Charter 2021-2022 - Lynmore Primary School

 
Charter 2021-2022 - Lynmore Primary School
Charter
2021-2022
Charter 2021-2022 - Lynmore Primary School
School Description

                        Lynmore School (Te Kura o Owhatiura) was established in 1956. It is a popular primary school in Rotorua catering for
                        children from Year 0 -Year 6. There is a school bus for children living at the Lake Okareka and Lake Tarawera but most
                        children either walk or are driven to school each day. The school has an enrolment zone, in 2020 the roll is predicted to range
                        between 600–660. Lynmore is part of the Rotorua East Community of Learners and has been proactive in being a pilot
                        school for PaCT from December 2014, this our main summative and formative assessment tool for teachers and student. We
                        are pleased to see the progress aspect of PaCT being further developed. Work has commenced on a Kāhui Ako wide
approach to local curriculum and the curriculum mapping tool coherent pathways as a basis for Kāhui Ako wide graduate profile.

The establishment of whanau groups have enabled more opportunities for tuakana teina and student leadership continues to be successful. 2021 will
see a focus on developing and embedding the new whare ako structure. The FISH Philosophy of interacting with our community, students and
colleagues has been adopted. PB4L will be central to much of our PLD for 2021. The school has also employed a full time Kaiawhena to support
Tikanga and Te Reo Māori across the school.

Play based learning is being undertaken in Year 0-2 and teachers are involved in inquiry around its development. Students in Year 3-6 undertake
STEM and inquiry based learning. The school continues to focus on Future Focussed Learning and is undergoing a local curriculum redraft with
thinking, creativity and science at the centre embedded in local contexts with the strong support of our local hapu Te Roro o Te Rangi who as part of
iwi partnering with Kāhui Ako initiative are running the Ōtauira programme and supporting the development of local contexts.

Lynmore School has a range of property provision but there is currently not enough adequate quality classroom space available to students and
staff. 6 old prefabs were removed in late 2018 and 2 more in 2019. A large capital works project replacing 6 classrooms in a new purpose built block
is underway and due for completion at the beginning of 2022. The school has a school hall with mezzanine floor and multi purpose room, a heated
swimming pool, an administration block, a library/resource centre, purpose built gymnasium, BoT funded Cultural Centre for music and dance and a
variety of outside storage areas. The school grounds are attractive and well maintained. They include a native bush area called Waitawa bush which
children can use for environmental studies and which also contains a pump bike track. The school has a focus on health and sport, dance, swimming
and cultural activities.

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Charter 2021-2022 - Lynmore Primary School
Vision Statement
                                                  Keep Moving, Keep Growing, Keep Learning

                                                                     Our Values
                                        Aroha                   Courage      Integrity                           Curiosity

Cultural Diversity and Māori Dimension
The school will incorporate Te Reo (language) and Tikanga Māori (Māori culture and protocol) into the school’s curriculum.

  ●       Te Reo programme across the school.
  ●       Te Reo / Tikanga Māori incorporated into staff meetings and B.O.T. meetings.
  ●       A set programme will be used as a basis for instruction and development in all classrooms.
  ●       School waiata and haka in school assemblies is weekly, NPEW Rotorua a great place to learn song has also been adopted as a regular feature of school
          assemblies.
  ●       Teams will have programmes incorporating visits to marae or places of cultural importance, visits.
  ●       Ongoing professional development for teachers
  ●       Marae stays for staff and students
  ●       Whanau groupings based on local puna names for all staff and students
  ●       Te Reo Māori PLD (Ōtauira, Wananga level 1, 2, 3, 4 and 5, He Kete Taituarā)
  ●       Employment of a full time Kaiawhena
  ●       Local curriculum contexts

The Board will take every opportunity to consult with our Māori community through:
      ❖   Board of Trustees representation – kaumatua co-opted onto BoT
      ❖   School annual report on Māori achievement.
      ❖   The close links developed and maintained with Te Roro o Te Rangi hapu.

If a parent requests a higher level of Te Reo Māori and Tikanga Māori the staff and family will explore opportunities that may include one or more of the following:
              ➢   Dual enrolment with the correspondence school.
              ➢   Provide further opportunities through the child’s classroom activities through taped resources, computer programmes and resources etc.
              ➢   Using local resource people who are willing to assist and who have the expertise including the Lynmore School Whanau Support Group.

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➢   The school/teacher may be supported to seek advice etc from local Kura/Kāhui Ako
          ➢   Discussions and meetings with other schools that offer greater levels of Māori Medium education
          ➢   Discussions and meetings with external Māori Advisors for guidance and support
          ➢   If requests are made for higher levels of Te Reo Māori and Tikanga Māori for many students, through in-depth discussions and meetings, the
              school will consider establishing a bilingual/partial immersion unit

Baseline Data or School Context
Māori Engagement and Achievement                                 In February, 2021 the school context in terms of ethnicity is 22% NZ Māori and 12% Asian,
Ensure all Māori learners have a sense of belonging in the       the majority of other students (62%) are NZ European, the remaining 4% of students are
school and experience academic growth and success as             from all over the world, many being MELAA. The school is zoned.
Māori.
                                                                 The school-wide environment is beginning to reflect more of a sense of Te Ao Māori, with
Well Being for Success                                           an emphasis on signage in Te Reo and other languages.
Manage the learning setting to ensure access to learning
for all and to maximise learners’ physical, social, cultural     Teacher action inquiry is moving towards a collaborative inquiry approach.
and emotional safety.                                            Development of leadership in our teachers and students is an important focus.
                                                                 Evaluative and instructional capability through structured data conversations (John Hattie).
Student Engagement and Achievement
Teach in ways that ensure all learners are making                ●   Use the PaCT tool for reading, mathematics and writing in Term 2 and Term 4
sufficient progress, monitor the extent and pace of              ●   Across cluster SENCo group established in Kāhui Ako
learning, focusing on equity and excellence for all.             ●   ESOL support in classes continues
                                                                 ●   Literacy enrichment programmes in place – structured literacy is central as an approach
Being a future focused school                                        in 2021
Teach in ways which enable learners to learn from one            ●   Focus on science and thinking, depth and complexity concepts
another, to collaborate, to self-regulate, and to develop        ●   Development of local curriculum with iwi support
agency over their learning.                                      ●   Curriculum coherent pathways – graduate profile with the Kāhui Ako

                                                                 PLD for 2021:
                                                                 ● Kāhui Ako – Rotorua East cluster
                                                                 ● Transitions to school cluster programme continues (Kākano)
                                                                 ● PB4L – Tier 2
                                                                 ● Future Focussed Learning - Depth and Complexity
                                                                 ● Structured Literacy
                                                                 ● iCept/Irlens/Phonological awareness

Review of Charter and Consultation                               RE survey 2021

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Personnel   The board will continue to appoint       ●    Appraisal processes will remain the focus of teacher ongoing development and
            the best person for the position.             building teacher capacity through a collaborative inquiry approach.
                                                      ● Peer and leader appraisals will expect teachers and leaders to be highly reflective and
                                                          open to change and that teachers will have more responsibility in driving their own
                                                          appraisal processes using spirals of inquiry.
                                                      ● Leadership rubric – Education Council
                                                      ● Deputy Principal and the Principal will continue to have external appraisers.
                                                      ● High quality kaiawhina will be appointed
Property    The new 10-year property plan has        All property projects will be managed by project managers and expressions of interest and
            been updated to reflect the current      tenders will be called for.
            work to solve the prefab issues on
            site.                                    ●   Work on new block planning has started
                                                     ●   Waitawa Bush re-development – new signage, new picnic area.
                                                     ●   New/additional signage around the schooling line with PB4L programme
                                                     ●   Swimming pool changing rooms upgrade, if feasible
                                                     ●   Room 18-22 upgrade
                                                     ●   LSC space completed
                                                     ●   New leadership team shared office completed
                                                     ●   New astroturf and fencing completed

Finance     All financial systems will continue to   ●   Regular monitoring of finance will continue and be in line with school policies and
            be reviewed.                                 procedures.
                                                     ●   The school community, the board, students and staff will fundraise for the following: TV
            Regular monitoring of financial              station across each of the rooms, refresh to junior area, teacher classroom art
            transactions will continue and be in         materials.
            line with school policies and            ●   Staffing is tight – the ability to run additional support programmes across the school is
            procedures.                                  minimal as we now need a full time SENCo which is eating into staffing.
            Facilities hire continues
            Banked staffing carefully monitored.

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Strategic Goals 2021 - 2022
                                                           ‘A System that Learns’

Build evaluative           Māori success as         Wellbeing for             Educationally            Localised               Short term
capability to build        Māori                    Success                   powerful                 Curriculum              projects – New
effective leaders          Whakawhanaungat                                    partnerships                                     Build and
                           anga                                                                                                preparation for
                           Whakapapa                                                                                           collaborative
                           Wairua                                                                                              teaching
                           Manaaki
Aim: To grow               Aim: Māori students      Aim: To improve the       Aim: to continue to      Aim: To continue to     Aim: To ensure projects
professional practice      know their potential     mental, emotional,        develop strong           grow a collaborative,   are completed and fit for
across all levels of the   and feel supported to    physical and spiritual    partnerships, based on   future-focused and      purpose developing the
system                     set goals and take       wellbeing of all          a parent and             responsive model of     best possible education
                                                                                                                               environment for our
                           action to achieve        students, staff and       community                teaching and learning
                                                                                                                               students
                           success, valuing         community of the          communication
                           identity, language and   school.                   strategy, centred
                           culture valued and                                 around parent and
                           included in teaching                               community needs
                           and learning in ways
                           that support students
                           to engage and achieve
                           success

Goals:                     Goals:                   Goals:                    Goals:                   Goals:                  Goals:

● To strengthen the        ● Create a culture of     ● Graduate profile       ● Transitions are        ● Curriculum that is    ● Projects managed
  focused direction of       whakawhanaungatan         and vision (links to     strengthened at all      coherent for all        and undertaken with
  the school through         ga                        Māori success as         points in the            learners                due diligence
  formative                ● Te Reo is explicitly      Māori)                   educational pathway    ● Curriculum that is    ● Teachers experience
  assessment                 taught within           ● to build a culture     ● Involvement in           rich, relevant and      team and
● To cultivate               classrooms                where positive           Rotorua East Kāhui       authentic to all        collaborative
  collaborative culture    ● Strengthen the use        behaviour and            Ako                      learners                teaching
  through spirals of         of Te Reo and             learning is a way of   ● To grow iwi            ● Curriculum that is    ● Implementation of

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inquiry                 Tikanga across the       life                    partnerships with Te      culturally responsive    whare ako structure
 ● To deepen learning      school                 ● Develop positive        Roro o te Rangi           to all learners
   and understanding                                and open              ● Personalised            ● Universal concepts
   (building precision                              communication           education plans           are ignited through
   in pedagogy)                                     with students,        ● Learner pathways          local narrative
 ● To strengthen                                    whanau and            ● Understand and          ● Local narratives &
   internal                                         families to improve     utilise community         universal concepts
   accountability for                               understanding of        resource available to     provide context for
   lasting improvement                              our students            support learners.         developing learner
 ● Evidenced by rich                              ● Implement Tier                                    and curriculum
   evidence of learning                             One PB4L                                          capabilities (Notice -
 ● To have a clear                                                                                    Think - Imitate -
   focus on what                                                                                      Innovate)
   supports the                                                                                     ● Curriculum develops
   progress of all                                                                                    citizens that
   learners                                                                                           contribute to their
Contexts for change:                                                                                  community
 ● Improve the quality
   and consistency of
   teaching Science,
   leading to improved
   achievement in
   science
 ● Improve the quality
   and consistency of
   teaching authorship
 ● Improve the equity
   for achievement in
   reading

                 Strategic Goals                                   School Wide Focus – Annual Plan 2021                                 Personnel
1. Build evaluative 1.1 To strengthen the         Strengthen Assessment for Learning practices (Formative assessment)                   Leadership
capability to build    focused direction of the      ● Format assessment schedule that focuses on formative assessment                    Team
effective leaders      school through formative         practices
                       assessment                    ● Evidence of needs and achievement in Responsive Learning plans                 Team leaders
To grow                                                    ○ Evidence of planning being a working document
professional practice                                ● Anecdotal notes recorded (e.g. in planning or modelling books)                    Teachers

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across all levels of                                    ●   Feedback is clearly provided and is consistent in structure across the
the system                                                  school                                                                     (Collaboration)
                                                               ○ Identifies learning objective (based on co-constructed success
                                                                   criteria)
                                                               ○ Identifies progress made
                                                               ○ Provides next step in learning
                                                        ●   Seek advice from Kāhui Ako iwi support

                       1.2 To cultivate                 ●   Observations of others’ practice                                            Leadership
                       collaborative culture            ●   Structured literacy approach adopted across the school                        Team
                       through spirals of inquiry       ●   See the progression of NOTICE, THINK, IMITATE, INNOVATE in
                                                            practice                                                                   Team leaders
                       1.3 To deepen learning and       ● Observations of others’ practice
                       understanding (building       Building a collaborative approach                                                   Teachers
                       precision in pedagogy)           ● Vertical learning groups established
                                                                ○ Sharing best practice                                                (Collaboration)
                       1.4 To strengthen internal               ○ Supporting each other's needs
                       accountability for lasting               ○ Teacher voice gathered
                       improvement                              ○ Teaching as collaborative Inquiry
                                                                ○ Peer accountability
                       1.5 Evidenced by rich            ● Professional learning support network created
                       evidence of learning                     ○ Future focused leaders dispersed across the school to support
                                                                    each team and model growth future focused competencies (&
                       1.6 To have a clear focus                    FISH philosophy)
                       on what supports the                     ○ Utilising towards transformation staff
                       progress of all learners                 ○ Mentoring programme for all teachers through the whare ako
                                                                    structure
                                                        ● Peer coaching model in Year 1 and 6
                                                        ● Peer accountability
                                                        ● Leadership team distributed across the whare ako
                                                        ● Collaborative co-leadership structure for whare ako

                       Contexts for change:             •   Specific PD focusing on shifting practice to accelerate student progress    Leadership
                       1.7 Improve the quality and      ●   Dynamic resource bank (digital) created for teachers to use and               Team
                       consistency of teaching              contribute to
                                                        ●   Teachers using skills gained in PD in TAIs and in classrooms               Team leaders
                       Science, leading to              ●   Opt-in professional development offered to staff through myedonline
                       improved achievement in          ●   Vertical whare ako used to shared best practice                              Teachers

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science                        ●   Middle leaders developed as leaders of learning/coaches/mentors
                                                    ●   SLT alongside middle leaders for observation to enable richer             (Collaboration
                     Building leadership,               discussions
                     evaluative and instructional   ●   Middle leaders oversee TAI, observations and appraisal of teachers with
                     capability across the school       regards to learning
                                                    ●   Middle leaders as role models
                     1.8 Improve the quality and    •   PLD on authorship in writing continues                                     Verity Short
                     consistency of teaching        •   Ensure cross curricular and Te Ao Māori contexts are addressed.
                     authorship
                     1.9 Maintain the equity for    •   Structured literacy approach across school                                   Reading
                     achievement in reading                                                                                          Together
                                                                                                                                   teacher and
                                                                                                                                  hapu support
2. Māori success     2.1 Create a culture of        •   Establish a clear pathway for learning in Tikanga and Te Reo Māori           Principal
as Māori             whakawhanaungatanga                across the school (https://tereomaori.tki.org.nz/Curriculum-guidelines)
• Whakawhan                                         •   Establish document a progressive pathway for Te Reo & Tikanga for
                     2.2 Te Reo is explicitly           each Year group
  aungatanga         taught within classrooms       •   Utilise and take the lead from the experience and knowledge from our
• Whakapapa                                             Kaiawhena
• Wairua                                            •   Te Reo club online resources utilised
• Manaaki                                           •   Consider Education Perfect Te Reo courses online
Māori students know 2.3 Strengthen the use of       •   Immerse Te Reo and tikanga into daily routines and activities             Principal with
their potential and   Te Reo and Tikanga across     ●   Students leading Karakia over the intercom                                hapu support
feel supported to set the school                    ●   Daily karakia participated with by all students and staff
goals and take                                      ●   TV Station : Māori element
action to achieve                                   ●   Common greetings, commands and responses used by majority of
success, valuing                                        students and staff (including the office)
identity, language                                  ●   More bilingual signs around the school - Māori / English
and culture valued                                  ●   Waiata more prevalent in team wide and school wide events (e.g.
and included in                                         Community)
teaching and                                                 ○ 6 common waiata in use schoolwide
learning in ways that                               ●   Establish document a progressive pathway for Te Reo & Tikanga for
support students to                                     each Year group
engage and achieve                                  ●   Utilise and take the lead from the experience and knowledge from our
success.                                                Kaiawhena
                                                    ●   Focus on significance of Māoridom
                                                    ●   Focus on Māori celebrations e.g. Matariki

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Ensure all Māori                                           ●   Utilise and take the lead from the experience and knowledge from our
learners have a                                                Kaiawhena
sense of belonging                                         ●   Professional learning opportunities offered to all staff
in the school and                                          ●   50% (representing all ethnic groups of teachers) complete level 1 Te Reo
experience                                                 ●   Whole staff marae hui/ stay
academic growth                                            ●   Utilise and take the lead from the experience and knowledge from our
and success as                                                 Kaiawhena
Māori.                                                     ●   Ensure equity measures for Māori achievement across the school

3. Wellbeing for         3.1 Graduate profile and          ●   Enhance educationally powerful connections between teacher, student
Success                  vision (links to Māori                and family                                                                  Leadership
To improve the           success as Māori) Coherent        ●   Teacher, family and students (where appropriate) co-construct P.E.Ps          Team
mental, emotional,       pathways                              termly
physical and                                               ●   Regular meetings with students and whanau around their learning            Team Leaders
spiritual wellbeing of   3.2 to build a culture where      ●   Regular communication via Seesaw
all students, staff      positive behaviour and            ●   Open door policy in the classroom                                            Teachers
and community of         learning is a way of life         ●   Work in partnership with local hapu skills to support graduate profile
the school.                                                    development alongside curriculum (coherent pathways tool)                     Hapu
                         3.3 Develop positive and          ●   Equitable access to digital devices/ digital learning (students & staff)
Teachers enact the       open communication with           ●   Further exploration to purchase/ lease schemes for student devices
clear vision/plan for    students, whanau and              ●   Provide opportunities for other technologies for learning, such as
supporting the           families to improve                   robotics, TV station
mental, emotional,       understanding of our              ●   Develop a structure for developing leadership opportunities
physical and             students                                  ○ Whare ako
spiritual wellbeing of                                             ○ Whanau leaders
all students, staff      Develop an infrastructure                 ○ Digital support structure
and community of         that supports and enhances                ○ PD opportunities for leadership offered for middle and senior
the school.              future focused learning and                   leaders
                         connectivity

                         3.4 Commence Tier Two          Positive Behaviour For Learning team established to focus on:                      PB4L Team
                         PB4L                              ● Happy students and teachers by having belonging
                                                           ● Enhancing the community that we are a part of by having a common
                                                                understanding and expectations
                                                                   ○ Review vision, mission statements and values
                                                                   ○ Alignment of current philosophies, e.g. values, FISH philosophy
                                                                   ○ Parent voice regularly gained

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○ Signage around the school is positive and supports the kaupapa
                                                         ●  Clear pathways for improving behaviour rather than punishing behaviour
                                                                ○ Tracking impact through data
                                                                ○ Alignment with Mokoia Intermediate
                                                         ● Updating school procedures and policies to be in line with PB4L
                                                         ● Developing positive and trusting relationships to promote learning and a
                                                            sense of connectedness
                                                         ● Develop positive and open communication with students, whanau and
                                                            families to improve understanding of our students
                                                                ○ Seesaw
                                                         ● Get to know all students in the classroom, including needs, strengths and
                                                            passions
                                                                ○ Convivial conversation
                                                                ○ Circle time (weekly, non-negotiable)
                                                                ○ Strong transitioning (to, from and within school)
                                                         ● Build our cultural competencies to better meet the diverse needs of all of
                                                            our learners
                                                                ○ TAI, RTC, Ka Hikitia, Tataiako
                                                                ○ Graduate profile and coherent pathways across Kāhui Ako
                                                      Enhancing the whanau profile across the school
                                                         ● Community projects, school actively involved in the community
                                                                ○ Involve local media
                                                                ○ Livestream community via YouTube or similar
                                                                ○ Whanau leaders actively contribute to newsletters monthly
                                                                ○ Images added to website monthly
                                                                ○ Student leaders profile utilised
                                                                ○ Student voice gathered
                                                                ○ Leading events (e.g. cross country, fun run, dynamos, swimming
                                                                    sports, athletics)
                                                                ○ Lead community and team assemblies
4. Educationally      4.1 Transitions are                • Supporting improved attendance and transitioning                              Principal
powerful              strengthened at all points in      Optimum attendance                                                             Leadership
partnerships          the educational pathway            • Clear communication between teachers, leaders and managements so               Team
to develop strong                                           attendance issues are identified                                             SENCo
partnerships, based                                      • Team minutes update weekly identifying attendance records and
on a parent and                                             concerns
community                                                • Identify narrative to any attendance below 97%

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communication                                         • Include details of any action taken
strategy, centred                                     • Clear process in place which is followed- attendance procedures
around parent and                                     Optimum transitioning
community needs                                       • Strong transitioning (to, from and within school)
                                                      • Procedures for outgoing/ incoming students
Teachers enact the                                    • Update enrolment details
clear vision for                                      • Communication with previous school
accelerating learner                                  • Clear pathways for at risk students established by all stakeholders
efficacy, progress
                                                      • Strengthen connections with ECE and Mokoia Intermediate
and achievement
                                                      • Kākano programme
across the school
                                                      • Clear process and procedure for transitioning at the end of the year
                                                      • teacher speed dating
                                                      • meet the teacher for students
                                                      • meet the teacher for parents and whanau
                       4.2 Involvement in Rotorua     ● Continue to build relationship with Te Roro o Te Rangi to support
                       East Kāhui Ako                    education strategy
                                                      ● Kaumatua of Te Roro o Te Rangi plays an active role in school events
                       4.3 To grow iwi partnerships      and/ decision making at governance level.
                       with Te Roro o te Rangi        ● Utilise Eastern Rotorua Kāhui Ako to develop and sustain connections to
                                                         support networks such as Mokoia Community Association
                       Strengthen the networks        ● Resources are generated and shared between all parties.
                       and educationally powerful     ● Establish a working Whanau group as a major stakeholder
                       connections with local         ● Engage with whanau to improve attendance at school wide activities
                       agencies, hapu, iwi and        ● Monthly minutes shared with BoT and documented in school newsletter
                       whanau.                           and on website
                                                      ● Identified on school website so people know who they are
                                                      ● Encourage new members e.g. new families to the school (i.e.) Year 1 to
                                                         ensure a greater sustainability of the group
                                                      ● Yearly community project that celebrates cultures within our school
                       4.4 Personalised education     • All students, especially at risk students, will have equitable access to         Digital
                       plans – utilise digital           resources and support required for success                                   Technology
                       technologies                   • Support teachers to develop confidence in capability in leveraging digital   across cluster
                                                         tools                                                                         teachers
                                                      • Provide devices school wide (iPads)
                                                      • Focus on and reward a mindset of growth and evidenced based risk
                                                         taking and adaptive confidence                                               Leadership
                                                      • Clear timeline for upskilling and implementing devices in learning              Team

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o Seesaw, Explain Everything etc
                             •   Clear pathway for future focused learning
                                    o Future focused learning plan
                                    o Common language
                             •   Professional Learning opportunities
                                    o Self-assessment of digital skill strengths and needs
                                    o Timelined and strategically planned for
                                    o Internal opportunities and external opportunities (e.g. Seesaw
                                        ambassador, Apple Teacher, Google accredited, MindLab. My
                                        edonline
                                    o Teacher voice gathered
                             •   Operating and setting up laptops from the box (printer drivers etc)

4.5 Learner pathways         ●   Personalised learning programmes strengthened across the school
                             ●   Use of learner pathways
                             ●   Leverage technology to personalise learning approach for individuals
                             ●   Development and revision of P.E.Ps (personalised education plans) for
                                 each learner
                             ●   Personalised learning visible in classrooms during observations
                             ●   Evidence of co-construction and choice to follow passions
4.6 Understand and utilise   ●   Strengthen the awareness of at risk students                                   SENCo
community resource           ●   Clear pathway/template/rubric of support structures to follow                 Principal
available to support         ●   At risk students are identified and plans made that support a positive      Across cluster
learners.                        change                                                                        Learning
                             ●   Students and any action taken for supporting at risk students               Support Group
                                 documented in team minutes
                             ●   Communication to be made with readiness to learn team (for urgent
                                 matters or for students that are not improving regardless of intervention
                                 strategies)
                             ●   Increased clarity of what support is available for at risk students
                             ●   Strengthen networks with agencies that support at risk students and
                                 whanau
                             ●   Regular and reciprocal contact made with support agencies, e.g. RTLB,
                                 Navigator, MOE
                             ●   iCept, Irlens screening routinely underway at school in Year 3-6
                             ●   Work closely with cluster LSC’s
                             ●

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5. Localised             5.1 Curriculum that is           •   Greater consistency and quality of teaching through critical inquiry and
Curriculum               coherent for all learners            critical reflection                                                         Te Roro o Te
To grow a                                                 •   Enhance programmes to encourage and support students to think like a        Rangi Hapu
collaborative, future-   5.2 Curriculum that is rich,         scientist                                                                       (iwi
focused and              relevant and authentic to all    •   Framework for scientific thinking progressions                              partnership)
responsive model of      learners                         •   Focus on the nature of science
teaching and                                              •   AOs in Lynmore School curriculum to more to the nature of science            Leadership
learning                 5.3 Curriculum that is               objectives and science capabilities.                                           Team
                         culturally responsive to all     •   Professional development through Kāhui Ako
                         learners                         •   NOTICE, THINK, WONDER framework implemented in all classes                  Team Leaders
                                                              Develop resources and leaders to shift practice and support the growth in
                         5.4 Universal concepts are           student progress                                                             Within school
                         ignited through local                                                                                            lead teacher –
                                                          •   Strengthen Teaching as a Collaborative Inquiry process
                         narrative                                                                                                           science
                                                          •   Formal trail/ documentation of teachers inquiry (blog, portfolio etc)
                                                          •   Set structure for reflecting on professional learning standardised
                                                                                                                                             Science
                         5.5 Local narratives &           •   Key messages, Implication to thinking/teaching, Next steps
                                                                                                                                             advisor
                         universal concepts provide       •   Teachers share the mistakes, failures and learnings from TAI every 3
                         context for developing               weeks in a vertically structured PLG
                                                                                                                                           Kāhui Ako
                         learner and curriculum           •   More accountability on the evidence of impact - Can we prove it?            across cluster
                         capabilities (Notice - Think -   •   Professional growth through Peer Coaching (Critical Friends) in Year 1       Curriculum
                         Imitate - Innovate)                  and 6                                                                           Group
                                                          •   Whare ako structure leveraged for maximum impact
                         5.6 Curriculum develops          •   PD on developing relational trust and rigorous triple loop questioning
                         citizens that contribute to      •   Developing thinking - Learners being innovative, problem solving,
                         their community                      creative, entrepreneurial
                                                          •   Student confident to ask questions
                                                          •   Students confident to deviate from chosen track
                                                          •   Learning programmes encouraging authentic opportunities for critical
                                                              thinking and innovation
                                                          •   Inquiry learning opportunities (i.e social action)
                                                          •   Play based learning skills in assessing and planning built on
                                                          •   TV station
                                                          •   Teaching students how to think (rather than what to think)
                                                          •   Implementing NOTICING, THINKING, IMITATING, INNOVATING
                                                          •   Implementing Depth & Complexity framework
                                                          •   Developing agency

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•   Teach students how to navigate challenges in learning
                                                          •   Encourage students to follow curiosities and passions – supported by a
                                                              rich local curriculum
                                                          •   Provide opportunities for students to have choice in learning

6. Short term          6.1 Lynmore School                 •   New MLE                                                                  BOT/Principal
projects – New         learning environment               •   Upgrade of Prefabs
Build and              continually being developed        •   Pool plan developed
preparation for                                           •   Implementation and refinement of whare ako structure
collaborative                                             •   Team teaching opportunities to build capability within staff               Principal
teaching

Lynmore School 2021 Targets                                                    Lynmore School 2021 Progress Targets
Science based on NZCER engagement with science assessment data
Engagement based on Rutherford Survey – University of Auckland (Melinda
Webber)

Reading: 95% of all students at or above National Standards                    Reading: A minimum of 95% of all students progress at or above the
Writing: 95% of all students at or above National Standards                    expected rate; the remaining 5% will make more than 6 months progress
Maths: 95% of all students at or above National Standards                      Writing: A minimum of 95% of all students progress at or above the
Science: 80% of all students in Year 4-6 will be at or exceeding typical       expected rate; the remaining 5% will make more than 6 months progress
norms for science
                                                                               Mathematics: A minimum of 95% of all students progress at or above the
                                                                               expected rate; the remaining 5% will make more than 6 months progress
                                                                               Science: A minimum of 80% of Year 4-6 students in will progress at or
                                                                               above the expected rate

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“Ako maii, ako atu, ako ai, ako tu, ko koia aaraa ee"
                                “Empowering and Encouraging our Community of Learners (Whānau, Learners and Teachers)
                                                                    to Engage in Learning”

Goal 1: Local Curriculum Development (with Iwi partners)
  • A collective graduate profile aligned to the local curricula
  • A coherent curriculum framework is developed and shared across the Kāhui Ako which supports excellence, equity and
      wellbeing.
  • Clear benchmarks are in place across the Kāhui Ako

Goal 2: Coherent Pathways
  • A coherent pathway and graduate profile for students from ECE – tertiary is established and trialled using the Curriculum
      Mapping Tool, NZC Key competencies, school values and Learning Progression Framework

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