Fairfield Intermediate School Charter 2021 - Strategic and Annual Implementation Plan (2019 - 2021)
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Fairfield Intermediate School
Charter 2021
Strategic and Annual Implementation Plan
(2019 – 2021)
Principal’s endorsement:
Board of Trustees’ endorsement:
Date: March, 1st 2021School Vision: School Mission:
Exceptional Learners, Exceptional Place We specialise in high-quality learning for emerging adolescents.
Whakaharahara ākonga, Whakaharahara wāhi We provide a broad range of opportunities in a safe, inclusive,
connected learning community.
We embrace the potential of our unique and diverse community.
Core Values of Fairfield Intermediate: Students leave Fairfield Intermediate School as confident, critical
and creative thinkers, equipped to take their place as responsible
We promote:
contributors to a global society.
Whanaungtanga
Teaching Framework:
Manaakitanga Our school philosophy relating to school/class programmes, and
learning and teaching means…
Kaitiakitanga Teachers are responsible for teaching and students are
responsible for their learning outcomes
All students can learn provided they are motivated and receive
These values are an integral part of the day to day running of our school. appropriate help, guidance, support and encouragement
They are communicated and promoted in such a way that they are All staff will create a moral climate that promotes honesty and
understood by all members of our community – especially our students. respect
We will develop a learning environment in our classrooms that
recognises effort, enthusiasm and commitment by the learner
We will provide a wide range or learning experiences based on
each of the learning areas and developing key competenciesFairfield Intermediate has an open-door policy. This ensures that parents,
Description of School and Community whanau and the general school community are encouraged to be
involved with their child’s learning through open communication,
Fairfield Intermediate School, located in north eastern Hamilton, is
feedback and discussions about any matter of importance that involves
providing an education for students Years 7 and 8. A special feature of the
the school. Throughout the year there are several opportunities for
school is the ethnic diversity of the students. The school’s roll of 750
students to share their learning and information/performance evenings,
students includes 45% European, 34% Māori, 6% of Pacific descent, 4%
engaging the school community. These opportunities ensure students
Asian and 11% identify as other ethnic groups.
may share their learning with their parents, caregivers and whanau. The
school effectively utilises digital and other forms of communication
Over the past two years there has been significant changes to the
ensuring the community are kept well informed. The school is a BYOD
teaching team. Teachers have undertaken extensive school-wide
school and every child has access to digital devices in order to assist in
professional learning and development in writing and in promoting
the enhancement of their learning. While the school has always had a
positive learning for behaviour. The new school values of
strong curriculum, this is being reviewed in 2021 to ensure that it
Whanaungatanga, Manaakitanga and Kaitiakitanga lay the foundations for
continues to meet the needs of students in an authentic, meaningful and
a positive school culture that focuses on quality teaching and learning
culturally responsive way.
programmes. The school has a focus on the core business of reading,
School staff are reflective practitioners, ensuring that programmes
writing and mathematics, while ensuring that it maintains a holistic
delivered are future focused and suited to the children’s specific learning
curriculum, offering a wide range of learning opportunities in all areas of
needs. Staff are caring, enthusiastic and committed to helping students
the curriculum. The school also offers a wide range of extra-curricular
to reach their full potential.
opportunities for all students.
Fairfield Intermediate School is well resourced and school facilities are
well presented and well utilised for learning and teaching. A growing body
of research has found that school facilities can have a profound impact on
both teacher and student outcomes. With respect to students at Fairfield
Intermediate, the school facilities appear to have a positive effect on
behaviour, engagement, learning and growth in achievement.Cultural Dimensions Board’s Undertakings
Cultural Perspectives Consultation
Fairfield Intermediate School’s curriculum will recognise the unique The Fairfield Intermediate School Board consults annually with the
position of Māori within New Zealand society. It will provide students with Māori community and wider community. Processes for consultation
experiences and understandings in cultural traditions, language and local include School Newsletters (email and hard copy available), House
and national histories. Newsletters, Facebook, School Website, Parent Teacher Association and
Board Meetings, Parent Teacher Learning Conferences, Curriculum
At Fairfield Intermediate we are able to enjoy the tuakana teina Evenings/Sharing of Learning, Community Survey, November hui, and
relationships in our learning and teaching environment. kanohi kit e kanohi (face to face with parents and whanau).
Tikanga Māori and Te Reo Māori Planning Year
Fairfield Intermediate will take all reasonable steps to provide learning Fairfield Intermediate’s planning year is December 1 to December 1. The
opportunities in tikanga Māori and te reo Māori for fulltime students implementation of the school’s plans is from the beginning of the new
whose parents request it. For parents indicating their intention to enrol school year.
their child/ren at Fairfield Intermediate, a discussion will be held to
share/inform the parents of the current level of teaching of tikanga Māori School’s Charter
and te reo Māori and possible future developments considering financial, The Fairfield Intermediate School Board sends a copy of the School
human and physical resourcing. Existing parents of Māori children Charter to the Ministry of Education annually by March 1.
attending Fairfield Intermediate have the opportunity at the annual hui in
November, to participate in discussions on any issues, concerns or Annual Report
matters of interest concerning Māori and Māori student achievement. The Fairfield Intermediate School Board sends a copy of the Annual
Report to the Ministry of Education annually by May 31.
Consultation with Māori
An annual hui is held in November, following the distribution of a School
Survey to the community. All families with a Māori child/ren attending
Fairfield Intermediate School will be invited to attend this hui and
encouraged to bring members of their whanau. Ideas agreed on at the hui
may be incorporated in the school’s annual plans for the forthcoming
year.
As a school we are also looking to strengthen our connection with Ngāti
Wairere.Fairfield Intermediate School:
Strategic Plan 2019-2021
Mission: We provide high quality learning for emerging adolescents in a diverse, inclusive, safe and connected learning community
Vision: Exceptional Learners, Exceptional Place (Whakaharahara ākonga, Whakaharahara wāhi)
Values: Whanaungatanga, Manaakitanga, Kaitiakitanga
Strategic Goal: 2019 2020 2021
1. Our whole community 1.1 A communication plan 1.1 Any remaining barriers to 1.1 A self-review process/cycle
(parents, whānau, students, identifies the most effective communication and feedback are ensures reciprocal communication
staff, iwi) will work together to means to provide information for identified, addressed and is optimal
determine the vision of our specific purposes and audiences, innovations implemented to
school and support the sets timelines and provides improve reciprocal
learning and wellbeing of our channel for community feedback communication
students
1.2 A consultation plan uses a 1.2 Timely, streamlined 1.2 Evaluate the effectiveness of
variety of means by which to processes are developed to the consultation plan in improving
gather student, parent and staff report on feedback, identify key community engagement and report
voice to inform self-review and themes and share any proposed to board
planning changes
1.3 The impact of parent education
1.3 A range of innovative 1.3 Successful strategies are strategies is reviewed
strategies is explored (and where implemented school-wide
appropriate, trialled) to assist
parents and whānau to support
their child’s learning2. Effective use of achievement 2.1 A range of data sets is 2.1 Internal and external 2.1 Schoolwide assessment
data and targeted planning identified and utilised to enable moderation processes are procedures and systems ensure
and action will ensure all our effective and consistent reviewed, enhanced and robust and accurate data and
students make the progress monitoring of the progress of all documented in order to improve analysis informs targeted planning
necessary to achieve their students, especially at-risk the validity and consistency of
highest academic potential learners OTJs. 2.2 PLD is planned to further
address specific ongoing cohort
2.2 Teacher PLD is focused on 2.2 PLD is focused on helping needs
effectively using a range of students to describe their
achievement data to identify at- current achievement and the
risk students’ individual learning next steps in their learning in
needs and to develop action order to assess their own
plans to accelerate their progress progress
2.3 A review of culturally
2.3 A stocktake is undertaken to responsive practice in the school
establish where the school is at measures the progress made and
in terms of culturally responsive 2.3 A schoolwide understanding informs future direction
practice and what needs to of what culturally responsive
change practice looks like at FIS is
developed and implemented
3. A cohesive local curriculum 3.1 The school curriculum is 3.1 The revised school curriculum 3.1 The effectiveness of the revised
and culturally responsive reviewed and revised as is shared with the community school curriculum is evaluated
teaching practice will meet the necessary to ensure it is student and implemented in the 2020 through student outcomes and
needs of our students and centred, culturally responsive teaching programmes feedback and in consultation with
make connections to their lives and has a focus on students the school community
and our local community and connecting to their local
environment community 3.2 PLD is based on staff needs to
assist teachers with the 3.2 PLD is planned to further
3.2 Staff are engaged in PLD implementation of the revised address specific needs in delivering
based on creating a student curriculum. a culturally responsive curriculum.
centred, culturally responsive
curriculum.Fairfield Intermediate School:
Annual Implementation Plan 2021
Mission: We provide high quality learning for emerging adolescents in a diverse, inclusive, safe and connected learning community
Vision: Exceptional Learners, Exceptional Place (Whakaharahara ākonga, Whakaharahara wāhi)
Values: Whanaungatanga, Manaakitanga, Kaitiakitanga
Strategic Goal 1: Our whole school community (parents, whānau, students, staff, iwi) will work together to determine the vision for our school
and support the learning and wellbeing of our students.
Outcome: Actions: Who By when? Measures of Progress1.1 A range of strategies -Utilize stakeholder feedback in order to SLT Term 2 Feedback from the wider school
is explored to further create further opportunities for parents and community (all stakeholders) in regard
engage whanau/parents whanau to engage with the school eg to school engagement.
in terms of their child’s Sharing of learning evenings / cultural
learning and building a events. SLT/teachers Ongoing
stronger relationship - Continue to communicate effectively with Feedback from whanau and iwi in
between school and whanau and iwi to ensure that relationships regard to school relationships.
home. are strong and needs are met. SLT/Teachers Ongoing
- Continue to look at the most effective Guidelines for Communication – parents
means of obtaining feedback/response
from parents/whānau are determined. SLT/ External Ongoing
- Refine the school website through Support Reviewed and up to date modern
consultation with staff and the wider school SLT/Admin Term 1 website
community. and 2
- Review the school weekly newsletter to Modern and updated newsletter that
ensure it is meeting the needs of the school aligns with the school website.
community and ensure that it aligns with all
other school documentation.
SLT/SAT
1.2 A consultation plan is Board Ongoing
developed using a -Consultation is undertaken regarding SLT Consultation Plan
variety of means by identified areas of Self Review. Ongoing Work Board Plan
which to gather student, -Consultation is undertaken - review of Development of local curriculum that
parent and staff voice to Strategic Plan SLT/Teachers/ incorporates community feedback.
inform self review and Board Ongoing
planning. SLT/Key Consultation plan
-Self review processes are clearly personnel Term 1 Workboard plan
documented and used to report on Revised strategic plan
feedback, identify key themes and share
any proposed changes. SENCO/Teache
rs Ongoing
1.3 A range of innovative Parent Education Opportunities set up
strategies is explored SLT/Teachers Term 1 /
(and where appropriate, SLT/Teachers Ongoing IEPs in place for students as required.trialled) to assist parents - Parent education opportunities and Feedback and positive engagement.
and whanau to support strategies for parent engagement are SLT/Admin Ongoing
their child’s learning. identified Parent Register information is set up
-IEPs for identified students engage parents and well ultised.
-Celebrations of learning shared with the
community have deliberate educational
intent l eg. Tech Arts
- A Parent Register records
skills/resources/knowledge parents are
willing to share (through enrolment forms).
Collate and utilise the information
collected.
Strategic Goal 2: Effective use of achievement data and targeted planning and action will ensure all our students make the progress necessary to
achieve their highest academic potential.
Outcome Actions Who By When Measures of Progress
2.1 Continue to refine -All students operating below or well below Teachers, Term 1 - Nga Whetu systems/processes set up
school-wide tracking and the expected curriculum level in writing, House groups ongoing
monitoring of student reading and mathematics are closely
progress and tracked and monitored (ngaa whetu)
achievement processes -Progress and achievement in writing Principal Term 1 & Charter
across the school, remains the specific schoolwide target for ongoing
especially for at risk 2021(See Target) SLT/Literacy Term 1 & Tracking and monitoring processes are
learners -Schoolwide tracking and monitoring Leader ongoing clearly documented and utilised
processes are clearly outlined and adhered consistently across the school.
to. SLT/Teachers Ongoing House Meeting Minutes/House Dean
Ongoing Meetings/Literacy Leader Feedback
- Regular monitoring and sharing of SLT/Literacy Term 2 Collaborative inquiry documentation
progress for Ngaa Whetu Students and Leader onwards
review of processes.
-Staff collaborative inquiries are established
and align with the schoolwide target in
writing.SLT/Literacy
Leader/all All year PLD Plan
2.2 Teacher PLD is teachers Teacher/student survey
focused on helping All year Achievement data in writing
students to describe
their current -PLD focused on Write That Essay is
achievement and the continued to improve teachers’ content SLT/Literacy
next steps in their knowledge, builds a common language Leader Ongoing Moderation processes are clearly
learning in order to related to the assessment of writing and documented and utilised across the
assess their own establishes a shared understanding of SLT/Literacy school.
progress. expectations at each curriculum level in Leader Ongoing
order to raise achievement. Students can articulate and understand
-Continue to focus on fine tune and develop learning goals and learning steps.
school moderation processes and tracking SLT/teachers Ongoing
systems for at risk students. SLT/Literacy PLD Plan
-Continued professional development with Ongoing Collaborative Inquiry
staff focussed on student learning goals guidelines/established
based on learner needs. Student achievement data
-House Deans walkthroughs scheduled SLT/ Key
focused on students personnel Ongoing
articulating/understanding current learning SLT/ Key
goals and curriculum levels. personnel Term planning that reflects Te Ao Māori
SLT/ Key Te Ao Māori strongly evident across the
2.3 A schoolwide personnel Ongoing school.
understanding of what Ongoing
culturally responsive -Emphasis on continuing to strengthen Te
practice looks like at FIS Ao Māori across the school, includes a more SLT/ Key Tainui Kawa in place/evident links Ngati
inclusive approach towards kapahaka, personnel Ongoing Waireredeveloped and Tainui kawa, karakia in assembly, traditional Evidence of more te reo used in school –
implemented. use of whakatauki/waiata. eg class karakia, teaching and learning
-Strengthening links with Ngati Wairere programmes, Waiata/Haka
-Continue to strengthen and incorporate Te Curriculum planning
Reo.
-Continue to incorporate NZ History into
curriculum plans.
Strategic Goal 3: A cohesive, student centred local curriculum and culturally responsive teaching practice will meet the needs of our students
and make connections to their lives and the local community.
Outcome Actions Who By when Measures of Progress
3.1 The school curriculum -Action Plan related to curriculum SLT/ Term 2 Action Plan documented
is reviewed and revised as stocktake/review is developed and Curriculum
necessary to ensure it is implemented. Leaders Term 2 Staff / student and community voice are
student centred, -Continue to develop a shared SLT/ HOD collected.
culturally responsive and understanding of the schools new values - Maaori Values are reflected daily practice
has a focus on students whanaungatanga, Manaakitanga and Values are evident in teaching and
connecting to their local Kaitiakitanga - across all stakeholders - learning programmes .
community. students / staff / the wider school Term 2 Teacher and Learner profiles are
community. documented. visible around the school
-Refine and implement the Fairfield SLT/ Term 3 and utilised
Intermediate Teacher Profile (Based on the Curriculum
school values). Leaders Ongoing
-Refine and implement the Fairfield Curriculum Plan documented
Intermediate Learner Profile (Based on the Term 2 –
school values). SLT/ establishe Digital curriculum plan is documented
-Full overview of learning areas across two Curriculum d,
years is developed and scaffolded Leaders Term 2 / Feedback of Kaahui Ako TOD
-Digital curriculum strategy is further HOD ongoing Evidence in planning / curriculum
developed in line with local curriculum Digital/Teache documentation
-Engage in further PLD with the Kaahui Ako r
in regard to increasing knowledge and Ongoing Tech/arts meeting minutespractices in relation our local history and Whole Staff / Tech/arts programme overview
practices in relation to Te Tiriti o Waitangi Kaahui Ako
- Tech Arts continue to develop
programmes that align with the school
wide goals in relation to literacy and Tech/Arts Staff
numeracy with specialist support
3.2 Staff are engaged in Ongoing PLD Plan
PLD that is based on Curriculum Action Plan
creating a student Review
centred, culturally
responsive curriculum -PLD relating to curriculum development is
identified in the Action Plan, undertaken SLT/Teachers
and process established
-Culturally Responsive Practice PLD feeds
into curriculum content & delivery through SLT/Teachers/
David Bradford and internal expertise. Strategic
- PLD related to implementation of digital teams.
curriculum is undertaken Ongoing PLD Plan
3.3 Improve the teaching
of Te Reo Maaori and SLT/Digital Term One
Tikanga Maaori across the Leader
school and therefore -Continued PLD for staff in regard to Te Ongoing Schoolwide Curriculum Planning
contribute to the strategy Reo and Tikanga that is reflected in the
for Maaori Language termly PLD Plans. Term One
Revitalisation. -Karakia is established across the school in SLT/HOD / Ongoing
every classroom and schoolwide. Maaori Term One
-Create opportunities to celebrate Te Ao
Maaori eg Matariki All staff Ongoing
-Establish and Implement schoolwide
Waiata and Haka SLT/HOD
-Each child in the school has a Pepeha that Maaori
reflects themself and their whanau.
-Further develop a shared understanding HOD
of the new school values - Maaori/StaffWhanaungatanga, Manaakitanga and
Kaitiakitanga HOD
Maaori/Staff
SLT/HOD
Maaori
Fairfield Intermediate School Charter: School Operations, Governance and Management Section:
Curriculum Human
PropertyResources
Key school documents that inform Fairfield Intermediate School Charter relating to Key school documents that inform Fairfield Intermediate School Charter relating to human
Key school documents that inform Fairfield Intermediate School Charter relating to
curriculum include; resources include:
property include:
School Curriculum Framework Job Descriptions
Curriculum Implementation Plans – teaching and learning guidelines 10 Year Property Plan
Performance Agreements
Annual Assessment Schedule 5 Year Property Schedule
Staff Appraisals
School Curriculum Reviews Maintenance Schedule
Staff Handbook
Principal’s Reports to Board Hazards Register
School Parent Information Booklet
Associated Policies and School Procedures Health and Safety Procedures
Staff Professional Development Programme
Fairfield Intermediate School Strategic Plan: Charter Aims Evacuation Procedures
Roles and Responsibilities Schedule
Fairfield Intermediate School Annual Plan: Charter Aims Plant & Machinery Practices & Procedures
Accident & Medical Register
Insurance
Personnel & Curriculum Policies
Associated Policies
Charter
Finances Charter
Key school documents that inform Fairfield Intermediate School Charter relating to
Health and Safety
finances include;
Key school documents that inform Fairfield Intermediate School Charter relating to
Annual Budget
health and safety include:
10 Year Property Plan
Board of Trustees Governance Handbook Guidelines
SUE Reports
School Charter
Assets Register
Hazards Register
Auditors Reports
Maintenance Schedule
Associated Policies and Procedures
Evacuations
Fairfield Procedures
Intermediate School Strategic Plan
Student Support
Fairfield Programmes
Intermediate and Procedures
School Operational Plan
Fairfield Intermediate School Health & Safety Guidelines Handbook
Associated Policies and School ProceduresYou can also read
