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
1
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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2
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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3
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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4
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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5
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?
1415
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?
1617
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?
1819
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
1920
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
2021
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?
2122
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
2223
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
2324
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?
2425
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
2526
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,
2627
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?
2728
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
2829
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)
2930
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
3031
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?
3132
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
3233
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
3334
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?
3435
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
3536
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
3637
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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