Strategic Plan 2020 2025 - Papatoetoe Intermediate School
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Strategic Plan 2020 – 2025
Vision: Healthy Mind, Heart, Body and Connections
Successful, high-achieving students.
All students and staff positively contribute and ensure that our school is the best intermediate
school
● We provide holistic, high quality, educational opportunities for students (living within the
school zone, as a priority)
● Our students are ‘successful’; they realise their potential, participate and ‘make
progress’
● We develop skillful, committed and ethical leaders
● Everyone is positively motivated and ‘involved’
Our School Values underpin our success. They are: Safety, Trust, Attitude, Respect.
We are a STAR School. All our people are ‘STARs’
Our Strategic Foci for the next 5 years are
1. All people are respected and diversity valued at Papatoetoe Intermediate School
2. The Treaty of Waitangi is a foundational document
3. We are part of a wider community that includes the Papatoetoe Kahui Ako, contributing
primary schools and local secondary schools
4. We ensure ALL students have access to all learning opportunities
5. We deliver the New Zealand Curriculum in a way that is relevant to ALL of our students
6. We prepare for the future: locally, nationally, regionally and globally
How our Strategic Plan is implemented
● Each year the Annual Plan comprises of the relevant columns from this Strategic Plan
● We regularly report on achievement against the Annual Plan to the Board
● We review the Annual Plans, in accordance with staff and student/community
needs prior to acceptance by the BOT, for the following year.
11. All people are respected and diversity valued at Papatoetoe Intermediate School
National Educational Priority 1: Make sure that every learner/ākonga feels safe, appreciated and included for who they are, including their identity,
language and culture, and learning needs.
Focus area/ 2020 2021 2022 2023 2024 2025
Actions
Our school ensures Health and Health and Health and Physical Health and Physical Health and Review and rewrite
that all students Physical Wellbeing Physical Wellbeing Wellbeing focus on Wellbeing focus on Physical Wellbeing Health and
and staff feel safe focus on focus on ● Wellbeing and ● Fitness and focus on Physical Wellbeing
at school ● Mental health ● Healthy Eating, Resilience Healthy Bodies ● Mental Health focus on
● Freedom from ● Keeping drinking including ● Puberty ● Keeping ● Healthy
violence ourselves safe ● Puberty Mindfulness and ourselves safe Eating,
● Freedom from Spiritual health PB4L focus drinking
bullying and PB4L focus PB4L focus ● Keeping ● Improving PB4L focus ● Puberty
put downs ● Building ● Building ourselves safe opportunities for ● Building
● Free to express empathy and empathy and ‘student voice’ empathy and PB4L focus
themselves in-class in-class PB4L focus in-class ● Building
and their prosocial prosocial ● Improving prosocial empathy and
opinions behaviours in behaviours in opportunities for behaviours in-class
order to order to ‘student voice’ prosocial
reduce reduce behaviours
violence and violence and
bullying bullying
● Developing ● Developing
student student
leadership leadership
Our school T1 / 2 curriculum T1 /2 curriculum T1 / 2 curriculum T1 / 2 curriculum T1 / 2 curriculum T1 / 2 curriculum
works to ensure focus ‘Belonging’ focus ‘Kia mahi focus ‘Belonging’ focus ‘Kia mahi tahi; focus ‘Belonging’ focus ‘Kia mahi
that all students tahi; working working together’ tahi; working
and staff ‘Inclusion’ and together’ ‘Inclusion’ and ‘Inclusion’ and together’
experience ‘belonging’ are ‘belonging’ are ‘Cooperation’ and ‘belonging’ are
‘inclusion’ and feel explicitly taught ‘Cooperation’ and explicitly taught ‘collaboration’ are explicitly taught ‘Cooperation’ and
they ‘belong’ ‘collaboration’ are explicitly taught ‘collaboration’ are
The Wellbeing explicitly taught The Wellbeing The Wellbeing explicitly taught
Survey is Survey is undertaken, Survey is
2undertaken, The Wellbeing analysed and used to The Wellbeing undertaken, The Wellbeing
analysed and used Survey is review and make Survey is undertaken, analysed and used Survey is
to review and undertaken, improvements. analysed and used to to review and undertaken,
make analysed and used review and make make analysed and used
improvements. to review and improvements. improvements. to review and
make make
improvements. improvements.
Our school ensures ● Focus on ● Focus on the ● Focus on the ● Focus on tangata ● Focus on the ● Focus on the
that all staff and tangata Maori people Maori people of whenua / local Maori people Maori people
students identity, whenua / local of Aotearoa – Aotearoa – iwi and places of Aotearoa – of Aotearoa –
Language and iwi and places historic current ● Focus on ‘Indian’ historic current
Culture is valued ● Focus on ● Focus on ● Focus on ‘Asian’ cultures and ● Focus on ● Focus on
‘Pasifika’ ‘European’ cultures and languages ‘Pasifika’ ‘European’
cultures and cultures and languages cultures and cultures and
language languages languages languages
Our school ensures Continue to develop provision for Learning support Learning Support within our school identifies and meets the
that we identify Focus on needs of students who need additional support as:
and address ● Development of a ‘3 tiered approach’ ESOL
learning needs. ● identification of students with learning or behaviour needs Learning
● Including those within the 3 tiers Behaviour
needing ● development of extension literacy and mathematics Gifted and Talented
additional programmes International Students
support for ● continued development of enrichment programmes for
Learning identified students Teachers are ‘capable’ when working with students needing
● Behaviour additional support in classrooms
● Gifted and Teacher Capabilities are improved through:
talented
students PD in Behavioural PD in Gifted and PD in working with
support strategies Talented ESOL students
31. The Treaty of Waitangi is a foundational document
National Educational Priority 7: Incorporate te reo Māori and tikanga Māori in the everyday life of the place of learning.
Focus area/ Actions 2020 2021 2022 2023 2024 2025
Our school is committed to The Kapa haka group is supported with
providing support for Staff A lead teacher who liaises and organises for the group
members, whanau and students The school pays for a tutor for up to 340 hours
who identify as Maori to A hui is held in Term 1 for whanau, BOT and school leaders to meet and discuss plans for the year
‘experience success as Maori’ The Maori group has a set budget managed by the school leader and overseen by the BOT
Will bi-annually attend the Kapa haka Regional competition
Our school ensures that daily The Te Ao Maori Handbook The Te Ao Maori Handbook underpins A Marae welcome area is planned
protocol and the school outlines kawa for the front of the school (Great
environment increasingly reflect ● Kura Karakia (several and for School signage and documentation South Road entrance)
Maori expectations specific purposes) increasingly reflects use of Te Reo
● Kura Waiata & Haka throughout the school
● Powhiri -Welcoming protocol
● Poroporoaki - farewells
All students participate in Maori Te Reo Maori Specialist Teaching Iwi and area-specific information Connections to other Maori Tribes,
Language and Tikanga Learning team have a Papatoetoe Int. Te Reo resources are developed for Te Reo and Iwi and Hapu are made through the
and Tikanga teaching handbook Tikanga Specialist Teaching Team and students and whanau who attend
are included in the Handbooks and our school
school resources
Our school works to Marae Trip for Trip to Waitangi Te Reo Maori Maori focus trip Marae Trip for Trip to Waitangi
increase understandings about all staff organised in the lessons held around Auckland all staff organised in the
Maori for staff members who do organised in April Holidays during 8am organised for staff organised in April Holidays
not identify as Maori the April subsidised by the meetings to during the April the April subsidised by the
holidays school support in-class school holidays holidays school
use of Te Reo
Staff are invited Staff are invited Maori Staff are invited to Staff are invited Staff are invited
to also attend to also attend also attend to also attend to also attend
Koroneihana Koroneihana Koroneihana Koroneihana Koroneihana
4Staff are invited to
also attend
Koroneihana
National Educational Priority 8: Ensure they offer learning that equips learners/ākonga with an understanding of New Zealand’s cultural identities and our
history.
Focus area/ Actions 2020 2021 2022 2023 2024 2025
Our school works to ensure that our Pasifika Studies European and Asian studies Indian Studies Pasifika Studies European and
students respect, and understand African studies African studies
aspects of the cultures of the other Pasifika Asian peoples Indian peoples Pasifika
people in their class and community peoples in NZ European and in NZ in NZ peoples in NZ European and
Pasifika African peoples in Asian histories Indian histories Pasifika African peoples in
histories NZ Asian foods, Indian foods, histories NZ
Pasifika foods, European and art forms, art forms, Pasifika foods, European and
art forms, African histories music and music and art forms, African histories
music and European and culture culture music and European and
culture African foods, art culture African foods, art
forms, music and forms, music and
culture culture
Our school integrates New Zealand Use of ‘A critical Guide to Maori and European Our school sources resources for local histories so that
History into other relevant curriculum Histories in Aotearoa NZ’ is woven into the curriculum a focus on local histories can also be woven into the
areas curriculum
Our school promotes the use of Samoan Talanoa T2 Integration of Pasifika Histories Integration of Asian and East
cultural groups, celebrations and Tongan Fono T3 through our curriculum Asian Histories through our
sharing Indian Community Meeting T3 documents and implementation curriculum documents and
International Day T3 implementation
Embedded and Ongoing
51. We are part of a wider community that includes the Papatoetoe Kahui Ako,
contributing primary schools and local secondary schools
Achievement Goals for the Kahui Ako include:
● Improve student and whanau engagement (attendance and for learning) and wellbeing
● Supporting positive transitions
● Use of consistent Key Competency-based culturally responsive and student focused classroom pedagogies
● Digital Technologies
We work with our local schools
● to develop positive, educationally supportive relationships
● To provide mutual support for staff, students and whanau
National Educational Priority 2: Include family and whānau as partners central to the learning and achievement of every learner/ākonga
Focus area/ Actions 2020 2021 2022 2023 2024 2025
Staff and family/ whanau Increasing effective use of Communication tools including:
work together to support ● Newsletters (on-line and hard copy), permission and event notifications
the child ● Community hui/fono, parent and teacher meetings/ reporting
● On-line documents, e-portfolio, attendance information and notification tools
● Class blogs/ school website etc
● Online learning tools (such as Mathsbuddy, language learning tools, Google classroom etc.)
● Emails/ phone calls directly to parents by classroom teachers
6Our school works to Introduction of Introduction of Continued Continued Continued reviews of SMS data
ensure family and whanau Parent/caregiver Parent/caregiver reviews of SMS reviews of SMS gathering and management.
engagement in academic access to ‘real-time’ access to ‘real-time’ data gathering data gathering
progress reporting via a school reporting via a school and management. and management.
● 3Way Conferences portal portal Focus on Focus on
● Reporting Continued reviews Continued reviews Mathematics Mathematics
● Resources of SMS data gathering of SMS data gathering
and management. and management. Review on the
Focus on: Literacy Focus on Literacy publication of
individual student
reports
Our school works to ● Finalization of the Community Mid-way Community Community Review of
ensure family and whanau school Strategic consultation via review of consultation via consultation the school
engagement in decisions Plan 2020 – 2025 meetings progress of the surveys via meetings Strategic Plan
about the organisation ● Community Strategic Plan 2020-2025
and management of the consultation via Community Community
school surveys consultation via consultation via
community community
hui/fono hui/fono
National Education Priority 4: Support successful transitions into, within, and from places of learning.
Focus area/ Actions 2020 2021 2022 2023 2024 2025
Our school supports transitions from Year 6, primary Establishment of a Kahui Ako Refer to Papatoetoe Kahui Ako
school documentation
Our school supports transitions to Year 9 secondary Establishment of a Kahui Ako
school
Our school supports transitions for students with Working with agencies and Working within the
additional learning needs whanau Kahui Ako
National Educational Priority 6: Priority 6:
Grow their workforce to strengthen teaching and leadership and to contribute to a stronger profession across the system.
Focus area/ Actions 2020 2021 2022 2023 2024 2025
7Our school works to ensure School-wide Focus on School-wide School-wide Focus School-wide School-wide Focus School-wide
all staff are ● Mental Health Focus on on Focus on on Focus on
● Treated with respect and wellbeing Healthy Eating Wellbeing and Fitness and Mental Health Health Eating
● Well supported to work ● Building and drinking resilience including Healthy Bodies and drinking
with students and resilience and puberty Mindfulness and And Puberty and puberty
teachers Spiritual health
● Have high levels of
expertise and training
Our school works to ensure Review of FT MU allocations in relation to Review of FT MU allocations in relation Review of FT MU allocations in
all Teachers have school development and improvements: to school development and relation to school development and
leadership and career ● Travelwise improvements: improvements
opportunities ● EnviroSchools ● EnviroSchools ● EnviroSchools
● House Groups and students ● Curriculum Development ● Curriculum Development
leadership and mentoring ● Other TBC ● Other TBC
● Curriculum Development ULearn x5 ULearn x5
ULearn x5 Technology/ Arts Teachers PD Technology/ Arts Teachers PD
Technology/ Arts Teachers PD PB4L Conference x3 PB4L Conference x3
PB4L Conference x3
Our school works to ensure DP and 2 AP to Te Curriculum 3 AP to Te Akatea/ 3 Leaders to 3 AP to Te Akatea/ 3 Leaders to
all Leaders have: Akatea/ NATSIPA Leadership NATSIPA Conference NZPF NATSIPA Australia NZPF
● High levels of expertise Conference Mentoring x1 NZ Conference
and training Curriculum Australia Curriculum
● Have leadership and ULearn x 1 Leaders 3 Leaders to Curriculum Leadership Leadership
career opportunities PB4L x 1leaders NZPF Leadership Mentoring x2 Curriculum Mentoring x2
Curriculum Leadership Mentoring x2 Leadership
Mentoring x1 Mentoring x2
National Educational Priority 9: Develop relationships with their local iwi and hapū and communities to align aspirations and strategic direction setting.
Focus area/ Actions 2020 2021 2022 2023 2024 2025
Our school builds in order to improve:
positive relationships ● student attendance
with family and ● engagement in learning
whanau ● academic progress
8see Kahui Ako documentation
Our school works with Pasifika Studies European and Asian studies Indian Studies Pasifika Studies European and
local community Visiting Pasifika African studies Visiting relevant African studies
organisations to community places Visiting relevant community places Indian peoples in Pasifika peoples in
develop community community NZ NZ European and
links in Pasifika foods, art places Asian foods, art Indian histories Pasifika histories African peoples in
● Education of forms, music and forms, music and Indian foods, art Pasifika foods, art NZ
Sustainability culture European and culture forms, music and forms, music and European and
● Garden to table African foods, art culture culture African histories
● Local community Enviroschool forms, music and Enviroschool European and
facilities (temple, Establishment of culture Continued focus Enviroschool Enviroschool African foods, art
museums, marae school vege on school Continued focus Continued focus on forms, music and
etc.) gardens - link with Enviroschool gardens/ bees - on school gardens/ school gardens/ culture
● Sports and PE local Board and Continued focus link with local bees/ sheep and bees/ sheep and
Enviro groups on school beekeepers chickens/ native chickens/ native Enviroschool
Preparation for a gardens/ bees - Introduction of seedlings seedlings/ Continued focus on
bee hive/ chickens link with local sheep and Community stall school gardens/
Planning of the beekeepers chickens - link Development of a bees/ sheep and
native garden Introduction of with local farmers community stall at Reduction of chickens/ native
sheep and Great South Road rubbish/ seedlings/
Reduction of chickens - link Development of development of Community stall
rubbish/ with local farmers native seedlings Reduction of compost and worm
development of nursery - link with rubbish/ farms Reduction of
compost and worm Reduction of local providers development of rubbish/
farms rubbish/ compost and Sports development of
development of Reduction of worm farms Pasifika Sports/ compost and worm
Sports compost and rubbish/ Picnic Day farms
Pasifika Sports/ worm farms development of Sports
Picnic Day compost and Community Sports
Sports worm farms Cricket/ Picnic Day Picnic Day
Picnic Day
Sports
Development of
TaiChi classes
91. We ensure ALL students have access to all learning opportunities
See also Priority 3
We include in this section
● Provision for International Students
● The MOE funding for low decile schools ($150 per student capita)
● Study Centre
● Health and Physical Wellbeing, Sport and EOTC Strategic Plan
● ESOL Funding and planning
National Educational Priority 5: Ensure financial and other barriers for learners/ākonga and their whānau do not prevent equitable access to teaching,
learning and participation in the life of the early learning service or school.
Focus area/ Actions 2020 2021 2022 2023 2024 2025
Our school works to increase access to EOTC See Health and Physical Wellbeing, Sport and EOTC Strategic Plan Review and re-
Opportunities Kiwi sport income of about $9500 establishment
Sponsorship of approx. $
Our school works to increase access to IT and the internet See IT and Digital Technologies Strategic Plan Review and re-
MOE IT Funding of approx. $ establishment
Lease commitments see financial summary report
School-based annual infra-structure commitment – see plan
Our school works to help with ‘homework’ and study See Study Centre Annual Plan submitted to the MOE each year Review and re-
MOE Grant of $48k establishment
Personnel expenditure $
Resource expenditure $
10International Students See International Student Handbook
Income of approx. $30k per annum
Our school works to support students to learn English and 2020 ESOL funding
to flourish in a NZ context Approx. $60k
Focus
● Withdrawal Teacher aid support
● In-class Teacher aide support
● Improving Teacher capability
Our school works to support with resources at school by 2020 funding approx. $100k
receiving MOE funding grant Focus
● online Maths for all students
@17.40ps
$
● Subsidy in sports events/
teams
● Subsidy for Sports Camps
$
● Subsidy for Camp
$
1. We deliver the New Zealand Curriculum in a way that is relevant to ALL of our students
National Educational Priority 3: Have high expectations for every learner/ākonga and eliminate practices that limit access across the curriculum.
Focus area/ Actions 2020 2021 2022 2023 2024 2025
Our school has ● PLG – Writing Reading Mathematics ● Key PLG –
specific curriculum consolidating Te Reo Maori Social Sciences Science Competencies consolidating
development foci Teacher ● Technology and learning
each year learning Digital Education for Key Digital
Technology Sustainability Competencies Technology
● Digital ● The Arts
Technology Inquiry Learning
and Thinking skills
● Technology
● The Arts
11Our school works The school pays for/ provides learning resources that can be used Review and re- The school pays for/ provides learning
to increase access both in school and at home establishment resources that can be used both in school
to the curriculum ● On-line Maths programmes and at home
and equitable ● All entries for trips (not the travel costs)
opportunities for ● Duffy Books
all learners
Our school has an Arts Exhibition STEAM Fair Arts Exhibition STEAM Fair Arts Exhibition STEAM Fair
Exhibition of
Learning Each year
Our school hold Whole School Camp EOTC Week Whole School EOTC Week Whole School Camp EOTC Week
either EOTC Week The school pay for The school pay for Camp The school pay for The school pay for The school pay for
or Camp each year the event, not the event, not The school pay for the event, not the event, not the event, not
transport or transport the event, not transport transport or transport
accommodation transport or accommodation
accommodation
Our school ensures Our school pays for Our school pays for Our school pays for Review Van No1 Review Van No 2 Our school pays for
that all students the activities and the activities and the activities and ● 3 school vans the activities and
have access to parents pay for parents pay for parents pay for parents pay for
Sporting activities transport transport transport transport
and School trips ● 2 school vans ● 2 school vans ● 2 school vans ● 3 school vans
Our schools ● Kapa Haka ● Kapa Haka ● Kapa Haka ● Kapa Haka ● Kapa Haka ● Kapa Haka
ensures that there Group Group Group Group Group Group
are activities and ● Koroneihana ● Koroneihana ● Koroneihana ● Koroneihana ● Koroneihana ● Koroneihana
opportunities that ● Papatoetoe ● Papatoetoe ● Papatoetoe ● Papatoetoe ● Papatoetoe ● Papatoetoe
are specifically Kapa Haka Kapa Haka Kapa Haka Kapa Haka Kapa Haka Kapa Haka
designed to Festival Festival Festival Festival Festival Festival
support Te Ao
Maori ● Tamaki ● Tamaki ● Tamaki ● Tamaki
Makaurau Kapa Makaurau Makaurau Makaurau
Haka Regionals Kapa Haka Kapa Haka Kapa Haka
(approx $30k) Regionals Regionals (approx $30k) Regionals
(approx $35k)
(approx $35k) (approx $35k) (approx $35k)
Achievement Targets
Our school has high Reading Focus
expectations in
Reading
12Our school has high Writing focus
expectations in
Writing
Our school has high Mathematics
expectations in focus
Mathematics
1. We prepare for the future: locally, nationally, regionally and globally
● See Graduate Profile (TBC 2020)
● See Education for Sustainability Strategic plan (TBC 2020)
● See Digital Technologies and IT Strategic plan
● See Technologies Strategic plans (TBC 2020)
● See Arts Strategic plans (TBC 2020)
● See Health and Physical Wellbeing, Sports and EOTC Strategic plan
Our school ensures that the buildings, facilities and resources reflect student and community needs
Refer to the 5YA, The 10 Year Property Plan and the Property Master Plan
2020 2021 2022 2023 2024 2025
Our curriculum is SOLO thinking skills Digital Development of Development of Development of Review and re-
future focussed - continued Technologies - Robotics Robotics Robotics establishment of
Digital Technologies continued programme programme programme Strategic Plan
- continued Development of Development of Development of Development of
Development of Local Curriculum - Local Curriculum - Local Curriculum - Local Curriculum -
Local Curriculum continued continued continued continued
Development of Development of a Development of a Development of a Development of a
Enviroschools recording/ recording/ filming/ recording/ recording/ filming/
programme - filming/ broadcasting progra filming/ broadcasting progra
gardens broadcasting prog mme - continued broadcasting pro mme - continued
ramme
13Enviroschools Enviroschools gramme - Enviroschools
programme - programme - continued programme -
gardens and gardens and markets Enviroschools gardens and markets
markets - continued programme - - continued
Water Only School gardens and
markets -
continued
Existing Buildings Administration Planning Mt Richmond project Refurbishment of Door and Science Room
building confirmed completed for Mt completed all classes window improveme development (x2)
for refurbishment to Richmond and Reception and completed (stage nts to upstairs
3 Mt Richmond Learning support - Staffroom project 1) classes
classes Building started completed
Current Learning Planning Resource Room New 5YA/ 10YPP
support (R1) and completed for Project completed
corridor and Reception and Rooms 33,34,35
upstairs Offices staffroom/ prefabs rationalised
refurbished to Resource Room
Reception and staff Rm 12 -
and resource rooms refurbished for
Music Room Teacher resource
refurbishment Room
completed
New Buildings Mt Richmond classes (within the current Marae/ paepae Installation of a
Admin area) planning underway planned and funding concrete deck
sourced across Rooms 14 -
22
Rationalisation of Room 33 (Art Rooms 31,32 prefabs ‘Blue Room’ removal
old building stock Room)) rationalised
rationalised
Gardens and Spec Gardens Gardens in front Front of the school
grounds established of Rooms 2-10 development started
RTLB garden removed
completed
Security and New Gate at Front of the Fencing and
fencing Motatau Road school/ Great security at the
Temporary fencing South Road front of the
installed at Great refurbishment school completed
planned
14South Road to
improve security
1516
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