ANNUAL PLAN BIRKDALE PRIMARY SCHOOL 2019 TO 2021 - SCHOOL CHARTER, STRATEGIC and - Submission date to Ministry of Education
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SCHOOL CHARTER, STRATEGIC and
ANNUAL PLAN
BIRKDALE PRIMARY SCHOOL
2019 TO 2021
Principals’ endorsement:
Board of Trustees’ endorsement:
Submission date to Ministry of Education:
Birkdale Primary School Charter 2019 -2021 1
Our Vision
To empower positive, creative kaitiaki (guardians) of the future.
Our Mission
To inspire a community of caring, curious thinkers who aim the highest.
kaitiakitanga resilience, curiosity, self-directed
Our Values manaakitanga respect, caring, honesty
whanaungatanga community, relationships, friendship
Birkdale Primary School Charter 2019 -2021 2Birkdale Primary School Strategic Plan 2019-2021
Mission: Inspiring a community of caring, curious thinkers who aim the highest through a Culture of Responsiveness
Our Strategic Goals Strategic Outcomes Core Strategies for Achieving Goals 2019- 2021
VALUES Why … is this important? How …do we do it? What … do we need to do?
1. Learning Increasing student achievement through: • Pertinent, relevant opportunities for teacher development to
• High quality effective teaching practice creates 21
st improve pedagogy and knowledge and skills.
Learning is extended century learners • Powerful learning opportunities Facilitated Learning
Manaakitanga - respect,
‘from their reach to (dialogic culture) enabling voice and agency triggering high
beyond’ increasing levels of curiosity, divergent thinking, creativity, risk taking.
caring, honesty
success and raising • Evaluative capability lifts individual and collective • Responsive learning through deliberate, consistent and
student achievement for capacity i.e. I THINK I KNOW I WONDER effective assessment practices, self review and Teaching as
all Inquiry, Collaborative Teacher efficacy
• Integration of Digital technology to improve learning
• Integrated Birkdale Primary School Curriculum • Equity and excellence supporting all students to stand
• Celebration of cultural diversity increases success strong in their worlds.
• MaSaM- Māori Achieving Success as Māori
2. Environment • Personal growth and development continues to be • Innerfit that is integral to everything across the curriculum
building strength of character within each individual
Kaitiakitanga -
curiosity, self-
enabling and empowering nurtured
resilience,
• Green gold enviro award achieved through the principles of
directed
students within a safe and • Emotional wellbeing is nurtured and developed enviro (sustainability)
caring our environment • Physical environmentally sustainable community • Create a safe and nurturing environment where
continues to reach our local and wider environment increasingly realistic achievement expectations build mana,
• Inclusive environment enables access to every aspect rights and dignity. (Knowing the child)
of the curriculum.
3. Partnerships • Strong communication, active engagement • Use of digital and other forms of communication with
community, relationships,
consolidating our learning community. increasing effectiveness for interactive learning and
Whanaungatanga -
Enriching partnerships between
home, school and local • Learning partnerships Parents as Partners voice and feedback.
agency • Increased opportunities for involvement in literacy and
friendship
community raising student
achievement • Attendance, Induction, Transition processes effect numeracy workshops supporting learning of their
positive social, emotional, physical and academic tamariki.
outcomes • Relationships with ECE, external agencies provide
opportunity for improved pathways.
• Induction process for students, parents and staff effects a
positive and ‘knowing’ culture.
Leadership • PLD opportunities support and grow an effective and • Research, review and develop best leadership practices
build the collective strength by collaborative lead team including leaders across school. • Succession plan leadership through a range of
growing knowledge and skills opportunities
• Leadership continue to build capacity to effective
continually improve teaching • Development of strong evaluative practices at leadership
evaluation practices raising student achievement
and learning. level filters to teacher and student levels.
• The BoT uses best governance practices to ensure • The board commits to upskilling in governance practices
student progress and well being of staff and children
Birkdale Primary School Charter 2019 -2021 32019 Annual Plan
Key Improvement Strategies (SEE BELOW FOR BASELINE DATA
Strategic Goal 1:1 Learning … is extended from their reach to beyond increasing success for all
Improvement Strategies 2019 Actions Budget Timeframe Personnel Responsibility
Maths PLD is sought building upon the 2017/2018 PLD continuing to focus on: 12 release days Teachers with support from
for observations, syndicate leaders, PL
o improving pedagogy, content knowledge and teaching of mathematics Ongoing 2019
modelling and facilitators of Maths and
o Strand maths content knowledge and pedagogy feedback $3600 Innerfit, and principal
o development of maths OTJs
Term 1 to
• Development of a Maths Curriculum Team (MCT) –utilising staff strengths $0 establish. Laurie O
$4000 (2019) MCT
High quality effective • Maths resourcing audit Term 1
teaching practice Innerfit PLD continues to strengthen teacher knowledge and understanding teaching 6 release days for
st
creates 21 century character building: observations, Teachers with support from
Throughout 2
learners raising modelling and syndicate leaders, PL
o modelled and co-taught with new teachers feedback $1800
terms
facilitators of Maths and
student achievement
o observations with feedback from facilitator and peers. +pld $4150
o Transference of skills across all teaching and learning
Facilitated Learning (dialogic culture) i.e. teacher practice moving from instructional to
guided (triggering high levels of curiosity, divergent thinking, creativity; risk taking; voice
and agency).
o Deliberate opportunities for teacher collaboration to build depth of pedagogy i.e. $0 Teacher strengths utilised
teachers actively engage Talk Moves when interacting with each other; then
transferring those skills to practice:
o teachers as learners alongside their each other and their children.
o questioning supports thinking (much more than simple recall)
o encouraging elaboration of ideas or more detail (thinking in different ways)
o challenging each others thinking
o giving reasons, justifying; negotiating their position and changing their mind
o answers are justified, followed up and built upon rather than merely received
o feedback which informs and leads thinking forward as well as encourages
o contributions which are extended rather than fragmented
o classroom organisation, climate and relationships which make all this possible.
$0 Ongoing Senior Leaders, colleagues
• Regular reflections shared with facilitator and team leader (Teaching as Inquiry)
with PLD facilitator/s,
i.e. own ability to take risks, to be wrong, to fail, to change direction, to start teams
again.
• collaboration with peers seeking feedback
Birkdale Primary School Charter 2019 -2021 4Fostering Collaborative Teacher Efficacy (CTE):
Senior Leaders with
• Strengthen understanding of CTE identifying our current position with our teachers, syndicates and
practice $0 leadership team
• Provide time for regular and deliberate discussions, sharing, planning and
activating suggestions, which may determine focus areas and how together we
Ongoing
can support each other.
• Opportunities to respond to challenges
• Reviewing ETC’s influence on teacher practice using progress and
achievement data as evidence.
PLD –use of data with a focus on impact and effectiveness of teaching:
2 release days Laurie with leaders then
• Close monitoring of disparity, progress and acceleration (longitudinally and short Terms 1-3
each per term for leaders with syndicate
term) using a wider range of evidence leaders to work teachers
o Review current monitoring and tracking system for early identification. with teachers
o Increased learning opportunities for all teachers to maximise their use of the $5400
data to identify gaps and needs
Evaluative capability
lifts individual and o a range of evidence to form an OTJ including use of effect size, scatter ongoing
collective capacity graphs etc
I THINK o developing greater use of Probe/running records, asTTle and PAT evidence
I KNOW for learner progressions
I WONDER o using the available data to inform and justify planning and teaching
o Ensure we get the most out of our SMS
o Ongoing reviews re approach to assessment to maintain consistancy and
clarity
Evaluation teams: ETeam Maths (Laurie)
ET Reading (Peter)
• formed for Reading, Writing and Maths to support the collection and collation of Feb 2019
ET Writing (Carly)
data. Adrienne supports across
• Criteria finalised across the teams to form roles and position of the teams
Monitoring and evaluating Target Students (see Targets 2019) Senior leaders with
teachers
• at teacher level - teachers regularly checks formal and informal evidence, Ongoing
questioning and discussing to seek understanding of shifts. At least 3x per Evaluative teams
• at syndicate level – sharing PoPs children – being open to learning, receptive, term
challenging. Evidence always available
• at leadership level - when the data has enabled SMS reports to be produced or leaders then
At least 2x per
when syndicate leaders bring discussion to the SL team. Evidence always term each leader with syndicate
available additional but can be sought. teachers
Analysis of data to inform progress and achievement narratives ET Team Maths (Laurie)
Classes shared ET Reading (Peter)
Birkdale Primary School Charter 2019 -2021 5during blocks 1x per term ET Writing (Carly)
• Tuakana teina teams (TTT) are established to support narrative development by
when the ET is Adrienne supports across
the ETs.
working. Tuakana
• Evidence to be available to support the narrative i.e. examples of good practice
Teina days
or children’s work.
• Draft reports given to Adrienne to be finalised with SLs.
$0
• ET’s to deliver report to board.
Strong focus on:
Leaders, peer to peer,
• monitoring assessment for learning (formative assessment practice) i.e. goal $0
ongoing
setting, learning intentions, success criteria, next learning steps that are
collaboratively developed with students; displayed and measured
• monitoring use of modelling books, anecdotal notes, next steps, feedback etc
• use of learning progressions
Review:
• assessment systems and processes $0
• tsunami graphs including accuracy of achievement expectations against NZC
/TMOA levels, links to standardised testing tools and Term 1
• use and purpose of ASSEMBLY i.e. types of reports, domains,
ASSEMBLY: with Brett M (facilitator)
Release days for
• Development and trialing of Learner profiles. SL’s +costs for Leadership Team
• Systems for tracking longitudinally Brett M
• Systems for tracking to measure disparity $2000
• Tsunami Reports
Integration of Digital technology 35 additional
ipads/cases
2 additional ipad T1 2019
PLD provided to support teachers to deliberately plan and use digital technology across purchase
learning areas: minis $5750 Digital Innovation Team
Purchase /lease Laurie to lead
• Students use ipads to collaboratively create video clips of their learning 10 extra ipads PLD ongoing
• Teachers use apple tvs as a collaborative learning tool $3000 TBC
• Teachers collaborate to share digital tools to create, communicate and interact.
• Students presenting through digital tech $0 PLD
Formation of Digital Innovation Team (DIT): MoE funded
Laurie
• roles and position of the DIT to be finalised $0
T1
Integrated Birkdale • PLD to begin development of digital curriculum T 2/3
Primary School • Action Plan presented T3/4
Birkdale Primary School Charter 2019 -2021 6Curriculum
Digital Innovation Team
• supports at syndicate level $0 Ongoing Laurie to oversee
• meets regularly to share and plan feeding back at syndicate level. 2x per term
• Reports to the board May /Sept
• Devices including apple TVs, additional ipads /chrome books leased $34000 (TBC) Peter
Term 1 / T2
Contextualising the Curriculum: authentic, flexible, problem based, developing
curious, inquiring minds
Formation of Curriculum Innovation Team (CIT):
Peter to oversee
• roles and position of the CIT to be finalised $0
Ongoing
• supports at syndicate level 2x per term
• meets regularly to share and plan feeding back at syndicate level. August /Dec
• Reports to the board $4000 Terms 1/2 CDT
• Literacy resources audit
Review of: Health / PE curriculum
• Review team established March
• Plan established including working with Health Promoting Schools and Sue
Innerfit
April - May
• Key competencies are deliberate, evident, observable and self assessed within Adrienne,
all contexts Completed 1 SL
end T 2 Teachers with interest
• Integration of Treaty of Waitangi principles (PPP)
$0
• Consultation with: June
o Parents
o Students
o Community
$2400 (to be Synd T2
disbursed
• Progress meetings with teachers for feedback between SS,
• Draft plan presented to teachers Tech, Science
• Audit resources
Review of Maths
• Review team established June
• Plan established including working with Bina? August
• Key competencies are deliberate, evident, observable and self assessed within
all contexts $0 Laurie / Peter / Adrienne
• Integration of Treaty of Waitangi principles (PPP) Teachers from Maths
Curriculum Team
Consultation with: Early August
o Parents
Birkdale Primary School Charter 2019 -2021 7o Students Synd 2x T3/4
o Community November
• Progress meetings with teachers for feedback Completed
• Draft plan presented to teachers end T4
Māori Achieving Success as Māori: (MASAM)
Treaty of Waitangi:
$450 Hilary Fogat
• refresher PLD ToD Jan 2019
• Incorporate Treaty of Waitangi principles (PPP) into BPS contextualised $0 ongoing All teachers supported by
curriculum i.e. pepeha; Maori legends; history kaiako
Graduate Profile:
Te Puāwaitanga:
Whānau / Carly, Mere,
• Complete a review of Graduate Profile. Pati, Adrienne
Celebration of cultural • Develop a framework for measuring student success against the Graduate $0 Term 1
diversity increases Profile.
success • Review of Powhiri protocols English immersion whānau
/ interested Te
English Immersion: Puāwaitanga whānau
(Equity and excellence
supporting all students to • Develop with consultation, a draft of a Graduate profile $0 Term 2-3 Carly, Mere, Pati, Teachers
stand strong in their worlds). Adrienne
• Te Puāwaitanga students become tuakana for English immersion students and
teachers as they learn e.g. syndicate partnerships
• English immersion senior students (Years 5/6) trained as tuakana
o the school karakia recited daily.
o a repertoire of waiata
All teacher with support
• Māori English Immersion senior students have the opportunity to join Te $0 ongoing from kaiako
Puāwaitanga:
o during powhiri
o Te Puāwaitanga’s kapahaka ropu
• All students have opportunity to join school kapahaka ropu
Te reo:
DP with te reo tchr
• A te reo teacher (budget dependent) to deliver weekly lessons to English $10500 (TBC)
Term 2 start
(Kendall)
immersion classes. Teachers remain in class at the time. $1000 resources
• Te reo strengthened across classes. Term 2 start Carly with eng tchr (Louise)
English classes Mahoe yrs 5/6 $10500 (TBC)
Birkdale Primary School Charter 2019 -2021 8PLD
All English immersion
• Consideration given for teachers participating in ‘He Papa Tikanga’ PLD through $0 Terms ¾ to teachers.
Te Wananga o Aotearoa to build language and tikanga start
Te Puāwaitanga kaiako to
• Teachers learn waiata and karakia recited at PLD meetings and assemblies. support
MAC –Māori Achievement Collaborative:
($TBC) Principal attends MAC hui
• Adrienne to attend MAC meetings sharing with SL’s Taranaki
• MAC Matrix to be reviewed with actions to be followed up. Term 1-4 Adrienne with leaders,
transferring to syndicates
Pasifika Achieving Success as Pasifika: (PaSaP)
• Students have opportunities to take part in the Pasifika Dance group. Ongoing All teachers
• Teachers provide opportunities for students to learn about Pacific Islands $0
cultures and language Adrienne
• The Pasifika community and Pasifika students is consulted on how they wish to T2
emphasise the Pacific Islands culture.
Teachers provide opportunities for cultural celebrations linked to:
o Language weeks /days $500 from
o Book Week cultural celebrations curriculum
budget TBC T2 TBC All staff
o Displays depict the diversity of cultures at Birkdale Primary School. ongoing
Key Improvement Strategies (SEE BELOW FOR BASELINE DATA
Strategic Goal 2: Environment … enabling and empowering students within a safe and caring environment
Improvement Strategies 2019 Actions Budget Timeframe Personnel Responsibility
Innerfit PLD: ToD 25 Feb 2019 Innerfit –Ken and Sue
• Building a staff culture which is innerfit $850 ongoing facilitators
• Syndicates create their mission statement based on the ToD learnings
• Revisit the mission statements regularly Every staff member
• Transfer learning to classroom for an innerfit culture - construct Treaty
Growing and nurturing Statement with students. $0 Feb 2019 All teachers
Personal growth and • Student voice: Is our school a winning school yet? What do we want it to look
development like?
continues to be
nurtured Review of SEL:
• Share with SEL what has been reviewed to date Early March Peter
• Share the changes or adaptations $0
Emotional wellbeing • Share the next areas for focus including Consultation with staff and community.
is nurtured and • Use student voice form the BTB ‘Y-chart’ activity Term 2 Peter +SEL
developed • SEL Review completed
SWIS $500 ongoing
Birkdale Primary School Charter 2019 -2021 9Behaviour management tracking continues with action taken based upon the presenting
trends and patterns.
Student leadership:
• Distribute student leadership of Cool Schools. Training refresher to be $0? Lead person TBD
considered. Term 1
• Deliberate and regular teaching across the school for the Tuakana Teina $0 All tchrs
programmes so that student leadership continues to develop
Ongoing
• Big buddies refresher training within Tuakana Teina
• Teachers seek opportunities to grow leadership - linking to Citizenship
Celebrating successes:
• Citizenship Awards to be developed Term 1 SEL team
• Review the PB4L awards $200 tbc
• Review and strengthen house systems.
Ongoing SLs with syndicates
• Monitor emotional wellbeing and social skills growth using the information to
Peter
strengthen the SEL and the SENCO programmes Sharon
• Concerns shared with SL/ SENCO
• Communicate regularly with parents /whanau $0 As necessary Teachers
• Engage external agencies where appropriate
Adrienne /Sharon
Create a safe and nurturing environment:
• The PB4L values are displayed and highly visual in any setting. Early T1 All teachers
• Remodel PB4L /SEL displays in classrooms – useful and utilised
Unsure yet?
SEL to monitor
• Recognise PB4L in action at any time and voice that.
• Continue to build the mana of every child and staff member in our school: At all times
Physical recognise them as individuals, provide support and acknowledgement for effort.
environmentally • Maintain the dignity of every person.
sustainable community
continues to reach our
local and wider Green gold enviro award
environment Form an Enviro Team:
• Establish roles and position of the CIT to be finalised
• Review current position within green /gold with support from Sustainable Unsure yet?
Term 1 Enviro team TBD
Schools Advisor Environmental Services Unit Auckland Council
• Involve students and parents /whānau, local community to get voice as to types Term 2
of projects they want or could support
Birkdale Primary School Charter 2019 -2021 10Term 2
• Action Plan presented identifying achievable projects that demonstrate the
sustainability of this enviro principles in this first year.
Inclusive environment Enrich our supportive learning environment within the wider school & local community
enables access to $0 Early term 2
• Unpack the end of 2018 Inclusive Practices Survey outcomes planning for
every aspect of the
next steps to strengthen our inclusive envronment.
curriculum.
• Well Being Survey to be undertaken within the Health and PE Review (gather Term 2
parent /whānau, student and staff voices) SEL
• Innerfit helps to establish an inclusive culture through character building Costs above Ongoing
• Use the information from surveys to make changes or adapations to our
environment
• Continue to monitor wellbeing through the behaviours and needs of our more
vulnerable children. onßgoing
• Consider our classroom and playground environment for ways to meet the
needs for all learners
http://olms.cte.jhu.edu/olms2/simulator/web/simulations/69#!/scene/148 All teachers
• Adapt the environment to engage and encourage learning (what suits the learner $unknown at this Ongoing
rather than the teacher) stage
• Teachers to visit the MoE UDL website for ideas and innovations which may
help a struggling learner.
Continue to monitor effectiveness of ESOL:
• ESOL teacher works with teachers providing PLD and guidance T1/2 Judy/ SENCO/ principal
$18000(TBC)
ongoing SENCO with teachers /TAs
• Teachers implement ESOL PLD re assessment, planning and montiitoring.
• TA’s trained to support ESOL in the classroom. Tchrs plan for this. LSN TA budget: SENCO
T2 onwards
• Deliberate closer monitoring and planning is reflected in outcomes of ESOL TBD SENCO with RTLB
students in the classroom.
• ELLPs indicators reflected in planning for each ESOL child.
GATE:
• Using the PLD 2018, develop a GATE register $500 TBC T2 SENSO with support from
• Develop a profile for each GATE student Brooke.
• Seek support for planning adaptations and programmes from RTLB
Learning Support Programme:
• Continue to review the Special Ed Register updating regularly $0 Per term
Birkdale Primary School Charter 2019 -2021 11• Review of IEP /CAP management Early T1
• Work closely with TA’s meeting regularly Each Wed (20 SENCO /Adrienne /RTLB
• PLD for TA’s identified through RTLB $0 mins)
• SENCO meetings networking and PLD through RTLB Release day $0
• Upgrade the term by term profile of all support programmes and interventions
• Explore additional programmes which may support those who require learning $750 (steps
and / or behaviour support licence)
Key Improvement Strategies (SEE BELOW FOR BASELINE DATA
Strategic Goal 3. Partnerships … Enriching partnerships between home, school and local community raising student achievement
Improvement Strategies 2019 Actions Budget Timeframe Personnel Responsibility
Digital communications are used more effectively:
• Students develop a digital portfolio of learning through Seesaw which is shared $0
with parents /whānau Ongoing All teachers
• Teachers communicate regularly through Seesaw
Explore the use of digital and other forms of communication
• School app upgrade $2500 (TBC) Term 1 Leanne /Adrienne
• Upgrade of website
$50
Consultation with community re options for communication Term 1 Leanne /Adrienne
Increased opportunities for parent /whānau involvement in learning workshops
supporting learning of their tamariki.
• Parents join te reo classes once they have started $0 Term 2
Learning
partnerships Parents
as Partners voice and • ‘Reading Together’ offered to help parents /whānau to support their children Teachers with leaders
$100
agency Term 3
• Breakfast with Dads – sharing tips for support and be involvement in their child’s $100 Term 1
learning
• Develop a home learning programme linked to term inquiries, which build vocab,
experiences and discoveries.
Focus group Parents as Partners meetings for Māori, Pasifika, New parents and others
• Invitations for each group - seeking discussion and ideas about ways we can
best support parents to support their children. $100 Feb Term 1 Adrienne
Birkdale Primary School Charter 2019 -2021 12• New parents morning tea – getting to know each other
• Plans developed with aspirations and actions to met those aspirations. Adrienne with Michelle
Pilot programme: Term 1 Planned with tchrs
• Invitations to parents to collect the home learning pack and participate in a mini
$30
workshop to offer suggested approaches to help parents to use the resource Term 2
packs. (Teachers released during school to do this)
Adrienne
• Grand celebration with parents for parents recognising their contribution to with key teachers.
engaging their own students in learning:
• Invitations to be part of a presentation afternoon with their child to share the Term 3 end
success of the parents home support.
Attendance, Attendance tracked for patterns, trends and procedures
Induction, Transition
processes effect • Review our current system
positive social, • Identify the responses to our trends from the attendance $0
emotional, physical • Consider the types of engagements / relationships with families and Adrienne with leaders
and academic external agencies within our current practice.
outcomes • Student / parent voice – how we can improve
Review our Induction process:
• Seek new staff feedback re:
o Current induction programme $0
Term 2
• Development induction programme Adrienne with new staff
o Before, within 2 weeks, follow up
o Systems and processs i.e. PB4L; accessing information, assessment
$0 Term 3
and reporting practices etc.
o PCT induction and mentoring programmes
o Support i.e. appropriate PLD , montioring,
• Review of staff and reliever handbook
Transition:
• Strengthen relationships with local ECE’s including visits to them or to
Birkdale Primary School.
• New parent focus group (includes parents of children moving between Term 1/2 Adrienne, Leanne, NE / Yr
schools) to provide feedback and recommendations on current transition 1 teachers in Eng and
process Māori immersion.
• Transition plan from the focus group response.
• Open Days for all to showcase our school. TBD
• Invitations to attend any events, which might occur pre starting e.g. book
Week, Cultural Days etc.
Birkdale Primary School Charter 2019 -2021 13• Review of our Information Pack.
• Website updates on our processes for transition.
• Review of information that follows ‘exiting’ children.
•
Key Improvement Strategies (SEE BELOW FOR BASELINE DATA)
Strategic Goal 2: Leadership: build the collective strength by growing knowledge and skills continually improve teaching and learning.
PLD opportunities Leadership practices All leaders
support and grow an Develop and enrich leadership capability though:
effective and • Research including Best Evidence Synthesis, Hattie, Visible learning Fortnightly
collaborative lead https://www.educationcounts.govt.nz/topics/BES ; collaborative impact, current $0 senior
team including leader strengths, networking leadership
leadership across the • Investigate Visible Learning PLD for leaders in the first instance and in meetings and
school particular: collective teacher efficacy. $? ongoing Leaders / syndicates /
teachers.
• Influences related to student achievement.
• Building sustainable, collaborative practice through discussion; decision making;
review; voice and agency (evaluative capability)
Succession plan leadership through a range of opportunities:
$0
• Development of Innovation Teams (Its) i.e. Curriculum, Digital, Partnerships Term 1 and All leaders /teachers
• Build leadership capability within the IT’s ongoing
• Development of Evaluation Teams taking lead roles leading to ‘we know’
• Recognise initiative linked to accelerating achievement P/Unit
• Leadership development in Te Puāwaitanga Tutor Tchr allwnce
2019 TBC
• Mentor roles offered for PCT’s
Leadership continue to Leaders with all teachers
build capacity to
effective evaluation • Fostering Collaborative Teacher Efficacy through powerful learning 4X per year
practices raising conversations at leadership and syndicate levels +more
student achievement • Regular critical analysis ensures Review of Assessment and Reporting regularly
including: $0 informal.
o current assessment tools, procedures for consistency of implementation,
timelines PLs T’s 1/3
o maximising use of ASSEMBLY for reports; PAT longitudinal reports tracking All Others T’s
All leaders / teachers
disparity. 2 /4
o Closer monitoring of 2109 Targets
• Review of board reports (ET’s)
Appraisal process:
• Goal setting (professional) linked to evaluative capability at leadership and
teacher levels $0 Adrienne with leaders
Birkdale Primary School Charter 2019 -2021 14• Opportunities for observation and feedback based on evidence and new learning including ITs / ETs
• Collaboration with peers / Innovation Groups / Evaluation Team ongoing
The BoT uses best The board of trustees governs within the Board of Trustees Framework ensuring:
governance • wellbeing of its staff, Ongoing
practices to ensure • approprite resourcing $0 All members
student progress and
• continued motnitong of progress and achievement.
well being of staff and
children Twice per year
• The board as an entity regularly reviews its performance
Birkdale Primary School Charter 2019 -2021 15Key Improvement Strategies (SEE BELOW FOR BASELINE DATA)
3.0 Personnel To support teachers and staff to undertake their positions in a professional and
effective manner
Improvement Strategies 2018 Actions Budget Timeframe Personal Responsibility
All staff are empowered as leaders of their own learning and practice maintaining a professional learning culture of self-responsibility,
Develop effective $4000 (TBC) term 2 to term 2 Board
• Principal appraisal - Action recommendations
leadership capacity, $0 term 2 to term 2 Principal
• Senior leaders appraisal
capability and
consistency across all Release days x9 Principal with maths
levels of leadership i.e. • Continue Maths PLD at leadership level and distribute $8900 facilitator
BoT, principal, senior leadership to syndicate level to all teachers (PLD yet to be
leadership, teachers. confirmed)
Provide and embed MoE $4000 T 1-4
• Accelerating Literacy Learning (ALLS) – 1teacher
professional learning $3000 T1/2
• Continue Maths PLD –3 new tchrs 3 days (Bina) 9x release
opportunities supporting
days $4150 terms 1/2 Principal
teachers to enhance
effective practice and • Continue Innerfit PLD –all Moe funded terms 1
lead learning • Oral Language (2 tchrs) RTLB funded terms 2/3
• incredible years teachers $0 T1/2
• ESOL for TA’s
Strengthen appraisal $1200 (4 Term 1 end SL team, principal
• Complete the 2018/2019 appraisal cycle
system linking Tataiako leaders) + $1200
• Establish professional and personal goals 2019/2020 release days Term 1 April
Principal with all teachers
to the reviewed (2018)
standards for the
teaching profession
Mentor programmes • PCT’s and their mentor teachers to attend PLD with local PCT Mentor teachers, PCTs,
for: Terms 1-4 principals
network.(Otago University) $0
• 2 PCTs • Mentor teachers to provide ongoing support and written
progressive reports.
Birkdale Primary School Charter 2019 -2021 16Other 2019 Key Improvement Strategies to Achieve Strategic Vision
To provide Governance and Leadership to support improved student
outcomes
NAG 2 Self Review and Documentation
Actions Who will lead? Resourcing When by Indicators of Progress
Implement the Board Governance Manual Boardchair Term 1- Board Policy Framework has been reviewed and
early T/ß2 implemented
Engage the Board in ongoing professional Boardchair NZSTA (free) Ongoing as 2019 NZSTA series of professional development workshops
development and training modules completed by the board.
arise.
Provide effective self- review of school policies Boardchair $1400 Cyclical Review policies informing SchoolDocs of changes
and procedures. calendar Policies and procedures have been reviewed in a timely and
cyclical manner
MOE Reports: To review and provide direction Boardchair 1 March The 2018 Analysis of Variance Report, Charter, Strategic and
with regards to NAG 7 and 8 reports 2019 Annual Plan are submitted
Board Triennial Elections process completed Boardchair $900 approx 17 April The new board is duly elected into office.
within the legal guidelines 2019
Other 2019 Key Improvement Strategies to Achieve Strategic Vision
Nag 4:2 Property 4.2 To ensure the 5YA/10YP funding is used to reflect the strategic
direction of the school
Actions Who will lead? Resourcing When by Indicators of Progress
Manage and review the capital works 5YA remaining Term 1 • Library repaired and open for learning
and maintenance initiatives outlined in $? awaiting
the school’s 5YA / Martyn Hooper confirmation of
10 YPP. (Property Manager funds (MoE) Awaiting • Refurbishing Durham Hall completed
liaison between confirmation • Autex Bock 1rooms (TBC 5YA)
school and MoE) from MoE
with the principal in
Maintain an efficient building consultation with
Birkdale Primary School Charter 2019 -2021 17maintenance programme Board of Trustees April
Holidays
• Block 2 toilet paint-over
Monitor and review the long term $47400
maintenance plan • Painting Block 1 classrooms exterior ($11700 +gst)
• RTLB office facia (%620 +gst)
Ongoing
• Planning and rebuilding of the playgrounds to meet
Health and Safety requirements – (Property Manager to
undertake)
• Maintain an efficient building maintenance programme -
painting of admin, blocks 3 and 4
• Monitor and review the long term maintenance plan
Playground maintenance – top up Property manager $84000 (Lion Term 2 Fundraising for Sand pit top up ($500); Shade for library deck
sandpit, Seek funding though Lion Foundation) ($25000), pool, ($25000), sandpit ($33500)
Foundation for shading: sandpit, pool,
library
TreeHut Playground Stage 1 designed Property sub- $12000 Mid term 4 Plans completed
with building progress evident Committee (approx.) 2019 Playground complies with H&S and Playground Standards
https://www.education.govt.nz/school/property/state-
schools/school-facilities/playgrounds/
Stage 1 started
Other 2018 Key Improvement Strategies to Achieve Strategic Vision
Nag 4:1 Finance - • Monitor and control expenditure.
To ensure funds are allocated to reflect and support the school’s strategic and operational • Ensure that annual accounts are prepared and audited.
plans
• Improve the financial position of the school.
Monthly reports are completed Accountant Mary $7500 Monthly • Monthly reports are prepared and discussed with the
showing income and expenditure Shelley (Top Class) accountant
current position. Principal Each board • Monthly reports are shared at board meetings and
Board mtg 2x per ratified by the board.
term • Recommendations from Mary shared with the board
• Board recommendations acted upon
All financial audits completed Auditor $8645 annually All documentation is prepared and presented to the MoE
Accountant Mary Shelley approved auditors
(Top Class), principal,
principal’s PA
Birkdale Primary School Charter 2019 -2021 18Other 2018 Key Improvement Strategies to Achieve Strategic Vision
5.0 To ensure that health and safety systems and processes enable a
safe and happy environment for students to learn and play, for staff to
NAG 5 Health and Safety
work and families to participate in.
Actions Who will lead? Resourcing When Indicators of Progress
Complete Property Health and Safety audits Principal with $190 per month As needed Regular property meetings
Property Manager
and MoE / school Each board mtg Property Report filed at each board meeting
liaison Martyn
Hooper Associates Health and Safety meeting minutes are shared with all
Twice per term at staff
least
Carry out emergency evacuations i.e. fire,
earthquake, lockdown, gas and chemical Principal Each term Emergency procedures reviewed and shared with all staff.
leaks Consultation with emergency services as required.
Health and Safety checks of the playground Property Weekly
and building are carried out Manager
$500 Annually Boiler checks made – annual certificate
2x daily at least Pool checks and maintenance – audit checklist available
while pool in use
Security systems maintained Property $10000 Each term Regular alarm monitoring completed ensuring smoke
Manager alarms and fire alarms are checked.
Any security incidents which require intervention i.e.
police, fire, medical are reported to the board.
School cleaning meets health and safety Property $33500 (pa) Ongoing General report book available for concerns to be fed back
standards Manager ACE Cleaners General checks made by property manager
annual Carpet clean
$1200
Incident reports completed Principal As required All notifiable incidents have been reported to WorkSafe
NZ with recommendations followed
Birkdale Primary School Charter 2019 -2021 19You can also read
