FAIRFIELDPRIMARY SCHOOL CHARTER 2019 - FAIRFIELD PRIMARY SCHOOL
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FairfieldPrimary
School
Charter
2019CONTENTS
INTRODUCTION: Tataiako: Culturally Responsive Practice at Fairfield Primary School
Our School Community
Mission Statement, Vision, Beliefs and Values
The Fairfield Learner
Cultural Dimension
STRATEGIC SECTION: Strategic Plan overview 2019-2021
Strategic Goals- Actions and Measures
Prioritisation Plan for implementation of initiatives
ANNUAL SECTION: Annual Plan 2019
SCHOOL OPERATIONS AND GOVERNANCE: Annual Plan 2019: Operations, Governance and Management
TARGETS FOR RAISING STUDENT
ACHIEVEMENT: 2019 Targets for accelerating progress and achievementTataiako – Culturally Responsive Practice (Cultural Intelligence)
Competency Key Idea’s/Elements What does this look like at Fairfield Primary School?
Ako Practise in the classroom and beyond –
all of us, taking responsibility for own
Policies created through consultation with Maori learners in mind - Hui each team
Teachers are guided by and respond to policy and this can be seen in their
learning ant that of our Maori learners, interactions with the learners – teachers and whanau are also learners, learning
learning community. with and being taught by the students.
Provide authentic contexts for learning giving students access to Te Ao Maori,
Te Reo Maori & Tikanga Maori and explore shared values.
Wananga Communication, problem solving,
innovation – we all participate with
Professional learning and capability of educators
Engagement of parents, whanau and hapu to promote and respect the learning or
learners and communicate in robust our children.
dialogue for the benefit of the Maori
learners achievement.
Manaakitanga Values – Integrity, trust, sincerity,
equity – we demonstrate integrity,
Great value is placed on being Maori and the unique qualities of being Maori
Te Reo is used daily
sincerity and respect towards Maori Maori culture is included in curriculum delivery – Karakia, waiata, school powhiri
beliefs, language and culture. Maori names and pronounced accurately.
Tangata Place-based, socio-cultural awareness
and knowledge – we affirm Maori
Encouragement to acknowledge whakapapa through research of their own whanau
links (mihi/pepeha)
Whenuatanga learners as Maori – Provide contexts for
learning where identity, language and
Research around Te Tiriti o Waitangi – the treaty, what it means, how we live the
treaty today
culture (cultural located-ness) and Culturally relevant activities and initiatives – (marae visits, etc)
whanau affirmed
Whanaugatanga Relationships – students, school wide,
community, with high expectations –
An open door and inclusive policy, encouraging whanau to walk in and visit
anytime
we actively engage in respectful Regular whanau hui, personal invitations to whanau to come to school
working relationships with Maori Respectful relationships are developed and maintained with whanau and hapu
learners, parents and whanau, hapu Positive and affirming interactions with our whanau
and the Maori communityOUR SCHOOL COMMUNITY Fairfield Primary School was opened in 1919 with 106 pupils. We are a U5 Decile 1B school situated on Clarkin Road, adjacent to Fairfield Park. We currently have a staff of 36 which includes a large group of support staff, the administration team and the caretaker. We are a contributing primary school, with strong links to our local community. The majority of our students continue their education at Fairfield Intermediate, across the road from the primary school, and then later at Fairfield College. Our roll as at February 2019 is 348. We are currently experiencing a period of roll growth and recent projections would indicate that we will end the year with a roll in excess of 390. On the recommendation of the Ministry of Education, the school implemented an Enrolment Scheme at the beginning of Term 2, 2018. The school is well resourced and includes 15 classrooms, a small hall, library, swimming pool, administration block, two adventure playgrounds and large playing fields. We are currently awaiting new roll growth classrooms to accommodate our growing student population. Teaching programmes place a strong emphasis on literacy and numeracy. The Fairfield Learner is at the forefront of everything we do. Curriculum programmes cater for the learning needs of all our children. We welcome all learners in our community. We are committed to their engagement in all school activities and to their achievement. We operate a number of support programmes for children with special needs and special abilities and work closely with a wide range of external agencies to provide the best possible learning outcomes for all our students. Our students come from a diverse range of ethnic backgrounds, predominantly Maori, Tongan, European, Samoan and Asian. We treat all our children as individuals, each with their own strengths and needs. Children are encouraged to respect and learn about their own culture and the cultures of others. Our school has a close liaison with Fairfield Kindergarten, with the majority of kindergarten children enrolling at Fairfield Primary. We are also delighted to support the development of a variety of initiatives within our Tongan community.
MISSION STATEMENT
Empowering learners to succeed
Vision
At our school:
• There are high expectations for children to achieve academically.
• There are high expectations for children to behave appropriately.
• Children are challenged and supported to learn.
• Cultural diversity is valued and cultural identity celebrated.
• All members of the school community are respected and valued.
Beliefs
• Quality teaching is child centered, culturally located and relevant.
• Quality teaching involves reflective practice and continuous improvement.
• Positive family and community support and participation enhance student learning.
• All members of the school community are entitled to enjoy a safe learning environment.
Values for Learning
• We learn best together.
• We work hard to build confidence and self esteem.
• We develop positive attitudes,self assurance and the ability to take risks.
• We learn to accept that you may not always succeed at the first attempt.The Fairfield Learner values: RESPECT I respect people, places and property. EXCELLENCE I always give my best. RESILIENCE I never give up, even when it’s hard.
CULTURAL DIVERSITY
The unique position of The school will incorporate tikanga Maori into the curriculum by:
the Maori Culture • Pronouncing names correctly.
• Promoting involvement in a diverse range of cultural activities. i.e culture groups.
• Practise respect for each culture e.g. eye contact, no sitting on tables, no shoes in
At Fairfield Primary School we will classrooms.
recognise and value the unique • Teachers’ planning reflects New Zealand’s dual cultural heritage.
position of Maori in New Zealand • EEO principles are met when employing staff.
and the importance of the Treaty • Tikanga and Te Reo Maori incorporated in class programmes e.g. days of week, body
Partnership. parts, colours, numbers, greetings, instructions.
• Waiata incorporated into assemblies etc. Sing national anthem in both Maori and
All students learn about Te Ao English.
Maori including Te Reo and • Bilingual signage and instructions where appropriate.
Tikanga. • Acknowledging dual cultural heritage when planning learning experiences.
• Powhiri – as appropriate. Tikanga weeks Terms 1 and 4.
We will acknowledge and respect • Marae Visit – juniors / seniors visit Hukanui or FFC Marae alternate years.
the values, traditions and • Protocols – reflect Tainuitanga including Whakatau, Poroporoaki and Karakia as
histories of both Maori and appropriate.
Pakeha New Zealanders. We will • Every child participates in Kapahaka- instruction groups in Waiata / Poi / Taiaha. School
learn about Tainui, Kingitanga performance group selected annually from Year 4-6 students.
and Tangata Whenuatanga. • Incorporation of poutama into school logo etc – emphasis on moving up your poutama
(ie challenging learning).
• Whakatau each term to welcome new students and their whanau to the school.
• Incorporation of concepts of whanaungatanga, manaakitanga, ako into school practice
s.
•
New Zealand’s cultural diversity
The school curriculum will encourage students to understand and respect different cultures that make up New Zealand society. It will ensure
that the experiences, cultural traditions, histories and languages of all New Zealanders are recognized and valued. It will acknowledge the place
of Pacific Island societies in New Zealand society and New Zealand’s relationships with the peoples of Asia, Africa, Europe and the South Pacific.In order to provide instruction in te reo Maori for full time students whose parents request it, the school will endeavour to:
• Continue to employ external facilitators to lead the development of Kapahaka groups schoolwide.
• Provide kaiawhina and whanau support for Te Reo and Kapa Haka programmes.
• Ensure that all staff have a basic understanding of tikanga maori and incorporate culturally appropriate practices in their
classrooms. Lead teacher supports Te Reo implementation in all classrooms.
• Ensure professional development opportunities are available to all staff to further develop their understanding of ako,
manaakitanga and whanaungatanga and to incorporate the principles of Ka Hikitia into school life.
• Support staff members who wish to increase their knowledge/fluency in Te Reo Maori.
• Explore the use of local iwi to assist the school in the delivery of programmes.
•
•
•
• Designated one unit position to lead curriculum implementation of Te Reo Maori schoolwide
Steps taken to discover views and needs of the school’s Maori community:
• Parents invited to attend hui / whanau meetings / meet the teacher afternoons.
• Home visits as appropriate. Good news phone calls etc.
• Contact made with parents/family/whanau of every student during term one. Continued liaison throughout the year.
• Open lunchtimes and other informal occasions e.g. House celebration days / BBQs, morning teas.
• Consultation through panui / newsletters.
• Representation on BOT.
• Kaumatua – meet the staff, maintain communication lines.
• Community groups – Regular liaison with Community Constable, Fairfield Interagency team etc.
• Reading together partnership programmes re-established to meet current needs.
• Opportunities for consultation focused on accelerating achievement of Maori students.Fairfield Primary School Strategic Plan 2019-2021
Empowering Learners to Succeed
Vision Kia pakari kia tu mana motuhake Fakaivia ke lavamea’
E fa’amalosia ai tupulaga ao’oga ina ia 7ni le fa’amoemoe
Values for learning:
Values · We learn best together. We work hard to build confidence and self esteem.
· We develop posi;ve aStrategic Goal “Strengthen the Leadership of Learning”
AcOons and Measures
Strategic IniOaOve 1: Year 1 AcOons and Measures: Year 2 Proposed AcOons and Year 3 Proposed AcOons and
Increase teacher agency by providing a Developing Measures: Measures :
variety of opportuniFes for Developing Embedding
collaboraFve and /or individual inquiry
Alloca;on for PLD = 0.2 FTTE Alloca;on for PLD = 0.1FTTE Alloca;on for PLD=0.1FTTE
Current Reality:
All teachers have undertaken a 20 week Teachers have been iden;fied for
Inquiry related to target students in differen;ated levels of Inquiry i.e.
wri7ng. Some teachers demonstrate Independent, Scaffolded and
strong evidence of effec7ve Inquiry, Directed.
others have required regular support.
Both Spiral of Inquiry and NZC Spiral of Inquiry will have become Spiral of Inquiry will have
For 2019: focus has shiHed to using a model will be used to support the tool to support all Inquiry. become an embedded way of
collabora7ve model with facilitated teachers. working.
support
Alignment with Arinui plaBorm Increased collabora;ve prac;ce Collabora;ve Inquiry occurring
will occur. All staff will be fully around Inquiry. within and across teams – and
supported to use Arinui may link to SLT.
Appraisal/Inquiry tool through SLTs and Andrea Ford to
PLD. lead/facilitate monitoring mee;ngs
2 x monitoring mee;ngs focussed
on Inquiry to occur each term led
by SLT.
SLT to align goals from 2018 to
develop collabora;ve Inquiry.
SLT will agree on 2-3 goals in their
appraisals (facilitated by Naomi
Kinnaird)Measures: Measures: Measures:
All staff will have evidence of All staff will have evidence of All staff will have evidence of
Inquiry recorded using Arinui. robust inquiry recorded using Inquiry recorded using Arinui.
25% of staff will have completed Arinui. 75% of staff will have completed
an Inquiry Independently. 50% of staff will have completed an an Inquiry Independently.
25% of staff will have completed Inquiry Independently. 25% of staff will have completed
an Inquiry with Scaffolded 25% of staff will have completed an an Inquiry with Scaffolded
support from SLT. Inquiry with Scaffolded support support from SLT.
50% of staff will have completed from SLT.
an Inquiry with Directed support 25% of staff will have completed an
from SLT. Inquiry with Directed support from
SLT.
Target student data will reflect Target student data will reflect Target student data will reflect
accelerated progress. accelerated progress. accelerated progress.
SLT will provide term by term Informed repor;ng will occur
reports to the Principal regularly throughout the year.
highligh;ng student achievement
progress towards desired goals.Strategic IniOaOve No. 2 Year 1 AcOons and Measures: Year 2 Proposed AcOons and Year 3 Proposed AcOons and
Introducing Measures: Measures :
Enhance opportuniFes for Leadership Developing Embedding
Development Middle Leaders PLD $3000
Senior Leaders PLD $8000
Current Reality: PLD Facilitator linked to COL SLT will support Team Leaders SLTs and Team Leaders will
Senior Leadership team is opera;ng to develop the Prac;ce undertake Prac;ce Analysis
effec;vely. Senior Leadership team will Analysis skills, so that they conversa;ons around videoed
Lisa, Gene and Rob demonstrate iden;fy two collabora;ve may lead some PACs in terms prac;ce once a term with all
strongly effec;ve capability in leading Inquiry goals as a focus. 3 and 4 with one iden;fied teachers.
Prac;ce Analysis Conversa;ons rela;ng COL coaching and mentoring teacher in their team.
to effec;ve Teacher Prac;ce in Literacy. programme will be
Teachers are supported to gather undertaken. Middle Leaders will iden;fy
relevant evidence towards appraisal. Growing Middle Leaders one goal to undertake a
capability will be a focus this Leader focussed collabora;ve
2019: year. inquiry.
Explore the no;on that every teacher is Board to support
a Leader. opportuni;es for SLT to travel Embed IST roles and ensure they
to ACEL, IWBNet or Edulead have clear parameters etc
conferences.
Define/clarify IST roles
Measures: Measures: Measures:
Documented evidence of PAC Survey of Middle Leaders and SLT Survey of Middle Leaders and SLT
demonstrates shiis in teacher undertaken to evaluate how staff undertaken to evaluate how the
prac;ce. and students voice their wider school community voice
understanding of the Leader’s their understanding of the
Middle Leaders and SLT appraisal strengths and needs. Data Leader’s strengths and needs.
will reflect strong evidence of gathered will support appraisal Data gathered will support
effec;ve Inquiry. goals for the following year. appraisal goals for the following
year.Strategic Ini;a;ve No. 3 Year 1 AcOons and Measures: Year 2 Proposed AcOons and Year 3 Proposed AcOons and
Developing Measures: Measures :
Embed a robust performance Developing Embedding
management process that reflects
evidence based inquiry into pracFce.
Arinui Tool – all staff $8000 Cohesive schoolwide appraisal Cohesive schoolwide appraisal
Current Reality: TOD ½ day PLD for all staff system with all evidence aligned system with all evidence aligned
The current appraisal process has Support for appraisers to PTCs. to PTCs.
strong systems in place around teacher
appraisal. Arinui will support all staff Review job descrip;ons to align
with appraisal in 2019 and will with new PTCs.
strengthen the processes around the
appraisal process. Familiarise all staff with Our
Teachers have a be?er understandinh Code/Our Standards.
of the links between the RTCs and
Inquiry.
The Principal will con;nue to employ an
Independent appraiser.
Staff have been issued with copy of new Measures: Measures:
PTCs. Completed Arinui documenta;on Dependent on the outcome of
by Week 6 in Term 4 – all staff. the review of the Arinui system at
Principal/Appraiser and Teacher the end of 2019.
mee;ngs to occur in Week 7.
Goals and any individual ac;on
plans recorded in prepara;on for
2020.
Internal self review of appraisal
system to determine way forward
for 2020.Strategic Goal: Raise Achievement for All Learners
AcOons and Measures
Strategic IniOaOve No. 1 Year 1 AcOons and Measures: Year 2 AcOons and Measures: Year 3 AcOons and Measures :
PracFce a student focussed Developing ImplementaOon Embedding
methodology to accelerate learning
and monitor progress and achievement 2x IST posi;ons (Sue R and Susan) Differen;ated PLD is offered to all
0.4 Literacy Leader ( Lisa) staff based on previous appraisal, Ac;ons will be based on
Current Reality: self evalua;on and staff strengths outcomes and review from the
Refer Accelera;ng Student 0.2 A?endance/Achievement and needs. previous year. PLD is an ongoing
Achievement Plan 2017/8. Ini;a;ve ( Mefi) priority.
Refer NS Variance report 2018. Strong systems are in place to
Videoed prac;ce and follow up Prac;ce Support programmes to include: effec;vely monitor teacher
Analysis Conversa;ons have occurred in Reading/Maths: Rainbow pedagogical content knowledge.
2018. Reading, ALL, ESOL, Maths This also enables appropriate
Target students related to Inquiry have Support, Literacy Support, Oral forward planning to ensure PLD
been closely monitored with Time 1 and Language groups, DAP. targets teacher needs linked to
2 data gathered – and successful the strategic plan.
pedagogical prac;ce iden;fied. SLT to develop a register of
Lack of specialist support for iden;fied teachers in order to support
high needs students is an ongoing teacher prac;ce with
challenge. differen;ated PLD.
Monitoring of teacher prac;ce Systems are in place to support
will occur based on teacher Middle Leaders lead regular
strengths and needs. monitoring mee;ngs.
Planned professional learning and New Staff: Focus on induc;on
reading rela;ng to accelerated Policy/guidelines to be reviewed.
progress $10,000
Research into SF methodology
Monitoring mee;ngs to be (Ande)
established around target student
achievement.Pilot programme: Mefi to Extend achievement ini;a;ve implement Foki tei api (Returning programme based on previous Home) years data. Measures: Measures: Evidence of target student Measures: Evidence of relevant student accelerated achievement using Evidence of relevant student progress. specified tools. E.g. FPS Wri;ng progress. progressions or R.O.L (Schoolwide) 1 x videoed Monitoring mee;ng to be videoed in Term 3 and shared at follow up staff mee;ng Evidence of high quality teaching exemplifying focussed teacher Evidence of high quality teaching prac;ce possibly captured with talk rela;ng to prac;ce possibly captured with video. strategies/pedagogy that has had video. a posi;ve impact on student achievement. Each teacher will select one video of their guided instruc;onal prac;ce plus follow up PAC write up to support Appraisal Evidence. Improved a?endance of iden;fied students evident in term by term report. TAI documenta;on will reflect Recorded evidence of high levels Recorded evidence of high levels target student accelerated of achievement for all students. of achievement for all students. learning.
Strategic IniOaOve 2: Year 1 AcOons and Measures: Year 2 AcOons and Measures: Year 3 AcOons and Measures:
Introducing Developing Embedding
Review and respond to the potenFal
opportuniFes to record and capture a
rich picture of student progress. Ensure that teachers are using Deepening teacher understandings Possible consulta;on with the
data effec;vely to inform student and responsiveness to the community to review and/or
Current Reality: progress. assessment prac;ces and engaging confirm the repor;ng
Post NS Environment: Develop an ac;on plan to address parents in the process. framework.
Con;nue to adapt/review current the shii in focus around student
systems to ensure best prac;ce assessment. (Ongoing)
learning and assessment procedures
are in place. Altera;ons to assessment
schedule.
Altera;ons to format and
guidelines for repor;ng to
parents.
Provide opportuni;es for parent
awareness of any proposed Measures: Measures:
changes. Repor;ng framework will be All staff use repor;ng
confirmed and u;lised by all staff framework to op;mise
Measures: independently – aligned with providing learners and whanau
A 2019 assessment schedule will relevant NAGs. with relevant assessment
be ac;oned. informa;on.
Con;nue using FFPS Progressions
A trial repor;ng to monitor progress.
framework/template/digital
plaBorm for parents and students Provide summa;ve data to COL at
will be trialled with staff end of Yr2/4/6
supported by Senior Leaders to
implement this.Strategic Goal: Build an Inclusive Culture for Learning
AcOons and Measures
Strategic IniOaOve 1: Year 1 AcOons and Measures: Year 2 AcOons and Measures: Year 3 AcOons and Measures :
Developing Developing Embedding
ConFnue to develop posiFve learning
partnerships with all families and Tongan and Samoan Week Tongan and Samoan Week Pasifika and Maori celebra;ons
whanau especially members of our celebra;ons $2000 celebra;ons $2000 to receive allocated funding.
Maori and Pasifika communiFes.
Tikanga/Kapahaka programmes Tikanga/Kapahaka programmes Funding to provide relevant
$8000 $8000 support for ac;vi;es/events
Current Reality: that strengthen rela;onships
Refer: Culture Counts Report 2017 and Reading Together $500 Reading Together $500 within our community.
Pounamu Poutama surveys 2018
Consolidate parent/partnership Con;nue to encourage Pasifika
Pasifika Community is highly engaged. programme with Tongan fanau to take an ac;ve role in their
community. Con;nue to support students learning and to
Iden;fied curriculum leader for Te Reo the development of Pasifika par;cipate in the variety of
Maori to support Staff and Students in Parents Group. programmes offered.
language and ;kanga learning.
Extend Ako Va’avave to a wider Extend Ako Va’avave to all
Schoolwide scaffolded Maori language group ofstudents students
and culture guidelines/implementa;on
Plan– Years 0-6. Contact Nga; Wairere with a Con;nue to engage with local iwi As for 2019. Review dependent
view to developing a reciprocal to assist in ac;va;ng whanau on progress made.
Home-School Partnerships has begun rela;onship and engaging their engagement
through a?endance/achievement support to build a collabora;ve Con;nue to strengthen
group plus the TAI. plan to support and ac;vate engagement based on a variety of
parent engagement. ini;a;ves implemented in 2018/9 Review dependent on progress
2015 Review undertaken re: made.
Maoritanga and ac;ons have con;nued Hold Tikanga Weeks twice a year.to be implemented in rela;on to this Reac;vate Kapahaka Con;nue to support Kapahaka
community consulta;on. Performance Whanau group. whanau to engage more fully in
student learning
Tikanga week engages the community Con;nue to work with the REAL
in Powhiri. Organisa;on to deliver Kapahaka Review REAL and TOPA
and Tairanga programmes and dependent on progress made in
support school ac;vi;es. As for 2019 2019
Con;nue to work with Talents of
the Pacific Group to engage and
support Pasifika families, support
Tongan and Samoan Language As for 2019
weeks and the Cluster Cultural
Fes;val.
Con;nue to progress the concept
of Pasifika community moving
from Involvement--------------------- Engagement--------------------------- Solidarity
Measures: Measures: Measures:
Complete a Community Repeat consulta;on on an annual
consulta;on review to compare basis to measure Ac;ons dependent on outcomes
school responsiveness to previous improvements/changes to from 2018/9
data and inform ac;ons for engagement levels and student
2019/20 achievement.
Ako Va’avave- increase % of Set measures based on 2019 data.
Pasifika students a?ending and
measure improvement in maths
and reading data based on
measures agreed for 2019A?endance project: 20 students Increase number of students in iden;fied T1 2019 for monitoring monitoring group based on and support. Monitor a?endance iden;fied need. weekly and achievement 2x per term based on agreed measures
Strategic IniOaOve No. 2 Year 1 AcOons and Measures: Year 2 AcOons and Measures: Year 3 AcOons and Measures :
Introducing Developing Embedding
Ensure that culturally responsive
pracFces are embedded schoolwide. Culture Counts – Stage 2 Consider the ac;ons in the Set ac;ons based on previous
PLD for all teachers 1 x per term Culture Counts review and years review
Current Reality: (COL priority) develop a strategy to address
them.
Refer: Culture Counts Report 2017/8. Ini;ate a parent support group of
Maori parents based on Tongan
Staff are using and referring to model.
Tataikato through their appraisal (Mefi to coach staff to implement Staff to become familiar with
process. with Maori community.) Tapasa document
SLT have been this process using their Linking to curriculum focus – all Engage in PLD opportuni;es
appraisal format since 2017. students will visit a Marae at offered by the COL as/when
either, FIS, FFC or Hukanui. appropriate.
Strengthened teacher content
knowledge of ;kanga through PLD and Muli;cultural signage in all public Planned visit to Tonga to
the role of the Curriculum Leader in Te areas of the school strengthen teacher cultural
Reo/Tikanga and Pacifika Culture. English, Maori, Tongan, Samoan competencies. (July)
Measures: Measures: Measures:
Capture evidence of student Capture evidence of community
voice re: engagement and ‘voice’ with regard to the school’s Dependent on previous years
learning aier Marae visit. capability to undertake culturally review and outcomes
responsive prac;ce.
Capture evidence of teacher U;lise new Te Kotahitanga tools if
voice re: deepening of Capture evidence through available
understandings in rela;on to Te Leaders classroom walkthroughs
Reo/Tikanga and Pasifika Culture. in Term 4 to gain a snapshot of
Evidence of Tataiako /Tapasa level of culturally responsive
documents being u;lised by all prac;ce in each classroom
teachersStrategic Goal: Realign School Infrastructure to create condiOons for OpOmal Learning
AcOons and Measures
Strategic IniOaOve 1: Year 1 AcOons and Measures: Year 2 AcOons and Measures: Year 3 AcOons and Measures:
Introducing Developing Embedding
Improve learning environments
to be fit for purpose and to Increased Roll growth funding
cater for roll growth.
3-year review of 5YA and top up to Sufficient funding and teaching Sufficient funding and teaching spaces
Current Reality: furniture grant spaces achieved to meet needs of achieved to meet needs of current
Currently have a 5YA and a current roll. roll.
property plan – however school Increase to minor capital works
has grown significantly in the (Opera;ons grant)
last 2 years which has created an
urgent need for addi;onal Furniture audit to be undertaken to
teaching and mul;purpose meet 2019 needs.
space.
Enrolment scheme has been Addi;onal teaching and
implemented in 2018, Term 2. mul;purpose space approved by
Hall is currently being used for MOE late 2018. Anne/Gene to liaise
classroom space and is not fit for with MOE project managers to
purpose. ensure comple;on by the end of
All whole school events need to 2019.
be held offsite at Fairfield
Intermediate as we are unable Plan for outdoor learning spaces
to accommodate current and Adventure Playground.
student numbers at the whole
school level.
Develop a posi;ve marke;ng
strategy for the school to ensure we
op;mise opportuni;es created byinfill housing and Greenhills
developments.
Con;nue to focus on building the
schools posi;ve reputa;on in the
wider community.
Measures: Measures: Measures:
Roll growth classrooms on site by Outdoor spaces underway. To be determined based on outcomes
the end of 2019. from previous years and also whether
Classroom and mul;purpose expected roll growth has eventuated.
Completed plan for upgrade of spaces completed.
outdoor learning spaces.
Ac;ve and posi;ve ongoing
3-year plan for furniture upgrade promo;on/marke;ng strategy in
and replacement to meet ILE. place.Strategic IniOaOve No. 2 Year 1 AcOons and Measures: Year 2 AcOons and Measures: Year 3 AcOons and Measures :
Introducing Developing Embedding
Develop a Digital strategy for FPS.
Con;nue to invest in devices: Con;nue investment in hardware Ac;ons to be developed based on
Current Reality: -Ipads as per budget Review of previous years progress
Significant investment in chromebooks -Chromebooks
and ipads in 2018. -TVs in all classrooms
SNUP reviewed 2018, wireless and
switches upgraded. Select ‘Digital team’ members ‘Digital Team’ in place to lead ‘Digital Team’ in place to lead
Roll growth has placed pressure on and Develop planned curriculum Digital Strategy in 2020 Digital Strategy in 2020 –
exis;ng infrastructure. overview for digital learning. poten;al for new staff to be
Server upgrade and move to Cloud inducted into this team.
based system 2018
Plan for teacher PLD in 2019/20 Comprehensive PLD plan for all
Gene to a?end IWBNet teachers in place for 2020
conference i9n Melbourne
All staff u;lising relevant TKI
All staff familiarised with TKI support and implemen;ng PLD
resources to support the digital learning.
strategy.
Digital ‘team’ to a?end any MOE
courses throughout the year.
U Learn PLD
Term 4: Self-Review by teachers
undertaken to indicate strengths
and needs and digital pedagogical
content knowledge.
Ed Tech Consultancy $3000
SLT PD budget to fund Gene’s trip
to IWBNet ConferenceMeasures: Measures: Measures:
Students are increasingly involved
with digital devices in ways that To be set based on 2019 To be set based on progress
a) improve their digital capability outcomes
b) provide opportuni;es for
enhanced learning Schoolwide Teacher self-review
c)offer students ways to engage data shared at the SLT level to
with an on-line audience. iden;fy strengths and needs for
future PLD.
Evidence of this may be captured
through:
a) student voice
b) classroom
observa;ons/walkthroughs by
Digital Team (capturing Time 1
data as baseline in Term 1 and
Time 2 data in Term 4.)
c) classroom blogs/emails and
other authen;c on line contextsPrioritisation Plan for implementation of initiatives
2018 2019 2020
Term 1 Term 2 Term 3 Term 4 Term 1 Term 2 Term 3 Term 4 Term 1 Term 2 Term 3 Term 4
T.A.I
Leadership
Development
Appraisal
Assessment and
ReporOng
S.F.M
Whānau
Partnership
Cultural
Responsiveness
School
Infrastructure
Digital strategy
Oral LanguageFairfield Primary School 2019 Annual Plan Overview
Our Vision Empowering Learners to Succeed
The Fairfield Learner :
Our Values
Respect Excellence Resilience Self Management
Strategic Aims Strategic iniOaOves 2019 Who 2019 2019
Input Output Outcome
Con;nue using templates developed in 2018 Improved/increased collabora;ve prac;ce re teaching
Strengthen the ● Increase teacher agency by 2x teacher mee;ngs per term Gene All teachers undertake collabora;ve inquiries in as Inquiry.
Leadership of providing a variety of PLD Facilitator Andrea Ford Rob teams. All teachers will have a shared understanding of the
Ande to con;nue to provide support
Learning opportuniOes for Lisa inquiry process
to teams - see her plan 1 to 1 support if required from Ande or ISTs
collaboraOve and/or Ande Collabora;ve reflec;ve journals will provide evidence
individual inquiry Sue R of inquiry process each term.
Middle leaders PLD $3000 All middle leaders a?end Leadership Centre PLD.
● Enhance opportuniOes for Senior Leaders PLD $8000 Anne Kahui Ako Coaching and Mentoring programme.
leadership development Opportunity to each SLT to a?end an SLTs Planned programme of professional reading and Unified teams with strong leadership ac;ons
interna;onal conference this year research
PLD facilitator through Kahui Ako Support and guidance from SLTs
COL to provide PLD for ISTs Lisa – sabba;cal term 3
Complete review of job descrip;ons to align with
● Embed a robust Arinui tool – all staff $3800 Rob Standards for the Teaching Profession Cohesive schoolwide system. Evidence collated to
performance management T/O half day PLD all staff Naom Familiarise all staff with Our Code, Our Standards align with new Standards for the Teaching Profession
Support for appraisers i Relaunch NZ Curriculum
process that reflects
Naomi Kinnaird to lead SLT Appraisal process
evidence based inquiry into
pracOce
Monitoring of teaching prac;ce by Con;nue to iden;fy target groups with greater
Raise ● PracOce a student focussed SLT 2x per term Rob emphasis on numbers, names, needs Target students have made accelerated progress
achievement for methodology to accelerate Support programmes-for priority Gene Planned ac;ons to accelerate progress
learners in reading, maths Regular monitoring of all students, focus on all
all learners learning and monitor Lisa
A?endance/ Achievement ini;a;ve priority learners
progress and achievement Iden;fied target groups in every Mefi Teachers linking target groups and inquiry to TAI
class Term data analysis reported to Principal and BOT
Robust learning and assessment by learners in all
● Review and respond to the Unknown at this stage. Awai;ng new Gene Altera;ons to assessment schedule and repor;ng curriculum areas.
potenOal opportuniOes to government policy direc;ons aier Sue to parents requirements Teachers able to u;lise broad NZC beyond NS
review feedback on 30 June Susa
record and capture a rich
U;lise strengths of ISTs to support n ISTs support improved teacher capability in
picture of student progress raising achievement in reading assessing/ modera;on in literacy.Tongan, Samoan and Maori Tikanga Pilot programme- Mefi to implement Foki ki api Maori parents more engaged in their children’s
● ConOnue to develop posiOve Week celebra;ons $3000 Anne (Returning Home) project with Tongan parents learning
Build an inclusive learning partnerships with Ako Va’avave project Mefi Consolidate exis;ng parent partnership Increased whanau par;cipa;on in support groups
Tikanga/ Kapahaka programmes programmes
culture for all families and whanau Hera Pasifika parents ac;vely engaged in wide range of
$5000 Extend Ako Va’avave to all students
learning especially our Maori and Reading Together $500 SLTs Reinforce partnership with Pasifika communi;es school ac;vi;es
Pasifika communiOes Strengthen engagement of Maori whanau All Pasifika parents mee;ng regularly with Mefi re
Build rela;onship with local iwi to enhance their children’s learning
whanau par;cipa;on
Par;cipate in Kahui Ako baseline data Analyse outcomes of 2019 consulta;on Improved engagement with whanau
● Ensure that culturally collec;on exercise Term 1 Anne Plan for Teachers visit to Tonga in 2020 Inves;gate the possibility of a group of interested
responsive pracOces are Parent/ student voice through data SLTs Further consulta;on with Maori community re teachers visi;ng Tonga July 2020 to learn more about
collec;on and consulta;on strategies for engagement culture/iden;ty etc
embedded schoolwide
Par;cipate in opportuni;es offered by Ini;ate a parent support group of Maori parents
Kahui Ako as appropriate based on Tongan model successfully developed in
Teachers PLD Tapasa document 2017/8
All teachers familiar with Tapasa document
Realign school ● Improve learning Increased roll growth funding Anne Furniture Audit to meet ILE expecta;ons Classroom space adequate to meet growing roll
infrastructure to environments to be fit for
Year 3 reassessment of 5YA Gene Plan for Outdoor learning spaces
create condiOons purpose and to cater for roll Enrolment scheme in place- review the need for this
for opOmal growth. Increase furniture grant budget to Con;nue to Implement Enrolment Scheme annually
learning reflect roll growth BOT
Roll growth classrooms and New classrooms completed Scoping plan for Hall project begun
mul;purpose space completed by
Dec 2019 Repaint of school completed as per PMS contract 3 Year Plan for Furniture replacement / upgrade
PMS- new contract Year 1 completed.
Upgrade to server Select Digital Team members and develop a
● Develop a Digital Strategy Ed Tech Consultancy $3000 Gene curriculum overview for digital learning to be
for Fairfield Primary School PLD for leaders/ U Learn D. S ac;oned in 2019 Team of Senior Leaders and interested teachers in
Investment in infrastructure and Team Plan for targeted PLD in 2019 to improve teacher place to lead Digital Strategy in 2019/20
devices : capability
-chromebooks, ipads All staff familiarised with TKI resources to support
- TVs or similar in all classrooms the digital strategy.
Ensure budgets reflect roll growth Digital Team to a?end any MOE courses/PLD
Gene to a?end IWBNet Digital offered to improve pedagogical knowledge /
Leadership conference Melbourne capability
in AugustFAIRFIELD PRIMARY SCHOOL CHARTER:
SCHOOL OPERATIONS, GOVERNANCE AND MANAGEMENT SECTION: 2019
Curriculum: HUMAN RESOURCES:
Key school documents that inform the Fairfield Primary School Charter rela7ng to curriculum Key school documents that inform the Fairfield Primary School Charter rela7ng to human resources
include; include;
School Curriculum Framework Job descrip;ons
Fairfield Learner – a profile of what an effec;ve learner at Fairfield Primary School looks like Performance Agreements
Curriculum Implementa;on Plans; (school schemes for each of the ‘learning areas’ covering Staff Appraisals
planning and teaching requirements for teachers.) Staff Handbook
Student Assessment Plan School Parent Informa;on Booklet
Learner Profiles; displays achievement expecta;ons for learners at each year level Staff Professional Development Programme
Associated Policies Roles and Responsibili;es Schedule
Fairfield Primary School Strategic Plan Accidents and Medical Register
Fairfield Primary School Annual Plan Personnel & Curriculum Policies
Fairfield Primary School Strategic Plan
Fairfield Primary School Annual Plan
Finances: PROPERTY:
Key school documents that inform the Fairfield Primary School Charter rela7ng to finances include; Key school documents that inform the Fairfield Primary School Charter rela7ng to property include;
Annual Budget 10 Year Property Plan
10 Year Property Plan 5 Year Property Agreement
SUE Reports Maintenance Schedule
Assets Register Hazards Register
Auditors Reports Health and Safety Procedures
Associated Policies & Procedures Evacua;on Procedures
Fairfield Primary School Strategic Plan Insurance
Fairfield Primary School Annual Plan Associated Policies
Fairfield Primary School Strategic Plan
Fairfield Primary School Opera;onal Plan
HEALTH AND SAFETY:
Key school documents that inform the Fairfield Primary School Charter rela;ng to health and safety include;
Strategic Plan
Annual Plan
Hazards Register
Maintenance Schedule
Evacua;ons Procedures
Student Support Programmes and Procedures
Fairfield Primary School Health & Safety Guidelines Handbook
Associated Policies
Fairfield Primary School Strategic Plan
Fairfield Primary School Opera;onal PlanSUPPORTING DOCUMENTATION
Curriculum and Internal Evaluation Our Learning Community Asset and Systems management
2019 Annual Plan
Job descriptions and performance Charter and strategic plans
agreements
2018/9 Sustainability Plan
Governance File-School policies and
Performance Management folder- procedures
Learning Progressions documents
SLT and PRT handbooks
Curriculum policies and procedures BOT Governance Handbook
Staff professional development plans
Teaching and Learning EEO policy and guidelines
School information books
implementation and action plans
Annual budget and audited accounts
School organisation booklets
Assessment reporting schedule
Ten Year property plan and annual property
Parent newsletters development plan.
Teachers planning documentation
Board of Trustees meeting reports Hazard identification manual
Student records and portfolios
Transition to school- Preparing for School School organization folders
Targets and analysed data on student
booklet
achievement
Meeting minutes: BOT/Staff
Community consultation
Internal Evaluation folder
documentation Health and safety documentation
Oral Language PLD Plan
MOE publications: Ka Hikitia, Tataiako,
Pasifika Education Plan,Success for all,
MOE PLD Plan
Tapasa etc.Achievement Targets
Strategic aim:
To raise achievement for all learners
Annual objec;ve:
Use a student focused methodology to accelerate learning and monitor progress and achievement.
Targets:
Accelerate the progress of all learners not achieving at their expected level in Reading
The 20 Year 5 students that are achieving at early Level 2/Level 2 will be achieving at early Level 3 of the NZ Curriculum in Reading.
The 27 Year 6 students that are achieving at Level 2/early Level 3 will be achieving at Level 3 of the NZ Curriculum in Reading.
Baseline data:
Achievement judgments were made with reference to the Fairfield Primary Reading Progressions and supported by a range of evidence including curriculum work and
work within the classroom reading programme.
Analysis of achievement informa;on with reference to our Reading Progressions shows:
• 38% (20 students) of 2019 Year 5 students are below their expected level and 13% (7 students) are significantly below their expected level.
There gender disparity within this cohort, 11 girls not achieving vs 16 boys not achieving.
Maori students
• 46% (27 students) of 2019 Year 6 students are below their expected level and 13% (8 students) are significantly below their expected level.
There is a significant gender disparity within this cohort, 13 girls not achieving vs 22 boys not achieving.
Key Improvement Strategies
When What (examples) Who Indicators of Progress
Term 1 -Ongoing Pacifica Programme Mefi Naufahu Increased a?endance for students with historical
Home Visits – fostering home/school partnerships a?endance issues. Students achievement in
Pacifica families. Reading, Wri;ng and Mathema;cs will increaseTerm 1 - Ongoing Reading Recovery trained teacher implemen;ng a Lynda Luke Regular data monitoring and repor;ng to SLT and
specialist reading programme to target a larger teachers. Accelerated progress of reading
number of students throughout 2019 achievement for these students
Term 2 - Ongoing Reading Target students iden;fied and a planned Gene Duncan Regular tracking/monitoring of students’ progress
programme to accelerate their progress and Sue Ross and achievement against the Fairfield Reading
achievement to be implemented Progressions.
Year 5/6 Teachers
2x per Term Undertake team and staff mee;ng to ensure Gene Duncan
consistency of Reading pedagogy and modera;on of Susan Stucki
reading.
Sue ross
2x per term Directed observa;ons during CRT. These All teaching Staff
observa;ons will be focused effec;ve teaching
prac;ce.
Target programmes for individual students– Rainbow Teacher Aides
Reading, Alphabet program, Reading withdrawal Sue Ross
groups.
Ongoing Oral Language Professional Development Lisa Dean Improved oral language levels for students.
Increased teacher pedagogy around oral language.
Ongoing Literacy Professional Development for Teachers in Gene Duncan Increased teacher pedagogical content knowledge
Years 5-6 classrooms Sue Ross in literacy.
Ongoing ESOL Lisa Deane
Chris Trevithick
Ongoing Professional development for Beginning Teachers – Chris Robertson Increased teacher pedagogical content knowledge
Belinda Harrison in literacy.
2 x per Year Videoing reading instruc;onal lessons - reflec;on Lisa Deane
analysis with the class teacher and team leader. Gene Duncan
All Staff
Term 2 - Ongoing Teacher collabora;ve Inquiry Ande Ford Inquiry documenta;on and student data.
Gene Duncan Lisa Deane Rob NewtonMonitoring • Teaching and Planning checks twice a term by Senior Leadership Team (Principal, Deputy Principals and Assistant Principal) • Student progress and repor7ng data is analysed at class level by teacher, Team Level by the Team Leaders and School wide by the Assistant Principal. • Priority/target student’s achievement is recorded and analysed at schedule data collec7on points throughout 2019. Resourcing • Reading Recovery Specialist Teacher - FTTE Lynda Luke • Literacy IST – Sue Ross • $12000 - Teacher aides’ salaries for targeted programmes
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