Strategic Plan

Goal setting conversations
include actions and are based
on utilising known strengths.

Learning programmes have
appropriate challenge and
stretch for students.

Students learn about mindset
and resilience as an important
part of learning (emerging).

Learning surveys and maps
show developing learner agency
(ongoing).

Evidence of active teaching and
learning practices in every day
class programmes
(ongoing).

Goal setting conversations
include actions and are based
on utilising known strengths.

Learning programmes have
appropriate challenge and
stretch for students.

Students practice mindset and
resilience strategies as an
important part of learning
(Developing).

Learning surveys and maps
show developing learner agency
(ongoing).

Evidence of active teaching and
learning practices in every day
class programmes
(ongoing).

Goal setting conversations
include actions and are based
on utilising known strengths.

Learning programmes have
appropriate challenge and
stretch for students.

Students can articulate how
mindset and resilience is an
important part of learning
(embedded).

Learning surveys and maps
show developing learner agency
(ongoing).

Evidence of active teaching and
learning practices in every day
class programmes
(ongoing).

Strengthen the systems,
practices, and environments that promote positive behaviour for
learning

Behaviour data is used
effectively to inform practice
(developing).

Positive behaviour for learning
lesson structure for Kind and
Respectful value embedded
across all school contexts.

Behaviour lessons for Striving
value are written.

Responsive classroom and
support programmes enable all
of our students to learn and
flourish (ongoing review).

Teaching for Positive
Behaviour Checklist- teachers
set an initial individual goals
(emerging).

Individual behaviour plans,
Restorative and Check In, Check out practices are incorporated for distressed learners (ongoing)
UBRS PD for all teaching staff
(emerging).

Behaviour data is used
effectively to inform practice
(embedded).

Behaviour lessons for Striving
are embedded across school.

Lessons that unpack
Creative/Curious and self
belief values are written.

Responsive classroom and
support programmes enable all
of our students to learn and
flourish (ongoing review).

Teaching for Positive
Behaviour Classroom.

Checklist- teachers set
individual goals (developing)
Tier Two PB4L interventions
are introduced.

Individual behaviour plans,
Restorative and Check In, Check out practices are incorporated for distressed learners (ongoing).

UBRS PD for all teaching staff
(developing).

Behaviour data is used effectively to inform practice.  Improvement in overall behaviour trends over three years.

Behaviour lessons for all
values: Kind and Respectful,
Striving, Creative/Curious and
Self Belief values are
incorporated across school, and
updated frequently.

Responsive classroom and
support programmes enable all
of our students to learn and
flourish (ongoing review).

Teaching for Positive
Behaviour Checklist- teachers
set individual goals (embedded).

Tier Two PB4L interventions
are developed Individual behaviour plans, Restorative and Check In, Check out practices are incorporated for distressed learners (ongoing).

UBRS PD for all teaching staff
(embedded).

Take an active and reciprocal
role within the Kāhui Ako,
continuing to work towards the
goals in the Achievement Plan.

Enable our Within School Lead
to attend Kāhui Ako PD and to
share learning with colleagues
(ongoing).

Ensure our community is
informed about our reporting
and conferencing process.

Parent education session: junior
reading and parent tutors in
reading.

Parent Consultation hui: Health
Curriculum.

Active engagement with all
families- using a range of
modes.

Inform parents when their
children are involved in
intervention programmes/practices and seek to develop a partnership
that supports progress
(template letter).

Rōpu Whānau meetings are
re-established

Parents know how to actively
participate in learning
conferences.

Parent education sessions are
hosted if possible within the
Covid-19 protection
framework: Internet safety, reading, play based and inquiry learning
(TBC).

Parent Consultation hui: Health
Curriculum.
Active engagement with all
families using a range of modes.

Inform parents when their
children are involved in
intervention programmes/practices and seek to develop a partnership
that supports progress.

Rōpu Whānau meetings

Review our Cultural
responsiveness statement in
partnership with Taranaki
whanui to ensure it aligns with
best practice.

Review our reporting and
conferencing processes with a
Reference Group. 

Parent Consultation hui: Health
Curriculum.

Parent Consultation Hui:
School Charter, Strategic Plan.

Inform parents when their
children are involved in
intervention programmes/practices and seek to develop a partnership
that supports progress

Rōpu Whānau meetings

Advance our collective
understanding of Aotearoa’s
bicultural heritage,

Champion te reo me ona tikanga Māori as part of our everyday learning experiences

Participate in Kura Ahurea
cultural support PLD
programme (Year 1).

Incoporate Level 1 Te reo
language lessons across the
school.

Learn about some of the local
historical narratives (emerging).

Introduced Ako Panuku and Taku
Reo tools in term 4 2021.

Participate in Kura Ahurea
PLD programme (Year 2).

Incorporate Taumata 1 and 2 te
reo language lessons across the
school.

Learn about more of the local
historical narratives and
incorporate these in our
teaching and learning
programmes (developing).

Measure student progress in te
reo Māori using NZCER Te Reo Assessment

Use Ako Panuku and Taku reo
tools to measure bicultural
practice/visibility of te reo

Participate in Kura Ahurea
PLD programme (Year 3).

Incorporate Level 1, 2 and 3 te
reo language lessons across the
school.

Review our Te reo Māori lesson
progression.

Ensure we have a progression
of narratives across the school
(embedded).

Measure student progress in te
reo Māori using NZCER Te
Reo Assessment.

Continue Ako Panuku and
Taku reo tools to measure
bicultural practice/visibility of
te reo