Charter 2019-2021 - Lynmore Primary School
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Charter 2019-2021
School Description
Lynmore School (Te Kura o Owhatiura) was established in 1956. It is a popular primary school in Rotorua catering for children from Year 0 -Year 6.
There is a school bus for children living at the Lake Okareka and Lake Tarawera but most children either walk or are driven to school each day. The
school has an enrolment zone, in 2018 the roll is predicted to range between 630–700.
Most children attend an early childhood centre before starting at Lynmore School and there are several in the area from which parents choose from.
When children leave Lynmore School at the end of year 6 children most attend the local intermediate (Mokoia). Lynmore is part of the Rotorua East
Community of Learners and has been proactive in being a pilot school for PACT from December 2014, this our main summative and formative
assessment tool for teachers and student. We are pleased to see the progress aspect of PaCT being further developed. Michael Absolum continues
to work with the Kāhui Ako as an expert partner. Work has commenced on a Kāhui Ako wide approach to local curriculum and the curriculum
mapping tool coherent pathways as a basis for Kāhui Ako wide graduate profile.
The whanau groups have enabled more opportunities for tuakana teina and student leadership was successful. 2019 will see a focus on developing
school leaders across the school with opportunities for achievement awards and house group leadership. The FISH Philosophy of interacting with
our community, students and colleagues has been adopted. PB4L will be central to much of our PLD for 2019 again and the school has also
employed a full time Kaiawhena to support Tikanga and Te Reo Maori across the school. Play based learning is being undertaken in Year 0-2 and
teachers are involved in inquiry around its development. The school continues to focus on Future Focussed Learning and is undergoing a local
curriculum redraft with thinking, creativity and science at the centre embedded in local contexts with the strong support of our local hapu Te Roro o
Te Rangi who as part of iwi partnering with Kāhui Ako initiative are running the Ōtauira programme and supporting the development of local
contexts.
Lynmore School has a range of property provision but there is currently not enough adequate quality classroom space available to students and
staff. 6 old prefabs were removed in late 2018 and an updated plan is underway although the pace of that work has been very slow this term. The
school has a school hall with mezzanine floor and multi purpose room, a heated swimming pool, an administration block, a library/resource centre,
purpose built gymnasium, BoT funded Cultural Centre for music and dance and a variety of outside storage areas. The school grounds are attractive
and well maintained. They include a native bush area called Waitawa bush which children can use for environmental studies and which also contains
a pump bike track. The school has a focus on health and sport, dance, swimming and cultural activities including waka ama.
1Vision Statement
Under review with the community March 2019
Our Values
Aroha Courage Integrity Curiosity
Cultural Diversity and Māori Dimension
The school will incorporate Te Reo (language) and Tikanga Māori (Māori culture and protocol) into the school’s curriculum.
● Te Reo programme across the school.
● Te Reo / Tikanga Maori incorporated into staff meetings and B.O.T. meetings.
● A set programme will be used as a basis for instruction and development in all classrooms.
● School waiata and haka in school assemblies is weekly, NPEW Rotorua a great place to learn song has also been adopted as a regular feature of school
assemblies.
● Teams will have programmes incorporating visits to marae or places of cultural importance, visits.
● Ongoing professional development for teachers
● Marae stays for staff and students
● Whanau groupings based on local puna names for all staff and students
● Te Reo Māori PLD (Ōtauira, Wananga level 1, 2, 3, 4 and 5, He Kete Taituarā)
● Employment of a full time Kaiawhena
● Local curriculum contexts
The Board will take every opportunity to consult with our Māori community through:
❖ B.O.T. representation – kaumatua co-opted onto BoT
❖ School annual report on Māori achievement.
❖ The close links developed and maintained with Te Roro o Te Rangi hapu.
If a parent requests a higher level of Te Reo Māori and Tikanga Māori the staff and family will explore opportunities that may include one or more of the following:
➢ Dual enrolment with the correspondence school.
➢ Provide further opportunities through the child’s classroom activities through taped resources, computer programmes and resources etc.
➢ Using local resource people who are willing to assist and who have the expertise including the Lynmore School Whanau Support Group.
2➢ The school/teacher may be supported to seek advice etc from local Kura/Kāhui Ako
➢ Discussions and meetings with other schools that offer greater levels of Māori Medium education
➢ Discussions and meetings with external Maori Advisors for guidance and support
➢ If requests are made for higher levels of Te Reo Maori and Tikanga Maori for many students, through in-depth discussions and meetings, the
school will consider establishing a bilingual/partial immersion unit
Baseline Data or School Context
Māori Engagement and Achievement In February, 2019 the school context in terms of ethnicity is 20% NZ Maori and 12% Asian,
Ensure all Māori learners have a sense of belonging in the the majority of other students (64%) are NZ European, the remaining 4% of students are
school and experience academic growth and success as from all over the world, many being MELAA. The school is zoned.
Māori.
The school-wide environment is beginning to reflect more of a sense of Te Ao Māori, with
Well Being for Success an emphasis on signage in Te Reo and other languages. 2017 achievement has dipped
Manage the learning setting to ensure access to learning with significant drop in Writing overall. However, in spite of this PLD in 2017 -2018 will
for all and to maximise learners’ physical, social, cultural focus on science thinking and the development of core subjects through other contexts
and emotional safety including the depth and complexity frameworks.
Student Engagement and Achievement Teacher action inquiry is moving towards a collaborative inquiry approach.
Teach in ways that ensure all learners are making Development of leadership in our teachers and students is an important focus.
sufficient progress, monitor the extent and pace of Evaluative and instructional capability through structured data conversations (John Hattie)
learning, focusing on equity and excellence for all
● Use the PACT tool for reading, mathematics and writing in Term 2 and Term 4
Being a future focused school ● Across cluster SENCo group established in Kāhui Ako
Teach in ways which enable learners to learn from one ● ESOL support in classes continues
another, to collaborate, to self-regulate, and to develop ● Literacy enrichment programmes in place of Reading Recovery
agency over their learning ● Focus on science and thinking, depth and complexity concepts
● Development of local curriculum with iwi support
● Curriculum coherent pathways – graduate profile
PLD for 2019:
● Kāhui Ako – Rotorua East cluster continues
● Transitions to school cluster programme continues (Kakano)
● Incredible Years Programme – RTLB/MoE
● PB4L – 2nd year
● Future Focussed Learning - Depth and Complexity
3Review of Charter and Consultation Curriculum survey 2019, RE survey 2019, Health survey 2020
Personnel The board will continue to appoint ● Appraisal processes will remain the focus of teacher ongoing development and
the best person for the position. building teacher capacity through a collaborative inquiry approach.
● Peer and leader appraisals will expect teachers and leaders to be highly reflective and
open to change and that teachers will have more responsibility in driving their own
appraisal processes using spirals of inquiry.
● Leadership rubric – Education Council
● Deputy Principal and the Principal will continue to have external appraiser’s.
● Full time Kaiawhina will be appointed
Property The new 5/10-year property plan All property projects will be managed by project managers and expressions of interest and
has been updated to reflect the tenders will be called for.
current work to solve the prefab
issues on site. ● 5 YPP- all projects to be completed with MoE by Darryl Church Architecture and
Lynmore School BoT in 2018
Ongoing water tightness issues with ● Updated plan in 2019.
the gymnasium continue. ● 6 of the old poor quality prefabs have been removed
● Work on new block planning has started but is slow.
● Weathertightness programmes for gym established
● Waitawa Bush re-development – new signage, new picnic area.
● Junior playground (PBL) area updated and refreshed
● New/additional signage around the schooling line with PB4L programme
Finance All financial systems will continue to ● Regular monitoring of finance will continue and be in line with school policies and
be reviewed. procedures.
● The school community, the board, students and staff will fundraise for the following: TV
Regular monitoring of financial station across each of the rooms, refresh to junior area, teacher classroom art
transactions will continue and be in materials.
line with school policies and ● Staffing is tight – the ability to run additional support programmes across the school is
procedures. minimal as we now need a full time SENCo which is eating into staffing.
Facilities hire continues
Banked staffing carefully monitored.
4Strategic Goals 2019- 2021
‘A System that Learns’
Build evaluative Māori success as Māori Wellbeing for Success Educationally Localised Curriculum
capability to build Whakawhanaungatanga powerful partnerships
effective leaders Whakapapa
Wairua
Manaaki
Aim: To grow professional Aim: Māori students know Aim: To improve the mental, Aim: to develop strong Aim: To grow a
practice across all levels of their potential and feel emotional, physical and partnerships, based on a collaborative, future-focused
the system supported to set goals and spiritual wellbeing of all parent and community and responsive model of
take action to achieve students, staff and communication strategy, teaching and learning
success, valuing identity, community of the school. centered around parent and
language and culture valued community needs
and included in teaching and
learning in ways that support
students to engage and
achieve success
Goals: Goals: Goal: Goal: Goal:
● To strengthen the ● Create a culture of ● Graduate profile and ● Transitions are ● Curriculum that is
focused direction of the whakawhanaungatanga vision (links to Māori strengthened at all points coherent for all learners
school through formative ● Te reo is explicitly taught success as Māori) in the educational pathway ● Curriculum that is rich,
assessment within classrooms ● to build a culture where ● Involvement in Rotorua relevant and authentic to
● To cultivate collaborative ● Strengthen the use of Te positive behaviour and East Kāhui Ako all learners
culture through spirals of Reo and Tikanga across learning is a way of life ● To grow iwi partnerships ● Curriculum that is
inquiry the school ● Develop positive and with Te Roro o te Rangi culturally responsive to all
● To deepen learning and open communication ● Personalised education learners
understanding (building with students, whanau plans ● Universal concepts are
precision in pedagogy) and families to improve ● Learner pathways ignited through local
● To strengthen internal understanding of our ● Understand and utilise narrative
accountability for lasting students community resource ● Local narratives &
improvement ● Implement Tier One available to support universal concepts provide
5● Evidenced by rich PB4L learners. context for developing
evidence of learning learner and curriculum
● To have a clear focus on capabilities (Notice - Think
what supports the - Imitate - Innovate)
progress of all learners ● Curriculum develops
Contexts for change: citizens that contribute to
● Improve the quality and their community
consistency of teaching
Science, leading to
improved achievement in
science
● Improve the quality and
consistency of teaching
authorship
● Improve the equity for
achievement in reading
Strategic Goals School Wide Focus – Annual Plan 2019 Personnel
1. Build evaluative 1.1 To strengthen the Strengthen Assessment for Learning practices (Formative assessment) Leadership
capability to build focused direction of the ● Format assessment schedule that focuses on formative assessment Team
effective leaders school through formative practices
assessment ● Ensure clarity of learning next steps through learning rubrics Team leaders
To grow ● Children can articulate their next steps
professional practice ● Evidence of needs and achievement in Responsive Learning plans Teachers
across all levels of ○ Evidence of planning being a working document
the system ● Anecdotal notes recorded (e.g in planning or modelling books) (Collaboration)
● Feedback is clearly provided and is consistent in structure across the
school
○ Identifies learning objective (based on co-constructed success
criteria)
○ Identifies progress made
○ Provides next step in learning
● Seek advice from Kahui Ako expert partner; Michael Absolum
61.2 To cultivate ● Progression folder/booklet used as working document Leadership
collaborative culture ● Numicon/ Maths talk/ Open problems PD offered at staff/team level Team
through spirals of inquiry (formative assessment)
● Change in pedagogy to enhance mathematical talk, discussion, Team leaders
1.3 To deepen learning and visualisations and equipment
understanding (building ● Evidence of progression booklet in planning, student work and teaching Teachers
precision in pedagogy) practice
Observations of others’ practice (Collaboration)
1.4 To strengthen internal ● RLE Literacy improving the consistency of reading and writing
accountability for lasting programmes and teaching
improvement ● Literacy resource folders produced and distributed
● Shifts in literacy teaching in which reading and writing is taught
1.5 Evidenced by rich reciprocally
evidence of learning ● Formative assessment reading progression framework distributed
● PD at staff/team level to support shifts in pedagogy around grammar and
1.6 To have a clear focus conventions
on what supports the ● See the progression of NOTICE, THINK, IMITATE, INNOVATE in
progress of all learners practice
● See oral language, reading and writing taught reciprocally in nature
● Observations of others’ practice
Building a collaborative approach
● Vertical learning groups established
○ Sharing best practice
○ Supporting each other's needs
○ Teacher voice gathered
○ Teaching as collaborative Inquiry
○ Peer accountability
● Professional learning support network created
○ Future focused leaders dispersed across the school to support
each team and model growth future focused competencies (&
FISH philosophy)
○ Utilising towards transformation staff
○ Mentoring programme for teachers who need it
● Peer coaching model in Year 1 and 6
● Peer accountability
Contexts for change: • Specific PD focusing on shifting practice to accelerate student progress Leadership
1.7 Improve the quality and ● Dynamic resource bank (digital) created for teachers to use and Team
consistency of teaching contribute to
7● Teachers using skills gained in PD in TAIs and in classrooms Team leaders
Science, leading to ● Opt-in professional development offered to staff
improved achievement in ● Vertical PLGs used to shared best practice Teachers
science ● Middle leaders developed as leaders of learning
● PD for middle leaders leadership development (Collaboration
Building leadership, ● Team meetings to include focus on PD (experts and/or readings), new
evaluative and instructional learning, learning concerns (S.O.C. progress/pastoral),
capability across the school ● SLT alongside middle leaders for observation to enable richer
discussions
● Middle leaders oversee TAI, observations and appraisal of teachers with
regards to learning
● Middle leaders as role models
1.8 Improve the quality and • PLD on authorship in writing Verity Short
consistency of teaching • Ensure cross curricular and Te Ao Maori contexts are addressed.
authorship
1.9 Improve the equity for • Reading Together Programme introduced with support from Owhata Reading
achievement in reading Marae Together
teacher and
hapu support
2. Māori success 2.1 Create a culture of • Establish a clear pathway for learning in Tikanga and Te Reo Māori Principal
as Māori whakawhanaungatanga across the school (https://tereomaori.tki.org.nz/Curriculum-guidelines)
• Whakawhan • Establish document a progressive pathway for Te Reo & Tikanga for
2.2 Te Reo is explicitly each Year group
aungatanga taught within classrooms • Utilise and take the lead from the experience and knowledge from our
• Whakapapa Kaiawhena
• Wairua 2.3 Strengthen the use of • Immerse Te Reo and tikanga into daily routines and activities Principal with
• Manaaki Te Reo and Tikanga across ● Students leading Karakia over the intercom hapu support
the school ● Daily karakia participated with by all students and staff
Māori students know
their potential and ● TV Station : Māori element
feel supported to set ● Common greetings, commands and responses used by majority of
goals and take students and staff (including the office)
action to achieve ● More bilingual signs around the school - Māori / English
success, valuing ● Waiata more prevalent in team wide and school wide events (e.g.
identity, language Community)
and culture valued ○ 6 common waiata in use schoolwide
and included in ● Establish document a progressive pathway for Te Reo & Tikanga for
teaching and each Year group
8learning in ways that ● Utilise and take the lead from the experience and knowledge from our
support students to Kaiawhena
engage and achieve ● Focus on significance of Māoridom
success. ● Focus on Māori celebrations e.g. Matariki
● Utilise and take the lead from the experience and knowledge from our
Ensure all Māori Kaiawhena
learners have a ● Professional learning opportunities offered to all staff
sense of belonging ● 50% (representing all ethnic groups of teachers) complete level 1 Te Reo
in the school and ● Whole staff marae hui/ stay
experience ● Utilise and take the lead from the experience and knowledge from our
academic growth Kaiawhena
and success as ● Ensure equity measures for Māori achievement across the school
Māori.
3. Wellbeing for 3.1 Graduate profile and ● Enhance educationally powerful connections between teacher, student
Success vision (links to Māori and family Leadership
To improve the success as Māori) Coherent ● Teacher, family and students (where appropriate) co-construct P.E.Ps Team
mental, emotional, pathways termly
physical and ● Regular meetings with students and whanau around their learning Team Leaders
spiritual wellbeing of 3.2 to build a culture where ● Regular communication via Seesaw
all students, staff positive behaviour and ● Open door policy in the classroom Teachers
and community of learning is a way of life ● Work in partnership with local hapu skills to support graduate profile
the school. development alongside curriculum (coherent pathways tool) Hapu
3.3 Develop positive and ● Equitable access to digital devices/ digital learning (students & staff)
Teachers enact the open communication with ● BYOD for Year 4 to 6 (BYOD for younger students to be negotiated)
clear vision/plan for students, whanau and ● Institution devices dispersed school wide to ensure that devices are
supporting the families to improve accessible
mental, emotional, understanding of our ● iPad purchase scheme for staff
physical and students ● Further exploration to purchase/ lease schemes for student devices
spiritual wellbeing of ● Provide opportunities for other technologies for learning, such as
all students, staff Develop an infrastructure robotics, TV station
and community of that supports and enhances ● Provide opportunities for others to lead where their strengths and
the school. future focused learning and passions allow
connectivity ● Develop a structure for developing leadership opportunities
○ RLE groups
○ Whanau leaders
○ Digital support structure
9○ PD opportunities for leadership offered for middle and senior
leaders
3.4 Implement Tier One Positive Behaviour For Learning team established to focus on: PB4L Team
PB4L ● Happy students and teachers by having belonging
● Enhancing the community that we are a part of by having a common
understanding and expectations
○ Review vision, mission statements and values
○ Alignment of current philosophies, e.g. values, FISH philosophy
○ Parent voice regularly gained
○ Signage around the school is positive and supports the kaupapa
● Clear pathways for improving behaviour rather than punishing behaviour
○ Tracking impact through data
○ Alignment with Mokoia Intermediate
○ Digital citizenship implemented across the school (incl. updated
BYOD & Cybersafety agreement)
● Updating school procedures and policies to be in line with PB4L
● Developing positive and trusting relationships to promote learning and a
sense of connectedness
● Develop positive and open communication with students, whanau and
families to improve understanding of our students
○ Seesaw
● Get to know all students in the classroom, including needs, strengths and
passions
○ Convivial conversation
○ Circle time (weekly, non-negotiable)
○ Strong transitioning (to, from and within school)
● Build our cultural competencies to better meet the diverse needs of all of
our learners
○ TAI, RTC, Ka Hikitia, Tataiako
Enhancing the whanau profile across the school
● Community projects, school actively involved in the community
○ Involve local media
○ Livestream community via YouTube or similar
○ Whanau leaders actively contribute to newsletters monthly
○ Images added to website monthly
○ Student leaders profile utilised
○ Student voice gathered
10○ Leading events (e.g. cross country, fun run, dynamos, swimming
sports, athletics)
○ Lead community and team assemblies
4. Educationally 4.1 Transitions are • Supporting improved attendance and transitioning Principal
powerful strengthened at all points in Optimum attendance Leadership
partnerships the educational pathway • Clear communication between teachers, leaders and managements so Team
to develop strong attendance issues are identified SENCo
partnerships, based • Team minutes update weekly identifying attendance records and
on a parent and concerns
community • Identify narrative to any attendance below 97%
communication • Include details of any action taken
strategy, centered • Clear process in place which is followed- attendance procedures
around parent and Optimum transitioning
community needs • Strong transitioning (to, from and within school)
• Procedures for outgoing/ incoming students
Teachers enact the
• Update enrol details
clear vision for
accelerating learner • Communication with previous school
efficacy, progress • Clear pathways for at risk students established by all stakeholders
and achievement • Strengthen connections with ECE and Mokoia Intermediate
across the school • Kākano programme
• Clear process and procedure for transitioning at the end of the year
• teacher speed dating
• meet the teacher for students
• meet the teacher for parents and whanau
114.2 Involvement in Rotorua ● Continue to build relationship with Te Roro o Te Rangi to support
East Kāhui Ako education strategy
● Kaumatua of Te Roro o Te Rangi plays an active role in school events
4.3 To grow iwi partnerships and/ decision making at governance level.
with Te Roro o te Rangi ● Utilise Eastern Rotorua Kāhui Ako to develop and sustain connections to
support networks such as Mokoia Community Association
Strengthen the networks ● Resources are generated and shared between all parties.
and educationally powerful ● Establish a working Whanau group as a major stakeholder
connections with local ● Engage with whanau to improve attendance at school wide activities
agencies, hapu, iwi and ● Monthly minutes shared with BoT and documented in school newsletter
whanau. and on website
● Identified on school website so people know who they are
● Encourage new members e.g. new families to the school (i.e.) Year 1 to
ensure a greater sustainability of the group
● Yearly community project that celebrates cultures within our school
4.4 Personalised education • All students, especially at risk students, will have equitable access to Digital
plans – utilise digital resources and support required for success Technology
technologies • Support teachers to develop confidence in capability in leveraging digital across cluster
tools teachers
• Provide devices school wide (iPads)
• Focus on and reward a mindset of growth and evidenced based risk
taking and adaptive confidence Leadership
• Clear timeline for upskilling and implementing devices in learning Team
o Seesaw, Explain Everything etc
• Clear pathway for future focused learning
o Future focused learning plan
o Common language
o SAMR & TPACK model unpacked
• Professional Learning opportunities
o Self-assessment of digital skill strengths and needs
o Timelined and strategically planned for
o Internal opportunities and external opportunities (e.g. Seesaw
ambassador, Apple Teacher, Google accredited, MindLab
o Teacher voice gathered
• Operating and setting up laptops from the box (printer drivers etc)
4.5 Learner pathways ● Personalised learning programmes strengthened across the school
12● Use of learner pathways
● Leverage technology to personalise learning approach for individuals
● Development and revision of P.E.Ps (personalised education plans) for
each learner
● Personalised learning visible in classrooms during observations
● Evidence of co-construction and choice to follow passions
4.6 Understand and utilise ● Strengthen the awareness of at risk students SENCo
community resource ● Clear pathway/template/rubric of support structures to follow Principal
available to support ● At risk students are identified and plans made that support a positive Across cluster
learners. change Learning
● Students and any action taken for supporting at risk students Support Group
documented in team minutes
● Communication to be made with readiness to learn team (for urgent
matters or for students that are not improving regardless of intervention
strategies)
● Increased clarity of what support is available for at risk students
● Strengthen networks with agencies that support at risk students and
whanau
● Regular and reciprocal contact made with support agencies, e.g. RTLB,
Navigator, MOE
5. Localised 5.1 Curriculum that is • Greater consistency and quality of teaching through critical inquiry and
Curriculum coherent for all learners critical reflection Te Roro o Te
To grow a • Enhance programmes to encourage and support students to think like a Rangi Hapu
collaborative, future- 5.2 Curriculum that is rich, scientist (iwi
focused and relevant and authentic to all • Framework for scientific thinking progressions partnership)
responsive model of learners • Focus on the nature of science
teaching and • AOs in Lynmore School curriculum to more to the nature of science Leadership
learning 5.3 Curriculum that is objectives and science capabilities. Team
culturally responsive to all • Professional development through Kāhui Ako
learners o Paul Ashman to support Science RLE team Team Leaders
o RLE team to distribute learning to staff at staff/team meetings
5.4 Universal concepts are o Science lead teacher to model lessons and support planning Within school
ignited through local o Unit planning for conflict support by Paul Ashman lead teacher –
narrative • Assessment rubric for science developed/selected science
• NZCER science data collected
• NOTICE, THINK, WONDER framework implemented in all classes Science
5.5 Local narratives & advisor
Develop resources and leaders to shift practice and support the growth in
universal concepts provide
13context for developing student progress Kāhui Ako
learner and curriculum • Improved quality and consistency of teaching Science across cluster
capabilities (Notice - Think - • Strengthen Teaching as a Collaborative Inquiry process Curriculum
Imitate - Innovate) • Formal trail/ documentation of teachers inquiry (blog, portfolio etc) Group
• Set structure for reflecting on professional learning standardised
5.6 Curriculum develops • Key messages, Implication to thinking/teaching, Next steps
citizens that contribute to • Teachers share the mistakes, failures and learnings from TAI every 3
their community weeks in a vertically structured PLG
• More accountability on the evidence of impact - Can we prove it?
• Professional growth through Peer Coaching (Critical Friends) in Year 1
and 6
• Pair teachers that complement each other
• PD on developing relational trust and rigorous triple loop questioning
• Developing thinking - Learners being innovative, problem solving,
creative, entrepreneurial
• Student confident to ask questions
• Students confident to deviate from chosen track
• Learning programmes encouraging authentic opportunities for critical
thinking and innovation
• Inquiry learning opportunities (i.e social action)
• Play based learning implemented in Year 1 and 2
• TV station
• Teaching students how to think (rather than what to think)
• Implementing NOTICING, THINKING, IMITATING, INNOVATING
• Implementing Depth & Complexity framework
• Developing agency
• Teach students how to navigate challenges in learning
• Encourage students to follow curiosities and passions – supported by a
rich local curriculum (Ōtauira).
• Provide opportunities for students to have choice in learning
Lynmore School 2019 Academic Targets Lynmore School 2019 Progress Targets
Reading, writing, maths based on PaCT data (2018 will provide baseline data for 2019 targets)
14Science based on NZCER engagement with science assessment data
Reading, writing, maths progress measure using PaCT
Science progress measured comparing Term 1 and 4 NZCER engagement
with science assessment data
Reading: 80% of all students at or above National Standards Reading: A minimum of 80% of all students progress at or above the
Writing: 70% of all students at or above National Standards expected rate; the remaining 20% will make more than 6 months progress
Maths: 80% of all students at or above National Standards Writing: A minimum of 80% of all students progress at or above the
Science: 70% of all students in Year 4-6 will be at or exceeding typical expected rate; the remaining 20% will make more than 6 months progress
norms for science Mathematics: A minimum of 80% of all students progress at or above the
expected rate; the remaining 20% will make more than 6 months progress
Science: A minimum of 70% of Year 4-6 students in will progress at or
above the expected rate
“Ako maii, ako atu, ako ai, ako tu, ko koia aaraa ee"
“Empowering and Encouraging our Community of Learners (Whānau, Learners and Teachers)
to Engage in Learning”
Goal 1: Improved student engagement “Ko au te kura, ko te kura ko au” Goal 3: Local Curriculum Development (with Iwi partners)
• 95% Attendance • Ōtauira (Te Roro o Te Rangi, Uenukukopako, Tuteniu)
• 0% stand downs • A collective graduate profile aligned to the local curricula
• Improved enrolment and retention data (Year 9 – 13) • Sports Programmes
• Kapa Haka
Goal 2: Pedagogy • Waka Ama
• Culturally responsive teaching practice
• Digitally responsive teaching practice Goal 4: Data Analysis, Evaluation and Assessment for
Learning
• Improved evaluative capability
• Improved instructional capability
• Data conversations
• LPF/PaCT for understanding progress and tracking
progress.
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