Newlands Intermediate School School Charter and Strategic Plan 2018 2021 - Principal's endorsement Board of Trustees' endorsement Submission ...
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Newlands
Intermediate
School
School
Charter
and
Strategic
Plan
2018
–
2021
Principal’s
endorsement
Board
of
Trustees’
endorsement
Submission
Date
to
Ministry
of
Education
Mission
To
create
a
place
of
learning
that
meets
the
needs
of
our
students
and
reflects
the
aspirations
of
our
Statement
community.
Vision
Newlands
Intermediate
is
a
place
to
stand
tall
–
tūrangawaewae
Together
we
build
resilience
and
integrity;
value
diversity
and
heritage;
celebrate
growth
and
effort;
show
compassion
and
care;
learn
in,
with
and
from
our
community;
to
create
citizens
that
contribute
positively
to
the
world.
Values
At
Newlands
Intermediate
School
we
want
our
students
to
be
constantly
pursuing
excellence
in
everything
they
do.
They
will
value;
integrity;
personal
responsibility;
diversity;
lifelong
learning;
creative
and
innovative
thinking;
positive
relationships;
collective
achievement.
Māori
The
staff
and
board
of
Newlands
Intermediate
in
acknowledging
the
Treaty
of
Waitangi
and
its
unique
dimensions
and
position
in
our
society,
strive
to
create
a
sense
of
partnership
in
our
learning
community.
All
teaching
staff
and
students
work
hard
to
develop
their
understanding
in
Tikanga
Māori
(Māori
culture)
and
Te
Reo
Māori
Cultural
(the
Māori
language)
by
learning
together.
diversity
When
developing
policies
and
practices
for
Newlands
Intermediate
School
every
endeavour
is
made
to
reflect
New
Zealand
cultural
diversity
and
the
unique
position
of
Māori.
Achievement
data
for
Māori
students
is
used
to
identify
all
Māori
students
who
need
support
with
their
learning,
providing
them
with
extra
help
through
additional
programmes
and
resources
to
ensure
they
are
given
opportunities
to
achieve
as
Māori.
Instruction
in
Tikanga
Māori
and
Te
Reo
Māori
is
compulsory
for
all
students.
Staff
are
also
given
opportunities
to
develop
their
personal
knowledge
and
skills
in
these
areas
at
Newlands
Intermediate
School.
Extension
and
leadership
opportunities
are
provided
through
our
school-‐wide
cultural
activities
that
are
integrated
within
our
curriculum.
Marae
visits
are
a
bi-‐annual
occurrence.
Māori
parents
are
consulted
via
normal
school
procedures
such
as
parent
interviews,
community
surveys
and
parent
curriculum
nights.
Specifically
a
Māori
parent
hui
is
held
twice
a
year.
School
Context
Students’
Learning
While
much
of
our
2017
achievement
data
was
based
on
National
Standards
we
were
able
to
access
2017
achievement
data
based
on
stanines
and
curriculum
levels.
Overall
across
3
curriculum
areas
our
data
showed:
Reading
Our
assessment
tools
in
2017
were
E-‐AsTTle
reading,
STAR,
and
PROBE
running
records
and
Sharp
Reading
as
required.
At
the
end
of
2017
year
8
STAR
data
showed
58.5%
achieved
at
stanine
7,
8
and
9;
38.5%
at
stanine
4,
5
and
6;
3%
at
stanines
1,
2
or
3.
At
the
end
of
2017
year
7
STAR
data
showed
58.7%
achieved
at
stanine
7,
8,
and
9;
36%
at
stanine
4,
5
and
6;
5.3%
at
stanines
1,
2
and
3.
Year
8
students
E-‐AsTTle
results
as
at
November
2017
showed
88%
achieving
at
or
above
level
4P.
Year
7
students
E-‐AsTTle
results
as
at
November
2017
showed
90%
achieving
at
or
above
level
4B.
Writing
We
used
the
AsTTle
writing
rubric
to
moderate
writing
samples
and
determine
curriculum
levels
and
learning
progressions.
As
at
the
end
of
2017
year
8
results
show
that
71%
achieved
at
or
above
level
4P.
As
at
the
end
of
2017
year
7
results
show
that
66%
achieved
at
or
above
level
4B.
Mathematics
We
used
maths
PAT
tests
to
assess
achievement
in
mathematics.
Individual
test
levels
were
assigned
to
assess
each
student’s
capability
in
a
measured
and
appropriate
way.
Year
8
data
showed
32%
at
stanine
7,
8
and
9;
53%
at
stanine
4,
5
and
6;
and
15%
at
stanine
1,
2
and
3.
Year
7
data
showed
39%
at
stanine
7,
8
and
9;
42%
at
stanine
4,
5
and
6;
19%
at
stanine
1,
2
and
3.
Māori and Pasifika Achievement Note – 20 year 8 Maori / 30 year 7 Maori / 10 year 8 Pasifika / 14 year 7 Pasifika Maori Literacy Star testing of our year 8 Maori students in November 2017 showed no students below stanine 4 and only 3% of year 7 Maori students below stanine 4. Pasifika Literacy Star testing of our year 8 Pasifika students in November 2017 showed 9% achieving below stanine 4 and no year 7 Pasifika students below stanine 4. Maori Maths Maths PAT testing in November 2017 showed 70% of year 8 Maori achieving above stanine 4 and 80% of year 7 Maori. Pasifika Maths Maths PAT testing in November 2017 showed 50% of year 8 Pasifika achieving above stanine 4 and 67% of year 7 Pasifika.
Student
Engagement
Students
at
Newlands
Intermediate
School
are
enthusiastic
participants
in
their
own
learning.
Attendance
levels
are
at
a
consistent
96%
throughout
the
year
and
the
truancy
officer
has
not
be
called
in
5
years.
Students
are
surveyed
regularly
to
determine
engagement
levels
and
to
give
them
a
voice
in
the
directions
teaching
and
learning
take
at
our
school.
Our
survey
results
consistently
show
that
most
students
enjoy
school
and
feel
safe.
The
biggest
concern
students
have
is
the
way
they
speak
to
each
other
and
few
identified
bullying
as
a
concern
for
them
at
our
school.
Each
student
writes
a
report
comment
each
year
identifying
their
successes
and
challenges
which
gives
us
clear
student
voice.
The
student
council
meet
4
times
each
term
and
gives
feedback
on
student
engagement
also.
School
Organisation
and
Structures
Newlands
Intermediate
takes
pride
in
its
modern
learning
environment.
There
are
open
and
flexible
learning
spaces
that
promote
shared
and
collaborative
teaching
and
learning.
The
school
grounds
include
a
large
artificial
turf,
an
expansive
grass
field
and
various
court
areas.
The
roll
growth
has
placed
extra
demands
on
all
facilities
at
the
school
this
year.
Newlands
Intermediate
works
hard
to
provide
a
safe
and
healthy
environment
for
all
members
of
our
learning
community.
Health
education
at
our
school
includes
Sunsmart,
Healthy
Eating,
Puberty,
Bullying
Programmes,
Attitude
and
Life
Education,
Outdoor
Education
and
Fitness.
Students
are
encouraged
to
be
physically
active
and
take
risks
within
a
safe
and
supervised
environment.
All
injuries
and
illnesses
are
recorded
and
serious
incidents
are
reported
to
the
Department
of
Labour
and
the
BOT.
We
have
an
OSH
officer
who
collects
information
from
all
staff
about
hazards
and
safety
around
the
school.
These
are
then
inspected
and
repaired
or
replaced
as
required.
Review
of
Charter
and
Consultation
The
School
Charter
is
reviewed
at
the
start
of
each
year
by
the
board
and
the
community
is
invited
to
read
the
charter
documentation
and
share
their
views
with
the
leadership
and
governance
teams
at
the
school.
The
charter
is
available
on
our
website
at
all
times.
The
board
takes
an
active
interest
in
the
outcomes
of
our
focus
students
–
Māori,
Pasifika,
Special
Needs
and
priority
learners.
Reporting
to
the
board
on
the
engagement
and
achievement
levels
of
these
groups
is
ongoing
throughout
the
year
with
particular
emphasis
on
the
start
and
end
of
year
data.
Strategic
Goals
Strategic
Goals
Core
Strategies
for
Achieving
Goals
2018
-‐
2021
Students’
Learning
Raise
the
achievement
levels
of
our
priority
Review
of
“Realising
Māori
Potential”
document
across
the
school
learners
–
Māori,
Pasifika
and
Special
Needs
community.
This
document
needs
to
be
rewritten
this
year
to
students.
reflect
student,
teacher
and
community
voice.
Continue
to
build
a
strong
relationship
with
our
local
marae
Ngā
Hau
e
Wha.
Development
of
the
“Achieving
Success
for
Pasifika”.
Develop
a
Learning
Support
Centre
to
meet
the
needs
of
our
ORS
students.
Accelerate
the
progress
of
students
achieving
Widespread
understanding
and
commitment
to
the
priority
below
expectations.
Learners
(Special
Needs)
register.
Specific
tracking
of
targeted
students
in
literacy
and
mathematics.
Effective
use
of
achievement
data
to
inform
teaching
and
learning
to
accelerate
progress
for
all
students
but
specifically
priority
learners.
Develop
positive
attitudes
to
science
and
lift
Development
of
partnerships
beyond
the
school
–Massey
engagement
of
all
students
in
this
area
of
the
University,
Futureintech,
Newlands
College,
Te
Papa
Museum,
curriculum.
NIWA,
Wooranna
Park
School
Melbourne,
Wellington
City
Council
and
the
Sir
Paul
Callaghan
Institute.
Strengthen
Project
X
–
a
group
to
extend
students
in
science
and
mathematics
through
authentic
learning
contexts.
Student
Engagement
and
Provide
safe
and
inclusive
learning
Survey
students
regularly
about
feeling
safe
at
school.
Transition
environments
for
all
students.
Celebrate
cultures
and
ethnicities
with
community
focussed
events
like
Cultural
Celebrations
and
information
evenings.
Provide
and
promote
leadership
opportunities
for
all
students.
Continue
to
provide
robust
transition
processes
to
and
from
our
school.
School
Finance
and
Operate
within
Annual
Grants.
Support
all
staff
to
maintain
and
monitor
individual
curriculum
and
Property
operating
budgets.
Support
a
finance
sub-‐committee
on
the
BOT.
Set
fundraising
targets
each
year
to
supplement
school
income.
Develop
and
promote
the
school
as
a
destination
for
International
Students.
Maintain
our
school
buildings
to
a
high
Work
with
the
project
manager
to
assess
and
over-‐see
5YA
standard
using
the
5YA
effectively.
property
projects.
Replace
or
repair
parts
of
the
building
infrastructure
as
required.
Health
and
Safety
Develop
and
promote
a
health
education
Develop
a
school-‐wide
fitness
implementation
strategy.
curriculum
centred
on
physical
well-‐being.
Promote
healthy
nutrition
in
the
Food
Technology
Programme.
Consult
with
outside
providers
to
ensure
all
students
with
individual
health
needs
are
being
supported.
Include
presentations
from
Life
Education
and
Attitude
to
support
positive
peer
relationships
and
build
self-‐esteem.
Provision
of
a
school
counsellor
to
support
students
and
families.
Personnel
Develop
a
Professional
Learning
Community
Use
the
school-‐wide
data
and
teachers’
professional
learning
within
the
teaching
staff.
needs
to
develop
and
support
a
professional
learning
community
within
the
teaching
staff.
Work
with
external
agencies
to
lift
teacher
practice,
especially
Write
that
Essay
as
we
lift
writing
achievement.
Develop
leadership
expertise
among
senior
teachers.
Support
new
teachers
with
guidance
and
support
programmes.
Provide
opportunities
for
all
teachers
to
develop
leadership
skills.
Community
Engagement
Focus,
in
partnership
with
the
community,
on
Host
information
evenings
to
promote
discussion
and
information
specific
teaching
and
learning
areas
–
sharing
with
the
community.
E-‐Learning,
literacy
and
mathematics
Support
and
engage
with
the
board
on
specific
focus
areas.
Encourage
the
wider
community
to
volunteer
at
school
in
a
variety
of
ways.
School
Improvement
Plan
-‐
Domain:
Learning
Strategic
Goals:
Raise
the
achievement
levels
of
our
priority
learners
–
Māori,
Pasifika
and
Special
Needs
students.
Accelerate
the
progress
of
students
achieving
below
expectations.
Annual
Goal:
Annual
Target:
Accelerate
the
progress
of
students
achieving
below
All
students
will
show
accelerated
progress
in
writing,
particularly
Pasifika
expectations
in
writing
students.
Writing
data-‐
Summary
of
2017
We
used
the
AsTTle
writing
rubric
to
moderate
writing
samples
and
determine
curriculum
levels
and
learning
progressions.
• As
at
the
end
of
2017
year
8
results
show
that
71%
achieved
at
or
above
level
4P.
• As
at
the
end
of
2017
year
7
results
show
that
66%
achieved
at
or
above
level
4B.
• Of
these
students
48.6%
of
year
8
Maori
were
below
4Pand
no
year
7
Maori
students
were
below
4B.
• Our
Year
8
Pasifika
students
testing
showed
53.8%
are
achieving
at
or
below
4P
and
50%
of
year
7
Pasifika
students
are
achieving
at
or
below
4B.
• Our
boys’
data
showed
across
the
school
38.5%
are
4B
or
below.
Some
of
the
interventions
we
tried
in
2017
were
successful,
specifically
the
PLD
with
Write
that
Essay,
and
we
would
like
to
continue
to
build
our
teaching
and
learning
practice
in
2018.
Key
Improvement
Strategies
When
What
Who
Indicators
of
Progress
Start
of
year
Identify
students
with
special
learning
All
teachers
with
support
from
Movement
on
the
literacy
progressions.
Term
1
needs
and
confirm
Special
needs
SENCO
and
Literacy
leader
register.
Clearer
understanding
of
needs
of
Māori
and
Pasifika
students
in
class
and
school.
Analyse
and
moderate
writing
samples
All
staff,
particularly
new
Develop
more
effective
use
of
literacy
teachers
Teachers
showing
more
confidence
and
progressions.
A
matrix,
writing
journal
or
consistency
in
moderation
and
using
the
use
of
exemplars
considered.
Literacy
Progressions.
Writing
moderation
to
identify
school-‐ All
teachers
with
support
from
wide
and
individual
learning
needs
and
SENCO
and
Literacy
leader
teacher PD needs. Sharing of resources and ideas to engage and Teachers who want to improve writing across the school. Working with WTE, establish a writing improve personal practice in support team to work across the school. writing. Provide authentic learning contexts to Teachers and students are able to articulate encourage students to write from what they can do and identify their next experience. All teachers with the support steps. Develop skills and strategies for from school leaders. integrating writing throughout the curriculum. Support student’ achievement with Writing support team and writing progressions. SENCO Writing for an audience beyond school Effective use of digital tools like Write through Write that Essay and Seesaw will that Essay and Seesaw to show evidence provide evidence of progress and increased of learning progressions. engagement. Individual syndicates A school-‐wide shared understanding and Staff workshops to create shared vision support network. for writing. Sharing of strategies to support home – Whānau hui to support home learning. school partnership with WTE.
Term
2
Continued
writing
PLD
with
specific
Literacy
Leader
with
Student
engagement
and
achievement
in
emphasis
on
raising
engagement
and
appropriate
outside
provider
if
writing
showing
improvement
by
mid-‐year
achievement
levels
of
Māori
and
Pasifika
required.
assessment
tasks.
students.
Emphasis
on
writing
in
and
for
authentic
contexts.
Students
able
to
articulate
their
ideas
clearly
Focus
on
students’
ability
to
articulate
before
writing.
their
ideas
and
use
oral
language
to
support
their
written
literacy.
Curriculum
leaders
in
Improve
participation
in
Newlands
Newlands
Cluster
Consistency
in
moderation
and
teaching
cluster-‐wide
writing
moderation.
practices
in
the
learning
community.
Term
3
School-‐wide
analysis
of
mid
-‐year
Writing
support
team
and
Shared
practice
and
new
innovations
among
learning
progressions
for
both
students
SENCO
teaching
staff.
and
teachers.
Review
goals
and
learning
progressions.
Students
able
to
articulate
next
steps.
Term
4
School-‐wide
assessment
task
to
All
teachers
with
support
from
More
accurate
assessment
and
consistent
OTJ
maintain
consistency.
SENCO
and
Literacy
leader
used
to
determine
progress
against
the
Support
staff
with
moderation
process
Learning
Progressions.
and
peer
reviews
Monitoring:
Write
that
Essay
PLD
providers
to
give
ongoing
support
for
both
staff
and
students.
Feedback
from
the
providers
and
school
participants
to
determine
success
and
direction.
Student
outcomes
monitored
twice
a
term
with
informal
assessments
and
OTJ.
Students’
attitudes
to
writing
surveyed
to
hear
student
voice.
Individual
teachers
supported
with
in-‐class
mentoring
and
guidance
from
lead
teachers
as
identified
or
required.
Writing
workshops
developed
for
and
by
teachers
and
writing
support
team
as
needed.
Writing
support
team
to
share
initiatives
and
feedback
with
principal.
Evidence
of
authentic
learning
experiences
across
the
curriculum
with
a
focus
on
written
and
oral
literacy.
Resourcing:
Continued
PLD
funding.
Staff
meetings
need
to
be
part
of
school-‐wide
timetable.
Specific
tasks
to
be
undertaken
during
CRT
including
observations,
learning
conversations.
School
Improvement
Plan
-‐
Domain:
Learning
Strategic
Goals:
Raise
the
achievement
levels
of
our
priority
learners
–
Māori,
Pasifika
and
Special
Needs
students.
Accelerate
the
progress
of
students
achieving
below
expectations.
Annual
Goal:
Annual
Target:
Develop
positive
attitudes
to
science
and
lift
engagement
of
all
All
students
will
show
positive
attitudes
to
science
and
improved
students
in
a
Science-‐focused
curriculum.
achievement
outcomes
2017
In
2015
we
made
a
conscious
decision
to
shift
our
curriculum
focus
to
project-‐based
learning
in
authentic
contexts
to
lift
engagement
and
develop
science
and
technology
dispositions.
Feedback
from
Newlands
College
indicated
that
few
of
our
students
showed
interest
or
curiosity
in
science
at
year
9.
We
have
invested
in
a
wide
range
of
environmental
science
initiatives
but
did
not
see
connections
made
between
these
and
in-‐class
teaching
and
learning
or
achievement
in
events
like
NIWA
Science
Fair.
In
2016
we
entered
into
a
contract
for
PLD
with
Waikato
University.
We
need
to
continue
to
build
on
this.
In
2017
we
introduced
Science
Curiosity
Clubs
to
build
on
teacher
practice,
inspire
student
creativity
and
use
authentic
contexts
for
learning.
Maintaining
a
focus
on
the
Science
Capabilities
was
not
consistent
so
we
decided
to
continue
with
our
science
focus,
include
authentic
learning
contexts
to
our
science
teaching
and
learning
to
specifically
raise
engagement
of
our
Maori
and
Pasifika
students.
Key
Improvement
Strategies
When
What
Who
Indicators
of
Progress
Term
1
School-‐wide
Science
All
teaching
staff
and
Accurate,
effective
data
available
to
Engagement
assessments
to
leadership
team.
determine
school
and
individual
needs
and
give
initial
data.
All
teachers
strengths.
Exploration
of
Science
Teachers
able
to
identify
personal
learning
Capabilities.
steps
and
the
next
steps
for
all
students.
Developing
relationship
with
Classroom
teachers
Students’
learning
can
be
mapped
and
new
sir
Paul
Callaghan
Institute.
goals
set.
Teaching
staff
to
participate
in
PLD
with
SPC
Institute.
Sharing
of
resources
and
ideas
to
engage
and
improve
science
teaching
across
the
Use
of
Victoria
University
school.
Outreach
programme
focussing
on
science
and
Student
voice
to
determine
next
steps
for
technology.
teachers
and
students.
All
students
and
teachers.
Students
able
to
showcase
their
learning
for
Development
of
authentic
their
peers
and
parents.
learning
contexts
within
the
term’s
Big
idea.
Curiosity
Clubs
across
the
school
to
provide
active
learning
opportunities
in
science
and
technology.
Term
2
School-‐wide
Science
teaching
Lead
teachers
STEAM
and
and
learning
term.
syndicate
leaders
Design
Thinking
Workshops
for
teachers
and
students
NIWA
Science
Fair
Classroom
teachers
Students
able
to
articulate
learning.
Project-‐based
learning
initiatives
Feedback
both
formal
and
informal
indicates
Classroom
teachers
with
high
levels
of
engagement
and
success.
support
from
lead
teacher
Term
3
Information
Evening
for
Leadership
team
Parents
able
to
support
learning
at
school
parents
on
Science
and
and
home.
Technology
teaching.
Increased
awareness
and
support
for
the
direction
we
are
taking.
Ongoing
Professional
development
All
teachers
ongoing
Students
aware
of
next
steps
and
goals
Shared
practice
and
new
innovations
among
STEM
projects
ongoing
teaching
staff.
Technology
Team
symposium
on
STEAM
education
for
NZAIMS.
Term
4
Monitoring
and
modifying
Classroom
teachers
and
lead
Able
to
report
successfully
on
an
integrated
achievement
data
teacher
curriculum
and
project-‐based
learning.
End
of
year
Attitudinal
Science
curriculum
on
teacher
practice
and
Assessment
student
outcomes.
Ongoing
Monitoring:
Pre
and
post
assessments
and
surveys
PLD
tasks
to
be
completed
and
shared
with
providers
and
teaching
staff.
Ongoing
assessment
tasks
for
teachers
and
students
throughout
the
year.
Observations
of
teaching
practice
with
feedback
and
support
as
needed.
Ongoing
data
reviewed
by
leadership
team.
Resourcing:
Sir
Paul
Callaghan
Institute
PLD
providers
Release
for
teachers
to
research,
observe
and
record
new
initiatives
throughout
the
year.
Release
for
syndicate
leaders
and
DPs
to
support
teaching
and
learning
in
their
syndicates.
2017
Key
Improvement
Strategies
to
achieve
Strategic
Vision
Property
Report
Finance
Report
• Replace
east
facing
This
did
not
occur
as
the
• Increase
number
of
There
has
been
a
marked
wooden
windows
school
cladding
has
asbestos.
International
Students
increase
in
International
• Repair
carpet
in
The
cost
needs
to
be
met
with
• Manage
Banking
students.
classrooms
more
ministry
help.
Staffing
effectively
to
There
has
not
been
a
need
to
• Continue
with
5YA
The
carpet
in
all
rooms
has
support
1
teacher
from
have
a
BF
teacher
for
most
of
projects
been
replaced.
B.G.as
necessary.
the
year.
There
are
still
3
5YA
projects
• Use
Run
for
Us
money
The
RfU
money
was
used
for
to
complete.
to
provide
more
EOTC
EOTC
events
and
to
purchase
opportunities
sport
and
cultural
resources.
Personnel
Report
Community
Engagement
Report
• Use
senior
leadership
The
SLT
led
PLD
whenever
• Provide
blended
All
but
20
families
are
team
for
PLD.
appropriate.
communication
to
accessing
the
newsletter
on
• Invest
in
leadership
PD
meet
the
needs
of
all
in
online.
We
have
invested
in
for
leadership
team
–
Mark
Sweeney
provided
the
school
community
the
website
and
have
a
staff
Mark
Sweeney
terms
1
leadership
PLD
for
the
• Hold
information
member
to
manage
it.
+
2
for
coaching
and
leadership
team.
evenings
to
discuss
key
Information
evenings
were
not
mentoring
curriculum
areas
–
always
well
attended
so
we
• Opportunities
for
all
E-‐learning,
English,
have
to
think
creatively.
staff
to
lead
learning
Science,
Maths
through
PLD
initiatives
Staff
led
PLD
was
very
• Begin
zone
discussions
The
enrolment
scheme
has
successful
and
a
model
for
the
been
approved
and
will
be
in
future.
place
01/03/2018.
2018
Key
Improvement
Strategies
to
achieve
Strategic
Vision
Property
Report
Finance
Report
• Replace
asbestos
and
• Increase
number
of
doors
and
windows
International
Students
east
and
south
facing.
• Manage
relievers
and
• Build
a
garage
for
the
teacher
aide
budget
school
vehicle.
effectively.
• Develop
the
Learning
• Use
Run
for
Us
money
Support
Centre
to
provide
more
EOTC
structures.
and
digital
• Continue
with
5YA
opportunities
projects
Personnel
Report
Community
Engagement
Report
• Invest
in
leadership
PD
• Hold
information
for
leadership
team
–
evenings
to
discuss
key
Mark
Sweeney
terms
1
curriculum
areas
–
+
2
for
coaching
and
E-‐learning,
Writing,
mentoring
Science,
Maths.
• Support
new
teachers
• Continue
to
build
by
releasing
an
extra
ongoing
relationships
senior
teacher.
with
outside
agencies
• Provide
ongoing
PLD
to
like
Massey,
Victoria
all
staff
to
meet
the
Universities.
needs
of
our
diverse
• Encourage
volunteers
learners.
to
be
part
of
the
teaching,
learning,
mentoring
programmes
in
school.
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