Te Kura o Papatahora West Melton School 2019-2021 Charter | Strategic Plan

 
Te Kura o Papatahora West Melton School 2019-2021 Charter | Strategic Plan
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     Te Kura o Papatahora
      West Melton School

2019-2021 Charter | Strategic Plan
Te Kura o Papatahora West Melton School 2019-2021 Charter | Strategic Plan
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        Vision: Innovative | Auaha, Connected | Tūhono, and Empowered | Whakamama learners,
                                     Driving their passion for learning

Our Strategic Planning responds to the ERO process indicators, which provide a common frame of reference for determining what outcomes are
valued for every learner and what matters most in improving those outcomes (ERO School Evaluation Indicators. pg.6). This strategic plan sets out
the Board of Trustees key aims and direction from 2019 - 2021.

Charter Consultation process 2019
   ●   Commenced Charter review process - September 2019
   ●   Community Workshop - September 2019 (every two years)
   ●   Board and staff review of 2019 Charter to inform decisions and future direction for 2020-2021
   ●   Kāhui Ako | Ngā Peka o Tauwharekākaho discussions and directions (Achievement Challenges woven through school charter)
   ●   National Priorities – pāngarau|maths, pūtaiao|science, te reo matatini (pānui, tuhituhi, kōrero), reading and writing and digital fluency

                                                                    VALUES

 Determination                 Respect                  Integrity                  Vitality                Empathy                  Resilience

    Aumangea                  Whakaute                Ngākaupono                   Hiringa                   Aroha                 Manawaroa

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Te Kura o Papatahora West Melton School 2019-2021 Charter | Strategic Plan
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Contents

INTRODUCTION                        3

COMMUNITY                           4

TE AO MĀORI                         5

EXPECTATIONS                        6

STRATEGY FRAMEWORK                  7

1:   Learning
2:   Hauora | Wellbeing
3:   Partnerships
4:   Environmental Sustainability

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Te Kura o Papatahora West Melton School 2019-2021 Charter | Strategic Plan
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INTRODUCTION
West Melton School opened in 1871 as a small school servicing part of rural Canterbury. As West
Melton village became more established the school was relocated to its current location.

West Melton School is a decile 10 full primary school educating learners from Year 0 to Year 8. The
school is sited within the West Melton township, centrally on the Canterbury Plains adjacent to the
braided Waimakariri River, around 20 minutes car journey west of Christchurch. The school provides
full and varied innovative learning environments catering for the needs of our learners. This includes
language skills, a conceptual based curriculum supporting learning, a purpose built Science lab
with a specialist Science teacher delivering the Science curriculum, inquiry, technicraft for our
Intermediate learners (offsite) and digital technology resources including BYOD from Years 5 to 8.
The school also has a strongly supported Kapa haka group and a Te Reo Māori programme
supported by a strong relationship with Taumutu Rūnanga.
We are proud to be an Enviro School with close ties to our Kōwhai Sanctuary working with our wider community.

West Melton School is part of the Community of Learning | Kāhui Ako, Ngā Peka o Tauwharekākaho. This Kāhui Ako consists of primary schools and
Early Childhood Centres (ECE) in Rolleston, Burnham and Weedons. Rolleston College is the secondary school educating learners from Years 9 – 13
newly opened in 2017. Schools in the Kāhui Ako include well established schools, new schools and schools yet to be built to cater for the growth in
the Selwyn District.

An enhanced Intermediate years programme, including leadership opportunities, supports learners as globally, connected and innovative learners
driving their passion for learning. Exciting opportunities continue for West Melton School. In 2016-17 a new two-storey block was constructed to cater
                                                                             for strong roll growth. The school continues to remain focused on
                                                                             developing further strategies to effectively monitor resources and
                                                                             development with the continued growth of the region.

                                                                          Increased demand for housing on the west side of Christchurch, as
                                                                          families relocate, has seen a large portion of land made available to
                                                                          housing development resulting in a large increase in population and
                                                                          changing demographics for the area. The resulting growth in the
                                                                          community is a key focus for the Board and school leadership. Since 2010
                                                                          the school roll has risen from 260 to 480 learners at the end of 2019.
                                                                          Selwyn district remains the fastest growing region in New Zealand.

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Te Kura o Papatahora West Melton School 2019-2021 Charter | Strategic Plan
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COMMUNITY
West Melton School enjoys a supportive partnership with the wider community. In addition to
providing high quality education for learners, the school provides the community with access
to pool facilities, cricket pitch, playing fields, an ANZAC Memorial, a BMX track and
playgrounds while enjoying financial support and strong parental co-operation. The school
continues to play an active role within the community through associations, support and
representation on a number of local organisations and community bodies.

Once a traditional farming area, the district now supports a wide variety of agricultural and
                                        horticultural ventures along with owner-operated
                                        businesses. Four new residential subdivisions
                                        developed between 2011 - 2017 immediately adjacent
                                        to the school, are well established. The Wilfield
                                        subdivision, completed early in 2017, will eventually fill to accommodate 216 households. A retail complex
                                        across the road from the school was opened in November 2016. The majority of parents commute into
                                        Christchurch for work. A large number of our learners catch one of three school buses to school.

                                       As the population has increased, so has its diversity. From rural origins the area now has a growing suburban
                                       environment with an increasing multicultural aspect. The school understands the need to keep abreast of
                                       these changes and is focused on creating active communication channels with the community, local
                                       businesses, cluster schools and individual parents alike. Most residents own their own homes and live in the
                                       district as a matter of lifestyle choice.

                                       The school enjoys the benefit of a strong and active ‘Friends of West Melton School’ (FoWMS) team. The
                                       FoWMS organises regular fundraising activities that provide both a valued stream of financial income to the
                                       school, and raises the profile of the school in the West Melton community and the greater Selwyn district.
                                       New parents to the school and community are welcomed by this group and are provided with ideal support
                                       structures and networking opportunities.

                                       With the strong support from our community comes the high expectations and involvement of parents within
                                       the school. The West Melton School Board of Trustees has undertaken to actively and regularly engage with
                                       the community, including our Māori community, through information evenings, website, community surveys
                                       and the school newsletter on matters relating to the governance of our school.

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Te Kura o Papatahora West Melton School 2019-2021 Charter | Strategic Plan
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TE AO MĀORI
Otherwise known as ‘Recognising New Zealand’s Bicultural Identity’, West Melton School community is committed to ensuring Māori learners are
enjoying and achieving educational success as Māori.

The Board and school leadership are committed to embedding Tikanga-a-Iwi and Te Reo Māori within the school during the year. This is achieved
through:
    ● Incorporating the Māori name of our school (Te Kura o Papatahora), gifted by our local Iwi in 2013, into our school branding
    ● Providing professional development for staff in Tikanga-a-Iwi
    ● Working with Te Taumutu Rūnanga on enhancing curriculum and opportunities for learners
    ● Teaching Te Reo Māori to an elementary level (greetings, counting, colours, basic vocabulary)
    ● Provision of extension opportunities for learning Te Reo Māori
    ● Singing of waiata, use of karakia and whakatauki are incorporated into regular community practices
    ● Attending hui and initiatives and consulting with Ngāti Moki Marae at Taumutu
    ● Partnering meaningfully with our Māori and Pasifika whānau and wider community
    ● Using Māori salutations in emails, letters and newsletters
    ● Kapa haka in preparation for public performances
    ● Junior Kapa haka Years 2 and 3
    ● Using Te Reo Māori greetings/mihimihi in formal public addresses
    ● A specialist Te Reo teacher working with staff and learners
    ● Working closely with Kāhui Ako kura in association with Mātauraki Mahaanui

Te Kura o Papatahora | West Melton School acknowledges and celebrates learners from other cultures. We reflect New Zealand’s cultural diversity
by:
    ● Incorporating and acknowledging cultural celebrations and festivals into community programmes
    ● Integration of cultural perspectives throughout all teaching and learning
    ● Engaging cultural advisors, cultural dance/food festivals

Māori Responsiveness Plan
If whānau request a higher level of Tikanga and Te Reo than at present evident in our school’s Māori programme, the Board of Trustees, staff and
family will discuss and explore the following options:

   ●   Explain the existing programmes
   ●   Extend the existing programmes if and as appropriate
   ●   Discuss the feasibility of collaborating with Kāhui Ako
   ●   Use of community resource to enhance any of the above

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EXPECTATIONS
Delivery and achievement of the Strategic Plan relies on support and partnerships with parents and caregivers, staff, the Board and our learners.
Therefore this section outlines the expectations we have.

Parents / caregivers / whānau will:                                          Board of Trustee members will:
   ● Take an active part in supporting the school to achieve the                ● Delegate operational management of the school to the
      vision                                                                       Principal
   ● Be role models promoting ICE DRIVER                                        ● Develop and review the Charter and Budget
   ● Be open minded about new ideas and initiatives                             ● Operate transparently and communicate professionally with
   ● Become familiar with the operations of the school                             the school community
   ● Support their child’s learning                                             ● Apply resources to meet the school’s priorities so that
   ● Feel welcomed at the school                                                   achievement is supported and learners are engaged
   ● Communicate respectfully with staff, at all times                           ● Be role models promoting ICE DRIVER
                                                                                ● Communicate respectfully with parents and staff

Staff will:
   ● Provide the very best learning opportunities and experiences            Learners will:
      for all learners                                                          ● Be prepared to learn
   ● Be positive, fair and consistent                                           ● Always do their best
   ● Communicate respectfully with parents, at all times                        ● Be inclusive
   ● Welcome visitors, parents and learners                                     ● Will respect themselves, others and property
   ● Listen openly to concerns of parents and learners                          ● Take risks
   ● Be enthusiastic and positive                                               ● Believe in themselves – having a Growth Mindset
   ● Apply resources to meet the school’s priorities so that                    ● Be role models promoting ICE DRIVER
      achievement is supported and learners are engaged
   ● Be role models promoting ICE DRIVER

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STRATEGY FRAMEWORK
The initiatives in this 2020 Charter rest on the following strategic framework. The framework below connects our overarching purpose (The why)
with the key strategic initiatives (The how).
                Education is a primary instrument for the advancement and betterment of humanity. The right to education is universal, with
                children’s rights set out in several international treaties (UN Convention on the rights of the Child 1989, the New Zealand Education
     Why
                Act 1989 for example). Education is important, education is fundamental and vital. It is a privilege to provide a high quality
                education to the young people of West Melton.

                We believe in developing each young person in our care to be the best they can be. As the world around us continues to change,
                we believe the most successful people will be those who can continue to learn and change with it. To this, we know including the
                latest technology in children’s education will be important for their success. Furthermore, we believe that children who have a
                passion for learning, who know how they learn best and commit to learning their entire lives, will be best equipped for their
                futures.

  What we       We believe in a sustainable future, where generations to come can live with natural resources and human needs in balance. We
  believe       believe we have an important role to play in developing youth who would understand the need for this balance and feel
                committed to leading positive change in the world.

                We believe Tikanga-a-Iwi and Te Reo must be treasured and held at the core of our school, linking our activities to Tangata
                Whenua, our rich past and connecting our future. We believe in the importance of providing for one another’s wellbeing, having
                empathy, being respectful and the importance of listening. Finally, we believe in the importance of community, connection and the
                goodness that comes from strong integration with whānau, wider community groups and other schools.

                We want to be one of the highest-performing primary schools within our Kāhui Ako. We want to be distinguished in our approach
                to learning, distinguished in our community presence and the learning outcomes we achieve.

                We want to be known for our sustainable attitude to the environment, being an exemplar of environmental sustainability in action.
                We want to be a school where many great leaders start out and one day attribute roots to a unique start in education at our school.
 What we
 want to be     We want to be a school which is sensitive to one another’s needs, where people’s uniqueness is respected and fellow learners and
                teachers consistently show empathy to one another. We want to be a school known for its rich cultural roots, truly connected with
                Tangata Whenua, tied right into the surrounding community and knitted together with our surrounding schools. We want to be the
                jewel in the crown of Selwyn Schools, a shining example of how a modern school should look, function and be perceived by those
                around it.

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     THEME           STRATEGIES

                     Focus on developing children to be lifelong learners. Our DRIVER and ICE initiatives underpin this
                     strategy, drawing focus to learner’s curiosity, empowerment and attitude to learning.

                     Focus on core areas of the curriculum (Reading, Writing and Mathematics) as they are fundamental
                     learning foundations.

                     Measure our performance regularly across these areas and act proactively to redirect resources to
                     allow better learning outcomes both for those who need support as well as those with gifts and
                     talents.
    Learning         Be sensitive to and give emphasis to the needs of our Māori and Pasifika learners. Through
                     partnerships we will tailor systems and direct resources to support this.

                     Provide support for learners, so they can progress to the best of their ability, fully participate in, and
                     contribute to the school.

                     Actively look for, and deliberately select initiatives where technology can be used to deepen and
                     embed learning outcomes.

                     Promote initiatives which encourage collaboration where learning outcomes can come through rich
                     interactions and engagement.

                     Create a culture promoting happy, passionate, fun, confident and emotionally resilient learners.

                     Review, analyse, implement and monitor feedback supporting Hauora for our learners, staff and
Hauora | Wellbeing   community.

                     Create an inclusive positive culture, attracting, retaining and growing high performing engaged
                     people.

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                 Encourage and promote initiatives which support collaboration between learners, staff, whānau and
                 community.

                 Maintain and adapt an effective communication plan which supports the partnership between our
                 school and community.
Partnerships
                 Taumatu Rūnanga and whānau is vital for Tikanga-a-Iwi in our school. Continue to strengthen
                 partnerships and actively include them in school life.

                 Engage in opportunities with the Kāhui Ako to strengthen learning and development opportunities.

                 Establish initiatives which promote learners knowledge and understanding of the environment.

                 Encourage participation and critical thinking to ensure learners know they can affect change for
Environmental
                 a sustainable world.
Sustainability

                 Actively fund, promote and support initiatives which tie to the EnviroSchools programme. Our goal
                 will be green-gold status, the highest award for this programme.

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HOW WE WILL MONITOR AND IMPLEMENT THE PLAN
The following sections outline how we will implement these strategies segmented against each strategic theme:

   ●   Learning
   ●   Hauora | Wellbeing
   ●   Partnerships
   ●   Environmental Sustainability

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LEARNING - Driving a passion for learning
Goals

             Learners will be Innovative, Connected, and Empowered (ICE). They will drive their passion for learning

               Learners will be achieving at or above the New Zealand Curriculum levels for Reading, Writing and
                                                   Mathematics and Statistics

            Learners with learning needs will be supported in their learning so they can progress in relation to the NZ
               Curriculum and fully participate in, and contribute to, the school and their community environment

                     Leverage digital technology to accelerate access to knowledge beyond the classroom

                                    Māori and Pasifika learners are engaged in their learning

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Goals                  Annual Goals
Learners will be       Learners are engaged in authentic personalised learning, meeting individual learning styles and needs. They will achieve to a
Innovative,            high standard promoting lifelong learning
Connected and
                       Learners come to school motivated, enthusiastic, happy and want to learn
Empowered. They
will DRIVE their       Professional Development will promote and                    New Pedagogies for Deep Learning (NPDL) – School wide
passion for learning   support learners’ achievement goals, retain and              (CORE Education three year contract 2018 - 2020)
                       promote high quality teaching and support staff               Relationships | Restorative Practices – School wide (Margaret
                                                                                    Thorsborne)
                                                                                    Writing -School wide
                                                                                    DMIC - School wide
                                                                                                     Achievement Targets
                                                                                  2019              2020               2021              2022
Learners will be       Reading                                                     85%               90%               91%               92%
achieving at or
                       Learners are achieving at or above their expected
above the New
                       level
Zealand
Curriculum levels      Writing                                                     83%               83%               84%               85%
for Reading,           Learners are achieving at or above their expected
Writing,               level
Mathematics and
Statistics             Mathematics and Statistics                                  85%               89%               89%               90%
                       Learners are achieving at or above their expected
                       level
Goal
Learners with special learning needs will be supported in their learning so they can progress in relation to the New Zealand Curriculum and fully
participate in, and contribute to, the school and their community environment

Goal
Leverage digital technology to accelerate access to knowledge beyond the classroom

Goal
Māori and Pasifika learners are engaged in their learning

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Learning | Curriculum Annual Plan
This section details the actions that will be undertaken in 2020 and the expected results for the year. The 2020 review section will be completed by
20 November to enable the Board of Trustees| Leadership to begin the review process.

Goal: Learners will be Innovative, Connected, and Empowered (ICE) – they will DRIVE their passion for learning

How might we ...               To achieve this we will ...           Who ...                 Resources ...           F M A M J J A S O N D
1. Ensure learners are         Connect learning to passions to       Teachers, Parents,      Senior leadership Team,
   engaged in authentic        ensure learning sticks, is explicit   Learners                Curriculum Team,
   learning, meeting           and is connected to our localised                             Teachers
   individual learning         curriculum
   needs, promoting            Form learning partnerships with       Teachers, Parents,      Senior leadership Team,
   lifelong learning           our local community                   Learners                Curriculum Team, Kāhui
                                                                                             Ako
                               Ensure learning has human             Teachers, Parents,      CORE Education,
                               significance - driven by a moral       Learners                UNICEF
                               purpose
                               Provide opportunities for deep     Teachers, Parents,         CORE Education, NPDL
                               thinking, leading to deep learning Learners                   - Lane Clark, School
                                                                                             Kits
2. Ensure learners and         Re-imagine learning by actively       NPDL Focus Team,        NPDL Global Hub Tools,
   staff come to school         promoting creativity and              Teachers, Learners      CORE Education
   motivated, enthusiastic,    divergent thinking (engagement
   happy and wanting to        vs compliance)
   learn                       Use the 6 Competencies with our Staff, Learners, Whanau        Facebook, signage,
                               ICE DRIVER values, with learners                              Celebration of Learning,
                               and community                                                 Bus Tickets, Global Hub
                                                                                             Tools, Staff meetings,
                                                                                             School signage
                               Play Based Learning supports        NPDL Focus Team,          CORE Education, NPDL
                               individual learning needs that will Teachers, Learning        resources, TKI
                               lead into developing project        Assistants, Learners
                               based learning
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3. Ensure Professional      Staff are supported through high    Senior Management,         PLD opportunities
   Development inspires     quality meaningful professional    Focus Teams                related to school goals
   learning partnerships    development to support their
   and supports learning    practice
   programmes               Using the Teaching as Inquiry      Curriculum Leader,
                            Model to inform / share effective   Focus Teams, Teachers
                            practice / learning
                            Active participation within the    Roopu Awhi Rito Lead    CORE Education
                            Kāhui Ako broadens networks        Team, Across School     Nga Peka o
                                                               Teachers, Within School Tauwharekākaho
                                                               Teachers
                            Implement NPDL pedagogy and        Curriculum Focus           CORE Education, NPDL
                            practice                           Team, Leaders of           global website and NZ
                                                               Learning, Focus Teams,     website, NPDL Focus
                                                               Staff                       team

Internal Evaluation
What improvements / initiatives have/have   How do we know? (List evidence using links)      How can we do better? (Next steps)
not made a difference?

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Learning | Mathematics Annual Plan
This section details the actions that will be undertaken in 2020 and the expected results for the year. The 2020 review section will be completed by
20 November to enable the Board of Trustees to begin the review process.

Goal:                Learners are achieving ‘at or above’ their expected New Zealand Curriculum level for Mathematics
ANNUAL Goal:         89% of learners will achieve ‘at or above’ their expected Curriculum level in Mathematics

How might we ...               To achieve this we will ...        Who ...                    Resources ...             F M A M J J A S O N D
1. Ensure learners             Develop authentic rich learning    Teachers                   DMIC Professional
   progress / achieve in       tasks with flexible groupings                                  Development
   Mathematics                 Develop Growth Mindset             Focus Teams, Teachers      Mathematics Focus
                               pedagogy and practices so that                                Team, Jo Boaler, Carol
                               they are consistent throughout                                Dweck, DMIC
                               the school
                               Investigate and initiate target    Mathematics Focus          Professional
                               interventions through teacher      Team, Teachers, LSC,       Development - DMIC
                               inquiry and learning support       Learning Assistants
                               Explore ways to develop            Mathematics Focus          Mathematics
                               partnerships with parents to       Team Curriculum            Workshop, KIT notices
                               support mathematical learning      Leader, Teachers, DMIC
                                                                  Team
                               Ensure mathematics is integrated Mathematics Focus            DMIC Resources, NPDL
                               into the daily teaching and      Team, Teachers, DMIC         Resources
                               learning programme               Team
2. Review mathematics          Undertake self / peer feedback     Mathematics Focus          DMIC, allocated
   programme and its           Triads, professional dialogue in   Team, Parents,             timeframes
   delivery throughout the     team / focus group meetings        Teachers
   school

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3. Embed number               Using Warm Ups and Connect          Mathematics Focus       Professional
   knowledge into the         time in math lessons to support     Team, Teachers,         Development - DMIC
   daily mathematics          learner understanding of number     DMIC Mentors
   programme                  and develop understandings of
                              how this can be used in problem
                              solving
4. Ensure that assessment     Develop assessment practices        Mathematics Focus       Professional
   practices are purposeful   and recording school wide           Team, DMIC Mentors,     Development – DMIC
   and consistent school                                          DP                      Team
   wide
5. Build professional         Explore different professional       Mathematics Focus       Professional
   knowledge and              development opportunities for       Team, Curriculum        Development - DMIC
   capability                 staff to build capacity across the   Leader, DP, DMIC
                              school                              Mentors.

18 Internal Evaluation – Leadership team to coordinate (Please co
mplete by 20.11.18 in preparation for Board strategic planning day on 25.11.1ternal Evaluation – Kim t
Internal Evaluation
What improvements / initiatives have/have       How do we know? (List evidence using links)     How can we do better? (Next steps)
not made a difference?

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Learning | Literacy Annual Plan
This section details the actions that will be undertaken in 2020 and the expected results for the year. The 2020 review section will be completed by
20 November to enable the Board of Trustees to begin the review process.
Goal:                Learners are achieving ‘at or above’ the New Zealand Curriculum levels for Reading and Writing
ANNUAL Goals:        90% of learners will achieve ‘at or above’ their expected Curriculum level in Reading
                     83% of learners will achieve ‘at or above’ their expected Curriculum level in Writing

How might we ...               To achieve this we will ...          Who ...                  Resources ...             F M A M J J A S O N D
1. Ensure learners             Use professional readings to         Literacy Focus Team,     Professional readings
   progress / achieve in       upskill literacy team, and then      Teachers
   Reading and Writing         extending to learning teams
                               Obtain school-wide learner voice     Literacy Focus Team,     Writing survey
                               by conducting writing surveys        Teachers
                               May and Oct
                               Track the support and progress       Literacy Focus Team,     School-wide literacy
                               of at risk / target learners         DP, Team Leaders, LSC    tracking document
                               throughout the year
                               Use the Literacy Learning            Literacy Focus Team,     MoE Literacy Learning
                               Progressions to set goals and        Teachers                 Progressions
                               plan strategically for reading and
                               writing
2. Consolidate school          Review 2019 spelling guidelines,     Literacy Focus Team,
   spelling programmes         including Liz Kane approach          Teachers
                               Implement changes
3. Develop and implement       Employ writing expert eg             Literacy Focus Team,     Professional
   local Literacy              Heather McQuillan to coach the       Teachers, Learning       Development
   Curriculum and              Literacy Team through local          Assistants, Expert       opportunities, Staff
   Assessment guidelines,      curriculum development and to        Teacher, Curriculum      meetings
   using NZ Curriculum         upskill staff.                        Leader
   levels

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                             Employ reading expert, eg Joy      Literacy Focus Team,        Professional
                             Allcock, Liz Kane, to coach the    Teachers, Learning          Development
                             Literacy Team through local        Assistants                  opportunities, Staff
                             curriculum development and to                                  meetings
                             upskill staff.
4. Promote parent            Provide information in NE          Literacy Focus Team,        Scheduled times
   awareness of ways in      meetings, Powerful Connections,    Curriculum Leader,
   which they can support    Partnership Education              Teachers
   literacy learning at
   home
5. Ensure that our           Read, write, speak and listen to   Literacy Focus Team,        Professional Readings
   bi-cultural identity is   Te Reo Māori as part of everyday   Cultural Team, Staff         Mātauraki Mahaanui
   woven into all areas of   teaching and learning
   the curriculum through
   literacy
6. Continue to explore and   Use professional readings to       Literacy Focus Team,        Professional Readings
   implement successful      upskill literacy team, and then    Cultural Team, Staff
   initiatives to enhance    extending to learning teams
   our literacy programme    Implement the Junior School        Literacy Focus Team,        Professional
                             Literacy approach                  Kōwhai / Mānuka / Tī        Development
                                                                Kōuka Teachers
                             Learning Support                   Literacy Focus Team,        Professional
                             implementation of Quick 60         Learning Support            Development,
                             programme to accelerate            Coordinator                 Professional readings
                             reading and writing

Internal Evaluation
What improvements / initiatives have/have     How do we know? (List evidence using links)             How can we do better? (Next steps)
not made a difference?

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Learning | Learning Support Annual Plan
This section details the actions that will be undertaken in 2020 and the expected results for the year. The 2020 review section will be completed by
20 November to enable the Board of Trustees to begin the review process.

Goal:                 Learners with learning needs are supported in their learning so they can progress in relation to the NZ Curriculum and
                      fully participate in, and contribute to, the school and their community environment

How might we ...                To achieve this we will ...         Who ...                Resources ...                F M A M J J A S O N D
1. Support staff and             Endeavour to allocate Learning      Learning Support       Budget allocations,
   learners to achieve the      Assistant support to communities    Coordinator (LSC),     Professional Development
   target of 83% in writing –   with specific target requirements    Deputy Principal       Plan 2020
   particularly focusing on                                         (DP)
   boys writing and 89% in
   Mathematics                  Encourage Learning Assistants to LSC, DP, Learning         Professional Reading,
                                attend staff professional         Assistants                Budget allocation,
                                development and provide any PD                             Resource Teacher of
                                required and relevant                                      Literacy (RTLit), Resource
                                                                                           Teachers of Learning and
                                                                                           Behaviour (RTLB), Teacher
                                                                                           Only Days (TOD), Mana Ake
                                Have efficient monitoring             Leaders of Learning,   Learning Support register
                                systems in place to track the       DP, LSC
                                progress of learners.
2. Initiate and engage in       Meet twice a term as a Pastoral     LSC, DP                Support Agencies
   effective                     Care Team (RTLB, Public Health
   communication with           Nurse, Canterbury District Health
   parents, staff and            Board Reps, Mental Health, Mana
   support agencies to          Ake)
   obtain the best              Ensure that communication           LSC, DP, Agencies,     SLD database
   outcomes for our             between all stakeholders is         Teachers
   learners                     purposeful, efficient and timely

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                              Open door policy for parents to    LSC, parents,
                              meet with LSC                      teachers
                              PD through Ministry of Education   Ministry of           LSC induction days
                              workshops around the role of       Education             Workshops
                              LSC and how this can be utilised   LSC
                              to best support our learners.
3. Ensure that staff are       Provide professional               LSC, DP               Funding, RTLB, Outside
   aware of the latest        development and readings on                              Agencies, Staff Meeting
   pedagogy and practice      Specific Learning Difficulties and
   in relation to Specific     strategies which promote
   Learning Difficulties        learning
4. Provide effective           Ensure that Learning Assistants    LSC, Learning
   support programmes         consolidate their knowledge and    Assistants
                              practice of support programmes
                              through PD and peer support
                              Monitor the accelerated progress   LSC, DP, Leaders of   Learning Support Register
                              of learners                        Learning              Achievement data
                              Meet fortnightly with Learning     LSC, LAs
                              Assistants to discuss
                              programmes and learner
                              progress.
                              Meet twice per term with           LSC, DP, Leaders of   DOTT time
                              teaching teams to                  Learning
                              discuss/evaluate learner
                              progress, programmes and next
                              steps.
5. Ensure all learners        Implement systems for              LSC, DP, Leaders of   Learning Support Register,
   needing additional         identification and documentation    Learning              Clarification of Concern
   support or extension are                                                            forms, eTAP, Specific
   catered for                                                                         Learning Difficulties
                                                                                       register, shared junior
                                                                                       reading plans

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                            Review Gifted and Talented           LSC DP, Leaders of    Funding for review with NZ
                            Programmes                           Learning              Centre for Gifted Ed
                                                                                       (NZCGE)
                            Utilise staff and community           Staff, Gifted and      Funding
                            passions and strengths with          Talented
                            enrichment programmes –              Coordinator
                            academic, cultural and sports
                            events
                            Provide opportunities for learners   Gifted and Talented   Funding
                            to enter competitions and            Coordinator, Staff
                            socialise with like-minded
                            learners

Internal Evaluation
What improvements / initiatives have/have not   How do we know? (List evidence using links)      How can we do better? (Next steps)
made a difference?

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Learning | e-Learning Annual Plan
This section details the actions that will be undertaken in 2020 and the expected results for the year. The 2020 review section will be completed by
20 November to enable the Board of Trustees to begin the review process.

Goal:                 Leverage digital technology to accelerate access to knowledge beyond the classroom

How might we ...               To achieve this we will ...           Who ...                  Resources ...           F M A M J J A S O N D
1. Use strategies to           Implement thinking tools and          e-Learning Team,         Team Meetings,
   engage and motivate         strategies through e-Learning         Teachers                 Robotics, Staff Meetings
   learners and to connect     practices
   to local and global         Use digital technologies to           e-Learning Team,         Team Meetings, Staff
   sources, to amplify         support collaborative practices in    Teachers                 Meetings
   learning                    authentic and purposeful ways –
                               including teacher planning,
                               movie making, assessment
                               reporting and recording
                               Increase use of digital media         e-Learning Team,         Team Meetings,
                               (movie making, photography,           Teachers, Learners       DigiAwards, Technology
                               learner blogs) to allow for learner                            competitions
                               reflection, creation of content
                               and authentic sharing of learning
                               with the community

                               Foster a high degree of digital       e-Learning Team,         Team Meetings, Staff
                               citizenship and personal safety       Teachers, Learners       Meetings
                               for all learners (and adults)
                               Scaffold learning processes            e-Learning Team,         Team Meetings
                               using digital tools                   Teachers, Learners
2. Improve pedagogical         Use the SAMR model to improve         e-Learning Team, Staff,   Team Meetings, Staff
   understanding of staff to    areas of teaching and learning by     Learners                 Meetings
   ensure learners are         using technology
   engaged in 21st Century     Use devices effectively and
   learning                    appropriately to amplify learning
                               Facilitate learner access that
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                              enables timely and accurate
                              feedback for learning
                              Participate in professional         e-Learning Team     Heath (facilitator)
                              development opportunities
                              sharing learning across
                              professional teams
                              Work through modules from Kia       e-Learning Team,    Team Meetings, Staff
                              Takatū ā-Matihiko to upskill        Teachers            Meetings
                              teachers to deliver the revised
                              technology curriculum
3. Reflect and review this     Use ‘The strategic thinking         e-Learning Team     Strategic Roadmap
   action plan to continue    roadmap’ to identify current
   progress in 2021           areas of strength and weakness
                              across the school, and to
                              highlight areas of focus for the
                              future
4. Ensure learning needs      Maintain TELA+ leases for staff,     e-Learning Team     TELA, SmartNet
   across the school are      and iPad leases to ensure
   supported by               equitable access throughout the
   well-maintained            rest of the school
   technical infrastructure   Continue with software updates
                              and server maintenance
                              Develop age-appropriate digital     e-Learning Team,    Budget allocations
                              citizenship skills across school,   Teachers
                              including an understanding of
                              online safety
                              Continue use of FamilyZone to       e-Learning Leader   LineWize, SmartNet
                              monitor internet usage - look at
                              use of FamilyZone for parents /
                              whānau

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Internal Evaluation
What improvements / initiatives have/have   How do we know? (List evidence using links)   How can we do better? (Next steps)
not made a difference?

                                                                                                                               24
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Learning | Cultural Annual Plan
This section details the actions that will be undertaken in 2020 and the expected results for the year. The 2020 review section will be completed by
20 November to enable the Board of Trustees to begin the review process.

Goal:                Māori and Pasifika learners are engaged in their learning

How might we ...               To achieve this we will ...          Who ...                  Resources ...             F M A M J J A S O N D
1. Continue to develop         Continue to celebrate diversity      All Staff                 Resources relating to
   Teacher Knowledge /         deliberately and visibly so that                              events
   Resources for Teaching      learners feel affirmed in their
                               identity
                               Continue to embed school             Teachers, Learners       Shared resource folder
                               portfolio of waiata and karakia                               of waiata and karakia
                               with confidence and in
                               recognition of tikanga / formality
                               Continue to provide                  Teachers, Learners       Template for pepeha /
                               opportunities for staff and                                    mihi, opportunities for
                               learners to present their mihi so                             staff practice eg.
                               they feel confident introducing                                Celebration of Learning
                               themselves in te reo Māori                                    Cultural Events
                               Make explicit links between          Teachers                 Review school Cultural
                               school, values, staff actions and                              Responsiveness
                               the Code of Standards | Conduct                               document
                               Staff Professional Development        All Staff                 Cultural Team -
                               opportunities to learn local                                  Taumutu
                               history and tikanga                                           workshops/staff
                                                                                             meetings
2. Develop Tikanga /           Engage with whānau, Mātauraka        Focus Team               Taumutu Education
   School-wide Practices       Mahaanui (Kāhui Ako) and                                      Committee and
                               Taumutu Education Committee                                   Mātauraka Mahaanui
                               regularly                                                     team
                               Continue to embed our Cultural       Teachers                 Cultural Narrative
                               Narrative (in our planning and
                                                                                                                                                  25
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                           practice). Ensure staff access, use                          Mātauraki Mahaanui
                           and understand.
                           Introduce the school specific
                           cultural narrative in collaboration
                           with Mātauraki Mahaanui
                           Continue to develop our school        All Staff, Learners,   Shared resources re
                           tikanga; confidence and                Whānau                process and role of the
                           recognition of cultural process                             differing tikanga
                           and formalities such as Mihi
                           Whakatau at the beginning of
                           each term
                           Poroporoaki protocols for staff /
                           learners leaving at end of term /
                           year
                           Combined Kāhui Ako BoT Mihi
                           Whakatau at the beginning of
                           each year
                           Ensure our Year 4 learners            Year 4 Teachers,      Language practice,
                           experience a marae visit at Nga       Cultural Team         Taumutu Educational
                           Moki Marae                                                  Committee
                           Developing cultural networks          Staff                  Kāhui Ako course - Te
                           with Kāhui Ako schools - ongoing                            Ope Hautu 2020
                           Kāhui Ako involvement                                       Mātauraki Mahaanui
                           Develop a system to document          All Staff              Celebrations of
                           and highlight the variety of                                Learning sharing
                           teaching and learning                                       learning
                           opportunities in each group in
                           terms of school tikanga and
                           cultural responsiveness
3. Promote Bicultural      Promote visible celebrations and Fab 5 Leader, Learners     Community expertise,
   Learning Environments   affirmation of cultural identity and                          Mātauraki Mahaanui
                           history through site artworks -
                           murals, bi-cultural signage,

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                            whanau engagement
                            Engage kapa haka tutors            Cultural Leader         Kapahikita Trust,
                            providing regular high quality                             Funding
                            kapa haka tutelage for our group
                            to ensure they are capable of
                            representing our school with
                            pride in local events

Internal Evaluation
What improvements / initiatives have/have not   How do we know? (List evidence using links)     How can we do better? (Next steps)
made a difference?

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Hauora | Wellbeing - We care for our community

Goals

                            The D.R.I.V.E.R. values are the culture of our school community

                    The wellbeing of learners, staff and community is actively valued and prioritised

                                    Attract, retain and grow a high performing team

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Hauora | Well being Annual Plan
This section details the actions that will be undertaken in 2020 and the expected results for the year. The 2020 review section will be completed by
20 November to enable the Board of Trustees to begin the review process.

How might we ...               To achieve this we will ...          Who ...                   Resources ...               F M A M J J A S O N D
1. Ensure current systems      Continue to prioritise staff          Teachers, DP              Professional
   and practices actively      training supporting and                                        Development - 5
   monitor and support         enhancing existing Restorative                                 teachers, (Margaret
   Hauora | Wellbeing          Practices, complimenting our                                   Thorsborne)
                               schoolwide Relationships plan
                               Ensure consistency of systems        Teachers, Pastoral Care   Bus tickets, certificates,
                               and procedures are known by all,     Team, Community           prizes, Whānau Hui
                               easy to understand to support        members                   workshop, PB4L, School
                               hauora and wellbeing                                           wide Communications,
                                                                                              Community Workshops
                               Raise the Wellbeing @School          Hauora Team, Teachers,    NZCER Well Being@
                               measures for years 5 - 11 learners   DP                        School survey, Kāhui
                               by an average of 10% across                                    Ako support
                               schoolwide community aspects
                               each year
                               Gather and share evidence from       AST and WST, Hauora       AST for Wellbeing, 360
                               Relationships and Wellbeing          Team                      Evaluation Tool
                               school-wide 360 Evaluation Tool
                               Continue to explore and              Hauora Team, Teachers     PLD – school visits
                               implement a Growth Mindset
                               practice
                               Learn, teach, embed common           Hauora Team, Staff,        Zones of Regulation
                               wellbeing language across the        Student Exec              resource, Mana Ake
                               school
                               Staff are familiar and understand     Teachers, DP              SchoolDocs, Principal,
                               relevant key policy and                                        DP
                               procedures (SchoolDocs)

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                              Investigate and explore effective      Key teachers, Within     Community of Learning
                              transitions for all learners with a   School Teachers (Kāhui   | Kāhui Ako, Across
                              transition target of a 12%            Ako)                     School Teachers (Kāhui
                              increase each year from 2019 -                                 Ako)
                              2021 who are transitioning well
                              (Refer to Achievement Challenge
                              Document)
2. Development of a           Decide on and implement a             Hauora Team, Teachers,   Grow Waitaha
   Hauora programme           wellbeing model                       DP                       Community of Practice
   within PE and Health
   curriculum to meet         Build capacity with mindfulness       Tracey, Anna, WST,       Professional
   increasingly diverse       practices implementing a              Hauora Team              Development
   needs                      practical school wide
                              programme
3. Provide opportunities to   Continue to provide                   Hauora Team              CoL | Kāhui Ako,
   support our community      opportunities for whānau hui                                   Resiliency workshop,
   with Mental Health         workshops on mental health                                     Kāhui Ako Hui, Mana
   challenges                 collaborating with Kāhui Ako                                   Ake
                              schools and settings
                              Establish shared knowledge of         Kāhui Ako Lead,          Kāhui Ako Hui, Mana
                              initiatives and available resources   Pastoral Care team,      Ake
                              e.g. Mana Ake, WellBeing              Learning Support
                              Community of Practice, Leading        Coordinator
                              Lights etc
4. Attract, retain and grow   Explore current and establish         Staff, Pastoral Care      Kāhui Ako resources
   a high performing team     future opportunities to promote       Team, Teachers, Across   Celebration of Learning
                              and celebrate wellbeing within        School Teachers
                              the school and across the Kāhui       Within School Teachers
                              Ako e.g. teachers hauora weeks,
                              shared hui, healthy habit
                              celebrations, conferences,
                              Connect Weeks
                              Ensure effective and relevant          Leadership               Budget 2020
                              professional development meets
                              the needs of staff and school as
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                            identified in the Strategic Plan,     Professional
                            achievement data and appraisal       Development Strategic
                            processes                            Plan
                            Consolidate staff induction           DP, Leaders of
                            processes                            Learning, Teachers
                            Distribute leadership to enhance,    Principal, DPs, Leaders    Professional
                            acknowledge and empower              of Learning, Unit          Development
                            individual strengths and areas for   holders                    opportunities
                            development - We will ‘Grow                                     Kāhui Ako
                            Leaders’
                            Continue to acknowledge the          Principal, Board           TeachNZ
                            career pathway for Advanced
                            Classroom Expertise Teachers
                            (ACET)
                            Provide options for an alternative   Across School Teacher      Kāhui Ako
                            career pathway through Kāhui         positions, Within School
                            Ako opportunities                    Teacher positions
                            Continue to promote our school    Principal, Board,             University of
                            as an attractive career option    Associate and Mentor          Canterbury, Local
                            supported by a comprehensive      Teachers                      Associations, Teaching
                            induction and mentoring                                         Council NZ
                            programme for all especially
                            Provisionally Registered Teachers

Internal Evaluation
What improvements / initiatives have/have not   How do we know? (List evidence using links)        How can we do better? (Next steps)
made a difference?

                                                                                                                                        31
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Partnerships - Strong community engagement enhances opportunities for learning
Goals

               Collaborative practices enhance learners’ engagement, learning and educational success

                          Continue to implement the fit for purpose communication strategy

             To strengthen connections and engagement with our Maori / Pasifika whānau and communities

              To connect /engage with Kāhui Ako to develop new learning and development opportunities

           Collaborative practices enhance learners’ engagement, learning and educational success

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Partnerships Annual Plan
This section details the actions that will be undertaken in 2020 and the expected results for the year. The 2020 review section will be completed by
20 November to enable the Board of Trustees to begin the review process.

How might we ...               To achieve this we will ...         Who ...                    Resources ...             F M A M J J A S O N D
1. Continue to ensure our      Review, refine and enhance           Board, Principal, Senior   Funding, Surveys,
   communications have a       existing communication plans,       Leadership, Staff,          Professional
   purpose, are effective       incorporating eTAP initiatives      Parents                    Development - eTAP
   and efficient, specific        (parent portal) and continue to                                training
   and informative             make improvements
2. Enhance positive            Engage with our Māori and           Principal, Cultural Team, Taumutu Rūnanga,
   partnerships with our       Pasifika whānau guiding school       Teachers                  School Community
   Māori and Pasifika           direction and initiatives
   whānau, actively            Enhance connections with            Teachers                   Taumutu Rūnanga
   engaging them in            Tāumutu Rūnanga
   school life
3. Report to parents on        Review current practice and         Principal, Deputy          MoE site, Educational
   learner progress and        policy implementing the New         Principal                  businesses, websites,
   achievement                 Zealand Curriculum levels into                                 Evaluation Associates
                               assessment / achievement
                               practices
4. Continue to effectively      Review and enhance current          Friends of West Melton Community Support
   promote West Melton         practices introducing initiatives   School (FoWMS), Board, Website
   School to the wider         promoting the school, whilst        Staff, Promotions Officer
                                                                                          Social media
   community                   supporting FoWMS and local
                               businesses
5. Strengthen partnerships     Expect teachers to actively         Staff, Board                Kāhui Ako Achievement
   / networks within our       support Kāhui Ako Achievement                                  Challenge document,
   Kāhui Ako and other         Challenges and initiatives                                     Across School
   educational                                                                                Teachers, Within School
   organisations to benefit                                                                    Teachers
   and support our
   learners

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                            Showcase and share best            Grow Waitaha, Learning
                            practice within the educational    Support – RTLB, MoE,
                            sector                             Oranga Tamariki
                            Build leadership pathways for                               Across School
                            learners and staff                                           Teachers, Within School
                                                                                        Teachers

Internal Evaluation
What improvements / initiatives have/have      How do we know? (List evidence using links)       How can we do better? (Next steps)
not made a difference?

                                                                                                                                      34
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Environmental Sustainability - To be recognised as an Enviro-School
Goals

            To promote and enhance learners’ knowledge and understanding of the environment and ecosystems

             Learners will understand their relationships with, and their impact on, change to global ecosystems

                  To achieve green-gold status within the Environmental programme by December 2020

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Environmental Sustainability Annual Plan
This section details the actions that will be undertaken in 2020 and the expected results for the year. The 2020 review section will be completed by
20 November to enable the Board of Trustees to begin the review process. The objectives (The ‘How might we’…) are derived from the five
Enviroschool Guiding Principles.

How might we ...               To achieve this we will ...         Who ...                   Resources ...             F M A M J J A S O N D
1. Ensure our learners are     Seek and respect their unique       Board, Whanau, Staff       Learners, staff and
   Empowered, enabling         perspectives for the knowledge      Enviro Leader             whānau, Matt Stanford
   them to participate in a    and insight that they bring, and                              (Enviroschools)
   meaningful way in the       support the learners to take
   life of their school        action for real change
2. Ensure the principle of     Empower staff to empower             Board, Whanau, Staff,      Staff meeting PD, admin
   Learning for                learners to make a difference to     Enviro-leader, NPDL       meeting snippets,
   Sustainability              local, national and global issues   leader                    incorporation of the
   recognises the types of     around sustainability and the                                 enviro schools guiding
   teaching and learning       environment                                                   principles into
   that foster learner                                                                       school-wide planning.
   empowerment,
   decision-making, action
   and sustainable
   outcomes
3. Embed the principle of      Refer to cultural action plan (above)
   Māori Perspectives and
   honour the status of
   tangata whenua in this
   land and the value of
   indigenous knowledge
   in enriching and guiding
   learning and action
4. Respect the Diversity of    Refer to cultural action plan (above)
   People and Cultures
   and acknowledge the
   unique gifts,
   contributions and
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   perspectives of
   individuals and groups,
   reinforcing the need for
   participatory
   decision-making in
   Enviroschools
5. Sustainable                To achieve this we will review our   Board, Whanau,
   Communities act in         Vision Map by the end of             Enviro-leader,
   ways that nurture          February 2020 and use this to        Enviroschools leader,
   people and nature, now     inform our future actions            Learners
   and in the future, to
   maintain the health and
   viability of our           Continue with previous measures Staff, Board,
   environment, society,      introduced across the school to   Enviro-Leader, Principal
   culture and economy        maintain the health and viability
                              of our environment, society,
                              culture and economy.

Internal Evaluation
What improvements / initiatives have/have not     How do we know? (List evidence using links)   How can we do better? (Next steps)
made a difference?

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