HADLOW SCHOOL CHARTER 2021
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HADLOW SCHOOL CHARTER 2021
Hadlow School was founded in 1929 as a privately owned, primary boys’ school in the English
preparatory school tradition. It was purchased in 1954 by the St Matthew’s Trust Board (now the
Trinity Schools’ Trust Board) which has maintained the school’s association with the Church of the
Province of New Zealand (Anglican). Hadlow provides a teaching and learning programme based
on the Anglican interpretation of the Christian faith.
Hadlow is one of three schools and a preschool under the proprietorship of the Trinity School’s
Trust Board. The Trinity Schools’ Trust Board, as proprietor of Hadlow, is responsible for most of
the school property and for the preservation and development of the Special Character of the
school. The Special Character of Hadlow, as defined in the Integration Deed of Agreement,
assumes the school’s responsibility of educating each child as a whole being, reflecting spiritual,
academic, cultural, and physical dimensions. An essential element of Hadlow School’s Special
Character is the reinforcement of a strong and positive moral code based on Christian standards
and values.
MISSION: to foster learning by educating for excellence through academic, physical, cultural,
and spiritual challenges in a caring and safe environment.
VISION: ‘Making a positive difference in the world through personal
excellence, service, and hauora’
VALUES:
“Respect, Teamwork, Resilience, Creativity, Kindness, Responsibility”
“Whakaute, Mahi Tahi, Manawaroa, Auahatanga, Atawhai, Kawenga”
At Hadlow we value:
• Self-managing learners
• Passionate teachers
• Innovation and inquiry
• Positive relationships
• Specialist curriculum delivery
• A balance of flexibility and structure to the day
• Engaged and informed communities
STRATEGIC PRIORITIES 2021 - 2023
1. Enhance Our Culture Through Our Special Character
2. Engage Our Community
3. Develop a Responsive Curriculum
TREATY OBLIGATIONS/CULTURAL DIVERSITY The Hadlow Board of Trustees will promote and foster tolerance and understanding of the many different cultures and their values at the school. The school is predominantly European in its pupil demographics with less than ten percent acknowledging a different cultural affiliation. Māori and Asian children would make up this group. The school will consciously develop policies and protocols to acknowledge New Zealand’s cultural diversity and, in particular, the unique position of Maori as the tangata whenua. Hadlow School acknowledges the principles of the Treaty of Waitangi. All pupils will have the opportunity to acquire knowledge of Te Reo Maori and Tikanga Maori. PARTNERSHIPS The Hadlow Board of Trustees acknowledges that learning is enhanced if a partnership is established between the school and its community. To encourage and enhance that partnership, the school will consult effectively with the school community on an on-going basis, recognising that all people in the school community contribute to the values and traditions and heritage of Hadlow School. The Hadlow Board of Trustees will work constructively and cooperatively with the Trinity Schools’ Trust Board as proprietor, pursuant to the Integration Agreement and the obligations created by that agreement, particularly in relation to the Special Character of Hadlow as one of the Trinity Schools. The Hadlow Board (and its trustees) as one of its functions will act as agent for the Trinity Schools’ Trust Board as and when required or as and when is appropriate, in order to fulfil the responsibilities or obligations created by the Integration Agreement or by Statute or accepted by the Hadlow Board of Trustees pursuant to a decision/resolution of the Hadlow Board. SPECIAL CHARACTER STATEMENT Hadlow is an Anglican, coeducational, full primary day school offering programmes of worship, religious studies, a strong moral code, and providing a well-rounded education promoting excellence through academic, cultural, sporting and spiritual pursuits in which all pupils and teaching staff are expected to participate fully. Hadlow School is the junior school of the Trinity Schools, a family of schools offering education from preschool to Year 13. By the Trust Deed of 1921 of the St Matthew’s Schools’ Trust Board (now TSTB), the Proprietor holds property to establish and maintain schools in connection with the Church of the Province of New Zealand (Anglican). In this regard Hadlow Preparatory School was purchased by the St Matthew’s Schools’ Trust Board as one of its family of schools. Key Understandings: 1. Although Anglican, Hadlow welcomes pupils into its environment from all cultures, religions and faiths who will undertake to uphold the Special Character of the school. 2. The moral code of conduct upheld at Hadlow is based on Christian standards and our school values. 3. All pupils are expected to fully participate in the extra-curricular programmes provided at the school. 4. When parents enrol their children at Hadlow they are accepting the condition that their children will participate in the programmes that make up the school’s Special Character.
Hadlow Preparatory School
Strategic Plan 2021 - 2023
Our Vision – Our Whakataukī
‘Making a positive difference in the world through
personal excellence, service, and hauora’
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Hadlow Preparatory School
Strategic Plan 2021 – 2023
Our Vision - Our Whakataukī
‘Making a positive difference in the world through personal excellence, service, and hauora’
Strategic Goals Success Initiatives
i. Introduce and embed a school wide wellbeing (hauora)
Enhance Our Culture Through Our Our culture will embody and celebrate programme.
Special Character inclusivity, kindness, personal
ii. Create and implement an integrated te reo and tikanga Māori
By celebrating and promoting wellbeing, excellence, our values, Christian plan; that also includes the celebration of all cultures in our
positive, respectful, and inclusive character, hauora, te reo and tikanga school.
attitudes, and relationships. Māori, other cultures, and positive
relationships with each other.
i. Unpack our ‘Vision Statement’.
Engage Our Community Our community is engaged and forms
ii. Create a framework and opportunities for greater
By developing opportunities for positive genuine partnerships to nurture, collaboration, community engagement and partnerships
relationships, partnerships, and strengthen and to make a positive between students, staff, and whanau.
collaboration to achieve successful difference, both inside and outside of
iii. Establish sustainable partnerships outside of our school
outcomes with whanau and school. community. For example: businesses, iwi, and the Anglican
stakeholders. Church.
i. Implement and embed our new localised and responsive
Develop a Responsive Curriculum Our students will be confident, curriculum.
By developing a responsive curriculum, connected learners, who are literate, ii. Continue to focus on best practice that is researched based to
our learners will achieve personal self-managing, motivated, respectful, improve outcomes for our learners, ensuring high quality staff
excellence. and responsible. The core foundation PLD is at the forefront.
learning areas will underpin future- iii. Look into and implement Hero (SMS) and Learning
Progressions Frameworks and PaCT.
focused learning.
6Strategic Plan - Roadmap 2021 – 2023
Our Vision - Our Whakataukī
‘Making a positive difference in the world through personal excellence, service, and hauora’
Strategic Goals 2021 2022 2023
Term 1 Term 2 Term 3 Term 4 Term 1 Term 2 Term 3 Term 4 Term 1 Term 2 Term 3 Term 4
i. Introduce and embed a school wide wellbeing (hauora) programme.
Enhance Our
Culture ii. Create and implement an integrated te reo and tikanga Māori plan; that also
Through Our includes the celebration of all cultures in our school.
Special Review Review Review
goals and goals and goals and
Character initiatives initiatives initiatives
Review Review Review
i. Unpack Vision goals and goals and goals and
initiatives initiatives initiatives
Engage Our ii. Create a framework and opportunities for greater collaboration, community
Community engagement and partnerships between students, staff, and whanau.
iii. Establish sustainable partnerships outside of
our school community. For example:
business, iwi, and Anglican Church.
Review
i. Implement and embed our new localised goals and
and responsive curriculum. initiatives
Develop a ii. Continue to focus on best practice that is researched based to improve outcomes for our
Responsive learners, ensuring high quality staff PLD is at the forefront.
Curriculum iii. Look into and implement Hero (SMS) and Learning
Progressions Frameworks and PaCT.
Review Review Review
goals and goals and goals and
initiatives initiatives initiatives
7Strategic Plan – Measurement Framework
Our Vision - Our Whakataukī
‘Making a positive difference in the world through personal excellence, service, and hauora’
Strategic Goal One Baseline measures Mid-point measures End results measures
Enhance Our Culture Through Our - Robust and rigorous baseline data and - Evidence programmes are in place and - Evidence programmes are embedded
measures in place (i & ii) are being implemented. (i & ii) and having a positive impact. (i & ii)
Special Character
Outcome Measures
- Wellbeing survey results – students - Ongoing self-review of programmes in - Self-review and survey results show
Initiative (NZCER) (i) place. (i & ii) positive change. (i & ii)
- Observations (i & ii) - Analyse wellbeing survey results – - Changed positive behaviour (i & ii)
i. Introduce and embed a school wide
- Student, parent, and staff feedback (i & students (NZCER) (i) - Feedback from students, parents, and
wellbeing (hauora) programme.
ii) - Observations (i & ii) staffs shows and reinforces change. (i
ii. Create and implement an integrated te reo - Student, parent, and staff feedback – & ii)
and tikanga Māori plan; that also includes survey and conversations (i & ii) - Final report to the Board and
the celebration of all cultures in our school. - Progress report to the Board and stakeholders (i & ii)
stakeholders (i & ii) - Students, staff and whanau regularly
Success
- All cultures are celebrated in our use Te Reo and tikanga Māori in their
Our culture will embody and celebrate daily practice (ii)
school (i & ii)
inclusivity, kindness, personal excellence, our - All cultures are celebrated (i & ii)
values, Christian character, hauora, te reo and - Staff PLD Plan in place (i & ii) - Staff PLD Plan in place (i & ii) - Positive observations (i & ii)
Output Measures
tikanga Māori, other cultures, and positive - Comms to stakeholders (i & ii) - Comms to stakeholders (i & ii) - Comms to stakeholders (i & ii)
relationships with each other. - Activities and annual plan are being - Programmes firmly in place and
executed. (i & ii) celebrated. (i & ii)
Success and outcome measures - Small and regular checkpoints are in - Staff, students, and whanau can
Students and staff will have a shared place to see if actions are having an celebrate programmes. (i & ii)
language, the tools, and strategies that will impact (i & ii) - Staff PLD Plan has been effective (i & ii)
have a positive impact on wellbeing (hauora) - Staff, students, and whanau can easily
and relationships. talk about programmes. (i & ii)
-
Te Reo and tikanga Māori is active, visible, and
celebrated in our school community. - Time to research, decide and plan on - Plans and programmes have been - These initiatives now become business
whole school wellbeing programme. (i) agreed on and are in place. (i & ii) as usual. (i & ii)
- Create draft Plans (i & ii) - Progress is being tracked (i & ii) - Have short checkpoints twice yearly to
Input
We provide opportunities for all cultures to be - Resourcing is working and is adequate
- Allocate resourcing – staff, time, PLD, ensure these programmes are still
celebrated in our school. cost. (i & ii) (i & ii) having a positive impact (i & ii)
- Adequate Staff PLD (i & ii)
8Strategic Plan – Measurement Framework
Our Vision - Our Whakataukī
‘Making a positive difference in the world through personal excellence, service, and hauora’
Strategic Goal Two Baseline measures Mid-point measures End results measures
Engage our community - Clear baseline data and measures in - All stakeholders are developing a clear - All stakeholders have developed a
place for initiatives (i, ii & iii) understanding what our vision means; clear understanding what our vision
Outcome Measures
Initiative - Observations (i, ii & iii) they are also developing a clear means; they also have a clear
i. Unpack our school vision. - Student, parent, and staff feedback (i, ii understanding of the school’s strategic understanding of the school’s strategic
& iii) goals. (i) goals. (i)
ii. Create a framework and opportunities for
- Clear data and measures are in place - Visible engagement reinforces change.
greater collaboration, community to see things are working (i, ii & iii) (i, ii & iii)
engagement and partnerships between - Observations and evidence is gathered - Final report to the Board and
students, staff, and whanau. (i, ii & iii) stakeholders (i, ii & iii)
iii. Establish sustainable partnerships outside - Student, parent, and staff feedback (i, ii - Ongoing self-review (i, ii & iii)
of our school community. For example: & iii) - Community engagement and
business, iwi, and Anglican Church. collaboration is happening, and
goals/projects have been completed.
(ii)
Success - Staff PLD Plan in place (i, ii & iii) - Staff PLD Plan in place (i, ii & iii) - Staff PLD has made a positive
Output Measures
Our community is engaged and forms - Comms to stakeholders about vision (i) - Comms to stakeholders about vision (i, difference (i, ii & iii)
- Create opportunities to engage and to ii & iii) - Vision is clearly visible to all
genuine partnerships to nurture, strengthen
collaborate using our vision as the tool. - Evidence of increased opportunities to stakeholders (i)
and to make a positive difference, both inside
(i, ii & iii) engage and to collaborate (i, ii & iii) - Evidence of increased opportunities to
and outside of school. engage and to collaborate (i, ii & iii)
Success and outcome measures
Everyone has a clear and deep understanding
what our school vision means and how we
aspire to achieve our vision every day. - Allocate resourcing – staff, time, PLD, - Sufficient allocation of resourcing is in - Resourcing – staff, time, PLD, ensured
cost. (i, ii & iii) place – staff, time, PLD, cost. (i, ii & iii) change has been embedded (i, ii & iii)
Visible community engagement and
- Allocate time to unpack vision. (ii) - Shared vision is active and visible. (i) - These initiatives now become business
partnerships working together to achieve
- Create draft collaboration framework - Draft collaboration framework and as usual. (i, ii & iii)
shared goals and positive outcomes for and create opportunities for opportunities for collaboration are - Have short checkpoints twice yearly to
Input
students, staff, and whanau. collaboration (ii) evident (ii) ensure these programmes are still
having a positive impact (i, ii & iii)
9Strategic Plan – Measurement Framework
Our Vision - Our Whakataukī
‘Making a positive difference in the world through personal excellence, service, and hauora’
Strategic Goal Three Baseline measures Mid-point measures End results measures
Develop a Responsive - Baseline data and measures in place – - Data and measures in place to see - Data and evidence show impact of
why are we doing this (i, ii & iii) these initiatives are having a positive change (i, ii & iii)
Outcome Measures
Curriculum - Clear comms to stakeholders (i, ii & iii) impact (i, ii & iii) - Through PLD, teachers are confident,
- Gather feedback (i, ii & iii) - Positive impact on teaching and knowledgeable and skilful (i, ii & iii)
Initiative
- Keep BOT informed (i, ii & iii) learning (i, ii & iii) - Evidence initiatives have been
i. Implement and embed our new localised
- Evidence these initiatives are being implemented effectively and improved
and responsive curriculum. implemented effectively. (i, ii & iii) outcomes for teachers and students. (i,
- Teacher knowledge is developing and ii & iii)
ii. Continue to focus on best practice that is is being applied (i, ii & iii) - Final report to the Board and
researched based to improve outcomes for - Continue to gather feedback (i, ii & iii) stakeholders (i & ii)
our learners, ensuring high quality staff PLD - Regular comms and updates to
is at the forefront. stakeholders (i, ii & iii)
- Keep BOT informed (i, ii & iii)
- Staff PLD Plan (i, ii & iii) - Teachers are using school curriculum - Teachers are using school curriculum
iii. Look into and implement Hero (SMS) and
Output Measures
- Observations (i, ii & iii) doc and have a clear understanding of doc and have a clear understanding of
Learning Progressions Frameworks and - Student, parent, and staff feedback (i, ii ‘Front and Back end of the curriculum ‘Front and Back end of the curriculum
PaCT. & iii) (i, ii & iii) (i, ii & iii)
- Consistent language is being used - Consistent language is being used
Success
across the school in all three, school across the school in all three, school
Our students will be confident, connected wide initiatives. (i, ii & iii) wide initiatives. (i, ii & iii)
learners, who are literate, self-managing, - Observations (i, ii & iii) - Observations (i, ii & iii)
motivated, respectful, and responsible. The - Student, parent, and staff feedback (i, ii
core foundation learning areas will underpin & iii)
future-focused learning.
- Create a clear plan to review, unpack - Ongoing review as we unpack, - These initiatives now become business
Success and outcome measures and understand draft curriculum understand, and implement draft as usual. (i & ii)
Our school curriculum reflects our school’s document (i) curriculum document (i) - Checkpoints twice yearly to ensure
beliefs, vision, and values. Core foundation - Create clear plan for staff PLD and - High quality Staff PLD (i, ii & iii) these initiatives still have a positive
Input
learning areas underpin future-focused implementing Learning Progressions - Continue allocating resourcing – staff, impact (I, ii & iii)
learning. Staff and students are engaged, and PaCT (ii & iii) time, PLD, cost. (i, ii & iii)
- Allocate resourcing – staff, time, PLD,
connected and confident learners.
cost. (i, ii & iii)
A clear and consistent language is embedded
and high quality PLD is at the forefront.
10Strategic Plan – Annual Plan 2021
Our Vision - Our Whakataukī
‘Making a positive difference in the world through personal excellence, service, and hauora’
Strategic Goal One - Enhance Our Culture Through Our Special Character
By celebrating and promoting wellbeing, positive, respectful, and inclusive attitudes, and relationships.
Initiative Success and outcome measures
i. Introduce and embed a school wide wellbeing (hauora) programme. Our culture will reflect and celebrate inclusivity, personal excellence, service, our values,
Christian character, hauora, te reo and tikanga Māori, and the positive relationships
between students, staff, and whanau.
Action Responsible Resources Start Due
Establish a school wellbeing team and meet to start planning Jane Milne Time (3 hours) and releasing staff – relievers $300 Nov 2020 Dec 2020
process
Analyse school wide student wellbeing data and set wellbeing Mel Heard, Jane Milne, Kahui Ako release time (WSL) Sept 2020 Dec 2021
focus areas for 2021 Wellbeing Curriculum
Focus Group
Create a school wide wellbeing programme and research a Principal, Jane Milne, Mel Time – collaborative planning and meeting times in T1 Dec 2020 April 2021
wellbeing programme and initiatives that best suit Hadlow Heard, Wellbeing 2020. Release time $600
Curriculum Focus Group
Visit and meet with schools, principals and teachers who Principal, Jane Milne, Mel Time (3 hours) and releasing staff – relievers $300 Term 4 2020 April 2021
have successfully implemented school wide programmes Heard
Staff PLD around wellbeing (staff wellbeing and student Principal, Jane Milne 5 – 10 hours prep Jan 2021 Jan 2021
wellbeing at start of year
Meet with Masterton Lands Trust and place a funding Principal, Jane Milne and Time for meetings and lodging application Dec 2020 April 2021
application to work on developing a Trinity Schools Approach Mel Heard
to staff and student wellbeing
Decide and commit to a school wide wellbeing programme Principal, Jane Milne, Mel Cost of wellbeing programme and staff PLD - $4000 April 2021 Dec 2021
and roll out and start implementing, staff PLD Heard, Wellbeing
Curriculum Focus Group
11Develop a clear wellbeing and staff PLD plan in place – Jane Milne, Mel Heard Time – 4 hours Feb 2021 Mar 2021
including times when wellbeing team meet
Initiative is woven into staff appraisals 2021 Principal, Jane Milne 4 hours Jan 2021 Feb 2021
Explicit teaching of wellbeing – school wide All teachers Wellbeing programme and resources - $1000 Feb 2021 Dec 2021
Communications to school community taking them on the Wellbeing Curriculum Time – 1 hour a fortnight Feb 2021 Dec 2021
journey Focus Group
Collect, analyse, and measure wellbeing focus areas and data Mel Heard Time – creating survey and analysing data – Termly Feb 2021 Dec 2021
Mid - year report to the Board of Trustees Jane Milne, Mel Heard 4 hours July 2021
Evidence programmes are in place and are being Jane Milne, Mel Heard Time – Release time for Jane and Mel to visit teachers Termly - Start Dec 2021
implemented effectively and classrooms. Gathering student and teacher voice. June 2021
Release time: 1-2 days per term ($500)
Term 4 Review of initiative – Reflect and celebrate Principal, Jane Milne and Staff, board, whanau Sept 2021 Dec 2021
Mel Heard
End of year report to the Board of Trustees Jane Milne, Mel Heard 4 hours prep Nov 2021
Initiative Success and outcome measures
ii. Create and implement an integrated te reo and tikanga Māori plan; this plan Te Reo and tikanga Māori is active, visible, and celebrated in our school community. As
also recognises and celebrates all cultures in our school. are other cultures in our school community.
Action Responsible Resources Start Due
Establish a school team who are going to lead, champion and Charles, Te Reo and Time to organise a team – 3 hours Nov 2020 Jan 2021
help staff upskill themselves in Te Reo and tikanga Māori tikanga Māori Curriculum
Focus Group, teachers
Create a school wide Te Reo and tikanga Māori programme Charles, Te Reo and Termly planning and collaboration time - releasing Jan 2021 Dec 2021
and plan that will make Te Reo and tikanga Māori and other tikanga Māori Curriculum staff – relievers $1000
cultures more visible at Hadlow Focus Group, teachers
Develop and implement a Staff PLD Te Reo and tikanga Māori Charles, Te Reo and $1000 for PLD Feb 2021 Dec 2021
programme tikanga Māori Curriculum
Focus Group, teachers
Greater evidence that all teachers are teaching and using Te All teachers Time – a part of staff and teacher development Feb 2021 Dec 2021
Reo and tikanga Māori in their teaching and daily interactions
Greater celebration and use of Te Reo and tikanga Māori in All staff Time and making the conscious effort to do so Feb 2021 Dec 2021
school communications and media platforms. For example:
newsletters, website, letters/emails home and school reports
All staff need to be able to show growth and development in All staff, including support Staff PLD and personal upskilling – Evidence shared at Feb 2021 Dec 2021
Te Reo and tikanga Māori–evidence gathered during the year staff end of year appraisal meetings
12Establish a junior kapa haka group Charles, Nerina, Te Reo Tutor and staff member to lead - $1000 May 2021 September
and tikanga Māori 2021
Curriculum Focus Group
Develop measures for effectiveness of programme Charles, Te Reo and Time - 4 hours per term Feb 2021 Dec 2021
tikanga Māori Curriculum
Focus Group
Gather student and staff voice – self review Charles, Te Reo and Time – one day’s release (relieving) $300 Aug 2021 Sept 2021
tikanga Māori Curriculum
Focus Group, teachers
End of year report to the Board of Trustees Charles 4 hours prep Nov 2021
Ensure we have at least 1 -2 celebration days for our different Charles, Te Reo and Time to prepare Feb 2021 Dec 2021
cultures at Hadlow each year tikanga Māori Curriculum
Focus Group, teachers
Term 4 Review of initiative – Reflect and celebrate Principal, Charles, Te Reo Staff, board, whanau Sept 2021 Dec 2021
and tikanga Māori
Curriculum Focus Group,
teachers
Strategic Plan – Annual Plan 2021
Our Vision - Our Whakataukī
‘Making a positive difference in the world through personal excellence, service, and hauora’
Strategic Goal Two - Engage Our Community
By developing opportunities for positive relationships, partnerships, and collaboration to achieve successful outcomes with whanau and
stakeholders.
Initiative Success and outcome measures
i. Unpack our school vision. Everyone has a clear and deep understanding what our school vision means and how
we aspire to achieve our vision every day.
Action Responsible Resources Start Due
Senior leadership start unpacking new school vision Principal, Jane, and Jess Time 1 -2 hours – 2021 strategic planning session Jan 2021 March 2021
Board spend some time unpacking new school vision Principal, Board Time - 1 hour Feb 2021 Feb 2021
Staff workshops unpacking new school vision Principal Time 5 -6 hours, during Term 1, staff meetings, TOD Jan 2021 April 2021
13Workshops with students looking at vision – align to Principal and teachers Time 3 – 4 hours with each hub over the course of Feb 2021 Sept 2021
wellbeing, our special character and values Term 1, 2 & 3
Have a clear shared understanding what the vision means Principal Time Feb 2021 July 2021
(including the key words in the vision) – This can be
articulated by staff, students, board, and whanau
Regular communications through Bulletin focusing on our Principal Time 1 – 2 hours a term Dec 2020 Sept 2021
vision and strategic plan, goals
Presentation to various stakeholders on our vision and Principal Time 3 – 4 hours March 2021 June 2021
strategic plan. Board, staff, students, and whanau
Collect stakeholder voice along the journey of unpacking the Principal Time designing survey, having conversations with March 2021 Sept 2021
school vision to see if everyone understands the vision stakeholders and analysing results
Term 4 Review of initiative – Reflect and celebrate Principal Staff, board, whanau Sept 2021 Dec 2021
Create Plan on a Page (visual Poster) that all stakeholders can Principal $1500 – 6 – 10 hours November March 2021
visibly see, understand, and talk to. 2020
Initiative Outcome measures
ii. Create a framework and opportunities for greater collaboration and Visible community engagement and partnerships working together to achieve shared
partnerships between students, staff, and whanau. goals and positive outcomes for students, staff, and whanau.
Action Responsible Resources Start Due
Create a school wide collaboration framework that can be Principal, Jane, and Jess Time, working with Mark Sweeney Term 4 2020 Jan 2021
used by staff, students, board, and whanau
Create opportunities and time for greater collaboration and Principal and Hub leaders Hub leaders Meeting, 3 – 4 hours Feb 2021 April 2021
partnerships within our school community and with whanau
– create a plan
Develop a school wide plan with the opportunities our staff, Hub Leaders Time to create and implement plan Dec 2020 April 2021
students, board, and whanau have working in partnership
during a school year. Break down at each hub and across the
school
During the year gather evidence and voice on school Jane and Jess Time (5 -6 hours) to design surveys and talk with Feb 2021 Dec 2021
community collaboration and partnerships people
Create opportunities for greater partnerships and Hub leaders, teachers Time to create a simple plan, with a self-review, think Term 4 2020 Mar 2021
collaboration across the school and hubs for students and tank exercise as a starting point
staff
Look for ways to deepen the partnership and engagement Hub leaders, teachers Time to dig deep and gather voice from stakeholders Feb 2021 May 2021
between school and home (hub level) – self review exercise.
Look for ways to deepen the partnership and engagement Principal, Hub leaders Time to dig deep and gather voice from stakeholders Feb 2021 May 2021
between school and home (school level) – self review
exercise.
14Term 4 Review of initiative – Reflect and celebrate Principal Staff, board, whanau Sept 2021 Dec 2021
Strategic Plan – Annual Plan 2021
Our Vision - Our Whakataukī
‘Making a positive difference in the world through personal excellence, service, and hauora’
Strategic Goal Three - Develop a Responsive Curriculum
By developing a responsive curriculum, our learners will achieve personal excellence.
Initiative Outcome measures
i. Implement and embed our new localised and responsive curriculum. Our school curriculum reflects our school’s beliefs, vision, and values. Core foundation
learning areas underpin future-focused learning. Staff and students are engaged,
connected and confident learners.
A clear and consistent language is embedded and high quality PLD is at the forefront.
Action Responsible Resources Start Due
Unpack and take time review and understand our new draft Principal, Jane, and Jess Time dedicated at Staff PLD, staff meetings, senior and Jan 2021 Dec 2021
curriculum document – create a clear plan how this will be junior meetings
done
Workshops at the start of the year unpacking how special Principal, teachers Time (1 -2 hours) – Staff PLD at the beginning of year Jan 2021 Feb 2021
character and wellbeing along with the core foundation areas
underpin our curriculum
Stakeholders have a clear understanding of our school Principal, Jess and Jane Time to drill down and understand; communications Jan 2021 Dec 2021
curriculum, both the front and back end of the document to our whanau
The Board have a clear understanding of our school Principal Principal reporting to the board Feb 2021 Dec 2021
curriculum and the NZC
Ongoing review how draft curriculum doc is working across Principal, Jess and Jane Time to meet with teachers, design survey and analyse Feb 2021 Dec 2021
the school at an operation level findings
Review, unpack and update our Hadlow Learner Attributes – Jane, Jess and Hub Time to lead at staff meetings and at senior and junior June 2021 Dec 2021
do these currently reflect Te Reo and tikanga Māori world Leaders meetings
views. Is wellbeing and special character evident
Staff PLD on the Digital Technologies Curriculum Charles Start of year, staff meeting slot each term Feb 2021 Dec 2021
15Ensure we are leading in the space of teaching and learning. Principal, Hub leaders Ongoing throughout the year Feb 2021 Dec 2021
Celebrate and promote the great practice that is happening and Te Reo and tikanga
at Hadlow Māori Curriculum Focus
Group, teachers
Ensure Te Reo and tikanga Māori are highly visible, Principal, Hub leaders Time (Termly checks) for ongoing review and working Feb 2021 Dec 2021
celebrated and are alive and living in our curriculum and Te Reo and tikanga with the Te Reo and tikanga Māori team – Initiative 1i
Māori Curriculum Focus in Strategic Plan
Group, teachers
Ensure all cultures are highly visible, celebrated and are alive Principal, Hub leaders Time (Termly checks) for ongoing review and working Feb 2021 Dec 2021
and living in our curriculum and Te Reo and tikanga with the Te Reo and tikanga Māori team – Initiative 1i
Māori Curriculum Focus in Strategic Plan
Group, teachers
Term 4 Review of initiative – Reflect and celebrate Principal Staff, board, whanau Sept 2021 Dec 2021
Initiative Outcome measures
ii. Continue to focus on best practice that is researched based to improve Our school curriculum reflects our school’s beliefs, vision, and values. Core foundation
outcomes for our learners, ensuring high quality staff PLD is at the forefront. learning areas underpin future-focused learning. Staff and students are engaged,
connected and confident learners.
A clear and consistent language is embedded and high quality PLD is at the forefront.
Action Responsible Resources Start Due
Create a clear PLD plan for the next 1 – 3 years Principal, Jane, and Jess Time to consult and analyse areas where greatest Term 4 2020 Jan 2021
impact can be made.
Continue with Science of Reading (Structured Literacy), using Jess and Structured Time and cost - $4000 Feb 2021 Dec 2021
the iDeal Platform PLD Literacy Curriculum Focus
Group
Staff to attend quality PLD in a timely manner Principal, Jess and Quality PLD is budgeted for Term 4 2020 Dec 2021
Structured Literacy
Curriculum Focus Group
Review PLD programmes with staff throughout the year and Principal, Jane and Jess Time to conduct mid-year and end of year reviews June 2021 Dec 2021
the impact it is having on teaching and learning
Ensure we have opportunities to engage with expert Jane and Jess Time and cost - $4000 Jan 2021 Dec 2021
providers to deliver quality PLD
Teaching As Inquiry (TAI) is used to improve teacher practice Hub leaders Staff meetings Jan 2021 Dec 2021
Teachers have opportunities to visit other schools to observe Hub leaders Time and cost – Travel and release time. $5000 Jan 2021 Dec 2021
best practice and learn about initiatives having a positive
impact on teaching and learning
Term 4 Review of initiative Principal Staff, board, whanau Sept 2021 Dec 2021
16Strategic Plan 2021 – Student Achievement Targets
Student Achievement One
To raise the achievement level of all learners in reading, writing and mathematics, with a particular focus on Māori learners.
BASE-LINE DATA - School wide data, evidence and OTJs (EOY 2020 and SOY 2021)
ACTIONS/GOALS OUTCOMES/ SUCCESS MEASURES - Achieved in 2021
We will….
• Regularly monitor by gathering data and evidence which clearly measures progress in learning
and improves student outcomes
• Implement strategies and actions which address barriers to learning and achievement
• Improve teacher effectiveness and pedagogy to improve student outcomes
• Educate and support parents and whanau so they are more confident to support their children
with their learning
• Provide PLD opportunities for teachers
STRATEGIC PLAN 2021 – Student Achievement Targets
Student Achievement Two
To raise the achievement level in reading and writing through a structured literacy approach.
BASE-LINE DATA - School wide data, evidence and OTJs (EOY 2020 and SOY 2021)
ACTIONS/GOALS OUTCOMES/ SUCCESS MEASURES - Achieved in 2021
We will….
• Regularly monitor by gathering data and evidence which clearly measures progress in learning
and improves student outcomes
• Improve teacher effectiveness and pedagogy to improve student outcomes by upskilling and
using the iDeal platform and undertaking staff PLD in structured literacy
• Use structured literacy to improve students outcomes and achievement in reading and writing
• Educate and support parents and whanau so they are more confident to support their children
with their learning
17STRATEGIC PLAN 2021 – Student Achievement Targets
Student Achievement Three
To accelerate the progress of those learners who display a specific learning difference/difficulty (SLD) or need extending academically (Gifted) to
ensure that all learners are able to reach their potential. (We define Gifted as – ‘students who are working above their curriculum level’)
BASE-LINE DATA - School wide data, evidence and OTJs (EOY 2020 and SOY 2021)
ACTIONS/GOALS OUTCOMES/ SUCCESS MEASURES - Achieved in 2021
We will….
• Regularly monitor by gathering data and evidence which clearly measures progress in learning
and improves student outcomes
• Implement strategies and actions which address barriers to learning and achievement
• Improve teacher effectiveness and pedagogy to improve student outcomes
• Educate and support parents and whanau so they are more confident to support their children
with their learning
• Provide PLD opportunities for teachers
Please note: Our Student Achievement Targets along with our School’s Strategic Goals and Initiatives take into consideration the National
Education and Learning Priorities.
https://www.education.govt.nz/assets/Documents/NELP-TES-documents/NELP-2020-Schools-and-kura.pdf
18Strategic Plan – Measurement Framework
Input Activity Output Outcome Impact
The things we invest in. The things we do to create The things produced by the The consequences and The fundamental change we
Our resources…. something, product or activities… results… have achieved…
Examples of measures: service… Examples of measures: Short to medium term results The long term, sustainable
- Cost - Complete planned activity - Teacher PLD from outputs – changed consequences, and results of the
- Time to required standard - Survey designed behaviour, attitudes. interventions.
- Report completed Examples of measures: Examples of measures:
- Survey results - Student wellbeing
- Observations - Community engagement
- Stakeholder feedback
Planned activities – The “What” Intended results – The “Change!”
Measurement – How will we know we have achieved success?
- By having solid baseline data
- Having clear checkpoints and accurate ways to measure
- Ensuring we can measure our goals and initiatives effectively
- Measurement and gathering evidence can be done using a range of tools. For example: quantitative, qualitative, internal, external.
Our Values
Whakaute Mahi Tahi Manawaroa Auahatanga Atawhai Kawenga
Respect Teamwork Resilience Creativity Kindness Responsibility
Last updated on 28th February 2021
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