Peninsula Primary School Strategic Plan 2019-2021 and Annual Plan 2019
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Peninsula Primary School Strategic Plan 2019-2021 and Annual Plan
2019
1
What’s important to us and our community
PPS Motto
Learn Grow Shine
Ako Tupu Whiti
PPS Values
Respect Responsibility Resilience
Whakaute Ngā Haepapa Manawaroa
2
PPS Mission
Our tamariki will learn, grow and shine to become confident, connected, actively involved lifelong learners.
PPS Vision
We will Learn, Grow and Shine by:
Showing respect to self, others and the environment
Showing responsibility towards ourselves, our actions and our learning
Showing resilience in times of challenge, risk and continued growth
3
Strategic Statements
Our children love coming to school The cultural diversity of our school is a strength that is reflected in our
attitude and our actions
Our children aspire to their best, are proud of their achievements and are
motivated learners Our students show pride in their own culture and value cultural diversity in their
classmates
We value the contribution that cultural diversity amongst our people brings to our
school
Our curriculum, our environment and our people work together to We honour the Treaty of Waitangi and celebrate tikanga Maori
inspire children to excel
We embrace and accept tikanga Maori to become bi-cultural citizens.
Our school setting and facilities reinforce our curriculum.
Tikanga is seen and heard within our school.
Our community values are reflected in our curriculum.
We manage our resources so our school continues to provide the best education for students
Our resources are under constant review to be able to plan for a rich learning environment and opportunities, maximising student achievement and protecting our
assets
4
Strategic Goals and Annual Plan
Strategic Goal 1: Strategic Goal 2:
Whanaungatanga Ako
Partnerships and Wellness Learning for all
Strategic Goal 3: Strategic Goal 4:
Te Taiao Akoranga Ako
Environment Accelerated Progress
5
Strategic Goal 1: Whanaungatanga
Partnerships and Wellness
2019 2020 2021
We will increase family and whanau We will achieve this through ensuring: ● 3 way conferencing ● review feedback from parents
engagement with their child’s learning. ● Parents are well informed about ● increased parent involvement in on changes to reporting systems
the progress and achievement of whanau hui ● review wellness budget and
their child throughout the year ● home-school partnership initiatives
● Parents are given practical and strengthened
relevant information about how ● build on 2019 wellbeing
We will strengthen staff and student
to help their children at home initiatives and continue to
wellness ● Parents are empowered to ask promote staff and student
teachers for clear information wellbeing
about the progress of their child.
● Staff and students know well-
being support that is available
● the school actively promotes
wellbeing in its policies and
practices
Annual Plan Progress Indicators Action timeline Coordinated by: Budget: Stakeholders:
What will the school do to achieve this? F M A M J J A S O N D
Host an open evening/meet the teacher At least 50% of families attend. Teachers Students
Whanau
in week 2 to meet teachers and see Parent survey in week 4
Teachers
learning spaces
Hold 1 event each term to invite Numbers attending hui DP (OR) Tikanga Students
Whanau
whanau for a hui
Staff
6
2 x counsellors from Laidlaw college to Principal Wellness Identified
students
provide counselling to students in need
Provide staff wellness budget Staff survey end of each term to monitor Principal/DP (SM) Wellness Staff
BoT (Danni/Katy)
Staff meeting each term to support ‘wellness’ of staff
wellness Report back to board on survey results
Employ Kaiarahi te reo to support Students and staff can say their OR Tikanga Matua Bumpa
Students
teachers in tikanga, te reo and to lead pepeha/mihi, sing the school waiata
Staff
kapa haka and perform the haka.
Whanau
Cultural leader to oversee all other Students will have opportunities Cultural Leader MUnit Students
(LP) Whanau
cultural events for school throughout the year to celebrate their
Staff
own and others cultures.
FoS invited to Board meetings to 5 year plan developed Principal FoS
BoT
develop a sound partnership and vision
Surveys completed throughout the year Principal
– staff/students wellness and whanau
engagement
How we do things round here booklet Principal
MM
for new parents / website
Staff form wellness goal as part of Staff meet their wellness goal by end of
appraisal 2019
7
Strategic Goal 2: Ako
Learning for all
2019 2020 2021
We will achieve this through: ● Review 3 year PPS curriculum Review PPS curriculum
● ensuring our local curriculum is ● Development of Digital
We will ensure that our local
unique to PPS technology curriculum as part
curriculum provides rich learning
● Our children articulate a love of of local curriculum
experiences for children that
learning and an aspiration to ● Review inquiry into PBL
enable and encourage them to
achieve
excel.
Annual Plan Indicators Measures of Progress Action timeline Coordinated Budget: Stakeholders:
by:
F M A M J J A S O N D
Hold a parent evening in term 2 and 4 Parent voice following events DPs Events Whanau
Students
to celebrate and inform parents of
Teachers
learning
Digital Literacy PD Teachers/staff confident in use of DP/DL Leader PD budget (but Students
apply for Teachers
google suite.
Ministry PLD)
Teachers more confident in teaching
digital literacy following external
provider support
Employ teacher aides for each year Targeted students will show DPs TA Targeted
students
level to provide extra support for accelerated progress.
Teacher Aides
targeted students
Teachers
Development of middle leaders Evaluation of inquiries Principal Middle
Leaders –
KM/ML
8
Inquiry into Play Based Learning Inquiry will outline how we will Team Leader HS
(HS) Students
introduce PBL into PPS from term 3
Teachers
onwards.
Review reporting procedures Parent voice re home-school Principal
partnership will show positive
change to reporting system
STEM Café for identified learners Student voice indicating learning SM GaT Identified
students
Teacher voice indicating the progress
made by identified learners
ESOL teacher aide provided with PD to Student voice about how their AO PD ESOL students
OR AO
enhance programme running for ELL learning in ESOL programme helps in
students class.
Teacher voice.
DP to form an inquiry into how ESOL Evaluation of spirals of inquiry OR
programme is
Outside experts (authors etc) linked to OF Curriculum All
inquiry learning
Review of local curriculum PPS curriculum is unique to our kura OF Curriculum All
9Strategic Goal 3: Te Taiao Akoranga
Environment
2019 2020 2021
We will achieve this through ensuring ● All classrooms are resourced ● Review of e-vision strategic plan
that: as per the E-vision strategic ● Review of 5 year grounds plan.
We will ensure that our school
● Classroom environments are plan ● Review of PB4L
environment meets the needs of
resourced to inspire ● Play based learning is
our school curriculum
excellence and high standards embedded in junior
and enable them to become classrooms
independent learners ● Travelwise, Enviroschools,
● The outdoor environment Garden to Table is embedded
becomes a learning into our strategic direction
environment through free ● PB4L is embedded into our
play and play based learning strategic direction
resources
● PPS is an environmentally
friendly school
● PB4L is rolled out school-wide
Annual Plan Indicators Measures of Progress Action timeline Development Budget: Stakeholders:
Coordinated by:
What will the school do to achieve F M A M J J A S O N D
this?
Outline the resourcing we need for E-learning strategic plan in place External Facilitator/ IT Students
ML PD Staff
IT hardware and software
throughout the school
10Garden to Table reintroduced to Year 3 and 4 students successfully Principal Curriculum Year 3 and 4 teams
Volunteers
Year 3 and 4 students completed 12 months of GtT.
Classrooms adequately resourced All classrooms are resourced as Principal / Team Furniture Students
Leaders and Teachers
for all furniture / device per E-learning strategic plan
Equipment
requirements
Sustainability – Travelwise, Student groups for TW and ES in Principal/Lead Sustainabili Students
Teacher (LG) ty Staff
Enviroschools, place.
Whanau
Reduced waste for school
Implementation of 5YA New property advisor in place. Principal 5YA All
BoT Property
- Complete covered Projects completed by end of 2019
walkways Portfolio Holder
- Redesign of rooms 21 and
22
- Admin painting
Make fund applications for cover Successful fund application FoS Fund All
application
for 1 court area
s
Staging for school hall DP (SM) Furniture All
Weather proofing of decks on ILE ILE buildings are fully compliant by Principal Ministry All
BoT (PR)
blocks to be completed end of Term 1
PB4L is prominent in our school Matrices are completed for all Principal Ministry All
PB4L team
environment areas and for classrooms
Lesson plans are complete and
taught on a weekly basis
Whole school community use the
PB4L language
11Strategic Goal 4: Ako
Accelerated Progress
2019 2020 2021
We will accelerate the progress of We will achieve this through ensuring; ● review teacher inquiries in ● review good practice
● staff have targeted reading, writing and maths
targeted children who have not
professional development to ● continue targeted approach of
made 1 years progress over 2018
enhance teacher practice in achievement and progress to
writing. accelerate Maori / Pasifika /
We will have equity and excellence
● teacher inquiries target students at risk
for all our learners, and especially underachieving learners with a
for those who are underachieving focus on teacher pedagogy
● there is a focus on Maori and
Pasifika student’s
achievement and progress
Annual Plan Indicators Measures of Progress Action timeline Coordinated by: Budget: Stakeholders:
What will the school do to achieve F M A M J J A S O N D
this?
Form specific writing targets for Targets set stretch achievement Principal Students
DP (SM and OR)
each Year level expectations for all learners
Identify students who are not Teachers can identify the students Team Leaders Identified students
DP (SM and OR)
making progress and action as in their class who are not making
appropriate progress.
Teachers, through inquiry, make
changes to their practice to
12support target children
Teachers from each year level to Teachers engage actively in the Team Leaders PD Students
Teachers
attend Writing PD and report back PLD sessions and apply new ideas
to staff through their teaching inquiries.
Teachers recognise that merely
doing more of the same will not
necessarily accelerate student
achievement
Improvements in teachers practice
are observable through
observations and reflections.
Review of Expected Practice in There is a clear picture of what is DP (SM) Students
Teachers
Writing throughout school currently working and where there
are gaps and a plan to improve the
level
Assessment to be carried out Teaching programmes are Teachers Assess Students
ment Teachers
termly as per the Expected constantly responsive to the
Practice learners needs.
Information on progress is shared
regularly with students, parents
and trends and patterns with the
Board of Trustees.
Writing Process to be embedded There are shared expectations Teachers Students
Teachers
into teaching practice throughout amongst staff of what an effective
school writing programme looks like.
Teachers’ programmes are
differentiated and adapted to meet
13the specific learning needs of
targeted learners
Ensuring writing levels are Writing moderation assessments Team Leaders Students
DP (SM) Teachers
assessed consistently across year show increasing consistency in
levels. level assigning.
Home/school partnership for Parents are informed about ways Teachers Students
Team Leaders Whanau
writing at home – newsletter they can support the literacy
curriculum at home.
Parents are aware of their child’s
progress and achievement.
14Strategic Actions
Strategic Action Target Cohort
Learning Gender Boys Girls
Ethnicity All Maori Pasifika Other
Year Group Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Focus Area Writing Maths Reading Other
Annual Target Reasoning
All Maori (107 students) and Pasifika (52) Data has identified that Maori and Pasifika students have not made the equal amount of progress in
students have made progress of at least 1 writing and maths over the 2018 calendar year as their peers. A high percentage of Maori girls are
years progress (based on NZC levels) in working below expected curriculum levels in Maths and Writing
2019
Strategic Action Target Cohort
Learning Gender Boys Girls
Ethnicity All Maori Pasifika Other
Year Group Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Focus Area Writing Maths Reading Other
At Level 1
Annual Target Reasoning
75% of all Year 4 students to be working 2018 data has shown that just under 54% of Year 2018 3 students have not made the progress in
At Level 2 by end of 2019. writing that was expected for after 3 years at school. Predictions had indicated that more students
would have made the expected progress/level. 43% of the students are working at Level 1, thus
putting them below expected level. Discussions with teachers indicated that students were not able
to write at a consistent level ‘independently and most of the time across the curriculum’.
15Strategic Action Target Cohort
Learning Gender Boys Girls
Ethnicity All Maori Pasifika Other
NZE
Year Group Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Specific
cohort
Focus Area Writing Maths Reading Other
Annual Target Reasoning
All 9 boys will be working at Early Level 2 There are 9 NZE boys who are working below the expected level in writing after 120 weeks at school.
by mid-year and At Level 2 by end of 2019 These boys were all working at expected level after 80 weeks at school, but have not made the
progress required to keep them on track.
Strategic Action Target Cohort
Learning Gender Boys Girls
Ethnicity All Maori Pasifika Other
Year Group Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
11
target
students
Writing Maths Reading Other
Annual Target Reasoning
All 11 students will be writing at 1At by These 11 students were at expected curriculum level for reading but below the expected level for
end of term 2 and progress to 2Early by writing.
the end of 2019
16Strategic Action Target Cohort
Learning Gender Boys Girls
Ethnicity All Maori Pasifika Other
Year Group Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Writing Maths Reading Other
Annual Target Reasoning
To be working in all 3 areas At Level 2 by This target group are working at Level 1 which puts them well below expected level in reading, writing
the end of 2019. and maths. All of these boys have had external support for learning over the last year.
Strategic Action Target Cohort
Learning Gender Boys Girls
Ethnicity All Maori Pasifika Other
Year Group Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
6 target
students
Writing Maths Reading Other
Annual Target Reasoning
These children will be working at Early These 6 students have not made any progress over a calendar year (2018) and have gone from Above
Level 4 by the end of 2019. expected curriculum level at the beginning of 2018 to At expected curriculum level at the end of 2018.
17Strategic Action Target Cohort
CoL writing Gender Boys Girls
Ethnicity All Maori Pasifika Other
Year Group Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Writing Maths Reading Other
Annual Target Reasoning
There is a shared understanding and Primary, Intermediate and College all have Level 4 students working within the curriculum. There was
consistent teaching of Level 4 writing. inconsistencies between what Level 4 writing looks like dependent on what year level the student was
at.
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