School Charter Strategic and Annual Plan For Buckland School 2019 2021 - uckland
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uckland
chool
School Charter
Strategic and
Annual Plan
For Buckland School
2019 - 2021INTRODUCTORY SECTION – STRATEGIC INTENTIONS
Mission Statement
Buckland School is committed to providing quality education that engages all students fully
in a wide range of learning experiences that will assist them in preparing for the challenges
of the future.
Be Lifelong Learners Be Active Participants
Motivated and enthusiastic about learning Participate in a range of social, cultural,
Be Literate & numerate physical and intellectual activities
Be IT capable & confident
Able to think critically & creatively
Our Contribute to the well-being of self, others
and the environment.
Be an informed decision maker Vision for
Learning
at
Buckland
School Have High Self Esteem
Relate Well to Others Be confident
Take risks and challenge self to solve
Use communication tools effectively in a problems and adapt to new challenges.
range of situations Be independent
Accept diversities
Show courage
Be proud of own and others’ achievements
Strive for excellence in all areasSchool Values National Stated Values
Our school community: students, staff and whanau are Our students will be encouraged to value:
encouraged to value and use the Olympic Values:
excellence, by aiming high and persevering in the face of difficulties
Pursuit of Excellence innovation, inquiry and curiosity, by thinking critically, creatively
and reflexively
Respect for Others
diversity, as found in our different cultures, languages and heritages
Joy of Effort equity, through fairness and social justice
Fair Play community and participation for the common good
Balance between Mind, Body and Character integrity, which involves being honest, responsible, accountable and
acting ethically
And to respect themselves, others and human rights
Principles
Maori Dimensions and Cultural Diversity
The principles set out below embody beliefs about what is As the school recognises the unique position held by Maori as detailed
important and desirable in school curriculum. They underpin within the New Zealand Administration Guidelines, the school also
all school decision making. They put students at the centre of recognises the increasing diversity of New Zealand culture and will seek
teaching and learning, asserting that they should experience to promote understanding and appreciation of all cultures. The school
a curriculum that engages and challenges them, is forward- will actively work towards maximising the potential of each student
looking and inclusive, and affirms New Zealand’s unique irrespective of cultural background.
identity:
High Expectations The school will use teacher strengths in Maori to further student and
Learning to Learn staff understanding and use of tikanga Maori, the confidence in
Treaty of Waitangi speaking Te Reo Maori and provide the means of fostering better
– The curriculum supp cultural understanding consistent with the Treaty of Waitangi. The
. Community Engagement
school will appoint Maori staff members when possible.
Cultural Diversity
Coherence The school will continue to consult with the Maori community both
through face to face meetings and invited consultation meetings. The
Inclusion
school will actively seek to liaise with local Maori elders and be involved
Future Focus with Kahui Ako schools and wider groups as well as individual school
whanau.Baseline Data – Historical Position
2018 Curriculum Expectation Reporting
Reading Student % At Mathematics Student % At or Writing Student % At or
Students’ or Above Above Expected Above Expected
Learning Expected Curriculum Curriculum level
Curriculum level
level
All Students 87% All Students 84% All Students 80%
Yr 1-8 Yr 1-8 Yr 1-8
Maori 78% Maori 80% Maori 76%
Pasifika 71% Pasifika 86% Pasifika 71%
Asian 100% Asian 100% Asian 100%
European 82% European 84% European 83%
Male 88% Male 82% Male 75%
Female 86% Female 86% Female 86%
This year with the abolishment of National Standards students were rated on the Expected Curriculum Level
for their Year Level. (Curriculum levels have a wider band than the National Standards gave us and this is
reflected in the higher percentages than previously.) The above percentages include Year 1s who started
during the first term of 2018 but not Year 0s who started after this and who have not yet had a full year at
school. Figures also include the 15 new students who joined the school over the year who were above Year 3.
Of these 8 were below expectation at the end of the year.
Our Pasifika students (7) are achieving well in maths but several have continue to need support in reading and
writing which they have been receiving through school programmes. Our Maori students (49) were slightly
more highly represented in the below expectation groups. A large number of these were supported over the
year through interventions. All of our Asian students (5) are meeting or exceeding expectations. Our
curriculum focus and that of our Kahui Ako, in 2018 was writing and this saw a lift in teacher use of inquiry,
pedagogy, and assessment capability with the majority of our students enjoying this area of the curriculum.
Attendance rates are generally satisfactory - above 90%. The average for the school is 93.74%. Of concern still though is the number of
Student children who travel overseas and take extra holidays during term time and therefore have their formal schooling interrupted. Parents
Engagement, continue to be encouraged to book overseas travel during holiday periods and in many cases are attaching overseas holidays to holiday
periods.
Inclusion
and All attendance concerns are addressed by senior management as are any issues with lateness. Reminders to have children at school and
Transition ready to learn prior to the 8.55 a.m. hand bell are given. Parents are encouraged to leave classrooms prior to the 9 a.m. bell so lessons can
begin. Parents are encouraged to inform the office when students will be absent so phone calls do not need to be made by staff. Late
arrivals are encouraged to report to the office.
Student engagement and Student Agency is high. Students are engaged and included in making decisions about the direction of their
learning. This will continue to be a focus for teachers in 2019.Students have numerous opportunities for student voice within their classroom and the school. A school council operates throughout the
year where student representatives share class views and concerns. Students are very confident to participate in a wide range of sporting,
cultural and academic activities. During 2018 student voice was obtained as part of our writing focus.
Year 7 & 8 students are given many opportunities to develop leadership skills and be good role models for younger students.
Transition practices with Pukekohe High school and Tuakau College are good and involve visits for students, including introductory
sessions, discussions by teachers on individual students, and visits to the school by past students as well as the passing on of academic
progress charts, etc.
There is a close relationship with our local intermediate where Year 7 & 8 students attend technology classes. Transition practices improved
in 2018 and now include face to face meetings with teachers to share information on each individual student.
School-wide transition practices include the opportunity for teachers to sit with each other and discuss students prior to the end of the year
and visits by students to meet their new teacher and class members at the end of the year. Teachers have also been involved in professional
development to question their practice around the development of Culturally Responsive Initiatives. Staff from Buckland also visit
preschool facilities and preschool education facilities have also visited over the year. New entrant children are encouraged to complete some
school visits prior to starting school. The school provides every opportunity for all students to be included in school and class events and
activities.
During 2018 the school changed to a team approach with three teams operating: Yr 0 – 2, Yr 3 – 4, Yr 5 – 8. The Yr 0 – 2 team included an
Innovative Learning Space which had two teachers working together. The leadership team comprises of the Principal and two D.P.s.
School Leadership opportunities for other staff have been provided through: Within School Kahui Ako roles – 2 positions, and curriculum
Organisation responsibilities, B.T. Tutor teachers – 2 positions.
and There are high levels of staff commitment and performance. Professional development reflects both the school and individual staff priorities.
Structures Literacy (writing) and Inquiry were the major school wide professional development areas for 2018.
The school is well resourced. Grounds and buildings are well maintained and attractive. The remodelling project of Block One was finally
completed and reopened by our local Kaumatua in September (after problems with the Builder.)
The school funded Chrome books, Ipads and computers for use across the school. Google Docs/Classroom and Hapara were also used with Yr
5 – 8 students. Teachers and students embraced the use of Google Docs and Hapara. The implementation of the new Digital Technologies
curriculum will be a focus in 2019.
Major changes including the use of the Edge Student Management system and the use of Curriculum levels for reporting (with the
abolishment of National Standards) took time and required new learning for staff.
There is excellent support from whanau and the community for school events and activities. A committed Board and PTA have operated.
The PTA are well supported with the organisation and running of the fundraising activities for the annual Agricultural Day by an
enthusiastic groups of parents. Opportunities were given for parent education to assist them to help their children at home in literacy and
mathematics. Four writing workshops were run for parents by teachers and also the Kahui Ako Writing workstream members.
The school operates within the annual grants and funds are allocated to reflect and support the school’s strategic and annual plan. An
efficient programme of maintenance and development for school buildings and facilities operates.A safe physical and emotional environment for students and adults is provided. An outside agency are involved in the school in preparing an
Emergency Plan and the training of staff and students. EOTC events have developed RAMs, Parent Information booklets and parent
meetings prior to the events.
On-going reviews of policies and procedures is based on a three year cycle.
The school complies with legislation.
Formal consultation in 2018 included parent surveys: on Writing, EOTC events, Bible in Schools programme. A BOT community survey on
Review of a wide range of areas took place during 2017 and is planned again for 2019 along with a review of school values.
Charter &
Consultation with parents also took place several times on programmes for our Year 7 and 8s. This included face to face meetings and a
Consultation meeting for Year 6 parents which was held during Term 3. Consultation and parent education also took place during 2018 on the Keeping
Ourselves Safe programme and Puberty programme that took place in 2018.
School-wide reviews on: ALL, Inquiries, Spelling, Reading, Writing, Reading Recovery took place. Further reports undertaken by staff in
2018 were: Senco, Curriculum levels, Health, PE & Sport. These were reported to the Board of Trustees. Recommendations will be acted on
in 2019.
The Board of Trustees also undertook a further Climate Survey for Staff and reported back findings to staff.
On-going face to face consultation with Maori and Paskifika parents also took place. One of the new teachers took over the promotion and
support of te reo and tikanga Maori across the school and also organised and ran the Culture group with support from a parent. A number
of opportunities through other curriculum areas were undertaken to promote Maori cultural understandings, e.g. camps, EOTC weeks.
Consultation and communication practices included: annual report, weekly newsletter, website information, surveys on targeted issues, BOT
surveys, informal meetings, formal meetings and reporting around student achievement both at an individual level and a group level, prize-
giving speeches, opening speeches, EOTC meetings.
Strategic Section
Strategic Goals Core Strategies for Achieving Goals
2019 2020 2021
To focus on student success with high Provide a wide range of Achievement data Targets set in
Students’ achievement learning outcomes through a learning opportunities to linked to performance Mathematics and Literacy
Learning and wide range of quality learning cater for different management and
Achievement
opportunities. students’ strengths and individualized targets.
needs allowing for all
children to view
themselves as successful
learners. Continue to embed Targets set in
effective teaching Mathematics and
practices and Inquiry Literacy – focus on
teaching in Mathematics, reading
and Literacy, to lift
achievement of our
target learners.
Operate ALL & ALiM
across the school.
To accelerate progress of target students Set school and class
particularly Maori, Pasifika and children targets for our Maori,
with additional needs who are performing students and those from
below curriculum expectations. other cultural groups
who are not meeting
To promote Te Reo Maori and Tikanga expectations.
Continue to promote the
use of Maori language in
all classrooms in the
school.
Embed the use of the
To sustain and refine assessment,
Edge SMS to record and
moderation, recording and reporting
report on individual and
methods of achievement and progress.
group achievement and
progress.
Use Kahui Ako teacher
to improve teacher’s
analysis of data, , leading
to effective inquiry and
targeted teaching.
Continue to enhance
Continue to use a range Continue to enhance
assessment processes,
of assessment tools, E-AsTTle assessment
along with other
including PACT and processes, along with
assessment tools.
moderation. other assessment tools
Use of on-line testing for including PACT.
PATs and analysis.
To be a member of the local Pukekohe Continue to be
Staff attend meetings involved in Kahui Ako
Kahui Ako, working on lifting achievement and courses on Kahui
of all students in the Kahui Ako through goals.sharing of resources and implementing Ako goals: Coherent
advice from Kahui Ako across and within Pathways, Data
school roles. Analysis, Digital
Technologies.
To continue to develop and use a range of IT
On-going teacher support
resources across the school that support
and professional
learning across all curriculum areas.
development in IT
Research and education Implementation of the Embed the Digital
To begin the implementation of the Digital
of staff in the new Digital Digital Technologies Technologies curriculum in
Technologies curriculum.
Technologies curriculum. curriculum school programmes.
School-wide review of School-wide review of School-wide review of IT
To review Curriculum programmes and
Health/PE & Sports The Arts use across the
outcomes for students.
programmes and curriculum/Google
outcomes for students. Classroom
Continue to inform Continue promoting Continue ensuring high
Student To ensure a high level of student parents of the need for the school in the attendance rates
Engagement, engagement in all aspects of their learning. high attendance rates community and the
Inclusion &
and requirements for wider community.
Transition
taking children out of Continue to foster cultural
school during term times. Continue to foster respect and understanding
Reward high attendance cultural respect and through involvement in a
at school prize-givings understanding wide range of groups
with awards. through involvement within the community.
Encourage Student voice in a wide range of
in school matters groups within the
through the school community.
council and leadership
opportunities.
Encourage students to Continue the Continue to liaise with and
own and make decisions embedding, have positive relationships
about the direction of development and with local preschools,
their learning through review of Te Reo Maori intermediate and colleges
the use of ‘bubbles’, and tikanga, and
‘stars’ ‘hives’ etc support new staff. Continue to increase the Review EOTC
availability, stability and Activities and events
use of efficient IT with parents.
resources to engage
students.
To promote the special character of the
school –semi-rural, full primary. Provide Careers
Education for Yr 7 & 8
students.
Implement strategies to
improve programmes for
Year 7 & 8 students.
Use rubrics each term
with students and award
Yr 7 & 8 Diplomas at the
end of the year.
Provision of camps &
EOTC events.
Promote the special
character of the school –
full primary through the
school website, comments
in newsletter and in local
papers.
To promote and affirm students’ identity,
Promote cultural
language and culture, particularly for
awareness and respect by
Maori, Pasifika and those from other
being culturally
cultures.
responsive in classrooms
and across the school and
value diversity.
Include cultural
perspectives and
knowledge and
understanding of the
Treaty of Waitangi in
curriculum areas. Continued focus on
Cultural Responsiveness
and Relational Pedagogy.
Promote inclusion in the
Culture group.
Build further on the
liaison with the local
marae and Maori
community.
Use Maori protocol, Continue to increase
welcomes, karakia when- the use of the Maori
ever possible. language.
To ensure coherent pathways exist for
effective transition within our school and Provide opportunities for
between other local schools for students. staff to discuss students
prior to the beginning of
a new year.
Continue to ensure
transition procedures for
students entering and
leaving the school are
effective.
Liaise with preschool
facilities, intermediate
and colleges.
School involvement in
Implement the Kahui
Kahui Ako Coherent
Ako’s coherent
Pathways initiative.
pathways plan
Implement findings of
Principal’s 2018
Transition Sabbatical
report.
To ensure the school is a fully Inclusive
School. Include all children
irrespective of their
gender, cultural
background, learning
needs in all school
activities. Address learning needs
of all students.
Inclusiveness Survey
with students.
Review of School Values
– staff, students, whanau
Allocate funds to reflect and support Set and approve annual
School Finance school’s annual plan. budget to meet year’s
& Property priorities
Maintain asset register
Operate within annual grants & monitor
Provide and monitor
expenditure
monthly reports to BOT
Liaise with school’s
Ensure financial requirements are met.
accountant and auditor.
Complete audit
requirements
On-going maintenance
Implement an efficient programme of
checks and maintenance
maintenance for school buildings & facilities
Follow the 5/10 year
property plan in relation
Develop school facilities to reflect school
to the building Implement projects in Carry out projects as
priorities
programme - Complete the property plan identified in the property
roofing of Blocks 2 & 4, plan.
Swimming pool shade &
storage.
Continually upgrade and Identify new property
beautify environment. projects and formulate
Carry out maintenance new 5 YA property
on trees and grounds. plan.
Continue to investigate
the possible church
removal and the building
of a Multipurpose block. Review Property Plan and Finance & Property Plan review Review Finance & Finance & Property
Property policies & procedures (as Policy/procedure review Property policies & Policy/procedure review as
necessary) as necessary. procedures necessary.
To provide a safe physical and emotional Comply with Health &
Health & Safety environment for students and adults. Safety requirements
Ensure regular H & S
checks are completed and
equipment and resources
are safe to use.
Staff identification and
training of children’s
health requirements,
first aid and Health &
Safety requirements.
Continue to employ
Harrison Tew Emergency
firm to review emergency
procedures and train
staff and students in
preparation for a range
of emergencies including
lock-down. Regular emergency drills
are carried out.
Daily swimming pool
testing during the season
Use of Effective
Behaviour plan &
Olympic Values
Promotion of
inclusiveness.
To promote with the school community Promote healthy and safe
health & safety issues – road, sun, water, practices with children
abuse, digital citizenship, etc. and the school
community through class
and school wide
programmes and
communication.
Involvement in
initiatives such as
Counties Manukau Sport
/Health Promoting
Schools/Enviro Group/
newsletter
snippets/digital
citizenship, sports/dance
lessons, etc
Advertise the school’s
AED for community use.
Review (as necessary) Health & Safety Review Health &
Review of Health &
policies & procedures ensuring they meet Safety policies and Review of Health & Safety
Safety Policies and
the requirements of the Health & Safety procedures Policies and procedures as
procedures as necessary
Act. necessary
Consult on Health
programmes Consult on Health
programmes To appoint staff as necessary to enhance the Appoint (as necessary) Appoint highly
Personnel teaching/learning opportunities of the high quality staff who effective teaching and
school. will enhance the culture support staff.
of the school
To provide opportunities for staff PLD. Provide opportunities for
PLD for all teaching staff
PLD provided for staff
To use the Kahui Ako ‘In-School’ teachers & in: literacy, mathematics,
to meet school targets
‘Across School’ teachers to develop staff Inquiry, Kahui Ako goals
and individual needs.
further. – Coherent Pathways,
Data use, Digital
Technology Inquiry teaching
Provide PLD across the curriculum
opportunities for Teacher linked to performance
Aides and other support appraisal targets.
staff.
To ensure effective induction practices take Support new staff in
place for new staff gaining information on
the school and
programmes.
To provide a programme of support for Develop PRTs through
Provisionally Registered Teachers support of experienced
teachers and the
provision of PRT courses.
To ensure staff are providing evidence of Provide guidance and
their meeting the Code of Professional checks (through
Responsibility and the Standards for the appraisal) to teachers in
Profession. the keeping of evidence.
Continue to develop leadership skills in all Fund appraisal by
staff and particularly the SLT. outside appraiser of all
senior leadership staff.
Encourage staff to take
on leadership roles and
support them in these.
To further embed effective team and staff Continue to focus on
working professional relationships. having a positive staffclimate that promotes
respect and
collaboration.
Follow Action Plan
Staff events
To review personnel policies and Review personnel policies Review personnel
procedures. and procedures. policies and
procedures (as
necessary)
To place priority on parent engagement, Provide opportunity for
Community understanding, support and participation in parent voice through:
Engagement the school’s curriculum programmes and consultation meetings,
activities. face to face meetings,
parent education
workshops, surveys and
questionnaires.
Encourage and promote
parental & whanau
involvement in school
events and activities.
Support the PTA and AG
Day committee in their
fundraising efforts.
BOT to conduct any necessary community BOT Survey/consultation Consultation on 2021 BOT Survey/Consultation
surveys and analyse and communicate on 2020 Charter/ Charter/Strategic plan on 2022 Charter/Strategic
results and formulate goals around these. Strategic plan. plan
Review of School Values Consult with community of
Bible in Schools
programme.
Provide the school’s community with a Use of: weekly
range of communication channels to access newsletters, class
information. newsletters, website,
electronic sign, Skool
App, electronic sign, BOT
term newsletters,
information booklet,
emails & texts to engageand communicate to
parents and community.
Conduct Triennial BOT Elections Conduct BOT Election in
Conduct any necessary
May/June.
BOT elections should a
vacancy arise.
Provide opportunity for BOT training Use NZSTA courses to
upskill existing and new
BOT members
Complete the actions
Work towards achieving the goals of the
identified in the Hautu
Hautu action plan
plan.
Review the Hautu plan.
Complete Charter/
Comply with current legislation through
Strategic Plan, analysis
policy and procedures.
of variance and send to
Secretary of Education
by 1 March.
Review Legislative policies
Review Nag 7 & 8 Review Legislative and procedures (as necessary)
Review Legislation policies and procedures
Legislative policies and policies and
Nag 7 & 8 (and others as necessary)
procedures (and others procedures
as necessary)Annual Section
Strategy 1
To achieve the school’s vision of engaging all students fully in a wide range of learning experiences to prepare them for the challenges of the future the Board will place
priority on student learning outcomes with a view to high achievement and quality learning opportunities.
Strategic Area: Student Learning and Achievement
Goals Actions Who/When/Costs Expected Outcome Review
To focus on student success with high Provide a wide range of All Staff – High achievement rates of
achievement learning outcomes through a learning opportunities to cater teaching/support students
wide range of quality learning for different students’ ALL & ALiM
teachers Quality learning opportunities
opportunities. strengths and needs allowing
Principal & SLT offered to all.
for all children to view
themselves as successful Inclusive practices evident.
learners.
Continue to embed effective Students view themselves as
teaching practices and Inquiry successful learners.
teaching in Mathematics, and
Accelerated progress for those
Literacy, to lift achievement of
identified.
our target learners.
Operate ALL & ALiM across Target students will have gaps
the school. identified and filled so that
accelerated progress over the
To accelerate progress of target students Set school and class targets All Staff/SENCO, years in literacy and numeracy
specialist teachers will take place.
particularly Maori, Pasifika and children for our Maori, students and
with additional needs who are performing those from other cultural Teacher(s) who have Additional needs and GATE
below curriculum expectations. groups who are not meeting responsibility for students supported in their
expectations. Maori and All Staff learning
To promote Te Reo Maori and Tikanga Continue to promote the use
of Maori language in all Small groups operating with
classrooms in the school. ALL/ALiM resourcing
Maori Students will be
achieving success as Maori.
(See Hautu goal) To sustain and refine assessment, Embed the use of the Edge Principal Consistent administration and
moderation, recording and reporting SMS to record and report on SENCO marking of assessments across
methods of achievement and progress. individual and group Kahui Ako teachers the school/Kahui Ako schools.
SLT
achievement and progress.
All Staff Consistent levelling of children
Use Kahui Ako teacher to achievement and progress
improve teacher’s analysis of across the school that can be
data, , leading to effective supported by evidence.
inquiry and targeted teaching.
Continue to use a range of On-going tracking of students
assessment tools, including and sharing of knowledge of
students by staff.
PACT and moderation.
Use of on-line testing for PATs
and analysis.
Staff attend meetings and Effective teaching practices will
To be a member of the local Pukekohe Kahui Ako Across be evident across the school and
courses on Kahui Ako goals:
Kahui Ako, working on lifting achievement School & Within able to be shared with other
Coherent Pathways, Data
of all students in the Kahui Ako through School Teachers, teachers in the Kahui Ako to lift
Analysis, Digital teachers, SLTeam. achievement levels.
sharing of resources and implementing
Technologies.
advice from Kahui Ako across and within
school roles.
To continue to develop and use a range of On-going teacher support and Teachers Up to date resources available to
IT resources across the school that support professional development in responsible for IT meet needs of students.
learning across all curriculum areas. IT By Term 4 2019 Children sharing IT expertise
Research and education of
To begin the implementation of the Digital Staff knowledgeable about
staff in the new Digital
Digital Technologies curriculum
Technologies curriculum. Technologies curriculum. and able to use confidently.
To review Curriculum programmes and School-wide review of Teachers Consultation with students,
outcomes for students. Health/PE & Sports responsible for staff, and whanau.
programmes and outcomes for Health & PE BOT presented with Health &
Term 3 2019 PE review
students.Improvement Plan/Target – Strategic Area: Student Learning and Achievement - Writing
Strategic Goals: To embed the work carried out in 2018 to develop teacher pedagogical content knowledge and evaluative and assessment capability
in writing.
To improve outcomes for all students, particularly Maori, Pasifika, Asian and children with Additional Needs in Writing.
To accelerate progress of students performing below expectations in writing
Annual Goals: Annual Target: Students who are below the standard in 2018 will make
To have a consistent approach to the teaching of writing across the school. accelerated progress in relation to the Writing progressions.
To continue to increase the engagement and enthusiasm of students for writing To increase the number of students achieving the Curriculum Levels in
To ensure students know the purpose for writing and are confident to share their relation to their Year Level.
To increase the number of boys achieving the Curriculum levels in relation
writing.
to their Year Level.
Baseline Data: 2018
Writing Student % At or Above Expected Student % At or Above
Curriculum Level Expected Curriculum Level
All Students 80% European 83%
Maori 76% Male 75%
Pasifika 71% Female 86%
Asian 100%
Key Improvement Strategies
Actions Who When Resourcing Indicators of Progress
Ethic of Care/Cultural Responsiveness continually practiced by teachers. Classroom Flexible groupings depending
Opportunities for Student voice. Teachers/T.A. February Resourcing on individual needs
Gather/Analyse and Review 2018 writing assessment data with staff and determine target students and for staff Explicit teaching of Writing is
the particular learning needs they have. release taking place in all classes.
Student differentiated learning needs in Writing will be identified. Term 1 & 2
All teachers identify a target group of students in their class and design an Inquiry which is evaluated Lead Support for Students are knowledgeable of
Identified Literacy teachers, ALL teachers, RR teacher & Kahui Ako Beacons who will provide ideas Teachers of teachers to their level and what their next
and support for targeted instruction to students identified. Literacy/ALL Twice a run Inquiry steps are through use of their
Work with other Kahui Ako teachers, Across School Kahui Ako teachers and external facilitators. teachers term groups hives.
Tracking of students and discussion during team meetings at least twice a term to monitor progress of
target students & plan remedial actions, effective teaching of writing Teachers are reflective about
Principal Staff Release
School-wide professional development for all staff to lift effectiveness of teaching writing to meet their practice and can
student’s specific needs and develop a consistent approach to the teaching of writing across the school. Lead meetings costs for
Teachers ALL teacher articulate changes they have
Continue to unpack the Literacy Progressions, Writing Hives & planning sheets, and PACT writing
Leadership Team to attend made in their practice.
tool.
Moderation of E-AsTTle marking templates and results to ensure school-wide consistency in teams team meetings PLD Parents and family are
and staff meetings. involved in supporting their
Consistency of Literacy language use across the school. Throughout children’s progress in writing
Consistency of moderation, assessment and reporting across the school. Students the year.
Encourage student engagement in using the Literacy Progressions to set goals for their progress in The goals have been met and
writing. students have made accelerated
Review school-wide systems: Hives & Literacy Curriculum and Achievement Plan. progress.
Purchase extra resources as necessary.In class observations and modelling around explicit teaching of writing Kahui Ako Consistent assessment,
Principal/Lead teacher involvement in local Kahui Ako goals/implementation, for area. Teachers levelling and reporting is used.
Specialist
Use of new IT resources/Google Classroom to promote engagement in writing (particularly for boys) T.A. costs
Teacher /
Use of ALL & specialist teacher(s) & T.A. to work alongside and encourage and support students IT resources have been used to
experiencing difficulties, Maori students, students from other cultures and ESOL students. T.A.s lift engagement in writing.
Monitoring: On-going tracking of students through the tracking system & use of SMS system. Team evaluation of the progress of the target groups of students in
team. Use of E-AsTTle Writing, Spelling tests, Teacher observation, Hives, Student/ teacher conferences.
Strategy 2
To achieve the school’s vision of engaging all students fully in a wide range of learning experiences to prepare them for the challenges of the future the Board will place
priority on student engagement and transition with a view to high achievement and quality learning opportunities.
Strategic Area: Student Engagement, Inclusion & Transition
Goals Actions Who/When/Costs Expected Outcome Review
Continue to inform parents of
To ensure a high level of student the need for high attendance Principal High attendance rates of
engagement in all aspects of their rates and requirements for Teaching staff individual students.
learning. taking children out of school
Less absence through overseas
during term times. trips/holidays during term time.
Reward high attendance at Principal
school prize-givings with
awards.
Encourage Student voice in Students will be confident to
school matters through the Principal discuss issues and make decisions
Senior management about the direction of their
school council and leadership
learning.
opportunities.
Encourage students to own Teachers
and make decisions about the
direction of their learning
through the use of ‘bubbles’,
Yr 7 & 8 teachers A higher % of Yr 6 students will
‘stars’ ‘hives’ etc
remain at Buckland for their
Continue to increase the Year 7 & 8 years.
availability, stability and use
of efficient IT resources to Principal
engage students. Yr 7 & 8 Teachers A high number of students will
receive bronze, silver and gold
Principal/BOT diplomas. To promote the special character of the Provide Careers Education
school –semi-rural, full primary. for Yr 7 & 8 students.
Implement strategies to
improve programmes for Year
7 & 8 students. Stable and relevant
Use rubrics each term with Lead Teachers of IT infrastructure in place.
students and award Yr 7 & 8 BOT Students will be using a range of
Diplomas at the end of the IT equipment to engage in their
year. learning across the curriculum.
Provision of camps & EOTC
All Staff All students will have a respect
events.
Specialist teacher of for different cultures.
Promote the special character Maori Students from different cultural
of the school – full primary groups will feel valued and be
through the school website, successful learners.
comments in newsletter and
in local papers. All Staff Knowledge of and understanding
of the Treaty of Waitangi will
To promote and affirm students’ identity, increase.
Promote cultural awareness
language and culture, particularly for
and respect by being Principal There will be evidence of an
Maori, Pasifika and those from other
culturally responsive in All Staff increase of Te Reo Maori being
cultures. spoken.
classrooms and across the
school and value diversity.
A marae visit for children will
Include cultural perspectives
take place.
and knowledge and
understanding of the Treaty A Kapa Haka group will operate.
of Waitangi in curriculum
areas.
Principal
Continued focus on Cultural
Responsiveness and
Relational Pedagogy. All relevant information will be
forwarded to ensure effective
Promote inclusion in the
All Staff transitioning to other schools and
Culture group. students will be well supported to
Build further on the liaison settle in quickly
with the local marae and
Maori community.
Use Maori protocol, The class and school
welcomes, karakia when-ever environments will be totally
inclusive.
possible. To ensure coherent pathways exist for Provide opportunities for staff
effective transition within our school and to discuss students prior to
between other local schools for students. the beginning of a new year.
Continue to ensure transition
procedures for students
entering and leaving the
school are effective. End of Term 3
Liaise with preschool
facilities, intermediate and
colleges.
School involvement in Kahui
Ako Coherent Pathways
initiative.
Implement findings of
Principal’s 2018 Transition
Sabbatical report.
Include all children
irrespective of their gender,
To ensure the school is a fully Inclusive
cultural background, learning
School.
needs in all school activities.
Address learning needs of all
students.
Inclusiveness Survey with
students.
Review of School Values –
staff, students, whanau
Strategy 3
To achieve the school’s vision of engaging all students fully in a wide range of learning experiences to prepare them for the challenges of the future the Board will place
priority on the effective management of finance and property with a view to providing resources to promote high achievement and quality learning opportunities.
Strategic Area: School Finance & Property
Goals Actions Who/When/Costs Expected Outcome Review Allocate funds to reflect and support Set and approve annual Budget will be approved and
school’s annual plan. budget to meet year’s Finance Committee school’s priorities will be funded.
priorities February
There will be on-going monitoring
Maintain asset register Executive Officer of school’s finances and
Operate within annual grants & monitor
Provide and monitor monthly BOT Treasurer expenditure.
expenditure
reports to BOT Principal
Legal financial requirements will
Liaise with school’s Principal be met.
Ensure financial requirements are met. Executive Officer
accountant and auditor.
May 2019
Complete audit requirements
Costs – Auditor –
$5106 Accountant-
$4500
Insurance - $5600
School buildings and facilities
On-going maintenance checks Caretaker will be maintained to a high
Implement an efficient programme of BOT Property Person standard of health & safety and
and maintenance
maintenance for school buildings & Principal efficiency.
facilities
Follow the 5/10 year property Projects on last Yr 5 Property
plan in relation to the $80000 Plan will be completed.
building programme -
Develop school facilities to reflect school
Complete roofing of Blocks 2
priorities
& 4, Swimming pool shade &
School grounds will be
storage.
attractively presented.
Continually upgrade and
beautify environment. Carry
out maintenance on trees and BOT
grounds. Future proofing of the school will
Continue to investigate the enable the establishment of the
multipurpose building.
possible church removal and
the building of a Finance & Property policies &
Review Property Plan and Finance & Multipurpose block. BOT procedures will be reviewed &
Property policies & procedures (as Property Plan review updated as necessary
necessary) Policy/procedure review as
necessary.
Strategy 4
To achieve the school’s vision of engaging all students fully in a wide range of learning experiences to prepare them for the challenges of the future the Board will place
priority on Health and Safety with a view to ensuring a safe and healthy learning environment that supports high achievement and quality learning opportunities.Strategic Area: Health & Safety
Goals Actions Who/When/Costs Expected Outcome Review
To provide a safe physical and emotional Comply with Health & Safety All staff, children, The physical and emotional
environment for students and adults. requirements BOT, parents, environment will be safe and
Ensure regular H & S checks caretaker, cleaners healthy for all students, adults
School Health & and visitors to the school.
are completed and equipment
Safety officer
and resources are safe to use. Principal
Staff identification and BOT Property Students health needs will be
training of children’s health person met.
requirements, first aid and
Health & Safety Staff/SENCO/
requirements. Principal
Continue to employ Harrison
Staff and students will be
Tew Emergency firm to review prepared and know what to do
emergency procedures and BOT in the case of an emergency.
train staff and students in
preparation for a range of
emergencies including lock-
down.
Regular emergency drills are Principal/SLT,
carried out. Staff/Students
Daily swimming pool testing Swimming pool will be able to be
during the season Caretaker used throughout Terms 1 & 4.
Use of Effective Behaviour
plan & Olympic Values
All Staff
Promote inclusiveness.
Promote healthy and safe
To promote with the school community practices with children and HPS team
health & safety issues – road, sun, water, the school community through Health leader
abuse, digital citizenship, etc. class and school wide All staff Safe and healthy practices will
Outside support be evident within and outside
programmes and
agencies. the school. Students will be able
communication. to make sensible and informed
Involvement in initiatives choices. Parents will be given
such as Counties Manukau current information.
Sport /Health Promoting Health LeaderSchools/Enviro Group/ Enviro group
newsletter snippets/digital leaders
citizenship, sports/dance Travelwise team
Walking School Bus
lessons, etc
team
Advertise the school’s AED for
community use.
Review of Health & Safety
Review (as necessary) Health & Safety Policies and procedures as Health & Safety policies and
policies & procedures ensuring they meet necessary BOT/Staff procedures will be developed
and/or updated as the need
the requirements of the Health & Safety
arises.
Act. Consult on Health
programmes BOT
Strategy 5
To achieve the school’s vision of engaging all students fully in a wide range of learning experiences to prepare them for the challenges of the future the Board will place
priority on Personnel with a view to ensuring the school is staffed to provide for high achievement and quality learning opportunities.
Strategic Area: Personnel
Goals Actions Who/When/Costs Expected Outcome Review
To appoint staff as necessary to enhance Appoint (as necessary) high Senior Leadership
the teaching/learning opportunities of the quality staff who will enhance team
school. the culture of the school
All staff will be performing to
Provide opportunities for PLD
Principal high standards.
To provide opportunities for staff PLD. for all teaching staff in: Senior Leadership
literacy, mathematics, team
To use the Kahui Ako ‘In-School’ teachers Inquiry, Kahui Ako goals – Teachers On-going staff development will
& ‘Across School’ teachers to develop staff Coherent Pathways, Data use, Kahui Ako team contribute to effective teaching.
further. Digital Technology Throughout 2019
Provide PLD opportunities for
Senco/Principal Support staff will develop skills
Teacher Aides and other
and knowledge to use to
support staff. enhance and support student
learning.
To ensure effective induction practices take Support new staff in gaining Principal
place for new staff information on the school and Experienced New staff will be knowledgeable
programmes. teachers about the school’s programmes,
events and expectations. To provide a programme of support for Develop PRTs through Principal Standards for the Profession will
Provisionally Registered Teachers support of experienced S Miles, L Goldsack, be met leading to full
SLT registration for PRTs
teachers and the provision of
PRT courses.
Principal There will be a consistent
To ensure staff are providing evidence of Provide guidance and checks approach across the school to
their meeting the Code of Professional (through appraisal) to compiling evidence.
Responsibility and the Standards for the teachers in the keeping of
Profession. evidence.
Ssenior leadership staff
Principal development will continue and
Continue to develop leadership skills in all Fund appraisal by outside BOT will impact positively across the
staff and particularly the SLT. appraiser of all senior school.
leadership staff. Staff will gain experience in
Encourage staff to take on leadership.
leadership roles and support
them in these.
Full Staff There will be a positive staff
To further embed effective team and staff Continue to focus on having a SLT climate where all staff members
working professional relationships. positive staff climate that Throughout year will feel valued and respected.
promotes respect and
collaboration.
Follow Action Plan
Staff events
To review personnel policies and BOT/Staff Rep BOT Policies and procedures will be
procedures. Review personnel policies and Term 3 reviewed.
procedures.
Strategy 6
To achieve the school’s vision of engaging all students fully in a wide range of learning experiences to prepare them for the challenges of the future the Board will place
priority on community engagement with a view to encouraging partnership between home and school which is vital in achieving high achievement and quality learning
opportunities for students.
Strategic Area: Community Engagement
Goals Actions Who/When/Costs Expected Outcome Review Staff to be approachable and Parents/whanau will approach
open to parent views the school staff on issues and
Provide opportunity for parent feel listened to and valued.
voice through: consultation
meetings, face to face
Meetings and courses will be
To place priority on parent engagement, meetings, parent education All staff
well attended by parents and
understanding, support and participation workshops, surveys and Principal
Students ideas and views will be
in the school’s curriculum programmes and questionnaires.
BOT expressed.
activities. Encourage and promote
parental & whanau PTA
involvement in school events
and activities. School events will be well
Provide opportunities for Throughout year supported.
parents to be involved in
finding out how they can help
their children – Reading
Together courses,
School meetings and student
mathematics courses, literacy
lead conferences will be an
meetings.
effective way of informing
Provide support for parents in
parents and whanau of
helping their children with
expectations and student
digital citizenship.
progress and achievement.
Encourage attendance at
parent meetings, 3 way
June/July
conferences, Open Days,
EOTC, sports events and
activities. PTA & BOT, Community &
Support the PTA and AG Day PTA/BOT/Staff/Pare Staff will work in partnership
committee in their fundraising nts/Community for the benefit of the school.
efforts. A successful AG Day will be
BOT to hold a whanau held.
BOT
BBQ/Sports evening. An enjoyable social event will
February
be held for the school
community.
Community surveys will be
BOT to conduct any necessary community BOT Survey/consultation on carried out effectively.
surveys and analyse and communicate October/November School Values will be reviewed
2020 Charter/ Strategic plan.
results and formulate goals around these.
Review of School Values
Early Term 2 Provide the school’s community with a Parents and the school
range of communication channels to access Use of: weekly newsletters, Principal/Staff/BOT community will be well
information. class newsletters, website, Throughout year informed of events and
electronic sign, Skool App, opportunities to be involved in
electronic sign, BOT term the school.
newsletters, information
booklet, emails & texts to
engage and communicate to
parents and community.
BOT to circulate term
BOT - Each Term
newsletters by paper and on The community will be
the website. represented by a full BOT who
Conduct Triennial BOT Elections will be knowledgeable about
Conduct BOT Election in May/June their roles and
May/June as per regulations. responsibilities.
The Maori community will be
Provide opportunity for BOT training Use NZSTA courses to upskill represented on the BOT.
existing and new BOT BOT members – as
members courses are Hautu plan will be reviewed
available
Work towards achieving the goals of the
Hautu action plan Complete the actions All current legislation around
identified in the Hautu plan. Term 2 planning and reporting will be
Review the Hautu plan. completed in a timely way.
Comply with current legislation through
policy and procedures. Complete Charter/ Strategic By 1 March Legislative policies and
Plan, analysis of variance and procedures will be reviewed.
send to Secretary of Education
by 1 March.
Review Nag 7 & 8 Legislation policies and
procedures (and others as necessary) Review Nag 7 & 8 Legislative BOT - As necessary
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