FAIRFIELDPRIMARY SCHOOL CHARTER 2020 - FAIRFIELD PRIMARY SCHOOL
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FairfieldPrimary
School
Charter
2020CONTENTS
INTRODUCTION: Tataiako: Culturally Responsive Practice at Fairfield Primary School
Our School Community
Mission Statement, Vision, Beliefs and Values
The Fairfield Learner
Cultural Dimension
STRATEGIC SECTION: Strategic Plan overview 2020-2022
Strategic Goals- Actions and Measures
Prioritisation Plan for implementation of initiatives
ANNUAL SECTION: Annual Plan 2020
SCHOOL OPERATIONS AND GOVERNANCE: Annual Plan 2020: Operations, Governance and Management
TARGETS FOR RAISING STUDENT
ACHIEVEMENT: 2020 Targets for accelerating progress and achievementTataiako – Culturally Responsive Practice (Cultural Intelligence)
Competency Key Idea’s/Elements What does this look like at Fairfield Primary School?
Ako Practise in the classroom and beyond –
all of us, taking responsibility for own
Policies created through consultation with Maori learners in mind - Hui each team
Teachers are guided by and respond to policy and this can be seen in their
learning ant that of our Maori learners, interactions with the learners – teachers and whanau are also learners, learning
learning community. with and being taught by the students.
Provide authentic contexts for learning giving students access to Te Ao Maori,
Te Reo Maori & Tikanga Maori and explore shared values.
Wananga Communication, problem solving,
innovation – we all participate with
Professional learning and capability of educators
Engagement of parents, whanau and hapu to promote and respect the learning or
learners and communicate in robust our children.
dialogue for the benefit of the Maori
learners achievement.
Manaakitanga Values – Integrity, trust, sincerity,
equity – we demonstrate integrity,
Great value is placed on being Maori and the unique qualities of being Maori
Te Reo is used daily
sincerity and respect towards Maori Maori culture is included in curriculum delivery – Karakia, waiata, school powhiri
beliefs, language and culture. Maori names and pronounced accurately.
Tangata Place-based, socio-cultural awareness
and knowledge – we affirm Maori
Encouragement to acknowledge whakapapa through research of their own whanau
links (mihi/pepeha)
Whenuatanga learners as Maori – Provide contexts for
learning where identity, language and
Research around Te Tiriti o Waitangi – the treaty, what it means, how we live the
treaty today
culture (cultural located-ness) and Culturally relevant activities and initiatives – (marae visits, etc)
whanau affirmed
Whanaugatanga Relationships – students, school wide,
community, with high expectations –
An open door and inclusive policy, encouraging whanau to walk in and visit
anytime
we actively engage in respectful Regular whanau hui, personal invitations to whanau to come to school
working relationships with Maori Respectful relationships are developed and maintained with whanau and hapu
learners, parents and whanau, hapu Positive and affirming interactions with our whanau
and the Maori communityOUR SCHOOL COMMUNITY Fairfield Primary School was opened in 1919 with 106 pupils. We are a U5 Decile 1B school situated on Clarkin Road, adjacent to Fairfield Park. We currently have a staff of 36 which includes a large group of support staff, the administration team and the caretaker. We are a contributing primary school, with strong links to our local community. The majority of our students continue their education at Fairfield Intermediate, across the road from the primary school, and then later at Fairfield College. Our roll as at February 2020 is 352. We are currently experiencing a period of roll growth and recent projections would indicate that we will end the year with a roll in excess of 390. On the recommendation of the Ministry of Education, the school implemented an Enrolment Scheme at the beginning of Term 2, 2018. The school is well resourced and includes 15 classrooms, a small hall, library, swimming pool, administration block, two adventure playgrounds and large playing fields. We are currently awaiting new roll growth classrooms to accommodate our growing student population. Teaching programmes place a strong emphasis on literacy and numeracy. The Fairfield Learner is at the forefront of everything we do. Curriculum programmes cater for the learning needs of all our children. We welcome all learners in our community. We are committed to their engagement in all school activities and to their achievement. We operate a number of support programmes for children with special needs and special abilities and work closely with a wide range of external agencies to provide the best possible learning outcomes for all our students. Our students come from a diverse range of ethnic backgrounds, predominantly Maori, Tongan, European, Samoan and Asian. We treat all our children as individuals, each with their own strengths and needs. Children are encouraged to respect and learn about their own culture and the cultures of others. Our school has a close liaison with Fairfield Kindergarten, with the majority of kindergarten children enrolling at Fairfield Primary. We are also delighted to support the development of a variety of initiatives within our Tongan community.
MISSION STATEMENT
Empowering learners to succeed
Vision
At our school:
• There are high expectations for children to achieve academically.
• There are high expectations for children to behave appropriately.
• Children are challenged and supported to learn.
• Cultural diversity is valued and cultural identity celebrated.
• All members of the school community are respected and valued.
Beliefs
• Quality teaching is child centered, culturally located and relevant.
• Quality teaching involves reflective practice and continuous improvement.
• Positive family and community support and participation enhance student learning.
• All members of the school community are entitled to enjoy a safe learning environment.
Values for Learning
• We learn best together.
• We work hard to build confidence and self esteem.
• We develop positive attitudes,self assurance and the ability to take risks.
• We learn to accept that you may not always succeed at the first attempt.The Fairfield Learner values: RESPECT I respect people, places and property. EXCELLENCE I always give my best. RESILIENCE I never give up, even when it’s hard.
CULTURAL DIVERSITY
The unique position of The school will incorporate tikanga Maori into the curriculum by:
the Maori Culture • Pronouncing names correctly.
• Promoting involvement in a diverse range of cultural activities. i.e culture groups.
• Practise respect for each culture e.g. eye contact, no sitting on tables, no shoes in
At Fairfield Primary School we will classrooms.
recognise and value the unique • Teachers’ planning reflects New Zealand’s dual cultural heritage.
position of Maori in New Zealand • EEO principles are met when employing staff.
and the importance of the Treaty • Tikanga and Te Reo Maori incorporated in class programmes e.g. days of week, body
Partnership. parts, colours, numbers, greetings, instructions.
• Waiata incorporated into assemblies etc. Sing national anthem in both Maori and
All students learn about Te Ao English.
Maori including Te Reo and • Bilingual signage and instructions where appropriate.
Tikanga. • Acknowledging dual cultural heritage when planning learning experiences.
• Powhiri – as appropriate. Tikanga weeks Terms 1 and 4.
We will acknowledge and respect • Marae Visit – juniors / seniors visit Hukanui or FFC Marae alternate years.
the values, traditions and • Protocols – reflect Tainuitanga including Whakatau, Poroporoaki and Karakia as
histories of both Maori and appropriate.
Pakeha New Zealanders. We will • Every child participates in Kapahaka- instruction groups in Waiata / Poi / Taiaha. School
learn about Tainui, Kingitanga performance group selected annually from Year 4-6 students.
and Tangata Whenuatanga. • Incorporation of poutama into school logo etc – emphasis on moving up your poutama
(ie challenging learning).
• Whakatau each term to welcome new students and their whanau to the school.
• Incorporation of concepts of whanaungatanga, manaakitanga, ako into school practice
s.
•
New Zealand’s cultural diversity
The school curriculum will encourage students to understand and respect different cultures that make up New Zealand society. It will ensure
that the experiences, cultural traditions, histories and languages of all New Zealanders are recognized and valued. It will acknowledge the place
of Pacific Island societies in New Zealand society and New Zealand’s relationships with the peoples of Asia, Africa, Europe and the South Pacific.In order to provide instruction in te reo Maori for full time students whose parents request it, the school will endeavour to:
• Continue to employ external facilitators to lead the development of Kapahaka groups schoolwide.
• Provide kaiawhina and whanau support for Te Reo and Kapa Haka programmes.
• Ensure that all staff have a basic understanding of tikanga maori and incorporate culturally appropriate practices in their
classrooms. Lead teacher supports Te Reo implementation in all classrooms.
• Ensure professional development opportunities are available to all staff to further develop their understanding of ako,
manaakitanga and whanaungatanga and to incorporate the principles of Ka Hikitia into school life.
• Support staff members who wish to increase their knowledge/fluency in Te Reo Maori.
• Explore the use of local iwi to assist the school in the delivery of programmes.
•
•
•
• Designated one unit position to lead curriculum implementation of Te Reo Maori schoolwide
Steps taken to discover views and needs of the school’s Maori community:
• Parents invited to attend hui / whanau meetings / meet the teacher afternoons.
• Home visits as appropriate. Good news phone calls etc.
• Contact made with parents/family/whanau of every student during term one. Continued liaison throughout the year.
• Open lunchtimes and other informal occasions e.g. House celebration days / BBQs, morning teas.
• Consultation through panui / newsletters.
• Representation on BOT.
• Kaumatua – meet the staff, maintain communication lines.
• Community groups – Regular liaison with Community Constable, Fairfield Interagency team etc.
• Reading together partnership programmes re-established to meet current needs.
• Opportunities for consultation focused on accelerating achievement of Maori students.Fairfield Primary School Strategic Plan 2020-2022
Empowering Learners to Succeed
Vision Kia pakari kia tu mana motuhake Fakaivia ke lavamea’
E fa’amalosia ai tupulaga ao’oga ina ia 7ni le fa’amoemoe
Values for learning:
Values · We learn best together. We work hard to build confidence and self esteem.
· We develop posi;ve aStrategic Goal “Strengthen the Leadership of Learning”
Ac7ons and Measures
Strategic Ini6a6ve 1: Year 1 Ac6ons and Measures: Year 2 Proposed Ac6ons and Year 3 Proposed Ac6ons and
Increase teacher agency by providing a Developing Measures: Measures :
variety of opportuni5es for Developing Embedding
collabora5ve and /or individual inquiry
Alloca1on for PLD = 0.2 FTTE Alloca1on for PLD = 0.1FTTE Alloca1on for PLD=0.1FTTE
Current Reality:
All teachers have undertaken a 20 week Teachers have been iden1fied for
Inquiry related to target students in differen1ated levels of Inquiry i.e.
wri9ng. Some teachers demonstrate Independent, Scaffolded and
strong evidence of effec9ve Inquiry, Directed.
others have required regular support.
Both Spiral of Inquiry and NZC Spiral of Inquiry will have become Spiral of Inquiry will have
For 2019/20: focus has shiFed to using model will be used to support the tool to support all Inquiry. become an embedded way of
a collabora9ve model with facilitated teachers. working.
support
Alignment with Arinui plaOorm Increased collabora1ve prac1ce Collabora1ve Inquiry occurring
will occur. All staff will be fully around Inquiry. within and across teams – and
supported to use Arinui may link to SLT.
Appraisal/Inquiry tool through SLTs and Andrea Ford to
PLD. lead/facilitate monitoring mee1ngs
2 x monitoring mee1ngs focussed NB Arinui discon1nued from the
on Inquiry to occur each term led end of 2019 due to policy changes
by SLT. announced by MOE
SLT to align goals from 2019 to
develop collabora1ve Inquiry.
SLT will agree on 2-3 goals in their
appraisals (facilitated by Naomi
Kinnaird)Measures: Measures: Measures:
All staff will have evidence of All staff will have evidence of All staff will have evidence of
Inquiry recorded using Arinui. robust inquiry. Inquiry.
25% of staff will have completed 50% of staff will have completed an 75% of staff will have completed
an Inquiry Independently. Inquiry Independently. an Inquiry Independently.
25% of staff will have completed 25% of staff will have completed an 25% of staff will have completed
an Inquiry with Scaffolded Inquiry with Scaffolded support an Inquiry with Scaffolded
support from SLT. from SLT. support from SLT.
50% of staff will have completed 25% of staff will have completed an
an Inquiry with Directed support Inquiry with Directed support from
from SLT. SLT.
Target student data will reflect
Target student data will reflect accelerated progress. Target student data will reflect
accelerated progress. accelerated progress.
Informed repor1ng will occur
SLT will provide term by term regularly throughout the year.
reports to the Principal
highligh1ng student achievement
progress towards desired goals.Strategic Ini6a6ve No. 2 Year 1 Ac6ons and Measures: Year 2 Proposed Ac6ons and Year 3 Proposed Ac6ons and
Introducing Measures: Measures :
Enhance opportuni5es for Leadership Developing Embedding
Development Middle Leaders PLD $3000
Senior Leaders PLD $8000
Current Reality: PLD Facilitator linked to COL SLT will support Team Leaders SLTs and Team Leaders will
Senior Leadership team is opera1ng to develop the Prac1ce undertake Prac1ce Analysis
effec1vely. Senior Leadership team will Analysis skills, so that they conversa1ons around videoed
Lisa, Gene and Rob demonstrate iden1fy two collabora1ve may lead some PACs in terms prac1ce once a term with all
strongly effec1ve capability in leading Inquiry goals as a focus. 3 and 4 with one iden1fied teachers.
Prac1ce Analysis Conversa1ons rela1ng COL coaching and mentoring teacher in their team.
to effec1ve Teacher Prac1ce in Literacy. programme will be
Teachers are supported to gather undertaken. Middle Leaders will iden1fy
relevant evidence towards appraisal. Growing Middle Leaders one goal to undertake a
capability will be a focus this Leader focussed collabora1ve
2019/20: year. inquiry.
Explore the no1on that every teacher is Board to support
a Leader. opportuni1es for SLT to travel Embed IST roles and ensure they
to ACEL, IWBNet or Edulead have clear parameters etc
conferences.
Define/clarify IST roles
Measures: Measures: Measures:
Documented evidence of PAC Survey of Middle Leaders and SLT Survey of Middle Leaders and SLT
demonstrates shies in teacher undertaken to evaluate how staff undertaken to evaluate how the
prac1ce. and students voice their wider school community voice
understanding of the Leader’s their understanding of the
Middle Leaders and SLT appraisal strengths and needs. Data Leader’s strengths and needs.
will reflect strong evidence of gathered will support appraisal Data gathered will support
effec1ve Inquiry. goals for the following year. appraisal goals for the following
year.Strategic Goal: Raise Achievement for All Learners
Ac7ons and Measures
Strategic Ini6a6ve No. 1 Year 1 Ac6ons and Measures: Year 2 Ac6ons and Measures: Year 3 Ac6ons and Measures:
Prac5ce a student focussed Developing Implementa6on Embedding
methodology to accelerate learning
and monitor progress and achievement 2x IST posi1ons (Sue R and Susan) Differen1ated PLD is offered to all
0.4 Literacy Leader (Lisa) staff based on previous appraisal, Ac1ons will be based on
Current Reality: self-evalua1on and staff strengths outcomes and review from the
Refer NS Variance reports 2018/19 0.2 Aiendance/Achievement and needs. previous year. PLD is an ongoing
Videoed prac1ce and follow up Prac1ce Ini1a1ve (Mefi) priority.
Analysis Conversa1ons have occurred in Strong systems are in place to
2019. Support programmes to include: effec1vely monitor teacher
Target students related to Inquiry have Reading/Maths: Rainbow pedagogical content knowledge.
been closely monitored with Time 1 and Reading, ALL, ESOL, Maths This also enables appropriate
2 data gathered – and successful Support, Literacy Support, Oral forward planning to ensure PLD
pedagogical prac1ce iden1fied. Language groups, DAP. targets teacher needs linked to
Lack of specialist support for iden1fied the strategic plan.
high needs students is an ongoing SLT to develop a register of
challenge. teachers in order to support
teacher prac1ce with
differen1ated PLD.
Monitoring of teacher prac1ce Systems are in place to support
will occur based on teacher Middle Leaders lead regular
strengths and needs. monitoring mee1ngs.
Planned professional learning and New Staff: Focus on induc1on
reading rela1ng to accelerated Policy/guidelines to be reviewed.
progress $10,000
Monitoring mee1ngs to be
established around target student
achievement.Extend achievement ini1a1ve
Pilot programme: Mefi to programme based on previous
implement Foki tei api (Returning years data.
Home)
Measures: Measures: Measures:
Evidence of target student Evidence of relevant student Evidence of relevant student
accelerated achievement using progress. progress.
specified tools. E.g. FPS Wri1ng
progressions or R.O.L
(Schoolwide)
1 x videoed Monitoring mee1ng
to be videoed in Term 3 and
shared at follow up staff mee1ng Evidence of high-quality teaching Evidence of high-quality teaching
exemplifying focussed teacher prac1ce possibly captured with prac1ce possibly captured with
talk rela1ng to video. video.
strategies/pedagogy that has had
a posi1ve impact on student
achievement.
Each teacher will select one video
of their guided instruc1onal
prac1ce plus follow up PAC write
up to support Appraisal Evidence.
Improved aiendance of
iden1fied students evident in
term by term report.
Recorded evidence of high levels
TAI documenta1on will reflect of achievement for all students. Recorded evidence of high levels
target student accelerated of achievement for all students.
learning.Strategic Ini6a6ve 2: Year 1 Ac6ons and Measures: Year 2 Ac6ons and Measures: Year 3 Ac6ons and Measures:
Introducing Developing Embedding
Review and respond to the poten5al
opportuni5es to record and capture a
rich picture of student progress. Ensure that teachers are using Deepening teacher understandings Possible consulta1on with the
data effec1vely to inform student and responsiveness to the community to review and/or
Current Reality: progress. assessment prac1ces and engaging confirm the repor1ng
Post NS Environment: Develop an ac1on plan to address parents in the process. framework.
Con1nue to adapt/review current the shie in focus around student
systems to ensure best prac1ce assessment. (Ongoing)
learning and assessment procedures
are in place. Altera1ons to assessment
schedule.
Altera1ons to format and
guidelines for repor1ng to
parents.
Provide opportuni1es for parent
awareness of any proposed Measures: Measures:
changes. Repor1ng framework will be All staff use repor1ng
confirmed and u1lised by all staff framework to op1mise
Measures: independently – aligned with providing learners and whanau
A 2020 assessment schedule will relevant NAGs. with relevant assessment
be ac1oned. informa1on.
Con1nue using FFPS Progressions
A trial repor1ng to monitor progress.
framework/template/digital
plaOorm for parents and students Provide summa1ve data to COL at
will be trialled with staff end of Yr2/4/6
supported by Senior Leaders to
implement this.Strategic Goal: Build an Inclusive Culture for Learning
AcBons and Measures
Strategic Ini6a6ve 1: Year 1 Ac6ons and Measures: Year 2 Ac6ons and Measures: Year 3 Ac6ons and Measures:
Developing Developing Embedding
Con5nue to develop posi5ve learning
partnerships with all families and Tongan and Samoan Week Tongan and Samoan Week Pasifika and Maori celebra1ons
whanau especially members of our celebra1ons $2000 celebra1ons $2000 to receive allocated funding.
Maori and Pasifika communi5es.
Tikanga/Kapahaka programmes Tikanga/Kapahaka programmes Funding to provide relevant
$8000 $8000 support for ac1vi1es/events
Current Reality: that strengthen rela1onships
Refer: Pounamu Poutama surveys Reading Together $500 Reading Together $500 within our community.
2018/19
Consolidate parent/partnership Con1nue to encourage Pasifika
Pasifika Community is highly engaged. programme with Tongan fanau to take an ac1ve role in their
community. Con1nue to support students learning and to
Iden1fied curriculum leader for Te Reo the development of Pasifika par1cipate in the variety of
Maori to support Staff and Students in Parents Group. programmes offered.
language and 1kanga learning.
Extend Ako Va’avave to a wider Extend Ako Va’avave to all
Schoolwide scaffolded Maori language group ofstudents students
and culture guidelines/implementa1on
Plan– Years 0-6. Contact Nga1 Wairere with a Con1nue to engage with local iwi As for 2019. Review dependent
view to developing a reciprocal to assist in ac1va1ng whanau on progress made.
Home-School Partnerships has begun rela1onship and engaging their engagement
through aiendance/achievement support to build a collabora1ve Con1nue to strengthen
group plus the TAI. plan to support and ac1vate engagement based on a variety of
parent engagement. ini1a1ves implemented in 2018/9 Review dependent on progress
Review undertaken re: Maoritanga and made.
ac1ons have con1nued to be Hold Tikanga Weeks twice a year.implemented in rela1on to this Reac1vate Kapahaka Con1nue to support Kapahaka
community consulta1on. Performance Whanau group. whanau to engage more fully in
student learning
Tikanga week engages the community Engage an outside provider to
in Powhiri. deliver Kapahaka and Tairanga Review Kapa Haka and TOPA
programmes and support school dependent on progress made in
ac1vi1es. As for 2020 2019/20
Con1nue to work with Talents of
the Pacific Group to engage and
support Pasifika families, support
Tongan and Samoan Language As for 2020
weeks and the Cluster Cultural
Fes1val.
Con1nue to progress the concept
of Pasifika community moving
from Involvement--------------------- Engagement--------------------------- Solidarity
Measures: Measures: Measures:
Complete a Community Repeat consulta1on on an annual
consulta1on review to compare basis to measure Ac1ons dependent on outcomes
school responsiveness to previous improvements/changes to from 2020
data and inform ac1ons for engagement levels and student
2019/20 achievement.
Ako Va’avave- increase % of Set measures based on 2020 data.
Pasifika students aiending and
measure improvement in maths
and reading data based on
measures agreed for 2020Aiendance project: 20 students Increase number of students in
iden1fied T1 2019 for monitoring monitoring group based on
and support. Monitor aiendance iden1fied need.
weekly and achievement 2x per
term based on agreed measures. Mefi to liaise with Rob and Vicki.
Con1nue this project in 2020. Incrementally increase the number
of targeted families according to
need.Strategic Ini6a6ve No. 2 Year 1 Ac6ons and Measures: Year 2 Ac6ons and Measures: Year 3 Ac6ons and Measures :
(2019) Introducing (2020) Developing Embedding
Ensure that culturally responsive
prac5ces are embedded schoolwide. Culture Counts – Stage 2 Consider the ac1ons in the Set ac1ons based on previous
PLD for all teachers 1 x per term Culture Counts review and years review
Current Reality: (COL priority) develop a strategy to address
them.
Refer: Pounamu Poutama review Ini1ate a parent support group of
2018/9 Maori parents based on Tongan
model.
Staff are using and referring to Tataiako (Mefi to coach staff to implement Staff to become familiar with
through their appraisal process. with Maori community.) Tapasa document
SLT have been this process using their Linking to curriculum focus – all Engage in PLD opportuni1es
appraisal format since 2017. students will visit a Marae at offered by the COL as/when
either, FIS, FFC or Hukanui. appropriate.
Strengthened teacher content
knowledge of 1kanga through PLD and Muli1cultural signage in all public Planned visit to Tonga to
the role of the Curriculum Leader in Te areas of the school strengthen teacher cultural
Reo/Tikanga and Pacifica Culture. English, Maori, Tongan, Samoan competencies. (July)
Measures: Measures: Measures:
Capture evidence of student Capture evidence of community
voice re: engagement and ‘voice’ with regard to the school’s Dependent on previous years
learning aeer Marae visit. capability to undertake culturally review and outcomes
responsive prac1ce.
Capture evidence of teacher U1lise new Te Kotahitanga tools if
voice re: deepening of Capture evidence through available
understandings in rela1on to Te Leaders classroom walkthroughs
Reo/Tikanga and Pasifika Culture. in Term 4 to gain a snapshot of
Evidence of Tataiako /Tapasa level of culturally responsive
documents being u1lised by all prac1ce in each classroom
teachersStrategic Goal: Realign School Infrastructure to create condiBons for OpBmal Learning
AcBons and Measures
Strategic Ini6a6ve 1: Year 1 Ac6ons and Measures: Year 2 Ac6ons and Measures: Year 3 Ac6ons and Measures:
(2019) Introducing (2020) Developing Embedding
Improve learning environments
to be fit for purpose and to Increased Roll growth funding
cater for roll growth.
3-year review of 5YA and top up to Sufficient funding and teaching Sufficient funding and teaching spaces
Current Reality: furniture grant spaces achieved to meet needs of achieved to meet needs of current
Currently have a 5YA and a current roll. roll.
property plan – however school Increase to minor capital works
has grown significantly in the (Opera1ons grant) Addi1onal teaching space (4
last 2 years which has created an classrooms) project to be
urgent need for addi1onal Furniture audit to be undertaken to completed by end of August
teaching and mul1purpose meet 2019 needs. 2020.
space.
Enrolment scheme has been Addi1onal teaching and Mul1purpose space approved in
implemented in 2018, Term 2. mul1purpose space approved by 2018 to be completed by end of
Hall is currently being used for MOE late 2018. Anne/Gene to liaise 2020– addi1on to end of Room
classroom space and is not fit for with MOE project managers to 11 to maximise space,
purpose. ensure comple1on by the end of reconfigure foyer to create food
All whole school events need to 2019. technology space.
be held offsite at Fairfield
Intermediate as we are unable Plan for outdoor learning spaces
to accommodate current and Adventure Playground.
student numbers at the whole
school level.
Develop a posi1ve marke1ng
strategy for the school to ensure we
op1mise opportuni1es created byinfill housing and Greenhills
developments.
Con1nue to focus on building the
schools posi1ve reputa1on in the
wider community.
Measures:
Roll growth classrooms on site by Roll growth classrooms on site by
the end of 2019. August 2020 Measures:
Completed plan for upgrade of To be determined based on outcomes
outdoor learning spaces. from previous years and also whether
Measures: expected roll growth has eventuated.
3-year plan for furniture upgrade
and replacement to meet ILE. Outdoor spaces underway.
Classroom and mul1purpose
spaces completed.
Ac1ve and posi1ve ongoing
promo1on/marke1ng strategy in
place.Strategic Ini6a6ve No. 2 Year 1 Ac6ons and Measures: Year 2 Ac6ons and Measures: Year 3 Ac6ons and Measures:
(2019) Introducing (2020) Developing Embedding
Develop a Digital strategy for FPS.
Con1nue to invest in devices: Con1nue investment in hardware Ac1ons to be developed based on
Current Reality: -Ipads as per budget Review of previous years progress
Significant investment in chromebooks -Chromebooks
and ipads in 2018/19. -TVs in all classrooms
SNUP reviewed 2018, wireless and
switches upgraded. Select ‘Digital team’ members ‘Digital Team’ in place to lead ‘Digital Team’ in place to lead
Roll growth has placed pressure on and Develop planned curriculum Digital Strategy in 2020 Digital Strategy in 2021 –
exis1ng infrastructure. overview for digital learning. poten1al for new staff to be
Server upgrade and move to Cloud inducted into this team.
based system 2018/19
Plan for teacher PLD in 2019/20 Comprehensive PLD plan for all
Gene to aiend IWBNet teachers in place for 2020
conference in Melbourne
All staff u1lising relevant TKI
All staff familiarised with TKI support and implemen1ng PLD
resources to support the digital learning.
strategy.
Digital ‘team’ to aiend any MOE
courses throughout the year.
U Learn PLD
Term 4: Self-Review by teachers
undertaken to indicate strengths
and needs and digital pedagogical
content knowledge.
Ed Tech Consultancy $3000
SLT PD budget to fund Gene’s trip
to IWBNet ConferenceMeasures: Measures: Measures:
Students are increasingly involved
with digital devices in ways that To be set based on 2019 To be set based on progress
a) improve their digital capability outcomes
b) provide opportuni1es for
enhanced learning Schoolwide Teacher self-review
c)offer students ways to engage data shared at the SLT level to
with an on-line audience. iden1fy strengths and needs for
future PLD.
Evidence of this may be captured
through:
a) student voice
b) classroom
observa1ons/walkthroughs by
Digital Team (capturing Time 1
data as baseline in Term 1 and
Time 2 data in Term 4.)
c) classroom blogs/emails and
other authen1c on line contextsPrioritisation Plan for implementation of initiatives
2018 2019 2020
Term 1 Term 2 Term 3 Term 4 Term 1 Term 2 Term 3 Term 4 Term 1 Term 2 Term 3 Term 4
T.A.I
Leadership
Development
Appraisal
Assessment and
ReporGng
S.F.M
Whānau
Partnership
Cultural
Responsiveness
School
Infrastructure
Digital strategy
Oral LanguageFairfield Primary School 2020 Annual Plan Overview
Our Vision Empowering Learners to Succeed
The Fairfield Learner :
Our Values
Respect Excellence Resilience Self Management
Strategic Aims Strategic ini3a3ves 2020 Who 2020 2020
Input Output Outcome
Con,nue using templates developed in 2018/19 Improved/increased collabora,ve prac,ce re teaching
Strengthen the ● Increase teacher agency by 2x teacher mee,ngs per term Gene All teachers undertake collabora,ve inquiries in as Inquiry.
Leadership of providing a variety of PLD Facilitator Andrea Ford to Rob teams. All teachers will have a shared understanding of the
con,nue working with Junior Team-
Learning opportuni5es for Lisa inquiry process
Founda,on Skills 1 to 1 support if required from Ande or ISTs
collabora5ve and/or Collabora,ve reflec,ve journals will provide evidence
individual inquiry Sue R of inquiry process each term.
Middle leaders PLD $3000 All middle leaders aVend Leadership Centre PLD.
● Enhance opportuni5es for Senior Leaders PLD $8000 Anne Kahui Ako Coaching and Mentoring programme.
leadership development Opportunity to each SLT to aVend an SLTs Planned programme of professional reading and Unified teams with strong leadership ac,ons
interna,onal conference this year research
PLD facilitator through Kahui Ako Support and guidance from SLTs
COL to provide PLD for ISTs
Monitoring of teaching prac,ce by Con,nue to iden,fy target groups with greater
Raise ● Prac5ce a student focussed SLT 2x per term Rob emphasis on numbers, names, needs Target students have made accelerated progress
achievement for methodology to accelerate Support programmes-for priority Gene Planned ac,ons to accelerate progress
learners in reading, maths Regular monitoring of all students, focus on all
all learners learning and monitor Lisa
AVendance/ Achievement ini,a,ve priority learners
progress and achievement Iden,fied target groups in every Mefi Teachers linking target groups and inquiry to TAI
class Term data analysis reported to Principal and BOT
Robust learning and assessment by learners in all
● Review and respond to the U,lise strengths of ISTs to support Gene Altera,ons to assessment schedule and repor,ng curriculum areas.
poten5al opportuni5es to raising achievement in reading and Sue to parents’ requirements Teachers able to u,lise broad NZC beyond NS
maths Susa
record and capture a rich
Inves,gate opportuni,es for online n ISTs support improved teacher capability in
picture of student progress learning and teaching. assessing/ modera,on in literacy.
Tongan, Samoan and Maori Tikanga Pilot programme- Mefi to implement Foki ki api Maori parents more engaged in their children’s
● Con5nue to develop posi5ve Week celebra,ons $3000 Anne (Returning Home) project with Tongan parents learning
Build an inclusive learning partnerships with Ako Va’avave project Mefi Consolidate exis,ng parent partnership Increased whanau par,cipa,on in support groups
Tikanga/ Kapahaka programmes programmes
culture for all families and whanau Hera Pasifika parents ac,vely engaged in wide range of
$5000 Extend Ako Va’avave to all students
learning especially our Maori and Reading Together $500 SLTs Reinforce partnership with Pasifika communi,es school ac,vi,es
Pasifika communi5es Strengthen engagement of Maori whanauBuild rela,onship with local iwi to enhance All Pasifika parents mee,ng regularly with Mefi re
whanau par,cipa,on their children’s learning
Par,cipate in Kahui Ako baseline data Analyse outcomes of 2019 consulta,on Improved engagement with whanau
● Ensure that culturally collec,on exercise Term 1 Anne Plan for Teachers visit to Tonga in 2020/21 Inves,gate the possibility of a group of interested
responsive prac5ces are Parent/ student voice through data SLTs Further consulta,on with Maori community re teachers visi,ng Tonga July 2020 to learn more about
collec,on and consulta,on strategies for engagement culture/iden,ty etc
embedded schoolwide
Par,cipate in opportuni,es offered by Ini,ate a parent support group of Maori parents
Kahui Ako as appropriate based on Tongan model successfully developed in
Teachers PLD Tapasa document 2017/8
All teachers familiar with Tapasa document
Realign school ● Improve learning Increased roll growth funding Anne Furniture Audit to meet ILE expecta,ons Classroom space adequate to meet growing roll
infrastructure to environments to be fit for Development of new 10YP Plan
Increase furniture grant budget to Gene Plan for Outdoor learning spaces
create condi3ons purpose and to cater for roll Enrolment scheme in place- review the need for this
reflect roll growth
for op3mal growth. Roll growth classrooms and Con,nue to Implement Enrolment Scheme annually
learning mul,purpose space completed by BOT
August 2020 New classrooms and mul,purpose space Scoping plan for Hall project begun
PMS- new contract Year 2 completed
Mul,purpose space to be completed 3 Year Plan for Furniture replacement / upgrade
by Dec 2020 Repaint of school completed as per PMS contract completed.
Upgrade to server Select Digital Team members and develop a
● Develop a Digital Strategy Ed Tech Consultancy $3000 Gene curriculum overview for digital learning to be
for Fairfield Primary School PLD for leaders/ U Learn D. S ac,oned in 2020 Team of Senior Leaders and interested teachers in
Investment in infrastructure and Team Plan for targeted PLD in 2020 to improve teacher place to lead Digital Strategy in 2020/21
devices : capability
-chromebooks, ipads All staff familiarised with TKI resources to support
- TVs or similar in all classrooms the digital strategy.
Ensure budgets reflect roll growth Digital Team to aVend any MOE courses/PLD
Gene to aVend IWBNet Digital offered to improve pedagogical knowledge /
Leadership conference Melbourne capability
in AugustFAIRFIELD PRIMARY SCHOOL CHARTER:
SCHOOL OPERATIONS, GOVERNANCE AND MANAGEMENT SECTION: 2020
Curriculum: HUMAN RESOURCES:
Key school documents that inform the Fairfield Primary School Charter rela8ng to curriculum Key school documents that inform the Fairfield Primary School Charter rela8ng to human resources
include; include;
• School Curriculum Framework • Job descrip:ons
• Fairfield Learner – a profile of what an effec:ve learner at Fairfield Primary School looks like • Performance Agreements
• Curriculum Implementa:on Plans; (school schemes for each of the ‘learning areas’ covering • Staff Appraisals
planning and teaching requirements for teachers.) • Staff Handbook
• Student Assessment Plan • School Parent Informa:on Booklet
• Learner Profiles; displays achievement expecta:ons for learners at each year level • Staff Professional Development Programme
• Associated Policies • Roles and Responsibili:es Schedule
• Fairfield Primary School Strategic Plan • Accidents and Medical Register
• Fairfield Primary School Annual Plan • Personnel & Curriculum Policies
• Fairfield Primary School Strategic Plan
• Fairfield Primary School Annual Plan
Finances: PROPERTY:
Key school documents that inform the Fairfield Primary School Charter rela8ng to finances include; Key school documents that inform the Fairfield Primary School Charter rela8ng to property include;
• Annual Budget • 10 Year Property Plan
• 10 Year Property Plan • 5 Year Property Agreement
• SUE Reports • Maintenance Schedule
• Assets Register • Hazards Register
• Auditors Reports • Health and Safety Procedures
• Associated Policies & Procedures • Evacua:on Procedures
• Fairfield Primary School Strategic Plan • Insurance
• Fairfield Primary School Annual Plan • Associated Policies
• Fairfield Primary School Strategic Plan
• Fairfield Primary School Opera:onal Plan
HEALTH AND SAFETY:
Key school documents that inform the Fairfield Primary School Charter rela:ng to health and safety include;
• Strategic Plan
• Annual Plan
• Hazards Register
• Maintenance Schedule
• Evacua:ons Procedures
• Student Support Programmes and Procedures
• Fairfield Primary School Health & Safety Guidelines Handbook
• Associated Policies
• Fairfield Primary School Strategic Plan
• Fairfield Primary School Opera:onal PlanSUPPORTING DOCUMENTATION
Curriculum and Internal Evaluation Asset and Systems management
Our Learning Community
2020 Annual Plan
Job descriptions and performance Charter and strategic plans
agreements
2019/20 Sustainability Plan
Governance File-School policies and
Performance Management folder- procedures
Learning Progressions documents
SLT and PRT handbooks
Curriculum policies and procedures BOT Governance Handbook
Staff professional development plans
Teaching and Learning EEO policy and guidelines
School information books
implementation and action plans
Annual budget and audited accounts
School organisation booklets
Assessment reporting schedule
Ten Year property plan and annual property
Parent newsletters development plan.
Teachers planning documentation
Board of Trustees meeting reports Hazard identification manual
Student records and portfolios
Transition to school- Preparing for School School organization folders
Targets and analysed data on student
booklet
achievement
Meeting minutes: BOT/Staff
Community consultation
Internal Evaluation folder
documentation Health and safety documentation
Oral Language PLD Plan
MOE publications: Ka Hikitia, Tataiako,
Pasifika Education Plan,Success for all,
MOE PLD Plan
Tapasa etc.Achievement Targets
Strategic aim:
To raise achievement for all learners
Annual objec8ve:
Use a student focused methodology to accelerate learning and monitor progress and achievement.
Targets:
Accelerate the progress of Year 4 - 6 learners who are currently well below end of year reading expecta8ons
2020 Year 4 Reading Cohort
63 students make up this cohort.
17 students are currently below the Year 4 end of year achievement expecta8on.
16 students are currently well below the Year 4 end of year achievement expecta8on.
• Target: 41/63 Year 4 students will be achieving at Level 2 of the NZ Reading Curriculum in with a reading age of 8.5 years.
2020 Year 5 Reading Cohort
68 students make up this cohort.
20 students are currently below the Year 5 end of year achievement expecta8on.
14 students are currently well below the Year 5 end of year achievement expecta8on.
• Target: 52/68 Year 5 students will be achieving at early Level 3 of the NZ Reading Curriculum in with a reading age of at least 9 years.
2020 Year 6 Reading Cohort
65 students make up this cohort.
22 students are currently below the Year 6 end of year achievement expecta8on.
8 students are currently well below the Year 5 end of year achievement expecta8on.
• Target: 52/65 Year 5 students will be achieving at Level 3 of the NZ Reading Curriculum in with a reading age of at least 10 years.
Accelera7on refers to a student making more than one year’s progress in a year. A student’s performance is li=ed faster than expected because of interven7ons and
deliberate acts of teaching.Baseline data:
Achievement judgments were made with reference to the Fairfield Primary Reading Progressions and supported by a range of evidence including curriculum work and
work within the classroom reading programme.
Analysis of achievement informa;on with reference to our Reading Progressions shows:
• Very low literacy levels upon school entry
• 2019 Year 3 End of Year Reading Achievement: 48% of students achieved End of Year Expecta;on
• 2019 Year 4 End of Year Reading Achievement: 66% of students achieved End of Year Expecta;on
• 2019 Year 5 End of Year Reading Achievement: 66% of students achieved End of Year Expecta;on
• 2019 Year 6 End of Year Reading Achievement: 74% of students achieved End of Year Expecta;on
Key Improvement Strategies
When What (examples) Who Indicators of Progress
Term 1 -Ongoing Pacifica Programme Mefi Naufahu Increased a?endance for students with historical
Home Visits – fostering home/school partnerships a?endance issues. Students achievement in
Pacifica families. Reading, Wri;ng and Mathema;cs will increase
Term 2 - Ongoing Reading Target students iden;fied and a planned Gene Duncan Regular tracking/monitoring of students’ progress
programme to accelerate their progress and Sue Ross and achievement against the Fairfield Reading
achievement to be implemented Progressions.
Year 5/6 Teachers
2x per Term Undertake team and staff mee;ng to ensure Gene Duncan
consistency of Reading pedagogy and modera;on of Susan Stucki
reading.
Sue ross
2x per term Directed observa;ons during CRT. These All teaching Staff
observa;ons will be focused effec;ve teaching
prac;ce.
Target programmes for individual students– Rainbow Teacher Aides
Reading, Alphabet program, Reading withdrawal Sue Ross
groups.
Ongoing Oral Language Professional Development Lisa Dean Improved oral language levels for students.Increased teacher pedagogy around oral language.
Ongoing Literacy Professional Development for Teachers in Gene Duncan Increased teacher pedagogical content knowledge
Years 5-6 classrooms Sue Ross in literacy.
Ongoing ESOL Lisa Deane
Chris Trevithick
Ongoing Professional development for Beginning Teachers – Adam Ross Increased teacher pedagogical content knowledge
Belinda Harrison in literacy.
2 x per Year Videoing reading instruc;onal lessons - reflec;on Lisa Deane
analysis with the class teacher and team leader. Gene Duncan
All Staff
Monitoring
• Teaching and Planning checks twice a term by Senior Leadership Team (Principal, Deputy Principals and Assistant Principal)
• Student progress and repor7ng data is analysed at class level by teacher, Team Level by the Team Leaders and School wide by the Assistant Principal.
• Priority/target student’s achievement is recorded and analysed at schedule data collec7on points throughout 2019.
Resourcing
• Literacy IST – Sue Ross
• $12000 - Teacher aides’ salaries for targeted programmesYou can also read
