Frimley School Strategic Plan 2021-2024
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Frimley School Strategic Plan 2021-2024
Heretaunga Ararau
Heretaunga Haukū nui
Heretaunga Haaro o te Kaahu
Heretaunga Raorao Haumako
Heretaunga Takoto noa
VISION: Developing the Leaders and Learners of Tomorrow
VALUES MISSION/ KAUPAPA
Manaakitanga- We care, show kindness and respect Our children:
● have skills for lifelong learning
Whanaungatanga- We learn together to ensure we can bring out the best in each and all of us
● know how to look after their wellbeing
Kaitiakitanga- We care for our possessions, school, community and wider world ● know themselves and others
● care for and protect our land
Rangatiratanga- We are self directed and confident learners. ● will be confident and make an impactSTRATEGIC GOALS
Learning that is fun and Success for all Strong partnerships Passionate and skilled staff
meaningful
Frimley School will be Frimley School will foster and actively Frimley School will recruit,
Frimley School will have a inclusive, and supportive of all work to engage with whanau. Our retain, develop and support
curriculum that is relevant, student learners to be successful school will be the centre our staff to be the best
centred, culturally connected and enjoy learning. of our community. they can be.
and future focussed.
Related National Educational and Leadership Priorities (NELP)
Ensure every Akonga gains sound Foundation skills, ● Ensure places of learning are free from Have high aspirations for every learner and support Develop staff to strengthen teaching,
including language, literacy and numeracy. rascism, discrimination and bullying. them by partnering with whanau to design and deliver leadership and learner support and capability
Have high aspirations for every learner and support ● Reduce barriers to education. education that responds to their needs, identity and
them by partnering with whanau to design and ● Meaningfully incorporate Te Reo Maori and culture.
deliver education that responds to their needs, Tikanga Maori into the everyday life of the
identity and culture. pace of learning
INITIATIVES
Develop a local curriculum Culture counts Partnerships with Whanau Staff Hauora
Develop an engaging and broad Nurturing the whole child Centre of community Professional Learning
curriculum
SUCCESS LOOKS LIKE
Our students enjoy being at school, Our students enjoy success Whanau and our wider community We support and encourage
are learning about themselves, our through their language (te reo), are actively involved in and are proud staff to make a difference at
community and the wider world in a identity (whakapapa) and of their school. Frimley. They are positive and
fun, hands on and creative way. culture (tikanga). Our students seek opportunities to do things
are developing their full better.
potential.ANNUAL PLAN 2021
STRATEGIC GOAL AREA 1: Learning that is fun and meaningful
Frimley School will have a curriculum that is relevant, student centred, culturally connected and future focussed.
INITIATIVE A Develop a local curriculum
2021 Development To continue to strengthen our Place Based Curriculum, focus on:
● Getting our Tamariki out into the Whenua
● Grow teachers understanding of Kahungunutanga and then how the new Aotearoa NZ Histories curriculum fits within
our PBC, through this lens.
● Our Tauparapara and Learning Space names.
WHEN WHAT WHO MEASURES OF SUCCESS
By week 5 of each Big idea identified and shared with staff to Ngahina Each component of the pepeha is brought to life
term develop in Learning community with the big themes. Strong links are made to the
NKII Graduate profile.
Ongoing PLD to support staff identified in Strategic Goal Tim to coordinate Staff have the knowledge to bring our PBC to life.
area 4 (school/ Kāhui Ako).
Ongoing Sharing of termly theme and local Place based Ngahina/ Tim Our wider community has a growing
curriculum ideas/ concepts with community understanding of PBC and its relevance to our
through newsletter and the like learners.
Ongoing PBC continues to develop and library of curated Ngahina Our PBC is documented in a way that enables
resources to support future themes/ record past. teachers to see what has been covered and plan
out future learning.
Term 3 Introductory sections are updated to reflect PBC Tania Staff have had input and have ownership on
and curriculum changes developing curriculum
Work begins with key staff/ Staff on remaining
sections.
By end of year Updated curriculum present to staff Tania Curriculum is ready for full implementation in
2021.
INITIATIVE B Develop an engaging and broad curriculum2021 Development To strengthen teachers’ understanding of the Learning Progression Framework in Literacy and Numeracy.
To support teachers to make sound judgements about progress and achievement (PaCT Mathematics, Writing and
Reading)
To support teachers to use the E-Tap/ PaCT tools/ reports to reflect, plan and report on progress and achievement
WHEN WHAT WHO MEASURES OF SUCCESS
In each PaCT window Teachers to work in cross LC groups to Literacy and Numeracy Increasing confidence of teachers to identify from
moderate samples of writing and mathematics unit holder a range of work across the curriculum where a
child is at against the signposts.
Termly Teachers to work in cross LC groups to develop Literacy and Numeracy Teachers understanding of LPF grows and the
their understanding of the differences between unit holder subtle developments between signposts.
signposts in both writing and Mathematics
As available Identify other PLD opportunities that work Tim We grow teachers capability to support each
support developing teachers depth of other and literacy leadership capability across the
understanding of the LPF. school.
Termly Literacy and numeracy PaCT leaders to attend TBC Good practice is shared within and across the
Kāhui Ako Sessions. Report back to the staff. Kāhui Ako. Literacy and numeracy leaders are
able to support teachers developments within
school.
STRATEGIC GOAL AREA 2: Success for all
Frimley School will be inclusive and support all learners to experience success and enjoy learning.
INITIATIVE A Culture counts
2021 Development To strengthen school expectations of cultural relationships for responsive pedagogy
WHEN WHAT WHO MEASURES OF SUCCESS
Refer Section 4 for PLD plans to support continued strengthening.2021 Development To strengthen the use of Te Reo Maori and the place of Tikanga Maori in the school
WHEN WHAT WHO MEASURES OF SUCCESS
Weekly Te Reo lessons offered weekly (two Ngahina and others Attendance by all staff on a regular basis.
sessions) for teachers and support staff. Increased confidence of teachers and use within
Break into ability/ goal groups to ensure classrooms.
the right level of support and challenge a. PGC observation summaries identify increasing
for all staff members. use
Particular focus on: b. That RtH observations show continued increase in
● Tikanga start/end of day te reo use in classrooms
● Normalisation of mihi c. That there is an increase in the level of spaces at
● Empowering te reo normalisation MML at Grade 4 (Maori Medium Language)
with classrooms.
Termly and ongoing Teachers and Support staff identify and All Teachers PGC discussions and Te Reo facilitation notes show
reflect on termly Te Reo goals as part of increasing daily use.
their professional growth cycle.
For further detail refer below.
INITIATIVE B Nurturing the whole child
2021 Development To implement aspects of the Manaaki Tamariki Classroom (Pilot), support our teachers to grow their understanding of
and response to Trauma and further strengthen our ability to form positive relationships for learning
WHEN WHAT WHO MEASURES OF SUCCESS
Week 2 term 1 Review all Identified MT students (2020) Megan Identified students (2020) are planned for in 2021.
for how settled they are in their Ngahina
classrooms. Add to Manu Huia. Monitor
for term 1.
Terms 1 and 2 All staff to work through Trauma modules Megan/ Tania/ Tim Teachers are conscious of trauma and its impact on
from Ngā tahi programme and relevant children. Teacher talk and class/ LC/ school interventions
professional readings. start to reflect a growing understanding.
Further MOE LS facilitation sought for
staff2021 Development Support the growth of Learning Community Responses:
● Ararau: Foundations for Learning
○ Foundation for learning assessment fully implemented.
○ E-tap recording finalised. Ability to show and report on progress capable
○ Clear links to deliberate acts within formal teaching settings and learning through play
● Haukū nui: Tepil and Learning through Play
○ 2nd year of Tepil support from Massey.
○ Teacher confidence and competence improved
○ Increasing acceleration seen with learners- increased numbers of students reading at expectation by 6 years and
end of year 2.
○ Recommendation to BOT for school next steps
○ Learning through Play PLD undertaken
○ Plan developed by LCL with AP to implement Learning through Play in HHN
● Haaro o te Kahu: Numeracy
○ Pilot of LA Spring into maths
○ MST providing 1 group in first half of year.
○ MST observation/ feedback
● Takotoa noa: Use of Whenua and Numeracy
○ Increasing and deliberate use of LEOTC to bring whenua to life
○ Clear and deliberate use of whenua and LEOTC experiences to link to PBC
○ MST focus on HTN. Accelerate learners who are below in maths.
WHEN WHAT WHO MEASURES OF SUCCESS
By end of Feb Each LC would have documented their LCL with team
own professional growth cycle goal members.
linked to LC focus area above
By end of March Each LC would have meet with one of LCL with SLT
the SLT to discuss PGC goal and
outlined the professional growth they
expect to undertake, the expected
outcomes etc
Mid/ EOY Each LCL will report to the SLT and BOT LCL
on developments, review of PGC and
outcomes/ impact on learners.2021 Development Continue to build the role and function of the Learning Support Coordinator within Frimley. Foci
● IBP support
● LA appraisal
● Oversight of specialist teacher roles and programmes:
○ Reading recovery (with LCL HHN)
○ Literacy Specialist (with Literacy leader and LCL HTN)
○ Maths Specialist teacher (with Numeracy leader and LCL HTN)
WHEN WHAT WHO MEASURES OF SUCCESS
First staff meeting Update for all staff/ induction for new Megan and Nurse All staff aware of Manu Huia students.
Term 1 staff: Updated register available for all staff.
● Health needs
● Learning needs
● Behaviour needs
● Pastoral or guardianship
● Manu Huia
By week 5, Term 1 LA appraisal and PLD processes shared Megan and Tim Clear processes developed inline with contract and
with LA’s. expectations.
LA’s able to apply for new NZEI/ MOE LA’s undertaking MOE funded PLD.
PLD grant,
Over term 1 Support development of IBP/IYB Megan Clear expectations and responsibilities for IY behaviour
planning with all LC’s. SLT plans. Coaching and mentoring for teachers who need
Support facilitation of unpacking of this.
Positive behaviour for learning booklet
Terms 1-3 New screening tools are introduced to Megan Outcomes of screening tool assessments recorded on e-
staff and used in response to teacher or tap.
whanau requests.
When building LSC Office furnished to enable efficiency Tim LSC office created as part of SIP Admin upgrade.
complete of role Megan Functional office by end of term 2.
End of term 4 All LA have been appraised with Megan Appraisals complete.
feedback from teachers. LA’s clear about
their next steps.
By week 4 Term 1, Reading Recovery committee and Maths Megan with team/ Specialist teachers feel supported in the decision making
meetings at least Specialist teacher teams formed. Clear committee around student selection and evaluation of impact.
termly thereafter terms of reference formed.
Committee/ team provide oversight to
each project2021 Development Engage and implement a Maths Specialist Teacher role.
WHEN WHAT WHO MEASURES OF SUCCESS
20 January MST position has been filled. Tim Position filled. MOE informed. Budget to support
End of Feb MST job description and Numeracy Tim, MST, Numeracy MST clear about role.
Leadermentor oversight role sorted. leader
MST team formed to support work. Megan
By end of term 1 Baseline testing complete, students MST Sufficient baseline data to monitor and evaluate impact.
selected, programmes underway. Initial
focus HTN.
By end of term 2 At least 30 students have been on MST and Mentor Project expectations from MOE met.
programme. Accelerated progress seen
Mid year report to BOT on developments MST/ Principal BOT kept informed of programme, MST role and impact
of investment.
Term 3 MST offering support to classroom MST/ LCL Programme building staff capability as well as
teachers, observation/ modelling advice. accelerating learners. Contributes to HHOTK numeracy
development
By end of term 4 At least 60 students have been on MST and Mentor MOE expectations meet. Report to MOE submitted.
programme. Accelerated progress seen Training requirements met.
EOY report to BOT MST/ Principal BOT and staff can see impact on individual students and
cohort data shows acceleration.
Position confirmed for 2022 Principal Appointment and MOE funding confirmed for 2022
Consideration given to ALIM teacher MST/ Principal/ BOT Explore building further staff expertise and passion in
applications for 1 LC mathematics in year 2 of project through ALIM teacher(s)STRATEGIC GOAL AREA 3: Strong Partnerships
Frimley School will foster and actively work to engage with whanau. Our school will be the centre of our community.
INITIATIVE A Partnerships with Whanau
2021 Strengthen and support Whanau: Maori. Explore opportunities for Whanau to learn
Development Explore, extend and strengthen the development of powerful partnerships with Whanau
WHEN WHAT WHO MEASURES OF SUCCESS
Termly Whānau Rōpu Māori forum meet termly to Ngahina, Tania, Tim Powerful and productive partnerships are evident
discuss strategic vision and goals with a voice contributing to the strategic vision of
the school
Termly Strengthen the whānau forum infrastructure Ngahina, Tania, Tim Whanau forum is strong and used as a resource
to engage more whānau to hui- build on to support our learning within school
growing links and place of zoom
Ongoing Identify, recognise and invite Kaumatua/ Kuia Ngahina, Tim Increased multi-generational support for the
to be involved in the schools life school, programmes and tamariki.
At least once Build on Whakairo Tane night (2020) to offer Tim and Whanau Rōpu Māori Larger turn out than in 2020.
during the year at least one opportunity for whanau to explore
and extend their understanding of the schools
vision.
2021 Support the BOT to develop their understanding of Te Ao Maori and the Treaty of Waitangi/ Te tiriti o Waitangi & the
Development schools strategic journey
WHEN WHAT WHO MEASURES OF SUCCESS
End of Jan BOT attend Marae with staff as part of TOD All BOT All BOT attend for all or part.
Monthly Support for BOT chair on developing BOT Charissa BOT tikanga is embedded and chair has growing
tikanga confidence
By the end of BOT to have undertaken collectively some Charissa and Tim to facilitate All BOT attend.
term 1 form of titiri of Waitangi training and
unpacked what this means for their roles.By End of term 2 Training sought and undertaken on the Hautu Tim/ Ngahina All BOT understand the tool and its purpose
tool.
By end of term 3 Hautu tool used by BOT to determine next BOT Chair with BOT BOT have identified strengths and areas for
steps. Plan developed and training sought, if development in 2022
necessary.
2021 Review fully and develop a manageable, ‘real time’, reporting partnership between teachers, students and whanau. This
Development would replace the current mid and end of year reports.
WHEN WHAT WHO MEASURES OF SUCCESS
Term 1- by Feb Paper for BOT and Staff developed to share Tim, Tania and LCL Parameters explained.
BOT meeting purpose and thinking about moving from Current system review.
twice year reports to just in time reporting Sound basis for review and development
using see saw. explained.
By end of March Communication with whanau to outline what Tim Whanau are on board, understand purpose and
we are wanting to achieve and ask for this benefits.
input/ feedback into process
By end of term 1 Have developed a set of expectations for Tim/ Tania/ LCL Teachers are clear on expectations.
reporting via see saw to whanau. LCL clear on roles.
● Type of posts
● Number of posts
● When to post
● Teacher vs student posting
● Partnership with Whanau
● Method of monitoring and ensuring
consistency (to meet minimum
expectations).
Beginning of Communicate with BOT, Whanau and hold Tim/ Tania Whanau feel their voice is heard and valued.
Term 2 community Hui to share what it will look like.
Over term 2 Teachers to follow guidelines for the term. LCL Whanau get quality, consistent posts.
End of term 2 Feedback from Whanau sought about Tim/ Tania Mid year trial is completed and whanau have
reporting in see saw- what is missing? input into review.
Teachers to review- manageable. LCL toreview- consistency/ quality.
Early term 3 Feedback is reviewed/ changes made. New Tim/ Staff Issues are aired and ironed out.
guidelines/ advice/ responsibilities shared. Whanau see new system has better than what
Teachers implement for the second half of they had before.
the year.
End of November Thought given to any special EOY posting Tim/ LCL
requirements. Review for consistency done.
Final request for whanau feedback.
December Final report for BOT on Reporting to Parents Tim Changes are reflected in school policy and
Changes reflected in School Docs update/ Tania documentation.
learning@ frimley etc.
INITIATIVE B Centre of the Community
2021 To build our relationship with Iwi (NK kei Heretaunga) and Hapu
Development
WHEN WHAT WHO MEASURES OF SUCCESS
Termly Leadership team to meeting with Tawehi Tim/ Ngahina Feedback, critique and input received on schools
Munroe regularly. direction.
Termly Meet with James Graham, Pomare, Tim/ Ngahina Feedback, critique and input received on schools
Tipene/Levi and others to share direction.
developments and seek advice
Ongoing Tim to liaise with Tawehi on a regular basis Tim Iwi partnership at Kāhui Ako level is successful-
through Kāhui Ako. against contract measures.
At least termly Tim to make contact with Matua Hawira Tim School leadership is culturally safe.
regularly, discuss developments, seek advice
and direction
Ongoing The schools leadership team actively support Tim, Ngahina and Tania The school is supporting NKII aspirations for
the NK Matauranga strategy implementation Akonga.
● Opportunity sought for NKII to talk Staff able to see clear links between their mahi
with staff and strategy.2021 To continue to build our schools relationship with Marae- Houngarea.
Development
WHEN WHAT WHO MEASURES OF SUCCESS
Jan Staff (and BOT) noho Marae Teacher only Ngahina to Co-ordinate. All staff Staff feedback is positive and staff report
days held. and BOT increased confidence and the benefits of return
visit.
Over year Continuation of annual year 5 & 6 noho cycle Tania and LCL Noho Marae becomes part of EOTC programme
(Term 4) and integrated into PBC.
Continuation of year 3 & 4 day trip. Marae becomes integral ‘classroom’ for learning.
Establishment of Year 1 & 2 trip
Development of NE marae experience.
Once over year Staff/ School give back to Houngarea Tim to lead We develop reciprocity in our relationship.
STRATEGIC GOAL AREA 4: Passionate and skilled staff
Frimley School will recruit, develop and support their staff to be the best they can be
INITIATIVE A Professional Learning
2021 To induct new staff and strengthen existing Staff’s understanding and capability in forming cultural relationships for
Development responsive pedagogy and building te reo skills
WHEN WHAT WHO MEASURES OF SUCCESS
January Staff Only Days- Noho Marae Tim and Ngahina As a learner I am able to reflect on:
Focus 2021: ➔ Tikanga pertaining to _______ marae
● Treatyi of Waitangi ➔ Pepeha
● School Values ➔ Mana tangata - social dimension (my interactions with
● Space ingoa people)
➔ Mana whenua - environmental dimension (my
interaction with land & water)
➔ Mana Atua - spiritual dimension (my motivation, myaspirations)
Weekly Te Reo Sessions held weekly. Focus for Ngahina and team All staff (including Learning Assistants / Support staff) will be
2021: confident to:
➔ Whakatau - new students/whānau ➔ Introduce themselves
into classes ➔ Introduce someone else
➔ Whakatau - hui, as a speaker to ➔ Mihi to an audience
lead/open an event ➔ Understand the marae environment
➔ Daily tikanga ➔ Understand tikanga pertaining to the marae and some
➔ Normalisation of te reo use variances
By end of Term 2 All new staff will have worked through Tim and Within All staff will continue to review, refresh, learn, develop and
modules 1-4 of Poutama Pounamu blended School Leaders strengthen being culturally responsive
course. Increased understanding of the ‘WHY’ and stronger moral
purpose.
Over term 1 and 2 Revisit the characteristics and behaviours of Tim, Ngahina, Kaiako are applying, exploring new strategies into their
Culturally responsive teachers. Make explicit Tania and WSL teaching and learning
through the use of the school based video.
Focus identified from RtH observations
2020:
● Power sharing
● Use of te reo
● Curriculum vs pedagogy
Term 1 and 3 Within school leaders host teachers on 1 Within School Teachers have a more explicit understanding of culturally
CRT slot each in their room. Leaders responsive practice and what it looks like in a range of class
levels.
Term 2 Power2 work through Teaching for Positive Lead by LCL Shared understanding of what is meant by all aspects of
behaviour booklet. Focus on: supported by WSL positive behaviour. Teachers IY skills are honed further.
● How these link to culturally
responsive teaching and our school
values.
Terms 2 and 3 WSL to observe and provide feedback to Within School Teachers have termly observation, critical conversation and
teachers in their roopu on CRP. Continue to Leaders set goals for the coming term.
use Video. Increasing number of teachers in integrated phase on CRP
continuum
April holiday New teachers to attend Kāhui Ako Noho New teachers All new teachers have blended course introduction. Have a
marae. sense of belonging into Kāhui Ako.Termly Hikoi to place significant to Ngati Kahungunu Tim and Ngahina Teachers have growing knowledge of Ngati Kahungunu
kei Heretaunga- make good use of KA Hikoi. Whakapapa, whenua and pūrakau - some teachers are
planning trips with their learners to these sites.
Register teachers on extended day hikoi
Over year Register interest through KA for being part of Tim and Tania Teachers have growing understanding of ANZH and how our
Aotearoa NZ history pilot. Explore the links PBC delivers on these expectations.
between this and our PBC. Make explicit as
required in Learning@frimley,
2021 Strengthen Power2 collaborations, particularly for new teachers and leaders across the school
Development
WHEN WHAT WHO MEASURES OF SUCCESS
Staff meeting Share the beliefs and purpose of Power2. Tim Norms are developed for each Power2.
early term 1 Allow Power2’s to have time to discuss ways
of working together.
First 5 weeks Power2 to identify goal(s) for collaborative LCL Working collaboratively is kept at the forefront of thinking.
synergy for term 1 and each term thereafter.. Collaboration is developing.
Term 1 Power2 with their tamariki to explore ingoa Power2 Students are able to talk about their space name.
for their space, develop internal display.
Term 1 Power 2 to break down and develop values Power2 The school values are understood and can see heard, seen
for their space and felt in each space.
Termly Each Power2 to have collaboration hui with Tim, Ngahina, Collaboration is valued and feedback given on successes and
leadership team to share efforts and discuss Tania next steps.
next steps.
Over the year Explore how an additional class in an LC can Megan, Tania, Develop 3rd class collaborative model for use in the future
collaborate. Consider options for single cell Charlotte
class and how student placement can be
deliberate to meet learner needs
Term 2 and 3 Each Power 2 to utilise 1 CRT and release LCL to coordinate Teachers see collaboration is action in another school and aim
for a session to visit another collaboration to stretch their own practice.
outside our school and 1 to observe within
our school.
These to be organised by Leadership in Tania
20212021 Strengthen and develop leadership within the school (develop staff to strengthen ‘leadership’ capability across the
Development sector-NELP)
WHEN WHAT WHO MEASURES OF SUCCESS
Twice Termly AP and DP attend Kāhui Ako Professional Tania and Ngahina AP and DP report value added from participating in PLG.
Learning Group Evidence sense of whanaungatanga from this group, having a
positive impact on their development through leadership and
their on-going work
Twice termly All Learning Community Leaders attend LCL Leaders LCL’s report added value from undertaking PLD with other
Team leader PLG focussing on being data LC’s across our Kāhui Ako.
smart and holding learning focussed PaCT and other data is being used to select target students
conversations. and monitor impact.
At least fortnightly AP, DP and Principal attend LCL meeting to Tim, Tania, LCL’s feel well supported.
support leaders Ngahina
Twice termly Within school leaders have training Tim and Tania WSL are confident in their roles and can outline the impact of
opportunity alongside other WSL, building their leadership.
their capability to lead CRTP
Termly Maths Leader attends Leadership network Maths Leader Leader shares back to staff via staff meeting new learning
Twice termly Maths and literacy leaders attend Kāhui Ako Literacy and PaCt leaders confidence and competence grows so that they
PaCT leaders sessions Numeracy leaders can better support our teachers in the use of PaCT.
Our school had moderation opportunities with other schools.
2021 Continue to build the schools capability for establishing and maintaining positive relationships for learning
Development
WHEN WHAT WHO MEASURES OF SUCCESS
Terms 1 & 2 PCT 2 teachers undertake Incredible Years Chanel, Sean, Course is complete
(IY) training Simon
Early in the year Explore opportunities for staff training in Non Tim Staff who may have to restraint severe behavioural students
violent crisis intervention (NVCI) Megan have confidence and appropriate training
Terms 3 & 4 Other new staff considered for IY training Tim to organise All staff are trained.
with LCLOver year Seek out opportunities for Learning Megan with RTLB Out LA’s are highly skilled for the demanding role they play in
Assistants to receive IY training (IYTA) the school
INITIATIVE B Staff Hauora
2020 Monitor workload, stress and the wellness of staff (Ensure places of Learning are safe- NELP).
Development
Term 2 and Term Staff and BOT formal social Tim and BOT High staff turn out. Staff feel appreciated.
4
Term 1-2 Implement new Professional Growth cycle Tim and Senior New system is sound, compliant and reflects the principles of
approach to teacher appraisal Leadership Team the accord signed by the MOE/ NZEI
Monitor throughout implementation and
modify as needed
Ongoing Staff workload and sickness is monitored. Tim and LCL Stress points are managed. Sick leave is managed within
Workload adjusted where necessary. annual constraints.
Sickness and absences are monitored using Staff Sync.
Early term 2 BOT funded flu injection provided to all staff Tim and Nurse High levels of uptake.
who wish to have it
Termly Teacher only days are used strategically to Tim and Senior Teachers can recognise steps that are taken to address,
support teachers with workload or to Leadership team mitigate or reduce workload.
undertake significant learning
Terms 1 &2 Workshop with the staff the impact of Tim Greater understanding for staff, leadership and BOT of impact
Trauma. Develop in house and external of trauma on the workforce.
ways to support staff. Steps in place to identify, coach, respond to staff under stress.OTHER DEVELOPMENTS- OPERATIONAL
PROPERTY OTHER
New classrooms & associated enablement Branding Stage 3
● Completion of Field work (cricket nets, alignment of rugby, ● Launch of new website
soccer and cricket pitches etc) ● Rename duplex, linked to Tauparapara.
Sustainability fund ●
● Respond to energy efficiency report from MOE.
SIP Projects BOT training etc
1. Admin upgrade and LSC ● Treaty of Waitangi
● New NELP guidelines
● LSC Office set up
● Hautu tool
● Redesign of AP and DP offices
● Upgrade of admin and staffroom.
2. Playground
● Softfall complete under main adventure playground
● Courts remarked
● Shade sails explored for rooms 14/15, 4-7.
Admin upgrade stage 1 Wellbeing
● SIP project to upgrade admin and offices. ● All staff undergo First Aid refresher course
● School part of lunch scheme
● Explore manaaki tamariki classroom options
Other Community engagement
● Re-sow the field ● Support PTA to maintain drive and direction with
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