Development Plan 2017 2021 - Empowering students through education to become active, confident members of society - Arahunga Schoo
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Development Plan 2017 – 2021
Version 2.0.0
Empowering students through education to become active,
confident members of society.
Contents
Section 1: Strategic Planning 2 Section 3: Curriculum Overview 27
Advantages to Community Members 3 A Model for Encouraging Personalised Learning in Schools 28
History: Satellite Services 4 What’s On the Table 29
History: Outreach Services 5 What’s Supporting the Table: Virtues Based Education 30
Current Position: Satellite Services 6 What’s Supporting the Table: Relationship Based Learning 31
Current Position: Infrastructure and Outreach Services 7 What’s Supporting the Table: Inquiry and Reflection 32
Staffing Structure 8 What’s Supporting the Table: Community Involvement 33
Staff Members 2017 9 What’s Beside the Table: Individualised Support for Learning 34
Growth Plan: Satellite Services 10 Thematic Units Overview 35
Growth Plan: Infrastructure and Outreach Services 11
Other Strategic Goals and Tactics 12
Into the Wide Blue Yonder 13
Completed Strategic Actions 2016 14
Property Improvements 2016 16
Review of New Positions 2016 17
Timeline of Strategic Actions 2017 – 2018 18
Timeline of Strategic Actions 2019 – 2021 19
Section 2: Assessment Review and Target Setting 20 Section 4: End Sheets 36
Junior School Progress Report 2016 21 Vision Strategy 37
Junior School Responsive Actions for 2017 (2016 Data) 22 Professional References 38
Junior School Target Setting 2017 23
Senior School Progress Report 2016 24
Senior School Responsive Actions for 2017 (2016 Data) 25
Senior School Target Setting 2017 26
1
Section 1: Strategic Planning
2
Advantages to Community Members
The advantages for schools and individuals that use our services primarily benefit the learning and teaching of students with specific learning difficulties, some of these advantages are:
Integrity
The leadership team is working to provide ongoing
Our teachers are part of a strong team and bring collective All our teachers have regular and extensive professional
mentoring for teachers and leaders within the organisation,
specialist skills and experience to the learning situation. development.
growing the next generation of educational leaders.
Active Relationships
The organisation, staff and Board of Trustees have a wide
As an organization we are constantly looking for
The organistion has pro-active governance and leadership and continually increasing learning and professional
opportunities to increase our students’ lifelong inclusion in
teams. network. Enabling us to grow and adapt to the learning
society.
needs of our students, both as individuals and as cohorts.
Connected
We teach and support the education of
students from ages 5 to 21, providing The organisation makes focused efforts to connect with
continuity of support through their The organisation strives to gain equality of opportunity for
other organizations and services inside the regions we
individual learning journey. students and their whanau.
service.
Opportunities Confident
Individual education plans are written collaboratively with Students on both Satellite and Outreach Services’ rolls are
Our organization is dedicated to preparing our students for students and whanau for each student. These focus on the fully involved in the life of the regular schools and our
life in society. individual’s interests, abilities, inclinations and aspirations teachers look for opportunities to supplement classroom
in order to chart the individual’s learning journey. learning with outside experiences.
Empowered Personalized Learning Community
We consciously grow our relationships with others in order to increase the amount of opportunities we are able to provide for our students, their families, teachers and schools.
Leading to our students, whanau and client schools being supported and encouraged in the implementation of inclusive learning and teaching of students according to their
individual needs.
3
History
Arahunga Special School was established in 1966 and has experienced accelerated growth over the last ten years. Realising the demand for the services the organisation provides the BoT
have formed this development plan and are actively seeking to grow the organisation further. The decision to grow the organisation came out of the Board’s strongly held belief that
Arahunga Special School and Outreach Service provides the best model of inclusion available. As such the organisation is essential to assisting students with specific learning difficulties, and
their teachers, schools, principals and whanau within the regions of Whanganui, Taranaki, Manawatu, and Horowhenua. Arahunga Special School and Outreach Service works with the
student’s learning community to enable the student to be integrated into society, educating students to be able to participate and contribute with equality and confidence.
Curriculum Approach:
The organisation is using the principal’s
Satellite Services Roll Growth 2000-2017
conceptual framework of A Model for
Encouraging Personalised Learning in Schools as
a basis around which staff are collaboratively
involved in developing a localised curriculum.
This localised curriculum supports students to 68
learn using the New Zealand Curriculum while
providing relevant methods of assessing student 62
achievement in order to provide quality learning
and teaching. The completed localized
curriculum will also be available for reference 54
and use by other organisations.
50
The developing school curriculum is designed in 49
such a way as to allow teachers to craft
Number of Students
individual learning journeys for all learners in co- 43
41
operation with the students and their whanau
38 38
These individual learning journeys are based on
35
the learner’s own interests, skills and abilities 34 34
33 33
and aim for successful occupation after school 32
30
for all students. 28
24
Arahunga Satellite Services Roll Growth:
Arahunga Satellite Services roll numbers
have shown the following growth pattern:
2000 = 24 students
2005 = 38 students
2010 = 38 students
2015 = 54 students
2017 = 68 students 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
Since 2007 the Satellite Services roll has more
Students
than doubled.
4
The Outreach Service was established in about 2005 and continues to grow in its influence. The number of schools using the service fluctuates according to a number of factors but always
remains high. The service has a record of being flexible and responsive, in particular recent forward planning has allowed the service to become even more accessible to schools, principals,
whanau, and teachers who are needing the range of specialist professional development, teaching and support the Outreach Service provides. The focused development of the Outreach
Service’s infrastructure over the last two years has led to greater reach, coverage and responsiveness of the service.
Outreach Service Approach:
The Arahunga Outreach Service
Progressive Arahunga Outreach Services Roll Growth 2003 - 2016
works within local schools, providing
Specialist support to teachers,
principals and SENCOs to adapt their
local curriculums to effectively 102
101
provide for the teaching of students 100
with specific learning difficulties. 94
The Outreach Service aims to foster
the sustainability of inclusion in 82 82
schools, helping schools, principals
75
and teachers to develop inclusive 71
education strategies to support the
learning and development of
students with learning support
needs. 51 52 52 51
47
Arahunga Outreach Services Roll 39 40
Growth: 36 35 34
Arahunga Outreach Services roll 30 30
28
numbers have shown the following 25 24 24
21 21
growth pattern: 20
17 17
2005 = 17 students 13 14 14
10.8 11.6 10.8 11.47
2010 = 94 students 9 9
7 8 7
9 7.7
10.1 10.4
8.67
2015 = 75 students 5
2
4
2.4 3.7 3.5
5.1
1.1 1.5
2016 = 100 students 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
Since 2005 the Outreach Services roll
No. of Students FTTE No. of Schools No. of Staff
has multiplied 5 times over.
5
Current Position Includes T1, 2017.
Arahunga Special School and Outreach Service is committed to ensuring all
Arahunga Special School and Outreach Service is the only All students between 5 and 16 years old on students receive an equitable inclusive education, in which their individual
special school and outreach service in the Whanganui, the Satellite Services roll attend satellite needs are supported by specialist teaching and learning, while being included
Taranaki, Manawatu and Horowhenua districts. services classes located at regular schools. in the local community.
Arahunga Special School and Outreach Service is committed to ensuring all students receive an equitable inclusive education, in which their individual needs are supported by
specialist teaching and learning, while being included in the local community.
Arahunga Satellite Services
Learning Spaces Management Offices
Satellite 1 for students Satellite 2 for students Quasi-Satellite located at Line Manager’s Office at
Satellite located at
in Years 1 - 6 in Years 1 - 6 Gonville School for Rutherford Junior High
Tawhero School for
students in Years 1 – 6 School
students in Years 1 - 6
Located at Carlton School
Satellite located at Head of Junior School’s
Rutherford Junior High Hub Office at Carlton School
School for students in
Years 7 - 8
Satellite located at
Wanganui CIty College for
Years 9 - 12 Head of Senior School’s
Office at Cullinane
Satellite located at College
Cullinane College for
Years 9 - 12
Transition Day Base for
students in Years 13 - 15
Transition Base located at
1 Poynter Place for Located at Whanganui
students in Years 13 - 15 City College
6
The Arahunga Outreach Service provides specialist Arahunga Special School and Outreach Service is committed to ensuring all
Arahunga Special School and Outreach Service is the only students receive an equitable inclusive education, in which their individual
expertise to teachers and their students with
special school and outreach service in the Whanganui, needs are supported by specialist teaching and learning, while being included
identified individual learning needs who are in the
Taranaki, Manawatu, and Horowhenua districts. in the local community.
regular school environment.
Arahunga Special School and Outreach Service is committed to ensuring all students receive an equitable inclusive education, in which their individual needs are supported by specialist
teaching and learning, while being included in the local community.
Infrastructure Outreach Services
Management Offices Management Offices
Administration Office Outreach Service
Administration Office
located at Rutherford Teachers employed in
located at 1 Poynter Place
Junior High School Whanganui DIstrict
Principal’s Office located Line Manager’s Office
at 1 Poynter Place located at 1 Poynter Place
Shared staff and facility
Teachers working across
Whanganui based Outreach Service and
Resource Center located Satellites where possible
SMS: MUSAC
at Rutherford Junior High Executive Officer’s Office
School located at 1 Poynter Place
Team Leader Employed
Team Leader Employed
for Manawatu and
for Taranaki Region
Horowhenua Regions
Koha Online Resource Organizational Google
Organizational Website
Database Drive and E-mail System
Outreach Service
Outreach Service
Teachers employed in
Teachers employed in
Manawatu and
Taranaki DIstrict
Horowhenua DIstricts
7
Staffing Structure
Oversight Specialist Services Staff Teaching Staff Support Staff
The school community elects the Board of Trustees (BoT). The introduction of specialist Specialist teachers function in the Teachers’ Aides assist teachers within
The BoT appoint the Principal, who leads the organization. services staff will allow students Satellite Services and/or the Outreach satellites, working under the teacher’s
The Principal delegates the day to day management of the greater access to specialist services Services. Satellites are classes operated direction.
three strands of the organization to the Line Managers, who and reduced wait times of by Arahunga, while Outreach is the Administration support staff work within
are the Executive Officer and the two Deputy Principals. intervention. support of the teaching of students who the school offices and resource library.
In turn the effective running of the organization’s These services may include: are enrolled in another school and already ICT staff work across the organization.
departments are delegated to the Team Leaders and Heads Occupational /Physiotherapists have a class teacher. The introduction of lead support staff
of Schools. Teachers of the Deaf/Blind A team of curriculum leaders oversee the will provide leadership, supervision, and
A newly created position of Hub Leader is responsible for the Speech Language Therapists development of curriculum, planning and mentoring for support staff working in
Hub to be located at Whanganui City College. Etc. assessment. both satellites and administration.
8Staff Members 2017
Senior Management Outreach Service Teacher’s Aides
Principal: Daniel Price Line Manager: Margaret Smith Janine Richardson
Executive Officer: Annette Aldridge Team Leader Taranaki: Shirley Wisnewski Jenna-Marie Hoyle
Line Manager Satellite Services: Kay Bannister-Rye Team Leader Manawatu/Horowhenua: Ailsa Buckley Andrea Breton
Line Manager Outreach Services: Margaret Smith Teachers: Fiona Anderson Kevin Day
Head of Senior School: Simon Beitchef Joanne Francis-Alles Karrie-Anne Duffin
Head of Junior School: Caleb McGregor Andre Hansen Morgan Holly
Team Leader Taranaki: Shirley Wisnewski Judith Driscole Carla-Marie Davies
Team Leader Manawatu/Horowhenua: Ailsa Buckley Marie Evans Alicia Walford
Hub Leader: Yvonne Bieleski Dianne Handley Howard Roy
Laurie Kinaston Damian Takarangi
Holly Lennox George Urry
Administration Val Liddell Samuel Williams
Line Manager: Annette Aldridge Clare Perkins Petera Hepi
Pam Riley Mitchell Reardon
Administration Support Staff: Judith Malloy Kerrin Smillie Ivo Huisman
Janine Richardson Tracey Herewini-Davis Aileen Kennedy
Melanie Dixon Anna Jones Trudy Kirkland
Elizabeth Vardy Elizabeth Lithgow Marie Neale
ICT Support Staff: Kevin Day Judy Mellsop Brenda Perfect
Kathleen O’Donnell Sharon Reardon
Shelley Peters Lorraine Barker
Satellite Classes Michelle Politakis Kimba Baird
Donna Boniface Employed by Cullinane College
Line Manager: Kay Bannister-Rye Sarah Reddish Lea Pelzers
Head of Senior School: Simon Beitchef Lisa Garrod Bernadette Thompson
Head of Junior School: Caleb McGregor Cheryl Sherriffs Yvonne Rosewarne
Hub Leader: Yvonne Bieleski Narelle Webb Claire Law 25
Teachers: Deborah Foster
Holly Hoddinott
Hamilton Ngapo Curriculum Leaders
Elaine Wolstenholme-Huisman
Dineshwar Dayal Literacy: Elaine Wolstenholme-Huisman
Hollie Laird Alice Jonker
Megan McArthur Mathematics: Dinesh Dayal
Rebecca Cairncross Andre Hansen
Elsa Dimock Specialist Curriculum: Megan McArthur
Alice Jonker Future Focused Education: Deborah Foster
Kirsty Stanbrook Maori Studies: Hamilton Ngapo
9Growth Plan
Arahunga Special School and Outreach Service is committed to ensuring all
Arahunga Special School and Outreach Service is the only All students between 5 and 16 years old on students receive an equitable inclusive education, in which their individual
special school and outreach service in the Whanganui, the satellite services’ roll attend satellite learning needs are supported by specialist teaching and learning, while being
Taranaki, Manawatu and Horowhenua districts. classes located at regular schools. included in the local community.
Arahunga Special School and Outreach Service is committed to ensuring all students receive an equitable inclusive education, in which their individual learning needs are supported
by specialist teaching and learning, while being included in the local community.
Arahunga Satellite Services
Whanganui Taranaki
Hub at Carlton
Hub
Satellite located
Satellite located Satellite located at Satellite located at
Satellite 1 for students Satellite 2 for students within Whanganui Satellite located in
The satellite services available in Taranaki would grow in response to need.
within Whanganui for Tawhero School for Gonville School for
in Years 1 - 6 in Years 1 - 6 East for students in Taranaki for students
students in Years 1 – 6 students in Years 1 - 6 students in Years 1 – 6
Years 1 – 6 in Years 1 – 6
Located at Carlton School
Outreach Function
Satellite located at
Second Intermediate
Rutherford Junior High Satellite located in
School for students in
Level Satellite in Management Offices
Whanganui Taranaki for students
Years 7 - 8 in Years 7 - 8
Line Manager’s Office at
Rutherford Junior High
School
Hub at Cullinane Hub at City
Head of Junior School’s Hub
Office at Carlton School
Satellite 1 located at Satellite 2 located at Satellite 1 located at Satellite 2 located at Satellite located in
Outreach Function Cullinane College for Cullinane College for Wanganui City College Wanganui City College Taranaki for students
Years 9 - 12 Years 9 - 12 for Years 9 - 12 for Years 9 - 12 Head of Senior School’s in Years 9 - 12
Office at Cullinane
Located at Cullinane College College
Outreach Function
Hub Leader Office at
Transition Base Transition Carlton School
Transition Day Base Transition Base in
located at 1 Poynter Horticulture and
for students in Years Outreach Function Taranaki for students
Place for students in Production Day Base
13 - 15 in Years 13 - 15
Years 13 - 15 Years 13 - 15 Hub Leader Office at
Whanganui City College
Located at Whanganui City College
Key:
Priority One Priority Two Hub Leader Office at Space
Increase the number of satellite classes. Increase our Manawatu/Horowhenua regional infrastructure. Cullinane College Conceptual grouping
Rationale: Roll growth is continuing and more learning spaces are Rationale: The Manawatu and Horowhenua regions’ distance from any Outreach co-operation
needed to cater for new and existing learners within our region. other specialist provider of learning support for ORS funded students. Regional
Student pathway
10Infrastructure The Arahunga Outreach Service provides specialist expertise to teachers and
their students with identified individual learning needs who are in regular school
Resource Provision environments.
Combined Cellular Phone and
Combined
Taranaki Based Whanganui Laptop Provision for
Whanganui based
Resource Center
Resource Center
Administration Teachers and
Key:
Space/Thing/Person Outreach Services
Office Specialists Conceptual grouping
Satellite co-operation
Regional
Direct links
Management
Regional Ordering IT Support Staff Offices
Koha Online
and Fulfilment of SMS: eTap located in
Resource Database Line Manager’s
Resource Lending Whanganui/Mobile
Office located at 1
Poynter Place
Organizational Team Leader’s
Organizational Taranaki Whanganui
Google Drive and Office in Taranaki
Website
E-mail System Team Leader
Taranaki
Employed for Team Leader’s
Operational Base
Whanganui Region Office in
Manawatu /
Management Specialist Services Hub Horowhenua
Offices Specialist Services
Specialist Services Outreach Service
Team Leader Team Leader’s
Principal’s Office Team Leader Teachers employed
Team located in Employed for Office in
located at 1 Employed in in Whanganui
Whanganui
Whanganui Taranaki Region Whanganui
Poynter Place DIstrict
Executive Officer’s
Office located at 1 Teachers across Outreach function of
Specialist Services Mobile Specialist Outreach Service
Poynter Place Outreach and Hubs (See Satellite
Team Base in Services Staff cover Teachers employed
Satellite Services Services Growth
Whanganui our regions in Taranaki DIstrict
where possible Plan)
Team Leader
Specialist Manawatu / Horowhenua
Services Office in Satellites in Taranaki Outreach Service Team Leader
Whanganui Key: (See Satellite Teachers employed Employed for
Space/Thing/Person
Conceptual grouping Services Growth in Manawatu / Manawatu and
Direct links Plan) Horowhenua Horowhenua
11Other Strategic Goals and Tactics
Advertising:
Maori Studies
Arahunga Special School and Outreach Service aims to promote itself within the regions
Arahunga Special School and Outreach Service aims to provide culturally
responsive education which: we cover in order to promote growth and make our services more accessible to potential
• Promotes and values Te Reo Maori users. To achieve this, we will:
• Incorporate appropriate Tikanga Maori into the learning situation
- Have a clear and concise message in advertising materials
In order to achieve this a Curriculum Leader for Maori Studies has been
nominated. This person will lead planning, integration and professional - Use consistent designs and themes in our advertising
development in this area with the support of the whole Curriculum - Allocate budget funds to running a widespread advertising campaign
Leadership team. - Increase the presence of available information materials in our regions
- Review which types of advertising are the most effective and repeat these
- Utilize new advertising opportunities as they arise
Whanau Education:
Arahunga Special School and Outreach Service wants our students’
Tactics:
whanau to be able to help their tamariki gain the best future possible
for them as unique individuals. As part of this process we want to make 1. Clear communication, professional support, and secure accountability across the organisation.
available to parents and caregivers information about their child’s 2. Quality staffing.
education as well as information about opportunities and potential
3. Cohesive planning across both satellite and outreach services.
support available to them and their children.
4. Strong, effective, and reliable administrative procedures.
- Parent / caregiver / staff information evenings
- Parent / caregiver communication letters and newsletters 5. Community involvement.
- Parent / caregiver discussions 6. Technological innovation and integration.
7. Needs based professional development.
Build Connections with Iwi and Hapu: 8. Open communication and collaboration between leadership, management and Board of
In order to support our learners, we want to build connections with Trustees.
other groups dedicated to our students’ advancement. 9. Board of Trustees, management, and leadership succession planning.
The cultural backgrounds and knowledge that our local iwi and hapu can
bring to our school whanau is invaluable. (These tactics apply to everything we do to towards improving our students’ education and growing the
organisation.)
12Into the Wide Blue Yonder
Explore ways in Employment of a
which the Outreach Project Leader to
and Satellite Services focus on specific
can work together strategic actions.
While we have two teaching delivery strands This would remove the biggest barriers
inside our organization we aim to be a to achieving significant strategic
cohesive organization. It would be beneficial actions, which are: time and
to explore possibilities for increased co- communication. This position would
operation between the Outreach Services mean that management are not
strand and the Satellite Services strand. The spread too thin and would assist the
Outreach Function of Hubs may be one organization to be responsive to
possibility to start with. growing needs. Their first job would
The inclusion of Specialist Services in the likely be the establishment of a
Administration and Support strand will also be Taranaki Hub including Satellite Class,
a factor in this as this strand interacts with Outreach Office and, potentially, a
both of our teaching strands.
Explore moving our Taranaki based Resource Centre.
Base Site
Moving to a site with more land space could
potentially be a better solution than trying to
build on a site with limited size. It also may
open doors for transition programs such as
horticulture and production. The fact that we
do not intend to have school age students at
base makes this feasible as transport options
are available for transition students.
13Completed Strategic Actions 2016 Includes T1, 2017.
Established another Literacy and English Additional student digital Established Junior
Maori Studies Curriculum
satellite class located at Curriculum Co-Leaders School Satellite Services
Satellite Services
Leader nominated devices purchased for
Carlton School (Now 2 nominated satellite services Team
classes onsite)
Established a second Numeracy and Established Senior
transition base in CBD as Mathematics Co-Leaders Increased the ratio of School Satellite Services
Established a satellite
part of Arahunga Hub at nominated teachers to students in team
class as part of Arahunga the satellite services
Hub at WCC WCC
Hospitality course
Clarified professional
Established regular and completed second year of
meeting conduct
Completed a major update of the Strategic Development Plan for
Celebrated the organization’s 50th Jubilee with a reunion event
reliable school courier operation
Development of online resource catalogue, now searchable
Host School Agreements service inside Whanganui
renewed providing experience of
the future direction and focus of the organization
All teaching staff have Arahunga issued laptops
work for transition Effective and economical Staffroom at Base created Major overhaul of office
Google drive and e-mail use established
Regular Principal students grounds maintenance and with running water, hot and administration
attendance at Central caretaking system put in water supply, and fitted systems
Region Special Schools place for all sites, using kitchen
Infrastructure
cluster, 4L’s Learning Sustained and consistent local contractor
Begun the move to
cluster, and local advertising campaign Increased ratio of eTap SMS
Whanganui Principal’s Better systems in place permanent support staff
Association around Information
Significant reduction in Technology (IT) and
Resource Library moved
operator Novopay errors accessing IT support
to Base
Administration of
Outreach Services School vehicle monitoring
contracts with Te Kura system and servicing
now processed by schedule developed
Arahunga Administration Increased the number of Information brochure Targeted PD on:
Services Communities of Practice development Replacement vehicles iPad Use
Outreach Services
purchased Narrative Assessment
Google Drive
Te Kura contracts New format for Visit reports on Google
Difficult Conversations
increased to 1.5 FTTE Communities of Practice Drive 6 Outreach Services staff
Teacher Appraisal
is more focused and members attended the
E-Portfolios
Increase in overall provides more even “Everybody In” inclusive
Introduced an outreach
numbers of students sharing time for people Practices PD in
function as part of Gained High and
accessing outreach involved Christchurch and fed back
Arahunga Hub at WCC Complex Needs and
services to rest of the Outreach Intensive Wrap-around
Services staff
Service contracts
14Created a teacher Continued collaborative Junior and Senior School Improved report Continued production of
team meetings held
Satellite Services
induction plan unit planning template satellite services bulletin
regularly
Targeted PD visits to Improved quality of
Emphasis on teacher Improved communication
specific schools outside report writing and
ownership of class, space, across satellite services
of our regions by all information
and planning
satellite service teachers Improved participation
Introduction of student Whole of satellite rate in Athletes with
services prize giving Disabilities
Increased centralized ordering of resources, materials, and consumables
Whole of satellite centered behavior plans
Developed and
services trip to trout farm in satellite services
Developed better targeted petty cash use, tracking, and control
implemented exit from
Health and Safety committee formed and regularly meeting
education plans for Fundraising, purchase,
students in satellite and construction of
Clearer lines of responsibility and accountability
Improved leave reporting services Major review of Health Administration staff horticultural greenhouse
– increased accuracy and Safety procedures enabled to take greater
carried out initiative within their
New Board of Trustees elected
Improved Board of Improved efficiency of
roles
Infrastructure
Trustees Minute taking, banking and financial
Improved relief tracking
sharing, and recording Emergency Planning and reporting
Preparation carried out Improved administrative
and procedures for relationships,
Property improvements Former student elected
ongoing review put in communication, and Improved communication
(see separate sheet) to Board of Trustees for
place procedures with host with accountants
the first time
schools
Health and Safety
Committee formed Targeted budget created
Creation of Outreach
Student and Staff
Tracking Sheet
Clarified the role of Team Increased to 11 teachers
Enhanced collaboration
Leader in the Taranaki region
Outreach Services
Targeted front line Attended joint meetings Employed a Team Leader
Taking on teachers who for the Manawatu /
are already in schools as leadership response in with Ministry of
Taranaki through Team Education service staff Horowhenua region
staff members – this
gives them access to Leader role
Arahunga professional (See separate sheet) Increased the number of
development, resources, students the Outreach
collegial support, and Improved communication Service is working with in
targeted appraisals in the Taranaki region Taranaki
15Property Improvements 2016 Includes T1, 2017.
Base Site Satellite at Tawhero School Hub at Carlton School
Staffroom designated and renovated Shade sails installed Heat pumps x 2 (classroom and office)
- Installed Zip Medication cabinet (lockable) installed Power point installed in bathroom
- New Kitchen Earthquake fixing and anchoring of furniture and Medication cabinet (lockable) installed
Greenhouse (new build) equipment Earthquake fixing and anchoring of furniture and
Garden Shed (new build) Former isolation room disabled equipment
Power to outside technology classroom
Large wooden seating on both sides of side gate
Heat pumps x 2 in classrooms
Relining of transition classroom walls
Large tree pollarded (trimmed) Satellite at Rutherford Junior High School
Switchboard rewired
Opening in garden fence created Shade sails installed
Trellis frame moved Bathrooms renovated
Large outside gardens removed Fitted new blinds throughout
New lawn sown Medication cabinet (lockable) installed
Renovation of front and street side gardens Earthquake fixing and anchoring of furniture and
Outreach Services Office painted equipment
Specialist Services Office painted
Utility corridor painted
Re-designation of bathrooms (2 x staff, 3 x
Hub at Whanganui City College Satellite at Cullinane College
student)
Electric change bed wired into bathroom wall
New furniture purchased New cupboards installed
New dishwasher in transition classroom
Medication cabinet (lockable) installed Office renovated
Medication cabinet (lockable) installed
Earthquake fixing and anchoring of furniture and Medication cabinet (lockable) installed
Earthquake fixing and anchoring of furniture
equipment Earthquake fixing and anchoring of furniture and
and equipment
equipment
Former isolation room disabled
Former isolation room disabled
16Review of New Positions
Outreach Team Leaders Executive Officer
• Targeted front line response outside Whanganui • Having a senior support staff position shows support staff they are valued
• Greater health and safety responsiveness • Central point of communication
• Wellbeing awareness • Provides clear structure
• More frequent contact with schools and teachers • Efficient processes implemented
• Modelling and support for teachers • Accurate records kept
• More efficient communication • Efficient payroll provision
• Faster feedback of what needs to be actioned • New systems meeting needs
• Enhanced collaboration • Allowing teachers to focus on learning and teaching
• Enables Senior Managers to focus on leading and managing • Enabling Senior Managers to focus on leading and managing
• Increased responsiveness to needs • Increased responsiveness to needs
• Increased number of schools using the outreach service • Focused resourcing and spending
• Clear understanding of finances
Heads of Junior and Senior School Health and Safety Officer
• Targeted front line response in Satellite Services • Raises the profile of Worksite Health and Safety
• Greater health and safety responsiveness • Teaches people to be aware of potential hazards
• Wellbeing awareness • Meeting legal obligations
• More frequent contact with parents • Point of contact
• Modelling and support for teachers • Provides clear structure
• More efficient communication • Hazards are being thoughtfully considered and addressed
• Faster feedback of what needs to be actioned • Increased responsiveness to needs
• Increased responsiveness to needs • Measurably safer worksites
• Increased numbers of students on roll • Focused resourcing and spending
• Easier for all staff to communicate the existence of potential hazards
17Timeline of Strategic Actions 2017 - 2021
Establish a secondary Establish Line Manager’s Establish Hub Leader Identify schools for new Embed secondary satellite
Satellite Services
satellite class at Whanganui Office at Rutherford Junior Position at Whanganui City primary satellites and plan class at Whanganui City
City College High College for establishment College
Establish a Transition Day Establish a Second Satellite Establish Hub Leader Establish a new
Establish Lead Teacher’s
Base near CBD at Class at Carlton School Position at Carlton School primary/intermediate
Aide Positions
Whanganui City College satellite class in Taranaki
Establishment of a training Explore having a satellite
programme for teacher’s class in New Plymouth
aides
Complete design of online Combine Whanganui Employ a Team Leader for Renewed sustained advertising campaign
resource catalogue for Administration and Specialist Services
Arahunga Resource Centre Resource Centre on a
Explore the establishment
single site
an Arahunga Resource
Infrastructure
Establish a Specialist
Extend sustained Services Team Centre in New Plymouth
advertising campaign to all Development of eTap
our regions based SMS
Establish Specialist Services Explore the provision of Increase resource
offices and work space digital delivery of delivery options (e.g.
Employ a project manager for strategic development projects postal, digital, onsite,
Professional Development
etc.)
Active networking and co-operation with schools, and their communities in Whanganui, Taranaki, Manawatu and Horowhenua
Update Te Kura contract Explore having an Outreach Strengthen outreach Renew Service Contract for
Service Operational Base in function as part of Establish an Outreach Service
Outreach Services
Whanganui, Taranaki,
New Plymouth Arahunga Hub at City Office in Taranaki
Continue Arahunga Manawatu and Horowhenua
Outreach Communities of
Practice using new format Create a Team Leader role Establish an outreach
Explore having an Outreach
for the Whanganui district function as part of Arahunga Embed Team Leader role for
Hub at Carlton School Service Operational Base in
the Whanganui district
Manawatu/Horowhenua
Ongoing targeted Embed Team Leader role
Professional Development for Manawatu /
at Callback Days Line Manager Recruitment
Horowhenua
2017 2018 18Establish a new primary level Establish a dedicated Establish a new
Satellite Services
satellite class in Whanganui transition horticultural and Explore the establishment of Establish a secondary level
primary/intermediate
production day base for vocational provision for satellite class in Taranaki
satellite class in Whanganui
Establish a new intermediate Years 13 - 15 beyond 21 Years old
East
level satellite class in
Whanganui Establish an intermediate
Complete the existing
Open second satellite class level satellite class in
satellite class at Gonville
at Whanganui City College Taranaki
Establish a primary level School
satellite class in Taranaki
Consultation and Review in Preparation for Development Plan for 2022 - 2027
Establish an Arahunga Review Specialist Services
Major Review of Property
Resource Centre in Taranaki Team for Expansion
Needs for Future Growth
Infrastructure
Establish Lead
Administration Support Staff Sustained Targeted Advertising Campaign Across Regions
Position/s
Employment of a School
Explore the Employment of a
Board of Trustee Elections Counsellor available to
Taranaki Office Manager
students, whanau, and staff
Active networking and co-operation with schools, and their communities in Whanganui, Taranaki, Manawatu and Horowhenua
Update Te Kura contract Explore the creation of Renew Service
Outreach Services
professional resources for Contract for
teachers of students with Whanganui, Taranaki,
Establish an Outreach identified individual learning Manawatu and
Service Office in needs regarding inclusive Horowhenua
Horowhenua and Manawatu practice
2019 2020 2021 19Section 2: Assessment Review
And Target Setting
20Data from this page has been redacted to protect
the privacy of the individual's involved.
21Data from this page has been redacted to protect
the privacy of the individual's involved.
22Junior School Target Setting 2017
Student Learning Target
For all ORS funded students in Years 1 – 8 to move one or more
curriculum sub-levels in both English (Reading and Writing) and
Mathematics.
Personnel Involved: Satellite Class Teachers and Teacher Aides
Leaders: Satellite Class Teachers
Supported by: Curriculum Leaders and Head of Junior
School
Development of Teaching Target
Refine and finalize Literacy and Numeracy development goals for
students who are in the first three years of our school.
Personnel Involved: Satellite Class Teachers of Years 1 - 8
Leaders: Curriculum Leaders
Supported by: Head of Junior School
Co-operative Whole of Satellites Target
Complete a portfolio collecting evidence of student voice
influencing and directing learning. (Joint Junior and Senior School
Target)
Personnel Involved: Satellite Class Teachers of Years 1 – 15
Leaders: Heads of Junior and Senior School
Supported by: Deputy Principal of Satellites
Data from this page has been redacted to protect
the privacy of the individual's involved.Data from this page has been redacted to protect
the privacy of the individual's involved.
24Data from this page has been redacted to protect
the privacy of the individual's involved.
25Senior School Target Setting 2017
Student Learning Target
For all ORS funded students in Years 9 - 11 to move one or more
curriculum sub-levels in both English (Reading and Writing) and
Mathematics.
Personnel Involved: Satellite Class Teachers and Teacher Aides
Leaders: Satellite Class Teachers
Supported by: Curriculum Leaders and Head of Senior
School
Development of Teaching Target
Increase the amount of NCEA credit based units and NZQA approved
training being completed by students in Years 9 - 15.
Personnel Involved: Satellite Class Teachers of Years 9 - 15
Leaders: Transition Class Teachers
Supported by: Head of Senior School and Deputy Principal
of Satellites
Co-operative Whole of Satellites Target
Complete a portfolio collecting evidence of student voice influencing
and directing learning. (Joint Junior and Senior School Target)
Personnel Involved: Satellite Class Teachers of Years 1 – 15
Leaders: Heads of Junior and Senior School
Supported by: Deputy Principal of Satellites
Data from this page has been redacted to protect
the privacy of the individual's involved.Section 3: Curriculum Overview
2728 Used with permission.
School Curriculum and Planning Needs and Interests of Individuals
• Local and relevant • Fostering curiosity and awe
• Based on New Zealand Curriculum (including Key • Seizing teachable moments
Comp.) • Knowing our colleagues and
• Culturally aware (especially of NZ Maori) students’ interests and abilities
• Maintain an outward looking focus (beyond school)
• Building on prior knowledge
ll b l d h
Content Schedule Contextual Planning
knowledge and skills relevance and meaning
Learning Resources and Digital Devices
Fuel
Launch • Targeted resourcing
Themes • Internet safety and digital citizenship
• Supporting colleagues and students in
NZC Level 1 risk taking
NZC Level 2
NZC Level 3 Individual
Interests, What’s on the Table?
SLS/NCEA Inclinations, and
NZQA Aspirations
Occupational Life and
Preparation Community
29Shared Set of Values and Expectations Ethical Decision Making
We believe ethical decisions are:
Student Independence and Autonomy Includes:
Personalised Learning, Thinking, Inquiry, Curiosity, Decisions made with integrity; aiming for equitable
We help students learn to make choices and outcomes.
Desire to Learn, Innovation, Critical Thinking,
to have an expectation that those choices Initiative, Engagement, Positive, Enthusiastic, Decisions that are smart, relevant and well thought
will be respected by other people. Achievement, Listening.
out; aiming to be fair, just and right.
Decisions based on shared values; practicing good
Personalised Learning and Inquiry Includes: conduct.
Independence, Autonomy, Respect, Responsibility, Decisions that consider other’s values, viewpoints and
We recognize individuals’ abilities and needs
Persistence and Perseverance, Hygiene, Cleanliness situations; looking at the bigger picture than just
throughout their individual learning journey. and Tidiness, Hard Work, Excellence, Progressing, ourselves.
Taking Risks, Active, Productivity.
Integrity and Honesty Includes:
Honesty, Integrity, Trust, Support, Trustworthy,
What’s Supporting the
We have honest and trustworthy
interactions with each other.
Accountable, Truthful, Social Justice, Sustainability,
Ecological, Common Sense, Caring.
Table?
Community and Participation Includes:
Community, Participation, Consideration, Diversity,
We interact with manaakitanga and
Inclusion, Good Manners, Willingness, Spiritual Base,
whanaungatanga. Getting Along, Equity, Humour, Fun, Immersion,
Culture, Environment, Greeting People, Belonging,
Accepting.
Virtues Based Education
30Reciprocal Teaching
Teacher Modelling Learning to Colleagues and Students
initiated
learning Each staff member has the
responsibility to model learning to
both their colleagues and their
students.
An example of this is the use of the
Dimensions for Effective Practice of
Teacher Literacy which are shown to the left.
learning with
We maintain well communicated
students
expectations of the knowledge that
needs to be gained and the
instructional strategies that help to
gain it. We work in partnership to
know our learners and engage them
in appropriate learning as both
Joint seeking individuals and members of the
(teacher and classroom learning community.
students)
Students
What’s Supporting the
Table?
initiating and
driving learning
Students
seeking
independently
Reciprocal teaching recognizes that both A.) the teacher is a learner and B.) students can
Relationship Based Learning
ultimately become the teacher/s in the areas they inquire into and therefore learn about and
become recognized “experts” in.
31Adaptable and Responsive Teaching Mentoring Colleagues and Students
The Educational Leadership
model is used to promote
collegial team based mentoring.
This is supported by the
implementation of systems and
pedagogy which utilize the
partnerships and networks the
organization has in order to
foster a culture of sharing, and
problem solving in which staff
teams are empowered to focus
on the learning needs of the
students in their class.
What’s Supporting the
The Teaching as Inquiry cycle is taken from the New Zealand Curriculum Table?
document and is used to foster adaptable and responsive teaching
within the school.
The inquiry process focuses on what teachers can do to impact student
achievement both inside and outside the classroom.
As teachers we respond to the findings from our inquiries by adapting
our practice in order to be continually discovering the practices that are
most beneficial for the learners in our classes.
Inquiry and practice is always fluid because learning is always fluid.
Inquiry and Reflection
32Whanau and Community Organisations Contributing to the Community
Sport Social Volunteering Services RDA SPCA YMCA
Special Olympics Youth Groups SPCA Sommerville Stone Soup Days Knitters’ Club YWCA
RDA YMCA Early Childhood IDEA Services Employers Churches Creative Interest
Boating Club Library Schools Retirement Homes Schools Potter Society Groups
Athletics Marae Tram Trust Disability Support Early Childhood Koha Shed Autism Association
Boys and Girls Gym Musicians’ Club Marae Whanau Support Centers Opportunity Shops Gym
Club
The HUB Op Shops Blind Foundation Kohanga Reo Recycling Centre Pet Shop
Pirates (Rugby Club)
Scouts Loaders Landscapes Van Asch Hospice Chicken Farm City Library
Sport Clubs
Guides Gonville Centre Centre for the Blind Salvation Army Mowing Lawns Cleaning
Walking groups
Swimming Air Training Corps Hospital Visiting Talklink Car Grooming Gardening City Council
Splash Centre Sea Cadets Blind Foundation MIST Centre Marae Gonville Centre Surplus Store
Indoor Bowls BMX Club Maori Wardens BLENZ Skids Volunteering Pedestrians on
Country Music Club Recycling OSCAR Music Groups Wheels
Dance Clubs Soup Kitchen Dog Pound Window Cleaning
Hobbies Rock n Roll Club RSA
Employment
Musician’s Club Walking groups St John’s Club
Mitre 10 Mega
Friend of the Opera
What’s Supporting the
Artists
Supermarkets
Photography Club Educational House
City Council
Horticulture Library City Mission
Table?
Horticulture
Miniature Railway Marae Kindergarten Association
Early Childhood
Club Community Education Police Station
Whanganui District
Gardening Club Service (CES) Fire Station
Council
Fishing Club Farming Drop in Centre
Caltex
Community Arts UCoL Salvation Army
Loaders Landscapes
Group Skids City Library
The Warehouse
Repertory Theatre OSCAR
Wanganui Enterprises
Potter’s Society The Computer Club
Knitting Club Sergeant Gallery Religion
Amdram YMCA Church
Training for You Youth Groups
Community Involvement
33Individualised Support for Learning
Teacher planning for student
progress and achievement
Targeted and planned support for
all individual students allows our
students to better access the
curriculum as well as enabling staff
to better support the students’ Parent and teacher
learning. knowledge of student
Specialist Services assistance
What’s Beside the Table?
Behaviour Plan
Individual Education Plan
34Thematic Units Overview Science
Technology
Social Science
Technology: Hard Materials My City Friends Water
Even Year
Designing and building with hard All about our home city, the Exploring what it is to be a good The importance of water to our
materials (e.g. wood, cement, services offered (e.g. cafes, friend and how to build and everyday lives. Playing water,
etc.) and looking at goods New hospital, etc.) and what to see sustain positive long lasting using water responsibly and
Zealand exports and imports. and do in our beautiful city. friendships. sustaining water resources.
Emergencies Energy How a Cow Works Milk
Odd Year
What emergency services are, Everyday energy use, e.g. The New Zealand dairy and beef What can we do with milk? E.g.
what they do and how to access electricity, food, etc. Where does cattle farming system. How does cheese, ice cream, milk powder,
them. E.g. Police, ambulance. energy come from? Is it a cow produce milk and how is yoghurt, etc.
sustainable? that milk processed and sold?
Creepy Crawlies Family/Whanau Technology: Soft Materials Transportation
Even Year
All about insects. What they are, What is a whanau? Who is my Creating a marketable product An exploration at what
where they live, what the eat, whanau? Where do my whanau from soft materials (such as wool, transportation is and the
and how they are an important come from? Self-identity, foam, fibre, etc.) and selling it at difference between historical and
part of the larger food chain. belonging and whakapapa. market day in town. current transportation methods.
Once Upon A Time Technology: Bio Technology Dinosaurs & Dragons Festivals & Special Occasions
Odd Year
Fairy tales and Maori myths and Investigating how bio-technology Looking at what are dinosaurs Exploring the festivals and special
why they are an important part of can help people and how to be and dragons and considering the occasions celebrated by the
our culture and heritage. safe around active cultures and historical evidence to try and various cultures represented in
mould, etc. separate fact from fiction. our own school community.
35Section 4: End Sheets
36Vision Strategy
Used with permission.
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