Charter 2018-2020 - Lynmore Primary School
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Charter 2018-2020
School Description
Lynmore School (Te Kura o Owhatiura) was established in 1956. It is a popular primary school in Rotorua catering for children from Year 0 Year
6. There is a school bus for children living at the Lake Okareka and Lake Tarawera but most children either walk or are driven to school each
day. The school has an enrolment zone, in 2018 the roll is predicted to range between 630–700.
Most children attend an early childhood centre before starting at Lynmore School and there are several in the area from which parents
choose from. When children leave Lynmore School at the end of year 6 children most attend the local intermediate (Mokoia). Lynmore is
part of the Rotorua East Community of Learners and has been proactive in being a pilot school for PACT maths in December 2014 and will
continue to use PaCT in reading, writing and maths for all students as our main summative assessment tool. We are pleased to see the
progress aspect of PaCT being further developed. Michael Absolum and Therese Ford–Cartwright will again work with the school/Kahui Ako
as expert partners in 2018.
The establishment of whanau groups in 2015 to enable more opportunities for tuakana teina and student leadership was successful. 2018 will
see a focus on developing school leaders among our Year 6 students. The FISH Philosophy of interacting with our community, students and
colleagues has been adopted and is currently being revised into a Te Reo version. PB4L will be central to much of our PLD for 2018 and the
school has also employed a full time Kaiawhena to support Tikanga and Te Reo Maori across the school. Discovery learning is being
undertaken in Year 01 and teachers are involved in inquiry around its development. The school continues to focus on Future Focussed
Learning and is undergoing a curriculum redraft with thinking, creativity, science at the centre.
Lynmore School has a range of property provision but there is currently not enough adequate quality classroom space available to students
and staff. There are 29 classroom spaces 11 of which are permanent, 18 of which are old prefabs. of the 18 prefabs 12 are currently damp
and very poorly maintained as they are at the end of their life, being installed on the school grounds in the 1960’s and 1970’s. The school has
a school hall with mezzanine floor and multi purpose room, a heated swimming pool, an administration block, a library/resource centre,
purpose built gymnasium, BoT funded Cultural Centre for music and dance and a variety of outside storage areas. The school grounds are
attractive and well maintained. They include a native bush area called Waitawa bush which children can use for environmental studies and
which also contains a pump bike track. The school has a focus on health and sport, dance, swimming and cultural activities.
1LEARNING PRIORITIES LEARNING PRIORITIES
For Lynmore Learners to: For Lynmore Learners to:
● Be literate and numerate ● Problem solve and think
● Show aroha critically
● Be creative and scientific ● Leverage digital technologies
thinkers to enhance learning
● Communicate and opportunities
collaborate with others ● Lead active and healthy lives
● Reflect on their learning ● Be environmentally aware
● Live out the Lynmore School ● Value and develop
values competence in Te Reo and
● Display the Key Tikanga Maori
Competencies ● Embrace the FISH philosophy
in interacting with each other
● Embrace failure as a learning
opportunity
Key Competencies:
Thinking, Managing Self, Relating to Others, Participating and Contributing, Understanding Language Symbols and Texts
2Cultural Diversity and Māori Dimension
The school will incorporate Te Reo (language) and Tikanga Māori (Māori culture and protocol) into the school’s curriculum.
● Te Reo programme across the school.
● Te Reo / Tikanga Maori incorporated into staff meetings and B.O.T. meetings.
● A set programme will be used as a basis for instruction and development in all classrooms.
● School waiata and haka in school assemblies is weekly, NPEW Rotorua a great place to learn song has also been adopted as a
regular feature of school assemblies.
● Teams will have programmes incorporating visits to marae or places of cultural importance, visits.
● Ongoing professional development for teachers
● Marae stays (2014, 2016, 2017, 2019)
● Whanau groupings for all staff and students (2015/16/17/18)
● Te Reo Māori PLD in 2018
● Employment of a full time Kaiawhena in 2018
The Board will take every opportunity to consult with our Māori community through:
Regular Whanau hui, twice a term (documented).
B.O.T. representation and senior leadership attend
School annual report on Māori achievement.
The close links developed and maintained with Te Roro o Te Rangi
If a parent requests a higher level of Te Reo Māori and Tikanga Māori the staff and family will explore opportunities that may
include one or more of the following:
Dual enrolment with the correspondence school.
Provide further opportunities through the child’s classroom activities through taped resources, computer programmes and
resources etc.
Using local resource people who are willing to assist and who have the expertise including the Lynmore School Whanau Support
Group.
The school/teacher may be supported to seek advice etc from local Kura/Kāhui Ako
Discussions and meetings with other schools that offer greater levels of Māori Medium education
Discussions and meetings with external Maori Advisors for guidance and support
If requests are made for higher levels of Te Reo Maori and Tikanga Maori for many students, through indepth discussions and
meetings, the school will consider establishing a bilingual/partial immersion unit
3Baseline Data or School Context
Māori Engagement and Achievement In February, 2018 the school context in terms of ethnicity is 20% NZ Maori and 12% Asian, the
Ensure all Māori learners have a sense of belonging in majority of other students (64%) are NZ European, the remaining 4% of students are from all
the school and experience academic growth and over the world, many being MELAA. The school is zoned. The schoolwide environment is
beginning to reflect more of a sense of Te Ao Māori, with an emphasis on signage in Te Reo
success as Māori.
and other languages. 2017 achievement has dipped with significant drop in Writing overall.
However, in spite of this PLD in 2017 2018 will focus on science thinking and the
Well Being for Success development of core subjects through other contexts including the depth and complexity
Manage the learning setting to ensure access to frameworks.
learning for all and to maximise learners’ physical, Teacher action inquiry and learner agency as best practice we believe will have a positive
social, cultural and emotional safety impact on improved student engagement. The curriculum review has been led by our RLE
groups over the last three years. This will continue and further develop a Lynmore Learner
Student Engagement and Achievement approach.
Student leadership roles are important and have developed over the last three years with
Teach in ways that ensure all learners are making
our Whanau leaders and other newly established student leadership roles across the school.
sufficient progress, monitor the extent and pace of
learning, focusing on equity and excellence for all ● Use the PACT tool for reading, mathematics and writing in Term 2 and Term 4
● Participate in the Incredible Years Programme (x 2 junior teachers)
Being a future focused school ● Across cluster Literacy group continues in 2018 continues
Teach in ways which enable learners to learn from ● Across cluster maths group continues in 2018 continues
one another, to collaborate, to selfregulate, and to ● Across cluster science group continues in 2018 continues
develop agency over their learning ● Across cluster SENCo group established in 2018.
● ESOL support in classes continues
● Literacy enrichment programmes in place of Reading Recovery in 2017/8
● Focus on science and thinking, depth and complexity concepts in 2018
PLD for 2018:
● Kāhui Ako – Rotorua East cluster continues
● TIPS for Autism course runs again
● Transitions to school cluster programme continues
● Incredible Years Programme – RTLB/MoE
● PLD in science – Paul Ashman
● PB4L Year 1 starts
● Future Focussed Learning Depth and Complexity
Review of Charter and Consultation Curriculum survey 2019, RE survey 2019, Health survey 2019
4Personnel The board will continue to ● Appraisal processes will remain the focus of teacher ongoing development
appoint the best person for the and building teacher capacity through an inquiry approach.
position. ● Peer and leader appraisals will expect teachers and leaders to be highly
reflective and open to change and that teachers will have more responsibility
in driving their own appraisal processes using spirals of inquiry.
● Deputy Principal and the Principal will continue to have external appraiser’s.
● Full time Kaiawhina will be appointed
Property The new 5/10year property plan All property projects will be managed by project managers and expressions of
has established the need for 12 interest and tenders will be called for.
old classrooms to be replaced
as they are at the end of their ● 5 YPP all projects to be completed with MoE by Darryl Church Architecture
life is now urgent. and Lynmore School BoT in 2018.
● Relocate/remove/rebuild the block of old poor quality prefabs (old classroom
Ongoing water tightness issues stock has a plan for renewal)
with the gymnasium continue. ● Condition of 12 x old prefabs updated
● New block built for 12 old prefab replacement 2018/19
● Weathertightness programmes for gym established
● Waitawa Bush redevelopment – new signage, new picnic area.
● Junior playground area updated and refreshed
● New/additional signage around the schoolin line with PB4L programme
Finance All financial systems will continue ● Regular monitoring of finance will continue and be in line with school policies
to be reviewed. and procedures.
● The school community, the board, students and staff will fundraise for the
Regular monitoring of financial following: TV station across each of the rooms, refresh to junior area, teacher
transactions will continue and be classroom art materials, goal posts, whanau group flags.
in line with school policies and
procedures.
Facilities hire continues
Banked staffing carefully
monitored.
5Strategic Goals School Wide Focus Personnel/
Timeframes
1. Māori 1.1 Absolute Establish a clear pathway for learning in Tikanga and Te Reo Māori across the Maori E&A RLE
Engagement awareness and school 2018 year
and enactment of the ● Establish document a progressive pathway for Te Reo & Tikanga for each
Achievement cultural competencies Year group
Ensure all Māori ● Utilise and take the lead from the experience and knowledge from our
learners have a Kaiawhena
sense of
belonging in Unpack and contextualise Ka Hakitia and Tataiakao again for Lynmore School
the school and ● Documents broken down for teachers
experience ● Before and after student/parent voice survey to gauge improvement in
academic Māori student efficacy
growth and ● PD session run on documents and implementation, e.g. planning, TAI
success as ● Term 3 & 4 unit plans reflect strategies for Māori learners supported by
Māori. documents
1.2 Strengthen the use Immerse te reo and tikanga into daily routines and activities Maori E & A RLE
Target The gap of Te Reo and Tikanga ● Students leading Karakia over the intercom & Teachers
in achievement across the school ● Daily karakia participated with by all students and staff 2018 year
and ● TV Station : Māori element
attendance ● Common greetings, commands and responses used by majority of
between Maori students and staff (including the office)
learners and ● More bilingual signs around the school Māori / English
others ● Waiata more prevalent in team wide and school wide events (e.g.
becomes Community)
closer (PaCT/ ○ 6 common waiata in use schoolwide
NZCER) ● Establish document a progressive pathway for Te Reo & Tikanga for each
Year group
● Utilise and take the lead from the experience and knowledge from our
Kaiawhena
Focus on significance of Māoridom
● Focus on Māori celebrations e.g. Matariki
6● Utilise and take the lead from the experience and knowledge from our
Kaiawhena
Professional learning opportunities offered to all staff
● 50% (representing all ethnic groups of teachers) complete level 1 Te Reo
● Whole staff marae hui/ stay
● Utilise and take the lead from the experience and knowledge from our
Kaiawhena
1.3 Strengthen the ● Connect with Te Roro o Te Rangi to support education strategy SLT, Maori E&A
networks and ● Kaumatua of Te Roro o Te Rangi plays an active role in school events RLE, & Amy
educationally and/ decision making at governance level.
powerful connections ● Utilise Eastern Rotorua Kāhui Ako to develop and sustain connections to 2018 year and
with local agencies, support networks such as Mokoia Community Association ongoing
hapu, iwi and whanau. ● Resources are generated and shared between all parties.
● Establish a working Whanau group as a major stakeholder
● Engage with whanau to improve attendance at school wide activities
● Monthly minutes shared with BoT and documented in school newsletter
and on website
● Identified on school website so people know who they are
● Encourage new members e.g. new families to the school (i.e.) Year 1 to
ensure a greater sustainability of the group
● Yearly community project that celebrates cultures within our school
2. Wellbeing for 2.1 Improved Positive Behaviour For Learning team established to focus on: Bernie, PB4L
success engagement, ● Happy students and teachers by having belonging team
Teachers enact belonging and identity ● Enhancing the community that we are a part of by having a common 2018 year
the clear understanding and expectations
vision/plan for ○ Review vision, mission statements and values
supporting the ○ Alignment of current philosophies, e.g. values, FISH philosophy
mental, ○ Parent voice regularly gained
emotional, ○ Signage around the school is positive and supports the kaupapa
physical and ● Clear pathways for improving behaviour rather than punishing behaviour
spiritual ○ Tracking impact through data
wellbeing of all ○ Alignment with Mokoia Intermediate
students, staff ○ Digital citizenship implemented across the school (incl. updated
and BYOD & Cybersafety agreement)
7community of ● Updating school procedures and policies to be in line with PB4L Teachers
the school. ● Developing positive and trusting relationships to promote learning and a
sense of connectedness
● Develop positive and open communication with students, whanau and
families to improve understanding of our students
○ Seesaw
Target Overall ● Get to know all students in the classroom, including needs, strengths and
engagement passions
improves ○ Convivial conversation
(NZCER/ ○ Circle time (weekly, non negotiable)
attendance & ○ Strong transitioning (to, from and within school)
behaviour ● Build our cultural competencies to better meet the diverse needs of all of
data) our learners
○ TAI, RTC, Ka Hikitia, Tataiako
Enhancing the whanau profile across the school
● Community projects, school actively involved in the community
○ Involve local media
○ Livestream community via YouTube or similar
○ Whanau leaders actively contribute to newsletters monthly
○ Images added to website monthly
○ Student leaders profile utilised
○ Student voice gathered
○ Leading events (e.g. cross country, fun run, dynamos, swimming
sports, athletics)
○ Lead community and team assemblies
2.2 Supporting Optimum attendance SENCO,
improved attendance ● Clear communication between teachers, leaders and managements so Readiness RLE,
and transitioning attendance issues are identified Teachers
● Team minutes update weekly identifying attendance records and 2018 year
concerns
○ Identify narrative to any attendance below 97%
○ Include details of any action taken
8● Clear process in place which is followed attendance procedure
Optimum transitioning
● Strong transitioning (to, from and within school)
● Procedures for outgoing/ incoming students
○ update enrol details
○ communication with previous school
● Clear pathways for at risk students established by all stakeholders
● Strengthen connections with ECE and Mokoia Intermediate
● Kākano programme
● Clear process and procedure for transitioning at the end of the year
○ teacher speed dating
○ meet the teacher for students
○ meet the teacher for parents and whanau
2.3 All students, ● Strengthen the awareness of at risk students SENCO,
especially at risk ● Clear pathway/template/rubric of support structures to follow Teachers, Kahui
students, will have ● At risk students are identified and plans made that support a positive Ako
equitable access to change
resources and support ● Students and any action taken for supporting at risk students 2018 year
required for success documented in team minutes
● Communication to be made with readiness to learn team (for urgent
matters or for students that are not improving regardless of intervention
strategies)
● Increased clarity of what support is available for at risk students
● Strengthen networks with agencies that support at risk students and
whanau
● Regular and reciprocal contact made with support agencies, e.g. RTLB,
Navigator, MOE
3. Student 3.1 Greater ● Strengthen Teaching as Inquiry process SLT, Teachers
Engagement consistency and ● Formal trail/ documentation of teachers inquiry (blog, portfolio etc)
and quality of teaching ● Set structure for reflecting on professional learning standardised 2018 year
Achievement through critical inquiry ● Key messages, Implication to thinking/teaching, Next steps
● Teachers share the mistakes, failures and learnings from TAI every 3 weeks
9Teachers enact and critical reflection in a vertically structured PLG
the clear vision ● More accountability on the evidence of impact Can we prove it?
for ● Professional growth through Peer Coaching (Critical Friends) in Year 1
accelerating and 6
learner ● Pair teachers that compliment each other
efficacy, ● DPs learning to be facilitators through NPeW
progress and ● PD on developing relational trust and rigorous triple loop questioning
achievement ● Set structure for frequency and rigour of observations and meetings
across the ● Documentation trail of formal critical friends meetings
school ● RLE Maths improving the consistency of maths programmes and teaching
● Progression folder/booklet used as working document
● Numicon/ Maths talk/ Open problems PD offered at staff/team level
(formative assessment)
● Change in pedagogy to enhance mathematical talk, discussion,
visualisations and equipment SLT, Yr 1 & 6
● Evidence of progression booklet in planning, student work and teaching teachers
practice 2018 year
Observations of others’ practice
● RLE Literacy improving the consistency of reading and writing
programmes and teaching
● Literacy resource folders produced and distributed
RLE Maths
● Shifts in literacy teaching in which reading and writing is taught
RLE Literacy
reciprocally
2018 year
● Formative assessment reading progression framework distributed
● PD at staff/team level to support shifts in pedagogy around grammar
and conventions
● See the progression of NOTICE, THINK, IMITATE, INNOVATE in practice
● See oral language, reading and writing taught reciprocally in nature
● Observations of others’ practice
3.2 Develop resources Specific PD focusing on shifting practice to accelerate student progress Teachers, SLT,
and leaders to shift ● Dynamic resource bank (digital) created for teachers to use and SENCO
practice and support contribute to 2018 year
● Teachers using skills gained in PD in TAIs and in classrooms
10the growth in student ● Optin professional development offered to staff
progress ● Vertical PLGs used to shared best practice Team leaders,
RLE Leaders,
Middle leaders developed as leaders of learning Whanau
● PD for middle leaders leadership development Leaders
● Team meetings to include focus on PD (experts and/or readings), new 2018 year
learning, learning concerns (S.O.C. progress/pastoral),
● SLT alongside middle leaders for observation to enable richer discussions
● Middle leaders oversee TAI, observations and appraisal of teachers with
regards to learning
● Middle leaders as role models
3.3 Improved quality Enhance programmes to encourage and support students to think like a scientist RLE Science
and consistency of ● Framework for scientific thinking progressions
teaching Science ● Focus on the nature of science 2018/19 year
● AOs in Lynmore School curriculum to match nature of science objectives
● Professional development through Kahui Ako
○ Paul Ashman to support Science RLE team
○ RLE team to distribute learning to staff at staff/team meetings
○ Science lead teacher to model lessons and support planning
○ Unit planning for conflict support by Paul Ashman
● Assessment rubric for science developed/selected
● NZCER science data collected
● NOTICE, THINK, WONDER framework implemented in all classes
3.4 Ensure Personalised learning programmes strengthened across the school Teachers, SLT
educationally ● Use of learner pathways
responsive practices ● Leverage technology to personalise learning approach for individuals 2018 year
are improved school ● Development and revision of P.E.Ps (personalised education plans) for
wide each learner
● Personalised learning visible in classrooms during observations
● Evidence of coconstruction and choice to follow passions Teachers, SLT
Strengthen Assessment for Learning practices (Formative assessment) 2018 year and
● Format assessment schedule that focuses on formative assessment ongoing see
practices appendix
11● Ensure clarity of learning next steps through learning rubrics
● Children can articulate their next steps
● Evidence of needs and achievement in Responsive Learning plans
○ Evidence of planning being a working document
● Anecdotal notes recorded (e.g in planning or modelling books)
● Feedback is clearly provided and is consistent in structure across the
school
○ Identifies learning objective (based on coconstructed success
criteria)
○ Identifies progress made Teachers, SLT
○ Provides next step in learning
● Seek advice from Kahui Ako expert partner; Michael Absolum 2018 year
Enhance educationally powerful connections between teacher, student and
family
● Teacher, family and students (where appropriate) coconstruct P.E.Ps
termly
● Regular meetings with students and whanau around their learning
● Regular communication via Seesaw
● Open door policy in the classroom
4. Future 4.1 Development of a Support teachers to develop confidence in capability in leveraging digital tools Future Focused
Focused School future focused ‘growth ● Provide devices school wide (iPads) team, Karen B,
Powerful mindset’ culture/ team ● Focus on and reward a mindset of growth and evidenced based risk Michael
learning will be taking and adaptive confidence
achieved ● Clear timeline for upskilling and implementing devices in learning 2018/19 year
through the ○ Seesaw, Explain Everything etc
development ● Clear pathway for future focused learning
of a Lynmore ○ Future focused learning plan
Curriculum ○ Common language
(Learning at ○ SAMR & TPACK model unpacked
Lynmore) ● Professional Learning opportunities
creating clear ○ Selfassessment of digital skill strengths and needs
and coherent ○ Timelined and strategically planned for
learning ○ Internal opportunities and external opportunities (e.g. Seesaw
12pathways for ambassador, Apple Teacher, Google accredited, MindLab
students and ○ Teacher voice gathered
teachers. ○ Operating and setting up laptops from the box (printer drivers etc)
Target
Increased Building a collaborative approach
student agency ● Vertical learning groups established
and learner ○ Sharing best practice
resilience ○ Supporting each other's needs
(NPeW survey) ○ Teacher voice gathered
○ Teaching as Inquiry
○ Peer accountability
● Professional learning support network created
○ Future focused leaders dispersed across the school to support
each team and model growth future focused competencies (&
FISH philosophy)
○ Utilising towards transformation staff
○ Mentoring programme for teachers who need it
● Peer coaching model in Year 1 and 6
○ Peer accountability
4.2 Development ○ Developing thinking Teachers
student thinking, ○ Learners being innovative, problem solving, creative,
competencies and entrepreneurial 2018/19
learning with a future ○ student confident to ask questions
focused lens ○ students confident to deviate from chosen track
○ Learning programmes encouraging authentic opportunities for
critical thinking and innovation
○ Inquiry learning opportunities (i.e social action)
○ Play based learning implemented in Year 1
○ TV station
○ Teaching students how to think (rather than what to think)
○ Implementing NOTICING, THINKING, IMITATING, INNOVATING
○ Implementing Depth & Complexity framework
13○ Developing agency
○ Teach students how to navigate challenges in learning
○ Encourage students to follow curiosities and passions
○ Provide opportunities for students to have choice in learning
(including Lynmore Learner Pathways, and Lynmore Learning
cycle)
4.3 Develop an Equitable access to digital devices/ digital learning (students & staff) Future Focused
infrastructure that ● BYOD for Year 4 to 6 (BYOD for younger students to be negotiated) Team, Karen B,
supports and ● Institution devices dispersed school wide to ensure that devices are Michael, Ed
enhances future accessible
focused learning ● iPad purchase scheme for staff 2018/19/20
● Further exploration to purchase/ lease schemes for student devices
● Provide opportunities for other technologies for learning, such as robotics,
TV station
○ 3 year plan developed
Functioning in the cloud
● Server removed and active directory (Azure) shifts to the cloud
● Use of Microsoft 365 platform for confidential documents
● Use of Google platform for collaborative documents
Wifi coverage (internet) supports learning
● Increase the wifi coverage map to ensure seamless connectivity from all
buildings, classrooms and the gym
● Explore options for providing wifi connectivity from the middle school
playground and the field
● Build in 5 year plan for wifi infrastructure
4.4 Sustainability Dispersed Leadership SLT
through leadership ● Provide opportunities for others to lead where their strengths and passions
allow 2018/19/20 and
● Develop a structure for developing leadership opportunities ongoing
○ RLE groups
○ Whanau leaders
○ Digital support structure
● PD opportunities for leadership offered for middle and senior leaders
14Lynmore School 2018 Academic Targets Lynmore School 2018 Progress Targets
Reading, writing, maths based on PaCT data (no reliable baseline data from 2017, but 2018 will provide baseline data for
Science based on NZCER engagement with science assessment data 2019 targets)
Reading, writing, maths progress measure using PaCT
Science progress measured comparing Term 1 and 4 NZCER
engagement with science assessment data
Reading: 80% of all students at or above National Standards Reading: A minimum of 80% of all students progress at or above the
Writing: 70% of all students at or above National Standards expected rate; the remaining 20% will make more than 6 months
Maths: 80% of all students at or above National Standards progress
Science: 70% of all students in Year 46 will be at or exceeding typical Writing: A minimum of 80% of all students progress at or above the
norms for science expected rate; the remaining 20% will make more than 6 months
progress
Mathematics: A minimum of 80% of all students progress at or above
the expected rate; the remaining 20% will make more than 6 months
progress
Science: A minimum of 70% of Year 46 students in will progress at or
above the expected rate
“Ako maii, ako atu, ako ai, ako tu, ko koia aaraa ee"“Empowering and Encouraging our Community
of Learners (Whānau, Learners and Teachers) to Engage in Learning
Achievement Challenge 1:
Leadership Development: identify, nurture and develop our leaders, from across the Kāhui Ako
Achievement Challenge 2:
Science: Raise levels of engagement and achievement in science
Achievement Challenge 3:
Student Progress: All students will make progress over the 2018 school year
Achievement Challenge 4: Oral Language: All students have confidence to effectively express their own point of view and perspectives as
well as listen and respond to others
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