE ROAD SCHOOL 2021-2023
Strategic Intentions
VISION VALUES
To be empowered “Friends, Learners, Guardians” in all we say and do. Respect, Honesty, Resilience, Integrity
Everyone will thrive and succeed in an ever-changing, fast-moving world.
PRINCIPLES
High Expectations Treaty of Waitangi Cultural Diversity Community Engagement
• Learning tasks targeted to children’s • All teaching reflects the concepts of • Stanhope Road School and its community • We believe that the education of children
learning needs through group teaching. Partnership, Protection and Participation celebrate cultural diversity. involves teachers, parents, helpers, the
• All children working to their potential in the Treaty of Waitangi. • Class programmes reflect the histories local community.
with challenge. • There is a school wide commitment to the and traditions of its people as their • Experts are called in to take part in the
• Children are involved in their next biculturalism. cultures are valued. school programme and this may be local
learning step by being informed of • Children all have opportunities to speak • The school values express celebration parents or community members.
learning outcomes and given specific te reo and value the land the language of cultural diversity and this is actively • Local facilities are used.
feedback for their next learning step. and the importance of tikanga. taught. • Education Outside of the Classroom
• Classroom programmes are balanced, • Children have opportunities to have real • Language weeks are regularly celebrated is considered an important aspect of
varied and high interest which provides Māori experiences through authentic and led by students. children’s learning.
opportunities for intrinsic satisfaction contexts. • There is an expectation that everyone • Parents are welcomed to school
and reward. • Employment of Te Reo teacher school- will participate fully to their potential and assemblies, trips, inquiry sharing
• Children set personal goals and have wide. Three Kapa Haka groups school- the school ensures that this is possible, outcome afternoons.
opportunities for self-assessment. wide. physically, emotionally, socially and • Children welcome visitors, thank visitors
• Children have opportunities to direct • Achievement of Māori is closely intellectually. and talk about what they have learnt from
their learning through inquiry learning monitored and achievement levels • Programmes provide a variety of learning people outside of the school.
topics each year. reported to the Board of Trustees in all situations and teaching styles to suit • Content for programmes begins with
• Children take responsibilities in curriculum reports. different children. children’s prior knowledge that they bring
classrooms by taking on roles within • Programmes are flexible to meet learner’s to school and learn outside of school.
their rooms and during assemblies and needs. • There is an acceptance and welcoming
team sharing. • Programmes create opportunities for of the things that people outside of the
• High expectations of learning and children to learn in supportive ways and school have to offer and actively find out
behaviour are celebrated on a weekly ways for them to support others. through positive communication with
basis at school assemblies and daily • The school values are actively taught community people about what they could
in classrooms where successes are across the school, are in children’s own share with children at school.
celebrated. language, acknowledged in assemblies • We celebrate diversity within our
and displayed around the school. community and acknowledge the
• There are clear expectations of learning importance of learning through our wide
and behaviour and clearly defined community who are proud of our school.
consequences are understood across the • Parents feel comfortable and welcome
school. at our school and we have an open
• There is a high standard of teacher -door policy for talking to teachers both
modelling of desired behaviours. formally and informally.STANHOPE ROAD SCHOOL 2021-2023
Strategic Intentions (cont’d)
MĀORI DIMENSIONS AND CULTURAL DIVERSITY SCHOOL ORGANISATIONS AND STRUCTURES
We have 57 children (11% of our roll) in the school whose parents/ Health and Safety Personnel Finance Property
caregivers have indicated that they have Māori heritage and are
on the School’s Māori register. Teachers are aware of the children • Provide a safe physical • Strengthen the • The school will allocate • Maintain and
in their class who have been identified as Māori. and emotional outcomes of funds to reflect the develop the school’s
environment for professional learning school’s priorities for buildings, facilities
• Teachers are encouraged to integrate, where possible, a Māori students, promote and development by the year. and environment so
aspect to all areas of their programmes. healthy food and continuing to embed that they enhance the
• School expenditure
• We have a Kapa Haka group which is led by a Māori parent and nutrition for students the teaching as inquiry will be monitored and educational purpose of
children with Māori heritage are encouraged to join. Children and comply in full model and by building controlled to ensure the school and are safe,
from other ethnicities are also welcomed. with any legislation increased levels of that annual accounts healthy and attractive
• All children receive Te Reo lessons throughout the year. to ensure the safety reflective practice. are prepared and for children, staff and
of students and • Staff will be effectively audited. the community.
• The Kapa Haka group have had a number of opportunities to
employees. used to recognise the • We will comply
perform outside and inside school especially as part of our
Enviro and Matariki celebrations. needs of the students. with the conditions
• The staff appraisal of current asset
• Powhiri and karanga/mihi for manuhiri are now established management
protocols to welcome special visitors/guests to our school. system has been
updated to make it agreements and
relevant to the needs have implemented
ESOL is a significant issue for our teachers to manage in the
of the teachers and fits a maintenance
classroom, see the cultural breakdown in the following graph:
in with changes to the programme to ensure
Teachers Council. that the schools
Other, 21% NZ European, 22% buildings and facilities
• Better use will be made provide a safe, healthy
of the way eTap is used environment for the
in assessment and students.
Samoan, 4% reporting to parents.
• Learning support
Tongan, 10% teachers and teacher
Indian, 19% aides will be assigned
to priority learners with
NZ Māori, 11% the greatest needs.
Filipino, 13%
REVIEW OF CHARTER AND CONSULTATION STUDENT ENGAGEMENT SPECIAL CHARACTER /
Our community completed a survey in Term 4 2020 and we Attendance MĀORI MEDIUM STATUS
received clear feedback and feedforward. These results were
shared with SLT and recommendations were taken on board. The Improve rates of attendance, particularly of students whose lateness and Not applicable
charter was then shared with all teaching staff in January 2021 absences are cause for concern in terms of progress, achievement and
at Teacher Only Days and adjustments were made. Finally, the wellbeing.
charter was submitted at the February Board of Trustees meeting • Attendance in 2020: 89.88%
for review and then signed off for the 2021 year. • Lateness in 2020: 4.45%STANHOPE ROAD SCHOOL 2021-2023
Strategic Goals to sit alongside Core Key Goals of Wellbeing/Hauora, Curriculum,
Cultural Responsiveness
STRATEGIC GOALS CORE STRATEGIES FOR ACHIEVING GOALS 2021-2023
Students’ Learning To accelerate the progress of all See 2021 Improvement Plan
students who are performing below
expectations.
Students leading own learning and Deliver a future focused curriculum that enables students to be innovative users and creators of
following passions. digital solutions.
• Enrich learning by creating purposeful connections locally, nationally and internationally.
• Develop student agency so students are aware of their learning needs and are able to access the
resources needed to succeed.
Student Engagement Purposeful transitions support Strengthen transitions and connections between schools and Kāhui Ako.
success for everyone—students, • Continue to foster relationships with local ECE’s.
staff, whanau
• Celebrate and enhance our unique cultural diversity.
• Active and on-going collaboration with teaching staff to improve outcomes.
Students who are optimistic, Grow a shared understanding of well-being for our SRS community.
resilient learners who care for • Implement well-being programmes in classrooms, eg mindfulness, resilience.
themselves and others
To ensure our students are Attendance issues are slowly decreasing at SRS. Both are monitored closely on our SMS system
regularly attending school. and are acted upon by the Deputy Principal and the Office Manager. We work closely with ACES and
they visit families regularly of students/families with poor attendance.
To provide many different Student Voice – what it looks like at Stanhope Road School
opportunities for student voice to • Each year group takes turns to lead the assemblies for the senior and junior assemblies on
be experienced, to grow, to be heard, Fridays.
to be visible
• Co-operative learning in all classrooms – every child involved and participating in the learning.
• Y4-Y6 students in participate in Torinui Trust for whole year.
• Enviro Group – representatives from all classrooms.
• Mathex, Literacy, EPro8 – Students from senior school participate in these events.
• Sports events – participation by teams of children in all the Tamaki sports and Eastern Zones
Schools events.
• Kapa Haka Performances- annually at Marae, Powhiri for visitors, visiting ECE’s, Rest Homes.
See Saw
• Children able to share their learning with their families and friends.STANHOPE ROAD SCHOOL 2021-2023
Strategic Goals to sit alongside Core Key Goals of Wellbeing/Hauora, Curriculum,
Cultural Responsiveness (cont’d)
STRATEGIC GOALS CORE STRATEGIES FOR ACHIEVING GOALS 2021-2023
School Organisation and To provide a safe and healthy • In order to provide a safe physical and emotional environment for students we carry out a health
Structures learning/teaching/working spaces and safety audit each term. The school will receive a health and safety report each term and
for students and all staff carry out any required maintenance.
• As part of our promotion of healthy food and nutrition for all, we are a water only school.
• In order to comply in full with any legislation currently in force or that may be developed to
ensure a safe physical and emotional environment for students and employees a review of health
and safety policies will be carried out by the Board Health and Safety committee annually.
Personnel To ensure all teaching (plus • Staff will be effectively used to recognise the needs of the students.
non-teaching staff) staff have • The staff appraisal system has been updated with the implementation of a new system for 2021,
the opportunity to be able to be modelled along the lines of our 2020 system.
appraised effectively
• As a result of this new system, all teachers will have created their own online portfolio
which documents the evidence they gather through their teaching year, that allows them to
demonstrate they meet the PS’s and RTC’s.
• Better use will be made of the way eTap is used in assessment and reporting to parents
• Learning support teachers and teacher aides will be assigned to priority learners with the
greatest needs. All non-teaching staff are annually appraised.
Property To continue to operate the school in • The school will allocate 5YA funds to reflect the school’s priorities for the year.
a fiscally strategic, responsible and • School expenditure will be monitored and controlled to ensure that annual accounts are
viable way which meets all MOE prepared and audited.
guidelines for audit purposes.
Allocate funds to ensure curriculum
goals are able to be met.
Allocate funds to ensure property
goals in the 2018-23 5YA and 10PP
plans are met.
Finance To have effective financial • School expenditure will be monitored and controlled to ensure that annual accounts are
systems in place to ensure the prepared and audited.
curriculum can be delivered and all
expenditure properly accounted for.You can also read
