Ponsonby Primary School Charter - Learning the Ponsonby Way 2015- 2018 - AllTeams

 
Ponsonby Primary School Charter - Learning the Ponsonby Way 2015- 2018 - AllTeams
Ponsonby Primary
School Charter
Learning the Ponsonby Way 2015- 2018

All Learners at Ponsonby Primary are Pegasus Fliers.

Pegasus Fliers care about other people in the world and they care about themselves.
They love learning. They challenge themselves to be the best they can be.
They never give up. Pegasus Fliers are STEADFAST and TRUE.

Kia u, Kia Pono
Ponsonby Primary Charter

                                      Index
                                                                                                                                     Page
                       Section One         The SCHOOL CHARTER Goals and Priorities 2015- 2018
                       1.0                 Purpose                                                                              3
                       1.1                 School Context (Beliefs and values)                                                  3
                       1.1 cont.           School Context (Cultural diversity) in English then Maori                           4&5
                       2.0                 The Legislated National Administration Guidelines (NAG)                              6
                       3.0                 School Foundation Goals and expected outcomes                                        7
                       4.0                 School Foundation Goals with school priorities/ actions identified                   8
                       Section Two
                       5.0                 THE 2015 ANNUAL PLAN                                                               18- 30
                       Section Three
                       6.0                 2014 Target Achievements                                                             31
                       Section Four
                       7.0                 2015 National Standard Linked Targets                                                35
                       Appendices

SECTION ONE School Charter Goals and Priorities 2015- 2018
1.0 Purpose
The Charter establishes the school’s aims and priorities on a triennial review cycle. The document acknowledges cultural diversity, individual learning needs
and the unique position of Maori Culture in the school. The Charter guides the school Annual Plan and Annual Achievement Targets. Ponsonby Primary’s
Charter references both government and school beliefs and values.

Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
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                                                           A vision for every learner at PPS.
                                          Maximising each individual’s potential through the highest quality teaching and learning
                                    opportunities. PPS develops academically, socially, physically, culturally and creatively successful,
                                                               happy and globally capable and responsible learners.

  Attributes of a Pegasus Flier                The learners are encouraged
                                                                   Educationalas Ponsonby Pegasus Fliers.
                                                                               Outcomes                                                              Beliefs

Pegasus Fliers by the end of 6 years at                           Parents /caregivers and teachers want all                The school community believes:
school are:                                                       children at PPS to experience:
                                                                                                                           All children can learn.
Creative and forward thinking learners.                           High quality teaching and learning within innovative
                                                                                                                           Quality teaching is child centred and personalised
                                                                  learning environments using up- to- date informed
Strong relationship builders.                                                                                              within a clearly defined expected set of learning
                                                                  pedagogy.
                                                                                                                           outcomes to include National Standards.
Enthusiastic but also persistent achievers.                       Challenge and competition which teaches children
                                                                                                                           Positive whanau/family support and participation in a
Students who can articulate and celebrate learning                personal resilience. The opportunity to compete in a
                                                                                                                           child’s school life is imperative in the enhancement of
success.                                                          range of sports.
                                                                                                                           leaning.
Inquiry focussed learners and thinkers.                           Engagement in learning that is differentiated to their
                                                                                                                           All children are entitled to learn in and enjoy a safe
                                                                  learning needs.
ICT capable global citizens.                                                                                               and motivating learning environment at PPS.
                                                                  The feelings of being a successful and happy learner.
Known 1.1
       to strive                                                                                                           Children build independence and self- management
           cont. for personal bests - to be as successful as
they can be within a high expectation framework.                  Inclusive education.                                     skills over time.

They love to come to school and feel part of a family.            Opportunities to experiment and take risks within a      Manaakitanga (integrity), pride, respect and
                                                                  supportive learning environment.                         responsibility are implicit in the learning.

                                                                  Leadership

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                  Cultural Diversity (at Ponsonby Primary) in English and Maori
                  New Zealand’s cultural diversity is respected

                  All persons are treated with respect as New Zealanders, no matter their race, religious or cultural background. The school encompasses the notion of
                  inclusiveness.

                  The unique position of Maori Culture
                  The special place of Maori in the community is recognised and valued through Kapa Haka, Maori language inclusiveness and cultural EOTC
                  involvement.
                  The document, Ka Hikitia is a guiding document for the school’s expectation to ensure success for Maori students as Maori.
                  The school recognises and values the unique position of Maori in New Zealand and the importance of the treaty partnership.
                  The school acknowledges and respects the values, traditions and histories of all New Zealanders but explicitly recognises the culture, language and
                  history of Maori.
                  Classes in three close geographic schools can offer immersion: Freeman’s Bay, Richmond Road and Westmere School. If immersion is requested
                  parents are advised of these options.

                  The school incorporates Tikanga Maori into the curriculum and the Tataiko competencies into teacher appraisal
                  At Ponsonby Primary children are given integrated instruction in Maori through day-to-day programmes (The school has developed an extensive
                  active-board resource to support instruction).
                  Teachers are developed in Maori competencies- Tātaiko.
                  Every child is expected to reach level 1 minimum in the English Medium Maori Curriculum.
                  Every child is expected to present a Mihi at year 5, as part of their Marae stay programme.
                  The school has a strong cultural group and parents are encouraged to be part of the whanau group. All Maori and Pasifica children are members of
                  the Kapa Haka as of right.
                  Maori resources are available to the community on request or through the loan box in the foyer. And regular hui held to encourage whanau dialogue.
                  The school Maori Achieving Success as Maori strategy guides school direction (See website school documents).

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                                                                        (Note to reader :-
           Diversity Ahurea (i Ponsonby Primary) i roto i te reo Ingarihi me te Maori
           this is currently being reviewed for accuracy with a Maori translator.)
           Cultural Diversity (at Ponsonby Primary) in English and Maori
           I whakaaro ki te kanorau ahurea o Aotearoa kei te
           Tukinotia tangata katoa e te faatura rite o Aotearoa, e kore mea ratou iwi, faaroo ranei whakamārama ahurea. Karapoti te kura i te ariä o te whakauru.
           Ko te tūranga ahurei o Culture Maori
            E mōhiotia ana te wahi motuhake o te Māori i roto i te hapori, ka utu i roto i Kapa Haka, te whakauru te reo Maori me te ahurea whai wāhi EOTC.
           Ko te tuhinga, Ka Hikitia, he tuhinga ārahi mō te tumanako o te kura ki te āta whakarite i te angitu mō ngā ākonga Maori rite Maori.
           E whakaae ana te kura, me te uara i te tūranga ahurei o Maori i roto i te Aotearoa me te hiranga o te Tiriti hononga.
           E whakaae ana te kura, me te faatura i te uara, ngā tikanga, me ngā hītori o te katoa o Aotearoa engari mārama ana whakaae tikanga, te reo, me te
           hītori o te Māori
           Karaehe i roto i te toru tata kura matawhenua e taea whakahere rumaki: a Freeman Bay, Richmond Road, ko Westmere School. Ki te tohutohu ngā mātua
           rumaki kua tonoa e o enei kōwhiringa.
           Classes in three close geographic schools can offer immersion: Freeman’s Bay, Richmond Road and Westmere School. If immersion is requested parents
           are advised of these options.
           E komokomo ana te kura Tikanga Maori ki te marautanga, me te Pūkenga te Tataiko ki te aro haehae kaiako.
           (Whakawhanakehia Kua e te kura he rauemi kaha-poari whānui ki te tautoko i te ako) I e hoatu tamariki te Paraimere Ponsonby integrated te ako i roto i te
           Maori i roto i hōtaka ra-ki-ra.
           Kua whakawhanakehia e ngā kaiako i roto i te Maori competencies- Tātaiko.
           Tūmanakohia katoa tamaiti ki tae taumata 1 iti i roto i te Marautanga o English Waenga Maori.
           Tūmanakohia katoa tamaiti ki te whakaatu i te Mihi i te tau 5, hei wāhanga o tā rātou hōtaka e noho Marae.
           Ko te kura He rōpū kaha ahurea, ā, e akiakitia ana ngā mātua ki te hei wahi o te rōpū whanau. Ko te mau melo o te Kapa Haka rite te tika tamariki Maori,
           ko Pasifica katoa.
           E wātea ana ki te hapori rauemi Maori i runga i te tono i roto i te pouaka tārewa i roto i te roro ranei. Na ka puritia hui auau ki te akiaki i te whānau kōrero.
           Ko te Success Maori te kura tutuki rite rautaki Maori e ārahi ana i te aronga o te kura (A hi'oi te tuhinga kura paetukutuku).
           The school ‘Maori Achieving Success as Maori strategy’ guides school direction.

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            2.0 The

2.0 Legislated National Administration Guidelines (stated) underpin the Ponsonby Primary Board of Trustees Strategic Goals
NAG 1 Teaching and Learning
Develop and implement teaching and learning programmes with opportunities to achieve for success in all in areas of the National Curriculum; giving priority to student
achievement in literacy and numeracy and giving priority to regular quality physical activity that develops movement skills for all students.
Collect sufficiently comprehensive assessment data to enable the progress and achievement of students to be evaluated. Then on the basis of quality assessment
information, identify and support students who are not achieving or have who have special needs, including gifted and talented students.
As well, in consultation with the school's Māori community, develop and make known to the school's community policies, plans, and targets for improving the achievement
of Māori students.
NAG 2 & 2A School Review
Maintain an on-going programme of self-review in relation to policies, plans and programmes, including evaluation of information on student achievement for all students.
Use National Standards to report to the Board, to students and their parents on the student’s progress and achievement in plain language at least twice a year.

The Board annual report to include school strengths, identified areas for improvement and must include the numbers and proportions of students at, above, below or well
below National Standards, including by Māori, Pacifica, gender, and by year level (where this does not breach an individual’s privacy) in the format prescribed by the
Secretary for Education.

NAG 3 Human Resources
Develop and implement personnel and industrial policies, within a policy and procedural frameworks (set by the Government from time to time), which promotes high
levels of staff performance, uses educational resources effectively and recognises the needs of students. As well the Board (State Sector Act 1988) complies with the
conditions contained in employment contracts applying to teaching and non-teaching staff.

NAG 4 Finance and Property
Allocate funds to reflect the school's priorities as stated in the charter; monitor and control school expenditure. Ensure that annual accounts are prepared and audited as
required by the Public Finance Act 1989 and the Education Act 1989; and comply with the negotiated conditions of any current asset management agreement. Implement a
maintenance programme to ensure that the school's buildings and facilities provide a safe, healthy learning environment for students.

NAG 5 Health and Safety
Provide a safe physical and emotional environment for students; promote student well-being as a priority to include healthy food and nutrition guidance for all students;
and comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees.

NAGS 6/7/8 Compliance
Comply with all general legislation including an annual update of the school charter and an analysis of any variance between the school's performance and the relevant
aims, objectives, directions, priorities, or targets set out in the school’s Charter. (6 legislation/7Charter requirements/8 \National Standards reporting.

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3.0 The Ponsonby Primary Five Core Charter Goals and Sub Goals collaboratively developed to guide the school 2015-2018
(NAG 7)
Students at Ponsonby Primary learn through the teachers creating supportive environments, encouraging reflective thought, enhancing relevant new
learning, facilitating shared learning, making connections with children’s prior learning and experiences, personalising their learning and offering a wide
range of diverse learning opportunities within a safe and caring school environment.

These goals provide contextualised direction for the school in improving teaching and learning over the next 3 years. Each goal is linked to a set of expectations and
strategies for action over the next three years set out in section 4.1, beginning on page 8.

Strategic Goal 1 Student achievement expectations are explicit and clearly articulated. (NAGs 1/2/2A/8)
     The explicit raising of student achievement across the school.
     Students collaboratively involved in the learning process.
     Ponsonby Primary an Assessment for Learning School (AFL).

 Strategic Goal 2 Engagement in quality learning is for all students. (NAGs 1/2/2A/5)
     Students understand their next steps in learning through teacher student conferencing/ feedback and feed-forward practices.
     Students and teachers collaborate around themes to build on prior knowledge and skills through the school inquiry framework.
     Students and teachers deeply understand their roles as learners and teachers and learning pathways are visible to all.
     Students develop learning independence over time and increasingly take responsibility for their learning.

Strategic Goal 3 Staff/Board Leadership and Professional Learning is a core requirement of school planning. (NAGs 2/2A/3)
     Teachers are perceived as leaders and learners who collaborate to create optimal teaching and learning opportunities for students.
     Teachers are developed professionally with a school- wide focus on developing successful learners.
     Personnel are provided with high quality work place practices, to include valued performance management systems .

Strategic Goal 4 Creating a Safe-School Environment is paramount. (NAGs4/5/6)
     Sustainability of environment and learning options to support maximizing student educational opportunities.
     Develop student knowledge about keeping their world safe- global issue focus areas annually.
     An on-going focus on improving our facilities, resources and systems.
     Health and Safety practices to ensure the wellbeing of the Ponsonby Primary school community.
     Learning partnership development is paramount to the success of the school.
     Student well-being and resilience a key priority.

Strategic Goal 5 Strategic School Governance is planned for and reviewed. (NAGs2/2A/4/6 )
     Financial and Property management focused on enhancing teaching and learning.
     Strategic development goals and policy reviewed regularly.
     Meet all legislative requirements (NAG 6) as Gazetted by the government of the day.

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4.0 School Foundation Goals with school priorities/ actions identified
4.1 Goals and actions articulated further to consider actual outcomes over 3 years. Note these are reviewed and updated annually as
needs change. The goals remain constant but actions and priorities are reviewed.
Strategic Goal 1: Student achievement expectations are explicit and clearly articulated.
     The explicit raising of student achievement across the school.
     Students are collaboratively involved in the learning process.
     Ponsonby Primary is an Assessment for Learning School (AFL).
     Expected Outcomes                            Actions/Strategic Priorities
     1.1   To maximize achievement through            ALLS (Literacy acceleration) projects applied for to target fragile writers and readers. Objective to
           differentiated teaching and learning        achieve sustainability of acceleration projects across the school. Apply for projects funded by MOE
           programmes.                                 annually.
     1.2   All children to make good rates of         AIMs (Maths acceleration) projects applied for with target students fragile mathematicians.
           progress working towards their own         Expected outcome to achieve sustainability of acceleration projects across the school.
           potential.                                 Seek collaborative projects around literacy – with focus on dyslexia with local schools and Auckland
     1.3   Assessment is targeted and useful           University.
           for future planning and reporting.         Develop our school management data system through ETAP and engage teachers and students with
     1.4   Parents and whanau are well                 progressions and data. Enable children to understand the macro needs of progressions in learning.
           informed and involved in student           Enhance school reporting to parents- overhaul of current system- use inquiry development
           learning. School and family have a          processes.
           shared vision for learning                 Develop further opportunities for student voice and choice in the learning.
           achievement.                               Use National Standards to triangulate data and determine the most at risk learners. Then apply faces
     1.5   Students are involved in the                to the data concept to target these children explicitly.
           assessment of their learning. They         Work on school culture development so that all stakeholders see the vision of the school e.g.
           understand what they need to learn          signage/ awards/children’s goals/quality teaching practices.
           and when. They use a range of
           criteria to assess their learning.

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                                                      Grow the formative assessment capabilities of students and align closely to children setting their
    1.6   Teachers and students use a range            own goals for learning. Develop further the notion of modern learning practices/ pedagogy for
          of formative and summative tools             students and teachers.
          to ensure quality assessment which          Ensure handbooks align to the school’s common message around assessment and reporting.
          in turn informs the next steps in
                                                      Provide clearly articulated learning goals for children twice annually as a minimum and for some
          learning (On the website parent              students on individual plans (IEPs) termly.
          information/handbooks-
                                                      Staff development annually in assessment for learning practices.
          understanding.
                                                      Expectation for classroom environments to demonstrate assessment for learning- so that is a living
                                                       concept.

                                                      It is the expectation that all children progress at least 1 year progress for 1 year learning and that if
                                                       that cannot be achieved that the student/s not making that progress are on specialized programmes.

                                                      2015-2018 a school wide in depth examination of children in the top 40% of the school data to
                                                       ensure accelerated progress and opportunities. The latest OECD reports believe this is the area of
                                                       future concern.

   Supporting school documents found on the website under parent information/school handbooks and documentation.
   Links to documents are embedded in this on line version.
         School assessment handbook
         School reporting practice doc.
         School Curriculum
         Formative assessment guide for parents in year 1 and 2
         School wide literacy progressions- Surface features
         School Annual Report
         School writing wall expectations

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Strategic Goal 2: Engagement in quality learning is for all students.
 Students understand their next steps in learning through teacher student conferencing/ feedback and feed-forward practices
 Students and teachers collaborate around themes to build on prior knowledge and skills through the school inquiry framework.
 Students and teachers deeply understand their roles as learners and teachers and learning pathways are visible to all.
 Students develop learning independence over time and increasingly take responsibility for their learning.

  Expected Outcomes                             Actions/Strategic Priorities
  2.1   Students are engaged in their               Build the notion of students as international citizens-digitally capable, intercultural understanding,
        learning through a range of                  learning opportunities using the wider community.
        scaffolding and differentiation             Incorporate and make explicit Tãtaiako competencies for students and teachers through all learning
        methodologies.                               opportunities- Wãnanga (problem solving and innovation, Ako (learning in the classroom and beyond),
  2.2   ICTs are developed and utilised as           Whanaungatanga (Build strong interpersonal relationships) Manaakitanga(Hold onto values of integrity
        effective learning tools to support          and trust), Tangata Whenuatanga (socio cultural awareness).
        developing international citizen            BYOD rolled out for all students with the school providing enough equipment to ensure learning equity.
        capabilities.                               Learners develop increasingly over 6 years awareness of their needs for learning and can articulate how
  2.3   Academic learning time is used               and what they want to inquire into related to their learning.
        effectively.                                Students, teachers and parents use learning portals and school student management systems to
  2.4   Student voice is valued through              demonstrate their capabilities and provide student voice to the learning process.
        teaching and learning processes.            Continued and ongoing development and improvement of programmes offered to meet specifically
  2.5   Students with learning needs (to             identified students learning needs Programmes have articulated review and revision processes/cycles
        include gifted students and children         and are monitored by SENCO and Gifted and Talented leader.
        operating well below National               Teaching teams review bi-annually teaching time usage with the aim to maximise direct instruction
        Standards) are identified and                time.
        programmes are developed to                 Three way conferences provide twice year opportunities for teacher, parents and students to share
        support their learning.                      learning goals and progression.

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                                                   Inquiry learning is central to the school’s pedagogical approach.
 2.6   All children are identified through
       data, to include overall teacher            Clearly defined learning pathways for all students, in particular maintain the Pegasus Learning Centre,
       judgments, for support or extension          the raft of intervention programmes and Gifted and Talented Learning Centre.
       programmes.                                 On- going self- review informs decisions around curriculum, resourcing and professional learning needs.
 2.7   Teachers families and students are          Strong teacher –pupil relationships are expected and encouraged- Teachers know their children, their
       partners together in the learning            strengths, passions and weaknesses.
       processes and outcomes.                     The Thursday school wide programme of enrichment which is most fully developed from year 4
 2.8   Teachers understand and build                continues to evolve to build on student success and learning engagement.
       strong relationships with their             The school develops through identifiable practices and processes personalised learning for every child-
       students.                                    sometimes through groups, sometimes through individual scaffolding, sometimes through cross
                                                    grouping and through expert teachers. Each teacher and children by year 5 can articulate how they and
                                                    the school meet each child’s needs.
                                                   The child’s family involvement in the school is valued and contributes to student engagement.

Supporting school documents found on the website under parent information/school handbooks and documentation.
Links embedded in this on line version.
School curriculum documents- all subject areas and assessment guide. Parent handbook/School inquiry rocket-linked to SAMR
(substitute to recreate) ICT model and teacher inquiry into personal practice. Policies: – curriculum, safety at school, assessment,
reporting. feedback and feed forward, cultural diversity, gifted and talented and students with special needs.
Reporting and informing as per annual calendar dates i.e. Term 1 Meet the teacher , reporting in three way conference, articulating
selection of students, curriculum evening.

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Strategic Goal 3:             Staff/Board Leadership and Professional Learning is a core requirement of school planning.

     Teachers are perceived as leaders and learners who collaborate to create optimal teaching and learning opportunities for students.
     Teachers are developed professionally with a school- wide focus on developing successful learners.
     All personnel are provided with high quality work place practices, to include valued performance management systems

    Expected Outcomes                                Actions/Strategic priorities
    3.1   School wide distributive leadership           School reviews annually structures of management/leadership. This is a fully collaborated staff
          practices are integral to the school’s         action and is linked to allocated fixed term units and leadership team roles. Aim to maximize each
          management and leadership strategy.            person’s capabilities.
          Leadership is encouraged, developed           Employment of staff follows employment guidelines. Board and school leader appoint permanent
          and valued.                                    staff. Aim to have all staff as high end ICT users by 2017.All staff to understand differentiated
    3.2   Teachers are employed with a range of          practice, AFL and inquiry learning as a pedagogy for learning.
          strengths and capabilities that are           Staff development annually budgeted for through a four pronged strategy- personal interest,
          utilised within classrooms and across          school wide focus and academic focused development and leadership.
          the school to develop successful              All permanent full time teaching staff present annual portfolios of practice. RTC 12 requires explicit
          learners.                                      focus on student’s learning.
    3.3   A resourcing commitment to all staff by       All part time teaching staff reviewed against the professional standards for teachers.
          the Board of Trustees through the             Ancillary office staff annual goals setting with termly review by Principal.
          annual budget to develop up to date           Teacher Aides and other ancillary staff annual review against agreed and transparent criteria- To
          pedagogy and knowledge.                        develop ancillary staff handbook in line with conditions set out by Union.
    3.4   Professional performance management           Principal’s and Deputy Principals’ appraisals are carried out by external consultant
          systems (articulated) based on personal        biennially as determined by the Board of Trustees.
          improvement and learning                      Introduce and review over the three years the school wide commitment to open to learning
          development directly reflecting                conversations (mentor/coaching). Provide professional learning for school coaches/mentors.
          registered criteria and
                                                        Provide professional learning for trustees.

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        relevant professional standards.                    Continue to develop the Board school leadership team through collaboration and high trust work
  3.5   Principal’s and DP’s appraisal linked to             practices.
         annual performance agreements                      Provide the highest quality induction and mentoring to provisionally registered teachers with a 2
         informed by school review and school -              year commitment to practice in one learning area of the school. A school commitment to
         wide learning needs.                                consistency in developing teacher skills.
  3.6   Provide policies and practices that promote
         non- discriminatory, EEO and safe human
         resource practices.
  3.7   Fiscal commitment to the staff to provide
         and up- skill using up to date learning
         communication devices and technologies.
  3.8   Appointment of the highest quality staff.
  3.9   Distribute Board of Trustees roles in areas of
         interest and capability.

Supporting school documents found on the website under parent information/school handbooks and documentation.
Links embedded in this on line version.

Human Resource handbook
Tataiako competencies linked to Registered Teacher Criteria requirements outlined in appraisal handbook.
Job descriptions- for teachers linked to Professional Standards
Principal Professional Standards
NZEI employment guidelines
Staff Handbook
Mentor/ Coaching handbook
PRT Tutor Teacher Guidelines
Reference to EDUCANZ (Currently the Teacher Council requirements for attestation and vetting

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Strategic Goal 4: Creating a Safe School Environment is Paramount.
     Sustainability of environment and learning options to support maximizing student educational opportunities.
     Develop student knowledge about keeping their world safe- global issue focus areas annually
     An on-going focus on improving our facilities, resources and systems.
     Health and Safety practices to ensure the wellbeing of the Ponsonby Primary school community.
     Learning partnership development is paramount to the success of the school.
     Student well-being and resilience are key priorities. We want all children provided with the skills to feel mentally capable to take on everything
      they may face, both good and bad.

     Expected Outcomes                                        Actions/Strategic priorities
     4.1   Protection of the school’s green spaces and           Provide a solution to the field being accessible 75% of the school year.
           play areas to provide a safe, attractive,             Continue to develop outdoor and indoor flow with learning.
           environmentally sound physical environment.           Commit to upgrading furniture and equipment to meet MLE (modern learning
     4.2   Our aim is to develop well-rounded mentally            environments).
           healthy children.                                     Build further the BYOD access and expectation.
     4.3   A school wide commitment to life- long                Commit in 2016 to develop a new 5YA with a focus on Modern learning environments.
           learning/ quality relationships and healthy           As the school roll grows continue to create play areas with challenge and multi- purpose
           living principles which values parent school           capability.
           partnerships.                                         Continue to grow a broad curriculum that provides new and exciting challenges for all
     4.4   Develop property to include ICT capability             children.
           resources to meet the modern innovative               Regular review of the school plant assessing school health and safety requirements
           learning environment requirements.                    Annually appoint a school Health and safety person.
     4.5   School plans for a holistic and broad curriculum
                                                                 Review annually the school emergency procedures.
           that includes healthy competition and
                                                                 Review school policies as per the School Doc. Schedules
           equitable participation, within financial
                                                                 Continue to seek to improve ways to determine student well being expectations are being
           constraints.
                                                                  met- inclusive surveys/ well being surveys. In particular focus on ways to develop mentally
                                                                  strong children.

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 4.6   Make explicit within the teaching and learning         Build stronger ICT citizenship values of THINK (thoughtful, not hurtful, not illegal, necessary
       programmes the core values and                          and kind).
       competencies of the school.                            Support ICT parent education with Internet safety using Netsafe annual presentations.
 4.7   Provide a safe emotional and physical                  Consult with parents regularly to ascertain their needs for their child/ren’s success.
       environment for the learning community.                Link with the community including experts in their field to provide a partnership in learning.
 4.8   A key priority is the focus on student’s well-         Develop a portal for children and parents to access student learning/home learning and
       being and feelings of success as learners;              student voice.
       recognition of the whole child.                        Provide trusted and open communication channels with all parents.
 4.9   Ensure policies and procedures are up to date          Provide regular Board communication channels with families’ of the school e.g. termly Board
       and reviewed to support safe learning and safe          newsletter.
       work place practices.                                  Principal to manage the day to day communication with families through web. Class emails
 4.10 Encouragement of active and positive                     and newsletters.
       parent/caregiver/whanau involvement and                Quality and ethical management of property, finances, curriculum development and delivery
       communication throughout the school .                   of learning for every student.
                                                              Develop annually a global environment inquiry to prepare them for a changing world e.g.
                                                               climate change

Supporting school documents found on the website under parent information/school handbooks and documentation.
Links embedded in this on line version.
Cyclical plan- annually reviewed
5YA (5 year property plan)
10 YPP (10 year property plan allocated as 2 x 5YA)
School Budget- set February and reviewed August.
Annual Report and Annual audit reports
Policies- property, asset management, property, finance
Legislation- smoke free, employment, safety at school, days at school, length of the school day, NZ Curriculum and NEGS/NAGS & Educational
Priorities
Newsletters on web

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Ponsonby Primary Charter

Strategic Goal 5: Strategic School Governance is planned for and reviewed.
  Financial and Property management focused on enhancing teaching and learning.
  Strategic development goals and policy is planned for reviewed regularly as per review schedules.
  Meet all legislative requirements (NAG 6) as Gazetted by the government of the day.

    Expected Outcomes                             Actions/Strategic priorities
    5.1 School property planning to include          5YA approved by MOE.
         an approved 10 year property plan,          Preparation of new 10YP and 5YA Term 4 in readiness for 2016.
         approved 5 year plan and 10 year            Annual budget based on Operational funding notices.
         cyclical maintenance plan.                  Audited accounts prepared January annually -School financial year ends Dec. 31.
    5.2 School financial planning to include         Annual plan developed from strategic goals and actions.
         an audited annual report and                Annual plan linked to Board reporting and required actions such as financial and National Standard
         annually approved school budget.             reporting.
    5.3 School fundraising levels, to include        School Trust for development 2015-2017.
         suggested parent donations, to be           Annual effectiveness questionnaires around reporting and school practices- seeking of parent input.
         determined based on needs.                   Build partnerships such as Vector Technology Challenge/ Engineers Trans-power projects etc. Often
    5.4 School Futures Trust to consider              made possible through the school gifted and talent programme and ICT focus e.g. robots.
         future development needs.
                                                     Board and school work together to maximize all learning opportunities for children through a
    5.5 Ensure strategic and articulated
                                                      minimum of 8 meetings annually to collaboratively budget, collaborative Charter, goals/targets.
         programmes of self- review with a
                                                     Utilise board strengths and staff strengths in planning and reporting.
         focus on improvement processes,
                                                     Ensure fundraising is for improvement of resources and learning opportunities- project based
         utilizing community focus groups
                                                      development, aligned to curriculum, 5YA and cyclical plans.
         and questionnaires.
                                                     The school reports appropriately against the Government directed National Standards. The data is
    5.6 Continue to develop stronger links
                                                      provided to the Board and families and is utilised by teaching staff to plan annual Charter Targets
         with our wider community.
                                                      with a specific focus on supporting at risk or well below National Standard learners.

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Ponsonby Primary Charter

Supporting school documents found on the website under parent information/school handbooks and documentation.
Links embedded in this on line version.
Budget
All property plans
School wide Board strategic review plan
School Curriculum
Annual Report

Section 5 The 2015 Annual Plan
It is understood that learning is not a linear process and that children progress at different rates at different learning times. Goals and targets are often
interlinked though action and outcome. The Annual Plan recognises this document is a guide for the school and as, is a working document, subject to
change, based on need. Many activities involved in teaching and learning are explicit and expected in the school and as such are not set as goals. Children at
Ponsonby Primary have individualised needs and teachers use group-centred identified learning intentions within and across classes. This provides for
optimal personalisation and differentiation within the teaching and learning programmes.

Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
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Ponsonby Primary Charter

             Annual Plan 2015
Domain linked to Charter           Goals for 2015                  Expected                      Resources                     Responsibility                  Discussion /Review
Goals 2015- 2018                                                   improvement/target                                                                          over year
                                   Expected outcomes for goal      Key focus in 2015 is on                                     Susan Robins ALLS               Termly review of how
Charter Goal 1                     1.                              ‘Putting faces to the         Budgeted PD for staff         Gail Brooke Assessment          the goals are being met
                                   That all teaching staff know    data.’                        Use of staff expertise        data and ALIM
Student learning                   their children well resulting   Knowing and                   Develop through Alica         PDP (Anne/Gail/Susan) in
                                   in maximizing and               understanding the             Ngaropo Tuia e learning to    class observations and
Student achievement is core to     personalising learning          children teachers interact    support student choice and    mentoring
the school culture. Achievement    opportunities for each child.   with. Shared knowledge        voice                         AP team leaders to monitor
                                   That, through explicit          of the students and shared    Lynn Sharrat –Putting         own syndicate data and
expectations are explicit and      learning plans and data         practice around               Faces to the Data PD          needs.
clearly articulated.               review, teachers alongside      maximizing potential          MOE- ALIM and ALLS            Teachers to continue to track
                                   their students, provide for     learning for each child.      development.                  3 children in 2014 to
                                   individual needs. Teaching                                    PDP team to have explicit     consider how their practice
                                   staff use through carefully                                   classroom modelling           and direct observation
                                   developed grouping plans                                      /support plan.                improves learning- focus
                                   and scaffolded learning.                                      Teaching resources as per     Literacy
                                                                                                 budget.

Sub- goals listed below provide greater specificity/action
Involvement in the ALLs MOE literacy enhancement project           That identified children re   Term 1 MOE funding of         Gail Brooke and Susan
with specialist assessment of needs and Involvement in the AIMs    accelerated in literacy and   staff and funds to run        Robins
MOE project                                                        numeracy. That all            projects. (1 specialist
                                                                   children with learning        teacher and $6000)
                                                                   needs are identified and      Release of teachers to run
                                                                   on one of the SENCO or        the projects ($3000).
                                                                   GTEP registers
Reading recover MOE funded 1 child /school 2                       Cemon Searle to work          School funds 2 children and   Susan Robins leader of
                                                                   with 3 children daily         MOE 1 child for 20weeks       special needs and teacher
                                                                                                 30 minutes daily.( Approx.    Cemon Searle.
                                                                                                 $2500 per child)
Implement the Curriculum achievement action plan Appendix 1        Developed in 2014 (ALLs       SENCO release (S.Robins)      Susan Robins reporting to
as developed 2014                                                  project) to support           to take and coordinate        PDP team
                                                                   children who are of           teacher aides and parent
                                                                   concern throughout the        helps to deliver support
                                                                   year in literacy (Appendix
                                                                   1).

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Ponsonby Primary Charter
Build sustainability in writing and reading acceleration as per    2015 an expert teacher       Funded by MOE                  Susan Robins facilitator
MOE projects 2013/2014.                                            (MOE funded) will carry
                                                                   out full analysis of
                                                                   school’s literacy needs
                                                                   and then provide
                                                                   mentoring to focus on
                                                                   school needs
Develop across school dyslexia support project- could attract      Work with MOE and            Seek MOE innovative            Anne Malcolm
MOE collaborative funding.                                         Auckland University to       funding. (Note the funds in
                                                                   create a collaborative       2014 were not applied for
                                                                   inquiry with 2 to 6          due to political tensions
                                                                   schools in our local         between MOE and schools-
                                                                   geographic zone.             this is currently being
                                                                                                resolved to present more
                                                                                                equitable model)
Staff development using ETAP and Google Docs Hapara                All staff to become          ETAP now on line and           Gail Brooke leader of
environment                                                        familiar with new school     training arranged $5000        assessment and Alicia
                                                                   management system            Hapara $4.00 per student       Ngaropo Tuia leader e-
                                                                   ETAP and use Hapara                                         learning
Continue development of student voice and student learning         Team leaders will monitor    Release of AP senior staff x   Gail Brooke
choices (MLE pedagogy development)                                 classroom environment        2 days per term through
                                                                   for authentic work, book     weekly release timetable
                                                                   marking and review the       PDP (principal and DP)
                                                                   dialogue between teachers    planned walk through and
                                                                   and students.                feedback
                                                                   The PDP team will
                                                                   continue this AFL focus

Continue development of students using literacy progression        See in every class the       No direct costs but PDP        Gail Brooke
matrices                                                           matrices on display and      walk through to review
                                                                   being used                   access and visibility
Enhance school reporting to parents- overhaul of current system-   Revise with ETAP             Cost to develop the reports    PDP team
use inquiry development processes.                                 capability reports to        $2000
                                                                   parents in June and
                                                                   November- must be able
                                                                   to be read unaided.
                                                                   Reporting 2015 – talk in
                                                                   term 1 /written term 2 and
                                                                   written and talk term 4

             Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
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Ponsonby Primary Charter
Use National Standards to triangulate data and determine the most    Develop the face boards       PDP team to Sharratt NZ      Gail Brooke & Susan Robins
at risk learners. Then apply faces to the data concept to target     (see Sharratt & Fullan)       presentation         $900
these children explicitly                                            Ensure registers are          term 1
                                                                     aligned and identify ll
                                                                     children below or on the      SENCO release to monitor
                                                                     cusp of at standard- The      progress
                                                                     Charter target reviews
                                                                     identify these children.

Work on school culture development so that all stakeholders see      Maori signage 2014            Signage $500                 Full
the vision of the school e.g. signage/ awards/children’s
                                                                     Website updated               Website $1500
goals/quality teaching practices. The goals is for transparency of
practice. Ensure Maori hui 2x annual                                 availability to staff and     Parent meetings- no budget
                                                                     meetings chaired to           line as integral to leader
                                                                     ensure opportunity to find    role
                                                                     out about opportunities
Charter target data on a regular review cycle as determined in the   See the targets in the full   No actual cost as is a       PDP/AP team
target descriptors                                                   Charter Document section      staffing and monitoring
                                                                     3                             cost

               Supporting school documents
              School assessment handbook- prepared by G. Brooke
              Presentation notes G. Aitken 2014 on collaborative cross school inquiry
                School reporting practice doc.- collaborative doc. Senior team
                School Curriculum- as set out in 2010 aligned to MOE docs.
                Formative assessment guide for parents in year 1 and 2 prepared by C.Kelly & S.Robins
                School wide literacy progressions- Surface features- Collaboration led by G.Brooke
                E-Learning plan to be actioned by A.Ngaropo Tuia
                Inquiry Learning rocket linking teacher inquiry/student inquiry as a way of learning and e-blended learning

             Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
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Ponsonby Primary Charter
Domain linked to Charter             Goals for 2015                   Expected                       Resources                      Responsibility               Discussion /Review
Goals 2015- 2018                                                      improvements/target                                                                        over year

Strategic Goal 2:                    Expected outcome :-              Differentiated
                                                                      methodologies and
                                                                                                     Hapara deployment-
                                                                                                     Google Docs.
                                                                                                                                    The PDP/AP senior team
                                                                                                                                    Alicia Ngaropo Tuia and B.
                                                                                                                                                                 Termly review of how
                                                                                                                                                                 the goals are being met
Engagement in quality                AFL practices are implicit       pedagogies trialled.     E-    Room environment               Henderson leadership team.
learning for all students            in the teaching and              Blended learning               upgrade to create MLE in       Key leader/overall
                                     learning. That:-                 developed further.             senior rooms 2015              responsibility- A. Malcolm
                                                                      Academic learning time is      Professional development
                                     Students understand              used effectively and           with ETAP and Hapara
                                     their next steps in              student voice is further       $4.00 per student Hapara
                                                                      valued through Hapara.         license
                                     learning through
                                                                                                     Deployment costs and
                                     teacher student                                                 upgrade equipment
                                     conferencing/                                                   $12,000
                                     feedback and feed-
                                     forward practices
Sub- goals listed below provide greater specificity/action
                                          Students and
                                            teachers
BYOD rolled out for all students Yr 3-6 with the school providing     Aim is that children use       $4.00 per child Year 3- 6      A. Malcolm advised by
                                          collaborate
enough equipment to ensure learning equity.                           computers seamlessly in        in 2015 and full roll out      Alicia Ngaropo Tuia
                                              around themes           their learning.                2016.
                                              to build on             That google docs (Hapara )     Hapara training $500
                                              prior                   also encourages                Renew leases but with
                                                                      transparency and family        upgrade machines as per
                                              knowledge and
                                                                      access to student’s            2014
                                              skills through          learning
Learners developing with increased complexity the school
                                                   the awareness of   Formative assessment goal        As this is pedagogical       Barbara Henderson and Gail
                                              inquiry
their needs for learning, so that by year 6 they can fully articulate –Notion being built of           courses re taken up          Brooke
how and what they want to inquire into relatedframework.
                                                  to their learning.  learning as inquiry. A           according to teacher need.
                                                                      school wide focus since          Allocated $500 to PD
                                        Students and
                                                                      2012. The school icon of
                                                teachers              the rocket drives the
                                                deeply                process- which links to all
                                                understand            aspects of learning.
                                                theirand
Students, teachers and parents use learning portals     roles   as
                                                           school     eTap developed fully by          As stated funding for Etap   Gail Brooke and Alicia
student management systems to demonstrate their capabilities and      year end so 24/7 access to       and Hapara and to include    Ngaropo Tuia
provide student voice to the learning process learners and            student learning data.           PD
                                                teachers and          Hapara portal to enable
                                                learning              homework and work
                                                pathways are          between school and home
                                                visible to all.
                                        Students develop
             Ponsonby Primary Charter Jan 2015  learning
                                                     – Jan 2018 (includes Annual Plan and Annual Targets)
                                                independenc
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                                                e over time
Ponsonby Primary Charter
Three way conferences provide twice year opportunities for          Review 2014 change to be     No cost beyond human          All staff but under
teacher, parents and students to share learning goals and           trialed- term 1 3 way talk   resourcing and $600           leadership umbrella Anne
progression                                                         conference. Term 2 end, a    photocopying.                 Malcolm
                                                                    formal written easy to
                                                                    follow report- 1 to 1
                                                                    discussion if needed. Term
                                                                    4 children teacher and
                                                                    parent meeting.
The Thursday school wide programme of enrichment which is           Children have choice of 26   Tutor costs- kappa haka,      Full senior team
most fully developed from year 4 continues to evolve to build on    activities for personal      choir, garden to table,
student success and learning engagement. Positive teacher –pupil    enrichment from year 4 -6    Lewis Eady supported
relationships are expected and encouraged- Teachers know their      eg choir, Kapa Haka,         programmes eg band ,
children, their strengths, passions and weaknesses often seen       garden to table, band etc.
                                                                                                 ukulele. Teachers taking
through extra curricula and EOTC experiences.                       etc.
                                                                                                 robotics etc no extra
                                                                                                 costing.
                                                                                                 Budget preparation sheets
                                                                                                 outline costs & Rozy
                                                                                                 Winstine.2 of a teacher
                                                                                                 salary.
Clearly defined learning pathways for all students, in particular   A fully detailed and         Calculated in 2014 at total   Susan Robins Intervention &
maintain the Pegasus Learning Centre, the raft of intervention      aligned learning register    cost of $70,000 and MOE       Barbara Henderson GTEP
programmes and Gifted and Talented Learning Centre.                 linked to targets and        funding to school for
                                                                    teacher aide hours.          special needs $13830 GST
                                                                                                 incl. & Reading recover –
                                                                                                 1 child
The child’s family involvement in the school is valued and          Class teachers, office       No physical cost              All staff and the Board.
contributes to student engagement.                                  leaders are welcoming.
                                                                    Website is informative.
                                                                    Senior leaders have open
                                                                    door policy
                                                                    Information planned for
                                                                    and delivered

             Supporting school documents
             School curriculum document, Assessment guide, School handbooks- staff/parent/HRM/appraisal
             Reporting and informing as per annual calendar dates i.e. Term 1 Meet the teacher,, reporting in three way conferences x 2,
             Curriculum parent development evenings x2 – e safety and literacy & numeracy night.

             Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
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Ponsonby Primary Charter

Domain linked to Charter             Goals for 2015                   Expected                      Resources                      Responsibility           Discussion /Review
Goals 2015- 2018                                                      improvement/target                                                                    over year

Strategic Goal 3:                    Expected outcomes
                                     The staff are perceived as
                                                                      Leadership is widely
                                                                      developed and valued.
                                                                                                    School- wide mentor
                                                                                                    programme as per HRM
                                                                                                                                                            Termly review of how

Staff/Board Leadership               leaders and learners who         Professional performance      handbook.
                                                                                                                                   Anne Malcolm & Board     the goals are being met
and Professional                     collaborate to create            management systems are        Release for appraisal (6       Chairperson
Learning is a core                   optimal teaching and             based on improvement          days relievers)
requirement of school                learning opportunities for       and learning development      Course for staff funded and
                                     students. Staff and Board        directly reflecting the       reported back to BOT- staff
planning.                            members are developed            TRC and Professional          apply to go on course as
                                     professionally.                  Standards.                    they arise and as
                                      All staff are provided with                                   determined by their of
                                     high quality work place                                        senior leader identified
                                     practices, to include valued                                   need.
                                     performance management                                         Board members choose as
                                     systems.                                                       per need.

Sub- goals listed below provide greater specificity/action
School reviews scheduled to consider best structures of               Annual review of unit         No actual cost as integrated   Anne Malcolm and staff
management/leadership. This is a fully collaborative staff action     allocation. As well review    into leadership role
and is linked to allocated fixed term units and leadership team       the PDP/AP structure for
roles. Aim to maximize each person’s capabilities.                    equitable dispersal of task
                                                                      and time.. Consider and
                                                                      write up reviewed 2015
                                                                      leadership role job
                                                                      descriptions
Employment of staff follows employment guidelines. Board and          Use processes that meet       No actual cost as embedded     Anne Malcolm and Board
school leader appoint permanent staff. Aim to have all staff as       legislative employment        in leadership role
                                                                                                                                   personnel delegate
high end ICT users by 2017.All staff to understand differentiated     rules and regulations.
practice, AFL and inquiry learning as a pedagogy for learning         Design in 2015 a full
                                                                      HRM employment
                                                                      package that is mostly
                                                                      generic and can go out
                                                                      quickly, with role
                                                                      modification, on line
All permanent full time teaching staff present annual portfolios of   Trial in 2014 needs to be     1/2 day per year per           Anne Malcolm
practice. RTC 12 requires explicit focus on student’s learning.       simplified for start of       teaching staff for
                                                                      2014. All teaching staff to   preparation and

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                                                                 present portfolios in        presentation- 10 days =
                                                                 November.                    $3,500
                                                                 Continue the tracking of 3
                                                                 “need-based” students as
                                                                 part of RTC 12 teacher
                                                                 inquiry.
All part time teaching staff reviewed against the professional   Part time staff roles        Possible training by           Gail Brooke
standards for teachers.                                          currently under review by    EDUCANZ –allocated 2
                                                                 EDUCANZ .School will         days relievers =$700
                                                                 meet the new expectations
                                                                 yet to be outlines
Teacher Aides and other ancillary staff annual review against    Susan to review current      Leadership time to review-     Anne Malcolm & Susan
agreed and transparent criteria- To develop ancillary staff      processes in 2015 to         no actual budget line costs.   Robins
handbook in line with conditions set out by Union.               ensure teacher aide voice
                                                                 is heard and feedback
                                                                 provided. Anne to do the
                                                                 same with office staff and
                                                                 caretaker
                                                                 Performance agreement to     Time                           Board Chair/DP&AP team
Principal appraisal by Chairperson and linked to ERO review      be agreed to February and
2015                                                             termly review of work as
                                                                 well as school staff,
                                                                 parent and student survey.
                                                                 Informed also by ERO
                                                                 review 2015
Introduce and review over the year the school wide commitment    AFL reviews restructured     If a staff member requires     Anne Malcolm/ Gail
to open to learning conversations (mentor/coaching) and 2015     from 2014. Feedback and      extra mentor support this
                                                                                                                             Brooke/Susan Robins
provide professional learning for school coaches/mentors         observations to be           could equate to 3 full days
                                                                 systematically planned for   release- $1050 per person.
                                                                 –at least 1 per term.        Currently no identified
                                                                                              needs to budget for, so in
                                                                                              the PD budget which can
                                                                                              be modified to need
Provide high quality induction and mentoring to provisionally    All PT staff attend Kohia    $3000 for development of       Anne Malcolm
registered teachers and new Board and ancillary staff            courses. All have tutor      staff costs. Tutor teacher
                                                                 teacher mentors. New         allowance paid MOE-
                                                                 experienced staff to have    Anna Possenniskie, Anja
                                                                 allocated buddy and this     Kingston and Georgia
                                                                 is monitored by AP/DP        Falvey
                                                                 teams
             Supporting school documents
             Human Resource handbook, Tataiako competencies linked to Registered Teacher Criteria requirements outlined in appraisal handbook.

             Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
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Ponsonby Primary Charter
             Job descriptions- for teachers linked to Professional Standards
             Principal Professional Standards
             NZEI employment guidelines
             Staff Handbook including Mentor/ Coaching handbook/PRT Tutor Teacher Guidelines and Board training manual

 Domain linked to Charter            Goals for 2015                   Expected                        Resources                     Responsibility                Discussion /Review
 Goals 2015- 2018                                                     improvement/target                                                                          over year

 Strategic Goal 4:                   Expected outcomes:               A focus on children
                                                                      developing the skills to feel
                                                                                                      Teacher expertise and
                                                                                                      family partnerships
                                                                                                                                    Senior team through teacher
                                                                                                                                    planning and BOT property
                                                                                                                                                                  Termly review of how

 Creating a safe school            Develop student knowledge          mentally capable to take on                                                                 the goals are being met
                                                                                                      MOE 5YA funding               planning
                                   about keeping their world          everything they may face,
 environment, physical             safe.                              both good and bad. –
 and emotional is                  An on-going focus on               Resilience focus
 paramount                         improving our facilities,            Develop property to include
                                   resources and systems.             ICT capability resources to
                                                                      meet the modern innovative
                                   Health and Safety practices        learning environment
                                   to ensure student/teacher          requirements.
                                   well being                         Seek field solution with
                                   Community learning                 MOE partnership/ maintain
                                   partnership                        green space.
 Sub- goals listed below provide greater specificity/action
 Provide a solution to the field being accessible 75% of the school   This will be a key goal for     $350,000+                     Anne Malcolm /Gill Wallace
 year.                                                                2015 to find partnership                                      and Jen Murphy
                                                                      solution with MOE.
 Commit to upgrading furniture and equipment to meet MLE              Rooms 1-4 upgraded to           $15,000                       Anne Malcolm/ Sanjay
 (modern learning environments).                                      MLE differing levels of                                       Rama in 2015 and Anja
                                                                      seating/working.                                              Kingston 2016
                                                                      Review of activboards for
                                                                      on-going replacement.
                                                                      Carpet /curtain and paint
                                                                      link to cyclical plan
Build further the BYOD access and expectation. Build stronger         Netsafe presentation for        No cost outside staff hours   Alicia Ngaropo Tuia and all
ICT citizenship values of THINK (thoughtful, not hurtful, not         parents term 1                                                staff
illegal, necessary and kind).                                         BYOD use review termly
Support ICT parent education with Internet safety using Netsafe
annual presentations

             Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
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