Strategic and Annual Plan - Dalefield School Board of Trustees February 2021
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Strategic and Annual Plan
Dale ield School
Board of Trustees
February 2021
Approved by the Dale ield School Board of Trustees 26 February 2021
Signed by Lucy Fisher BOT Chair____________________
Signed by Eric Daubé Principal ____________________
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Dale ield School is a semi-rural, full state primary school serving the Dale ield and Carterton districts since 1885. Staffed at 3.92 for 2021,
the school has a roll of between sixty and seventy students.
Strongly established wider community, the school has set a direction that is sustainable and future focused, embodying the best of its
setting in rural Carterton. With a strong and supportive community, the school has enjoyed its renaissance, punching above its weight and
embracing every opportunity coming its way. 107.5DFM went live in June 2019 and this was the culmination of a year’s work setting up the
infrastructure and learning opportunities. The radio station is student-led and a context for leadership, con idence-building and ultimately
life-skill enhancement. Planning is underway for the 2021 broadcasts and the new radio team.
Dale ield is part of the South Wairarapa Kāhui Ako and the guiding principles
around Hauora, agentic learning and cultural responsiveness are strongly
re lected in our charter and annual plan. Students at Dale ield develop strong
foundational skills based around the key competencies; and the school’s small
size and family nature enable all staff to know and understand all learners’
needs. Our three Dale ield School values guide everyone and everything
associated with the school; and have been developed with input from
Whānau, students and staff.
We are proud of our school and love being part of the wider Carterton learning
community. Embracing opportunities that our location brings has ensured
that the school is developing a responsive and exciting local curriculum. With
a talented and committed staff, opportunities to think outside the square are
fostered and encouraged. A shared vision of where our school is heading sets
and drives the schools’ direction. Our leavers’ pro ile ensures that students
moving onto College are engaged and ready to be on the next phase of their
learning journeys.
Our school has three strategic goals in 2021 that re lect where we have come
and where we are heading. The whole school Whānau are part of the Dale ield
journey.
We warmly welcome you to our school.
Eric Daubé
February 2021
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Education Priorities
Strategic Goal 1
Dale ield School will promote student agency, using strategies that encourage a growth mindset and support progress and
achievement of all learners.
2021 2022 2023
To allow all students the opportunities to meet To review the impact of the well-being To embed well-being in our strategic plan and
successes through a focus on well-being, initiatives undertaken by the school and vision statement.
particularly post COVID. community. Undertake appropriate professional
development to support well-being initiatives.
South Wairarapa Kāhui Ako focus - Hauora
To ensure all students make progress in all To review the effectiveness of the PLD (Assessment To have 100% of our families active participants in
learning areas and commence the use of our for Learning and local curriculum design) and the their children’s learning.
new SMS for students and Whānau HERO SMS; to promote progress, achievement and
engagement in learning. engagement in learning.
To be responsive to, and continue to develop To continue our work with local schools on joint To fully review agentic learning practice so as
practice that supports all learners; empowering initiatives and PLD, that supports student to be cognisant of the bene its for all ākonga.
them to drive their own learning. inquiry and teacher pedagogy. Part of this will
Are we making a difference for our learners?
also involve us exploring structured literacy
South Wairarapa Kāhui Ako focus - Student
PLD.
agency and 2021 PLD Assessment for Learning
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Annual Goal Indicators Strategies Resources Who is Time Reporting/
responsible? frame? review?
Time
To allow all students Our students are comfortable in their skins. Staff have a focus on their own wellbeing and leadership
acknowledges and supports them to do so.
All teachers On-going Termly
the opportunities to Our students can talk about their concerns, fears
and successes. Work with other schools through Kāhui Ako to inquire into barriers to Time All teachers On-going Terms 2 and
meet successes learning that are brought about through anxiety. 4
Our school community can talk about what our
through a focus on school values mean in practice. Children are encouraged and supported to meet success on a daily Time and Principal/staff On-going Termly
basis - in whatever form that takes to builds their resilience and self-
well-being, Our students are accepting of difference and esteem.
curriculum
budgets
particularly post- diversity.
Random acts of kindness are part of our way of being at Dale ield Time Principal/staff On-going Termly
COVID. School.
Time Principal/ On-going Termly
Regular checkin with Whānau and at team meetings (staff)
South Wairarapa Kāhui Ako teachers
Time Teachers/ On-going Terms 2 and
Weekly teacher/teacher aide meetings
focus - Hauora teacher aides 4
HERO SMS
To ensure all students Students will demonstrate achievement across the
whole curriculum and skills will be transferable.
Student/whānau HERO workshops are held during the year.
subscription
Principal/staff On-going Termly
make progress in all Opportunities to meet success have increased for
Staff are developing their pedagogy as a result of their PLD and the
professional Growth Cycles.
Time Termly
Eric/Willy/staff Termly
learning areas and our students. Terms 2 and
All staff lead a curriculum area and contribute to planning advice, Time Eric/staff Termly 4 - BOT
commence the use of Students and Whānau are 100% partners in the guidance and progress/learning meetings.
learning journey.
our new SMS for Regular reporting to the BOT by the principal, Whānau from the
Time and
BOT meetings
Eric/Staff/
students/
On-going Terms 1 and
3 - BOT
student and Whānau teachers and sound formative assessment practices; are our way of
being; supported by HERO and 2021 PLD
Whānau
engagement in
learning.
Time
To be responsive to, Students are able to articulate their learning goals
and next learning steps.
Explicit teaching of the skills required to be re lective, proactive and
resilient learners; able to make connections to experiences and prior Time and
All staff On-going Team meetings
and continue to Students are empowered to taking risks in their
learning ministry-
funded PLD
Team meetings
develop practice that learning Our learning areas are lexible and students are explicitly taught to Staff All staff On-going Team meetings
think and question. meetings and
supports all learners, Our students are following their passions and training Terms 2 and 4 -
displaying initiative. Our students see possibilities, are developing their oral language
empowering them to (turn and talk) and are learning to question.
PLD and
practical
All staff On-going BOT
drive their own Our students have a growth mindset
Staff have the power to act and be responsive to needs of their
experience Eric/Willy/All On-going Team meetings/
Time BOT
learning. Our staff have a growth mindset students. No-one is encumbered with an unresponsive curriculum
Time and PLD Eric/Willy/All On-going Termly curriculum
The lipped classroom model is part of teacher practice.
South Wairarapa Kāhui Ako reviews
Time, PLD All staff On-going
Student-voice is employed in all planning.
focus - Student agency and and meetings
2021 Dale ield PLD - Monthly reporting
Assessment for Learning and
local curriculum design
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Strategic Goal 2
Dale ield School will develop an environment that enhances learning for all students through strengthening our cultural
awareness, af irming cultural identities and encouraging community engagement.
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2021 2022 2023
To work with the Kāhui Ako to enhance tikanga and To ensure that the school is an integral part of the Dale ield is a school of choice through strong
Te Ao Māori at Dale ield School and ensure the wider Wairarapa learning community. To showcase community links and an embracing of our place in
relationships with our wider community are what we do here, inviting other educators to visit Carterton and the Wairarapa.
sustainable, meaningful and respectful. and observe learning in action.
South Wairarapa Kāhui Ako focus - Cultural
responsiveness
To embrace the core values of our Dale ield To survey the community around our core values. To embed the core values in our vision statement
Whānau to ensure our school re lects our Are they still it for purpose? that is owned by the whole Dale ield learning
community’s aspirations. community.
To continue to develop and enhance access to our To review our Dale ield curriculum alongside the To have our curriculum, values and community
Dale ield curriculum, encompassing our unique mahi being undertaken with the New Zealand integrated fully onto the HERO SMS. This is a
location, environment, community and culture. curriculum. celebration of all that is Dale ield - and could be
ready earlier.
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Annual Goal Indicators Strategies Resources Who is Time Reporting/
responsible? frame? review?
To work with the Kāhui Whānau are encouraged into our school and have a
voice.
Informal and formal hui are held at the school on a regular basis. Time Principal Termly Terms 2/4
Ako to enhance Whaea Lee works with our school every two weeks. Kāhui Ako Principal/Kāhui All year Termly
Tikanga is embedded in all planning. funding of Māori Ako
tikanga and Te Ao tutor.
Our Māori students achieve success as Māori. All our students take part in kapa haka (held every week with DP Time and release Eric All year Terms 2/4
Māori at Dale ield and full staff support). Parents and the community are invited to for Willy
School and ensure the All our students have basic pro iciency in Te reo and
can recite their pepeha.
take part
relationships with our Teachers are responsive to all learners’ needs . Learning Time/meetings Eric/staff All year On-going
Our students learn another language. concerns and successes are recorded and discussed in an on-
wider community are going basis through team meetings.
sustainable, School staff are part of the wider Wairarapa teaching
fraternity. Staff continue to unpack the Ka Hikitia and Tu Rangatira Time Eric/staff Term 2 onwards Term 4
meaningful and The Dale ield community feel they are partners in the documents as part of their professional practice.
children's learning.
respectful. School leadership is proactive in fostering Iwi A Mandarin tutor is employed across four Carterton schools Time Eric/Willy Weekly Term 3
relationships. (through the Confucius Institute at Victoria University of
Wellington - probably not happening due to COVID). Deputy
principal to start Spanish lessons from Term 3.
School hangi and picnics. Parents and community members in Time/$200.00 Lisa/staff All Termly Term 4
our school as regular helpers (gardens, reading, expertise etc.) budget
Explicit teaching of Te reo and seamless use of instructions and Time and All staff On-going Terms 2 and 4
core vocabulary. curriculum budget
South Wairarapa Kāhui
Our senior students are part of the Kaitiaki academy and act as Mentor role for Principal, WSL All year Terms 2 and 4
Ako focus - Cultural mentors to our younger students. teacher, principal and classroom
responsiveness Whaea Lee is in our school fortnightly working with kaiak and or community teacher
tamariki. representative
To embrace the core Our school’s values are clearly articulated by all Our students , staff and Whānau live by our three core values: Time Eric/staff All year Terms 2 and 4
stakeholders. Ka whakaute ana tātau
values of our Dale ield We are respectful
Whānau to ensure our Our students are using the key competencies, school
values and a skills framework to frame all learning. He mea auhua matou
school re lects our Our families offer feedback on our reporting and We are creative
engagement systems
community’s He ākonga matou
aspirations. We are learners
Explicit teaching of what it means to display our values. Time Eric/staff All year Termly
Behaviour management is intrinsically linked to the values and Time Eric/staff All year Terms 2 and 4
our students have ownership and accountability of the plan.
To continue Our students are accessing the New Zealand
curriculum in a local context.
Explicit teaching of skills that are transferrable across the
curriculum.
Time Eric/staff On-going Each term
developing and Our responsive Local curriculum is an on-going Students are being taught the skills required, to equip them to
development process. be well-rounded learners. Time Eric/staff On-going Each term
enhancing access to a Our wider community are in our school working with Our community are welcomed into our learning spaces.
students and staff. Three community meetings held in 2021:
Dale ield curriculum, The wider teaching fraternity are in our school working HERO Student Management system and learner agency: Time and a Eric/staff On-going Each term
encompassing our alongside and learning from us.
Dale ield School is a source of pride for the local
(T1/T3)
Maths: (T2)Students are being taught the skills required, to
curriculum budget
unique location, community. equip them to be well-rounded learners. Time
Staff are empowered to lead learning innovation in our Our Eric/BOT From Term 2 Terms 2/3/4
environment and Dale ield context.
community.
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Strategic Goal #3
The Board of Trustees is supporting the school in reaching its goals
2021 2022 2023
The Board of Trustees continues to work with The Board of Trustees are mindful of the impact of The community are active partners in setting the
school leadership to ensure the needs of all potential roll growth and its affect on the culture, direction of the school. The board are coming up
learners are met. students and staff. with innovative ways to engage with their
community.
To ensure all learning areas including the To continue ensuring all learning areas including The vision statement incorporates safety
classrooms and grounds are well maintained and the classrooms and grounds are well maintained improvements to the playground surfaces.
it for purpose. and it for purpose. The entrance and parking
issues are resolved.
The community is well-informed, and part of The BOT is actively looking at visionary ways to The principal and staff are supported to implement
setting the school’s strategic direction, plans and accommodate the ethos that is developing in the the vision and annual plan as a result of the 2022
priorities. school. vision statement.
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Annual Goal Indicators Strategies Resources Who is Time frame? Reporting/
responsible? review?
The Board of The school is resourced appropriately. Effective school evaluation practices are in place and all staff have
input into targeted actions and resourcing.
Time BOT Termly/ongoing Monthly BOT reporting
Trustees
The principal presents triangulated and coherent The principal works with the BOT to ensure they are well-informed of Time/Budget Eric Monthly reporting Terms 2 and 4
continues to information (from the analysis of variance, annual students needs, current achievement and professional development
plan, budget and principal’s reports) to the Board priorities for staff
work with school of Trustees.
leadership to The board is proactive in supporting the principal
The principal reports to the BOT regularly on progress towards
targeted actions.
Time Eric/BOT Monthly reporting Monthly BOT reporting
ensure the to enact the strategic direction of the school. Cumulative as part of
Internal capability at the school is self-sustaining as all staff have input Time Eric Monthly reporting monthly reporting -
needs of all The board will ensure that the school is into evaluation through regular meetings and teacher inquiry. updated in real time
learners are met. suf iciently staffed to meet the projected impact
of a roll increase. A replacement plan for technology equipment is in place. Time Eric/Willy/Lisa Term 1 May
To ensure all The school is tidy, clean and it for purpose. The students are leading the upkeep of the environment and have
input into how this is achieved.
Time Staff Weekly/on-going Termly
learning areas All learning areas are safe and risks managed.
Student, community and staff voice are regularly sought and this is Time BOT/Eric On-going Termly
including the Staff, students and community are taking acted on when planning developments.
collective responsibility for the upkeep and
classrooms and preservation of the school environment. Students undertake weekly house duties as part of taking personal and Time Eric/staff Weekly Termly
grounds are well collective responsibility for our school’s environment.
maintained and Working bees are held on a regular basis supported by the BOT and the Time BOT, Home and School Termly 2x/year
Home and School Committee. Committee
it for purpose. The board in consultation with the property managers are proactive in Time BOT On-going (Term 1 will Regular property
pursuing plans to upgrade require mote time in reporting at BOT meetings
preparation for the
staffroom/radio room
upgrade and roof
repair)
The entire The community are empowered partners in the
school’s journey
Opportunities are regularly sought to involve the community ie hui,
social events, parent evenings, open days, Lamb and Calf day, etc.
Time/Budget/
Home and School
Eric/BOT/staff/community Termly Monthly BOT meetings
and principal’s reporting
Dale ield School Committee
Regular community consultation is carried out. New ways, and opportunities for, engagement/consultation continue to Time BOT/Eric On-going Monthly BOT meetings
community are be fostered; to enable all stakeholders to be part of the school’s and principal’s reporting
The school is the hub of the community. journey.
well-informed,
and part of Dale ield School is regularly in the news, through press releases and
articles for local publication. Carterton Crier, Times Age etc…
Time Eric/staff/BOT On-going Monthly BOT principal’s
reporting
setting the
The new school radio station will be used as a vehicle for engagement. Time/Budget item Eric/Jeanette On-going Monthly BOT principal’s
school’s reporting
strategic The Board of Trustees are visible to the growing number of new
families at Dale ield.
Time BOT On-going Termly BOT Chair’s
reporting
direction, plans
Whānau will have real-time access to their children’s learning through HERO SMS/ Eric/Staff On-going Monthly BOT principal’s
and priorities. the new HERO school management system. Budget item reporting
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2021 Literacy Target
Strategic Goal #1 70% of our boys will be accessing the
Dale ield School will promote student agency, using strategies that encourage a growth mindset and support progress and English curriculum at the expected levels
achievement of all learners. for their cohorts.
Strategic Goal #2
Dale ield School will develop an environment that enhances learning for all students through strengthening our cultural awareness,
af irming cultural identities and encouraging community engagement.
Strategic Goal #3
The Board of Trustees is supporting the school in reaching its goals.
Baseline data
Areas that have an impact are:
The House of Science kits over the year were bene icial.
Using our local area as a context for learning was also a positive outcome.
Student and Whānau engagement in lockdown learning had positive spinoffs for the majority of students.
We have an increasing student roll and a number of new children with speci ic learning and health needs.
Two children receive high health needs funding.
Two children receive ICS funding and one ORS.
Two children receive funding through Oranga tamariki and three students are on an advice and guidance arrangement through RTLB.
Analysis of data
Reading results as at the end of 2020 indicated 82% of our children reading at or above the expected levels. Of the children underachieving, 66% were boys.
Writing results are still a concern with 65% of our students at or above the expected levels. Boys and girls achievement was evenly split. 7/11 boys were on special programmes and received
additional learning support.
Overall we have agreed as a team that 70% of our students are accessing the English curriculum suf iciently to be considered effective for sustained engagement across the board; in all
learning areas. Boys achievement was 17% down on that of girls. This is not suf icient and our planned actions in 2021 aim to go a long way to address this.
Actions to achieve targets Led by/budget/time frame Analysis of variance
Culturally and contextually rich learning experiences for students. Eric and staff/on-going
PLD in Assessment for Learning and student inquiry with Bek Galloway. PLD facilitators and all staff/on-going
Early words, Reading eggs, Joy Alcock, RT Lit support etc. Eric/staff
Explicit teaching of thinking and questioning skills. Eric and staff/on-going
Cross-curricula skills workshops for students with a focus on learning through play and hands-on experience. All teachers/on-going
Regular sessions for all students on our radio station, 107.5DFM. Sharing stories and video on station website. Jeanette/Eric
Weekly school-wide science tasters for staff/students. Jeanette/Eric
Weekly House of Science kits in the school. All teachers/weekly
Regular and proactive engagement with Whānau and inviting them into the school. All teachers/on-going
HERO SMS Staff
Email Staff
Social media Staff
Newsletters Eric
Judicious focus on the three Kāhui Ako facets of Hauora, agentic learning and cultural responsiveness Eric/Willy/on-going
Regular reporting to the BOT as per the annual plan through the
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Termly reviews by staff
Weekly kōrero as a staff following the spiral of inquiry as per our
learners.
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2021 Maths Target
Strategic Goal #1 80% of our students will be accessing
the Mathematics curriculum at the
Dale ield School will promote student agency, using strategies that encourage a growth mindset and support progress and achievement of all
learners. expected levels for their cohorts.
Strategic Goal #2
Dale ield School will develop an environment that enhances learning for all students through strengthening our cultural awareness, af irming
cultural identities and encouraging community engagement.
Strategic Goal #3
The Board of Trustees is supporting the school in reaching its goals.
Baseline data
Maths data overall continues to improve. After three years of PLD in mathematics, this was expected. In 2021, we are keen to see that progress is sustained and our speci ic foci on questioning,
assessment as learning and oral language; are having an impact on all learners. Transferrable skills are key. COVID 19 was a stressor but all things considered, achievement was pleasing. Lead
teacher took part in ALiM in 2020.
Analysis of data
85% of the students are now achieving at or above expectations in maths.
57% of these students are male.
78% of our Māori students are achieving at or above the expected level and of these students, 43% are male. 56% of our Māori students made accelerated progress in 2020.
Student voice indicates that real love of maths has continued and teachers’ mathematical engagement is high.
Maths PLD has continued to have a positive impact on pedagogy and achievement.
Actions to achieve targets Led by/budget/time frame Analysis of variance
Culturally and contextually rich learning experiences for students. Eric/Willy/all staff/on-going
Incorporate Tikanga and invite Whānau in to support learning, including fortnightly sessions with Whaea Lee. All staff/all year
Linking maths across the curriculum and to the world beyond the school - our local Dale ield Curriculum development. Eric/curriculum budget/All year
Explicit teaching around the vocabulary of maths and reinforcement of problem-solving skills. Staff/curriculum budget, time/All year
Judicious application of number knowledge and accessing number through the strands. Staff/professional development/All year
Quality engagement with whānau. Eric, staff/time/ongoing.
Agentic practices reinforced by a planned and coherent introduction of our new HERO SMS. Eric, staff/time/ongoing.
A further year of ALiM undertaken by our maths lead. Eric, staff/time/ongoing. Eric/Jeanette
Sustained and ongoing commitment to: Eric/Jeanette/Budget-Kāhui Ako and teacher release/ongoing PD
Social maths
Maths talk
Whānau involvement/engagement
Problem solving strategies
Choral counting
Enabling students to lead through play and experimentation
Real-life learning contexts as per annual plan
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