Middle School West Auckland 2021 - Strategic Intentions - Middle ...
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Middle School West Auckland 2021
Strategic Intentions
Mission Statement To allow young people to develop and learn to give them a base for excellence in all spheres of life through
effective teaching, quality facilities, an optimal day structure and an integrated curriculum.
Special Character 1. All children are intrinsically valuable and deserve holistic care
2. All children have enormous God given potential
3. Every student can develop exceptional skills and knowledge sets
4. Expert teaching, coaching, mentoring, and purposeful practice enables students to make significant academic
progress
5. An integrated project-based curriculum, that has a focus on academic rigor and exposure to literature, enables
students to become innovative, collaborative problem solvers of the future
6. All students bring with them rich sources of knowledge, understanding and wisdom from the families they are
born into, and the communities of which they are a part
7. The governance roles of the Villa Education Trust are established, structured and organised so that the desired
outcomes of the schools can be clearly understood, planned for, and reviewed on a regular basis
8. The management roles within the school learning community are structured to ensure the special character is
implemented effectively: that quality teaching, learning and care happen in a redemptive environment and strong
partnerships are formed with families and the community
Values Respect|Manaakitanga: We respect ourselves, each other and our environment. | Ka whai whakaaro tētahi ki
tētahi, ki te taiao hoki.
Inclusion|Kotahitanga: We accept, value and celebrate each other’s differences. | Ka tautoko, ka whakamānawa,
ka whakanui ō tātou rerekētanga.
Care|Whanaungatanga: We encourage, support and care for each other. | Ka akiaki, ka tautoko, ka kauawhiawhi
tētahi i tētahi.
Villa Student: Values, Diligence, Faith, Optimism, Self-discipline, Integrity, Courage, Generosity, Perseverance, Determination, Sense of
Purpose, CompassionPrinciples Tika – we seek to do the right thing which highlights our desire to be true to the best version of ourselves
Pono – we seek to do things for the right reason which highlights our desire to be genuine
Aroha – we seek to do things the right way which highlights our desire to show compassion for others
Māori dimensions and Cultural Tikanga and te reo Māori are a dominant feature in all aspects of the bi-lingual unit. They also lead the English-
Diversity medium site in these areas by workshopping, modelling, and advising of cultural practices and integration of
language. The English-medium site is conscious of its commitment to Te Tiriti o Waitangi and the implementation
of te reo Māori into the daily practices of all staff. There is also an acknowledgement of the high number of
Pasifika students enrolled at the English-medium site and that their culture, language, and identity should also be
reflected in the curriculum, the daily protocols, and the overall culture of the school.
Special Character Learning Pathways / Huarahi Learning to Learn / Tikanga Working Together /
Ako Ako Mahitahi
The Special Character of the school MSWA Learners have engaging, MSWA Learners are empowered to MSWA Learners have a strong sense
has been defined by the Villa challenging and relevant learning use a range of strategies to make of identity. We are active in our
Education Trust. The Trust serves experiences to promote curiosity, the right choices, problem solve, community. We are respectful and
the schools in its network by inquiry and motivation to learn. make links to prior learning, set relate to others with openness and
providing proprietorship, Learning experiences are goals, achieve them and reflect on empathy. We value diversity and are
governance, administration and differentiated to accommodate the what we have learned. We develop inclusive. We see ourselves as a part
resourcing. In the role of the range of abilities and learning styles. of the wider community (home,
skills for lifelong learning, a growth
proprietor the Trust holds the Clear learning progressions and school, local, global) and can have
mindset and personal wellbeing. We
responsibility for defining and guidelines assist us to know where impact beyond ourselves. We can
upholding the designated character we are so we can make informed value learning and appreciate that it learn from and with each other.
of the schools, referred to as the decisions about our next steps. involves focus, effort, resilience and “Ehara taku toa i te toa takitahi, he
special character. There are multiple opportunities perseverance. toa takitini kē”. My success will not
and sufficient time for all of us - be bestowed upon me as an
children, staff, parents and whānau - individual, but instead as the result
to engage with and transfer our of the collective.
Goals: learning.• To review and consult with Goals Goals Goals
whole school community ● accelerate the learning of our ● there is a shared language and ● A school that is physically on one
(staff, students, whanau and priority and targeted learners understanding of the Villa Student site and has excellent resources, to
wider community) the VET ● curriculum and assessment Profile promote collaboration between
Philosophy statement practices are dynamic, responsive ● The development of conscious and Villas, management and students
and learner driven deliberate learners is made explicit ● a safe and inclusive learning
● there is a thriving, Māori-medium where there is a shared and environment is enhanced by taking a
pathway for bilingual and immersion dynamic pedagogy shared responsibility for learning
learners, tikanga and te reo Māori ● teachers engage in PLD and and well-being in conjunction with
are well-embedded into English- ongoing cycles of inquiry to inform PB4L(Positive Behavior for Learning)
medium learning teaching and learning ● multiple and varied opportunities
● learning material and contexts are ● robust review practices and enable meaningful and respectful
culturally relevant to promote innovation support our commitment communication and dialogue
student and whānau engagement to continuous improvement between all of us
● Leadership is encouraged and ● active whānau involvement in
supported at every level of the school life benefits our learners
school ● engagement with local schools
provides a seamless pathway for all
learners
● establishing working relationships
with various support agencies has
the potential to raise achievement
for our priority and targeted
learnersStrategic Section
Strategic Goals Core Strategies for Achieving Goals 2020 – 2023
Focus Areas Goal 2020-2021 2022 2023
2020 Annual Strategic Plan
2021 Annual Strategic Plan
Special Strategic Goal 1: We will achieve this through: We will achieve this through: We will achieve this through:
Character To review and consult Implementing alternative
with whole school constitution and establishing a Reflect and refine the Evaluating the strength of the
community (staff, new Board of Trustees. implementation process of the connections and relationships of
students, whanau and (completed) special character within the school. the Board and the school
wider community) community.
Consulting with the VET Board Developing strong connections and
to best understand the Special relationships with the Board and Consolidate the implementation
Character of the school the school community. of the special character within the
community and develop school community.
documentation. (completed)
Engaging with the special
character documentation.
Plan the implementation
process of the special character
within the school.Learning Strategic Goal 2: We will achieve this through We will achieve this through We will achieve this through
Pathways / ● Accelerate the ensuring: ensuring: ensuring:
Huarahi Ako learning of our priority 2.1: We analyse the data from • We conduct an evaluation • The application of
and targeted learners the Term 4, 2019 staff survey of the PLD staff engaged accelerate pedagogies are
that focused on current with in 2021. integrated into the staff
understanding of accelerated -this will highlight new areas of induction and mentoring
pedagogies and level of support strength as well as areas for further program.
they feel they need to shift their and/or continued development.
practice to ensure acceleration • We have a number of
of outcomes. (completed) • Resource banks (both staff who lead workshops
physical and electronic) are during the whole staff PD
2.2: We maximise the PLD systemised and user days that are held at the
Funding we secured in the later friendly beginning of the year.
part of 2019 (this funding has
rolled over to 2021) by: • The application of • The MU is continued into
-management team engaging in accelerate pedagogies are 2023.
robust, reflective professional observed across a variety of
conversations with our PLD curriculum areas • A center of excellence is
Facilitator (Jenny Thompson) -observations to be conducted of developed in the space of
-mandating the role and and by all staff with the above applying accelerate
responsibilities of the Literacy outcome as the focus pedagogies
Action Group -seek opportunities for staff to
-all staff to engage in the inquiry • That opportunities for staff present at education sector
process with guidance and to share are continually conferences.
recommendations from our PLD integrated into the school -seek opportunities for other
Facilitator. term plan. schools and professionals to visit
-using staff meetings as MSWA to observe and learn from
opportunities to collaborate and • There is a MU our staff.
share the application of best (management unit) that
practice and accelerate acknowledges that work
strategies that are a result of conducted by the lead of
working with PLD Facilitator. the Literacy Action Group.-PLD resource is used as ‘time
allocation’ as well.
2.3: We will conduct an
evaluation of the PLD staff
engaged with in 2020.
2.4: That the management team
and staff alike develop their
pedagogical knowledge and their
knowledge of the curriculum
(with a focus on the learning
progressions and required skills
at each level)
2.5: There is time set aside in a
number of staff meetings where
staff can share back on personal
learning.
2.6: Management Units are
allocated to staff leading
curriculum areas (Kaipokai)
Strategic Goal 3: We will achieve this through We will achieve this through We will achieve this through
● Curriculum and ensuring: ensuring: ensuring:
assessment practices 3.1: E-Asttle informs future • Consolidation of previous
are dynamic, responsive teaching and learning by: actions
and learner driven • Easttle – data analysis • Math team to review the
and programme application of GLOSSand/or JAM testing for Year • Staff are continually
3.2: Feedback is relevant and 7, Year 8, and any other supported to develop and
immediate through: priority learners. refine assessment
• Using the summary from *this may fall into Strategic practices.
the Term 4, 2019 literacy Goal 10 where some staff need
survey to guide PD in this area. • Key assessment practices
engagement are recorded and
(completed) • Consolidate and review the included in staff induction
• A combination of Integration of Digital process
formative and technology curriculum as
summative methods part of local curriculum • Assessment practices are
• Feedback practices also filed in a central
• Using Office 365 tools • Numeracy toolbox is location along with any
developed to support relevant resources
3.3: The Project Based differentiated learning as a
Curriculum is administered to result of engaging and
teach skills understanding the NZC
• Project tracking and Learning Progressions.
reflection
• Develop MSWA Staff
3.4: Math team to Practice Induction package.
collaboratively look and become
familiar with the NZC Learning
Progressions.
3.5: Management and Literacy
team to look at existing models
for assessing writing.
3.6: Development of Digital
technology curriculum as part of
local curriculum*this is connected to Strategic
Goal 10 where all staff will be
required to complete the Digital
Readiness Survey put out by the
MoE.
3.7: Math team consolidate the
application of GLOSS and/or JAM
testing for Year 7, Year 8, and
any other priority learners.
*this may fall into Strategic
Goal 10 where some staff
need PD in this area.
3.8: Refine and consolidate the
Kaipōkai role. LINK to Kaipōkai
Team Explanation Document
Strategic Goal 4: part 1 We will achieve this through We will achieve this through We will achieve this through
● There is a thriving, ensuring: ensuring: ensuring:
Māori-medium pathway 4.1: We complete the • All staff have engaged in
for bilingual and development of the Strategic • Strategic Language professional readings
immersion learners Language Acquisition of te reo Acquisition of te reo Māori and/or professional
Māori Plan for Years 7 – 10. Plan is reviewed. development that
Strategic Goal 4: part 2 -student survey is developed and consolidates
● Tikanga and te reo 4.2: Te reo Māori as a language completed. understanding of how
Māori are well- of instruction is increased by all Māori learners learn and
embedded into English- staff teaching at Pōhutukawa • PBC resources with a Māori what is required for
medium learning Villa. (completed) world view are systemised Māori learners to be
and easily accessible for successful.
4.3: The PBC (Project Based current and new staff.
Curriculum) tasks are continually • We will achieve this • Sections of the Strategic
developed to draw on a Māori through ensuring: Language Acquisition ofworld view to the content and or • School wide tikanga is te reo Māori Plan is
context. (completed for confirmed and documented incorporated into the
Pōhutukawa) in a space that is accessible delivery at JR House.
to all existing and new • We will achieve this
4.4: Relationships with other staff. through ensuring:
local Māori Medium educational • That the basics of te reo
providers are developed. • Student leaders to attend Māori and open
leadership camp at mindedness to tikanga
4.5: Whānau are consulted and Waitangi – where tikanga becomes a foundational
involved in the direction of workshops will be lead by attribute we look for in
learning, experiences, and staff and possibly MSWA potential staff.
desired outcomes. (completed alumni
for Pōhutukawa) • That te reo Māori is
• School tikanga is explicitly expanded into other
4.6: MLR (Māori Language unpacked in the beginning projects for other year
Resource) Funding is of the year with all new groups.
strategically assigned over the students.
year to enhance the resource -student leaders to run these • That tikanga is no longer
and personal development. workshops on the back of being the confined to just that of
(completed) learners while away on leadership Māori customary
camp practices, but also looks
4.7: A staff survey developed to acknowledge and make
and completed on perceived • That English-medium staff connections with the
personal competency of tikanga will be applying variety of Pasifika cultures
and te reo Māori. (completed) instructional language we have within the
obtained via mini staff English-medium.
4.8: Results of staff tikanga and workshops. •
Te Reo Māori competency
survey are collated and actions • Opportunities to grow the
moving forward to support staff use and application of te
development. reo Māori within the4.9: School wide tikanga is projects is explored and
developed through consultation discussed.
with;
-staff, students, whānau and
mana whenua.
4.10: Languages project
(facilitated for Year 9 - Project 3)
is consolidated to have a te reo
Māori focus.
-appropriate staffing needs to be
sought to ensure this is
conducted in the most effective
way.
4.11: Pōhutukawa Villa staff to
run mini workshops (at a
number of designated staff
meetings) on practical
application of te reo Māori
within the classroom and wider
school.
4.12: Sustainability of leadership
within Pōhutukawa Villa is set
out in a clear and robust
succession plan.
Strategic Goal 5: We will achieve this through We will achieve this through We will achieve this through
● Learning material and ensuring: ensuring: ensuring:
contexts are culturally 5.1: We concentrate on the • Establish a Pasifika Cultural • In accordance with
relevant to promote successful application of Responsive action group to Strategic Goal 6 – a MU
Strategic Goal 4 will provide a will be assigned to astudent and whānau good foundation to then investigate and trial the leader of cultural
engagement approach this goal. integration of Tapasa. resourcing within the
English-medium school.
5.2: Management team to • Include Pasifika languages
investigate and inquire about in Project Based Curriculum • Management team to
the integration of Tapasā in to investigate the possibility
MSWA (in particular JR House) • Target group of teachers of mandating the target
LINK to Tapasa are selected to take part in group of teachers to
observations, PD, resource become an Action Group
5.3: Māori cultural competency development etc that will for Cultural Resourcing
PLD is integrated into Teacher provide a foundation for within the English-
Only Days. piloting this approach in Medium School
the English-medium school.
5.4: Elements of Strategic Goal 4 • A list of key aspects that
are actioned. come out of the
observations, PD, and
5.5: Observations are made at discussions of the target
bi-lingual unit on how they bring group that took part in
a culturally Māori perspective to the pilot program.
the learning contexts and
content.
Strategic Goal 6: We will achieve this through We will achieve this through We will achieve this through
● Leadership is ensuring: ensuring: ensuring:
encouraged and 6.1: A succession plan for • We seek staff and student • Developing partnerships
supported at every level student leaders within the consultation on the with existing youth
of the school school is developed. succession plan for student leadership programs and
leaders. organisations that can
6.2: Student leader structure, enhance and reinforce
expectations, and selection • MU’s (management units) our schools leadership
process is established and being assigned to specific program.
documented. *this can be roles with specific
responsibilities. E.g.included as part of the Student Leadership • Ensuring that our
succession plan. Program. designated and
developed leaders (both
6.3: A set of specific language • Lead Teacher of in-school staff and students) have
around what leadership is or leadership program role legitimate opportunities
looks like is established and and responsibilities to put into practice what
documented. established and included as they have been learning.
an appendix to the MU job
6.4: Staff are given opportunities description. • Feedback is sought from
and supported to take on the inaugural holder of
leadership roles within the • Potential student leaders the Student Leadership
school, regardless of the are invited to attend a Program Management
mandate and/or period of time. leadership camp in Unit on the previous year,
Waitangi in Week 1 where the role, and the
6.5: Staff leadership aspirations leadership skills will be responsibilities.
survey is developed and modelled and explicitly
completed: LINK to Staff Goal workshopped.
Setting Document
• Student Leader Succession
6.6: Students across all Year
Plan is consolidated,
Levels are given legitimate confirmed and included
opportunities to develop and into the schools policies.
reflect on explicit leadership
skills and attributes.
Learning to Strategic Goal 7: We will achieve this through We will achieve this through We will achieve this through
Learn / ● There is a shared ensuring: ensuring: ensuring:
Tikanga Ako language and 7.1: The creation of visual • Further develop of teacher • All work and processes to
understanding of the resources to effectively knowledge through date are consolidated and
Villa Student Profile communicate a growth mindset professional readings: integrated into the annual
approach Matthew Syed approach of planning.
Carol Dweck
Rob Carpenter7.2: Consolidate growth mindset
language into: • Work completed in the
Teacher speak previous year is reflected
Student speak upon. The positives are
Parent communications brought forward, the areas
Student reflections of improvement are
identified.
7.3: We can collectively and
explicitly identify spaces within • Discussing and unpacking
the school timetable, within the the Villa Student Profile
curriculum, and within the wider again at the MSWA start of
context of MSWA where this year teacher only days.
language can be applied and *establish this as an annual
developed. practice.
7.4: The Villa Student profile is
collaboratively discussed and
unpacked during the MSWA
start of year teacher only days.
7.5: Links are made to the School
Values of Manaakitanga,
Kotahitanga and
Whanaungatanga.
Strategic Goal 8: We will achieve this through We will achieve this through We will achieve this through
● The development of ensuring: ensuring: ensuring:
conscious and 8.1: We concentrate on the • Data from Y10 survey is
deliberate learners is successful application of • Some of the DAL’s are collated and analysed to
made explicit where Strategic Goal 7 will provide a unpacked and examples are inform any consolidations
there is a shared and good foundation to then given on how these can and/or improvements
dynamic pedagogy approach this goal. inform the planning and
structuring of lessons, the • Resource banks are
creation and facilitation of monitored and refined for8.2: We concentrate on the activities, and the explicit ease of access – their
successful application of language that goes along location becomes a
Strategic Goal 1 which will with it. commonly known fact
provide a good foundation to and is shared with any
then approach this goal • A bank of resource types new staff that come on
with scaffolding notes is board.
8.3: Staff are introduced to the begun and will grow over • We acknowledge the
concepts of DAL’s (Deliberate time. experts we have within
Acts of Learning) our staffing cohort and
• Observations of skilled staff have them run sessions
in this area are conducted throughout the year to
by staff. This may be share best practice
achievable within school pedagogy
but, could also mean we
reach out to other schools • Best practice pedagogy,
who have experts in this activities, and supporting
space. resources are filed and
easily located.
• Current Year 10’s are given
a before (start of the year)
and after (end of the year)
survey to elicit what skills
they feel they have to be
successful learners.
• That all teachers meet on a
regular basis to reflect and
share the learnings from
the Professional
Development around
accelerated literacy
development.• That these meetings are
scheduled into our staff
meeting rotation and
accountability is set
amongst all staff members.
• Schedule in meetings with
the Academic adviser to
the Trust.
• Student voice is captured
on what they feel works in
class to support their
learning.
Strategic Goal 9: We will achieve this through We will achieve this through We will achieve this through
● Teachers engage in ensuring: ensuring: ensuring:
PLD and ongoing cycles 9.1: A time during the 2020 start • The inquiry cycle is • Staff are actively seeking
of inquiry to inform of year teacher only day to work incorporated in the out PLD opportunities
teaching and learning with PLD Facilitator (for a period standard expectation of all that are relevant to the
of 3 hours). professional staff with areas in which they wish
-unpacking specific skills relation to their appraisal. to develop.
knowledge.
-co-construct criteria for • The VET international
effective pedagogy. scholarship is discussed,
and a clear approach is
9.2: We co-construct a model established for staff who
that allows for teachers to video engage in this opportunity.
record their own practice for the
purposes of self-reflection and
development of pedagogical
practice.
9.3: Digital Literacies-All staff complete the digital
literacies readiness programme.
https://kiatakatu.ac.nz/register/
(completed)
9.4: Review results of the digital
readiness survey (completed)
9.5: Staff have the opportunity
to highlight areas of personal
professional development that is
relevant to them and their
practice. This could be done via a
survey. (completed)
9.6: Consolidate goals relevant
to digital literacy PLD as a
platform to launch teacher
inquiry.
9.7: Explore PLD, internal and
external, to further integrate
digital literacy opportunities.
9.8: Teachers have explicit
opportunities to further develop
their distance and online
learning practices.
Strategic Goal 10: We will achieve this through We will achieve this through We will achieve this through
● Robust review ensuring: ensuring: ensuring:
practices and 10.1: We reflect on our practices • Staff PGC is clearly • The positive elements of
innovation support our after each unit and Project. understood and actions from 2020/2021commitment to appropriately used by all and 2022 of this strategic
continuous 10.2: We highlight areas of staff members. goal are consolidated and
improvement concern and raise these during implemented into our
the subject meetings. • 2020 elements of Strategic daily, weekly, and annual
Goal 10 are actioned. approach.
10.3: Elements of Strategic Goals
1, 6 and 7 are actioned. • Critical reflections are
made on the process and
10.4: Develop new staff outcomes of actions within
Professional Growth Cycle (PGC) Strategic Goal 1.
in line with new MoE
expectations and share with • Quarterly reviews of how
staff for collaborative input. we are tracking against the
strategic plan are
10.5: Implement new staff PGC. completed by management
and shared back with key
stakeholders.
• A growth mindset is
explicitly talked about and
modelled at a management
level, a teacher level, and a
leadership level.
Strategic Goal 11: We will achieve this through We will achieve this through We will achieve this through
Working A school that is ensuring: ensuring: ensuring:
Together / physically on one site 11.1: We have all relevant We have all relevant information We have all relevant information
Mahi Tahi and has excellent information on MOE on MOE requirements for property on MOE requirements for
resources, to promote requirements for property and and resourcing and develop property and resourcing and
collaboration between resourcing and develop understanding of new develop understanding of new
Villas, Management and understanding of new requirements requirements
students requirementsStrategic Goal 12: We will achieve this through We will achieve this through We will achieve this through
● A safe and inclusive ensuring: ensuring: ensuring:
learning environment is 12.1: Wellbeing at School survey • We critically reflect on the • We use a collection of
enhanced by taking a - data analysis application of some key data, anecdotal notes and
shared responsibility for actions within Strategic survey results to inform
learning and well-being 12.2: Outside programmes (e.g. Goal 7, 8, 9 and 10. the development of an
in conjunction with Attitude, Paul Whatuira, innovative and creative
PB4L(Positive Behavior aspiration) (completed & • Refine and consolidate way to ensure student
for Learning) ongoing) ‘how’ well-being support is and staff wellbeing is
communicated with maintained and
12.3: VET Professional students and whānau. promoted.
Development Days (completed &
ongoing) • Staff well-being initiatives
are staff lead opposed to
12.4: Staff and students know management lead.
what well-being support is
available • Implementation of
wellbeing approaches
12.5: Free and Frequent reward observed in other schools.
systems
12.6: Staff wellbeing initiatives-
Morning Teas (completed &
ongoing)
12.7: Matrices of expected
behaviour (completed &
ongoing)
12.8: Utilising the PB4L
behaviour checklist on ETAP
(completed & ongoing)12.9: Management and/or other
interested staff members make
connections with leading schools
who have implemented a
wellbeing approach.
Strategic Goal 13: We will achieve this through We will achieve this through We will achieve this through
● Multiple and varied ensuring: ensuring: ensuring:
opportunities enable 13.1: We concentrate on the • Staff are provided with • Systems are set up to
meaningful and successful application of opportunities throughout provide staff and students
respectful Strategic Goal 7 to provide the the year to lead the with opportunities to give
communication and foundation to approach this discussions and focus of feedback and challenge
dialogue between all of goal. staff meetings. decisions in a quick and
us effective manner.
• We trial the concept of
inviting student leaders to
take part in the opening
part of weekly staff
meetings (or bi-weekly) to
advocate and add student
voice to the running of the
school.
Strategic Goal 14: We will achieve this through We will achieve this through We will achieve this through
● Active whānau ensuring: ensuring: ensuring:
involvement in school 14.1: That we concentrate on • We look to get more • Consolidate approach to
life benefits our the successful application of whānau involved in the engaging whānau in
learners Strategic Goal 4 and Strategic setup and running of providing feedback and
Goal 5 to provide a good Whānau Day Out. consultation on the
foundation to approach this direction of the school.
goal. • School events are more
whānau led.
14.2: We invite whānau to be
involved in at least one eventeach term (this may be things • Reflect on how well the
such as Whānau Friday, Reading school was able to engage
Breakfasts, Adults vs Students whānau in receiving
sports events, Cultural events feedback and consultation
etc) on the direction of the
school.
14.3: Providing whānau with
legitimate opportunities to • Ongoing monitoring and
provide constructive feedback refining of 2020/2021
and be consulted on the actions.
direction of the school.
14.4: Whānau representation
(that reflects the school
community) is recognised and
actioned on the school Board of
Trustees.
Strategic Goal 15: We will achieve this through We will achieve this through We will achieve this through
● Engagement with ensuring: ensuring: ensuring:
local schools provides a 15.1: We are establishing • PD opportunities are • Regular participants in
seamless pathway for relationships: provided for staff local sporting events
all learners -Principal/ Management to visit -Visit other schools in our area -Relationships have been formed
schools -Attend relevant PD that will and schools invite us back to
-Reflect on the success of benefit the individual and the participate in their events like,
Whanau Day Out(timing) school athletics, swimming or kapa haka
-More engagement with other • Senior students to assist etc.
schools through sports and/or schools with sports or -Entering teams into touch
culture reading programs modules, basketball, rugby and/or
-Offer our support to local schools netball etc
-Form reading groups where our
students will visit local schools and • Annual events with local
read to their students schools-Aims games
• Inviting schools to MSWA -Roller Mills
to participate in activities
-Organise a sporting event • Seeking opportunities to
-Present to other schools about engage and participate in
Whanau Day Out the local COL (Community
of Learning)
Strategic Goal 16: We will achieve this through We will achieve this through We will achieve this through
● Establishing working ensuring: ensuring: ensuring:
relationships with 16.1: Parents are well informed • Pasifika whanau • Workshops and
whānau and various about the progress and engagement experiences are provided
support agencies has achievement of their child -Pasifika Champions to enable students to
the potential to raise throughout the year. -Tapasa PD make explicit connections
achievement for our -Explore a parent portal within -Specific cultural days, food, dress between similarities and
priority and targeted Etap and tikianga of that culture is differences in culture and
learners -Regular celebration of learning shared and acknowledged language.
evenings -Providing everyone with a better
-Prioritise celebrating the understanding of the cultures we • A revision of where
students success by informing have at MSWA overseas trips should take
their families our students. This is an
opportunity for specific
16.2: Parents are given practical ethnic groups to lead the
and relevant information about way on these trips if they
how to help their children at are located in their
home mother countries.
-Sharepoint work shops
-PBL work shops
16.3: Parents are empowered to
ask teachers for clear
information about the progress
of their child.-Parents are aware of our open- door policy -Parents know who to contact 16.4: Learning Support engage with learning support professionals to provide extra support for targeted students (RTLB, ESOL) -SENCO -Support from AM’s
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