Action Plan for Goal 1 – Curriculum; Teaching, Learning and Achievement

Through inquiry learning, effective assessment and targeted feedback, and authentic use of e-learning pedagogies we will promote high achievement and
student engagement in all areas of the curriculum, while continuing to improve students’ literacy and numeracy skills so they are achieving at or above
National Standards.

2015 Initiatives Action Responsibility Resources Cost Indicators/Monitoring

PB4L – to implement
schoolwide PB4L
programme consistently
and ensure that
classroom lessons are
taught regularly.
E-Learning – make use
of a range of ICTs in an
authentic and relevant
way in class to support
and engage learners.
 PB4L team to meet termly to
review progress and plan next
steps for schoolwide
implementation of programme
 Provision of classroom lessons for
all teachers to introduce and
revise school values in context.
 Lessons taught weekly
 Implement bilingual signage to
reinforce school values
 Develop and implement a system
of recording /monitoring
behaviour concerns using the
school SMS
 Upskill staff with strategies for
responding to negative behaviours
based on a restorative approach.
 Move to a cloud based solution for
file storage (Google Drive).
 Introduce google docs /gmail to
our year 4-6 classrooms.
 Have a programme to teach
explicitly the safety practices
PB4L team PB4L funding School values are taught regularly
($10k grant) in a consistent manner in every
class in the school, reinforced by
the schoolwide rewards system.
PB4L team
The school environment reflects
Class teachers
the school values and the multi-
cultural nature of our school.
Principal
PB4L team Staff are clear about the intent and
detail of the schoolwide behaviour
system and consistently reinforce
the messages in an acceptable
PB4L team manner.
ICT team $2-3k School files are stored safely and
securely on a cloud based server.
Teachers Y4-6
IT provider pd Students in year 4-6 are safely
managing their own google
Teachers Y4-6
 required to manage a google account.
account.
 Show teachers how to collaborate Teachers engaging with students
and feedback to students via ICT team IT provider pd in the online environment about
google docs environment. their learning.
 Increase the number of tablets ICT team
available in class for students to Students creating their own
use in learning. eBooks and sharing them with
 Continue to use Book Creator in others.
classrooms as a literacy tool to Class teachers
engage reluctant writers. Students using individualized
 Strengthen the purposeful use of SENCo & class
teachers computer learning programmes to
Mathletics/Lexia/STEPS to engage
learners and improve student reinforce basic literacy and
achievement. numeracy skills.

Formative assessment -  Ensure consistent use of LI/SC in Schoolwide and consistent

effectively use data to classrooms – ‘every child/every Team leaders implementation of LI/SC and
inform planning and lesson/every day’ specific positive feedback/feed
programmes in order to  Develop a WRS model for student Inquiry team
meet the specific needs forward.
goal setting
of all learners, and
 Feedback and feed forward Classroom teachers to be
strengthen student voice Class teachers
provided regularly that is specific
in learning. efficient and confident users of
and meaningful to the student.
the SMS for entering, finding,
 Teachers to be using data from the
SMS to inform planning and record Class teachers analysing and using student
student information. data.

Student inquiry-  To monitor the consistent use of The WRS student inquiry model
to implement the the WRS student inquiry model in Inge Millard will be displayed in all classrooms
schoolwide student classrooms. and used consistently across the
inquiry model in the  To support teachers in the use of
classroom to engage school.
the model to engage students in Inquiry team
learners and promote learning
student achievement. Parents will now what skill their
 To incorporate feedback for
child has in using an inquiry
parents in the school reporting Inquiry team
format. approach to learning.
Te Reo Tuatahi –  Classroom lessons taught weekly Whaea Keri Te Reo Tuatahi $5000 All students at WRS will have an
develop skill and by Whaea Keri annually understanding of and confidence
confidence in using Te  Lesson content revised at least to use basic Te Reo in their
Reo Maori by twice before next lesson. Class teachers
participating in everyday life at school.
 Teachers using te reo maori in
professional learning and Class teachers
classrooms for simple instructions All class teachers will use Te Reo in
implementing a language
and requests.
teaching programme in their classrooms and around the
the classroom.  Monitoring of both programme
Team Leaders school to give simple instructions
and progress within teams.
 Reporting to parents on student’s to students.
progress in school reports, using a
levelled comment bank taken from Brenda, Jenine Te Aho Arataki Parents will know what their child
Te Aho Arataki added to eTap. MoE document has been learning and what
progress they are making through
the language levels.

Target students  Teachers to identify and monitor Class teachers At Risk students will make
(literacy/numeracy) – to the learning of target students, on accelerated progress towards
identify and track the the basis of their achievement achieving National Standards.
progress of target data.
students to accelerate  Programmes to meet the specific Class teachers
their progress. needs of students.
 Teachers to use assessment tools
and data to identify current levels Class teachers
and next steps for all students. GATE students will receive an
 Identify and provide appropriate classroom
supplementary programme of Jenine, Inge GATE workshops free extension programme and
extension / enrichment for GATE (Te Toi Tupu) enrichment opportunities
students GIS specialist free outside of the classroom.
teachers.
 Communication with families of GATE team, Parents/whanau will know
GATE students about their learning classroom what their child is involved in
needs teachers and what levels they are
working at.
 Action Plan for Goal 2 - Staff Development

Through targeted, quality professional learning we will continue to strengthen and improve staff skill and knowledge in order to improve student achievement
outcomes.

2015 Initiatives Action Responsibility Resources Cost Indicators/Monitoring

Professional  A PD plan to be developed and records Brenda All professional learning to

development plan – to
ensure that professional
learning is targeted to
support student
achievement goals and
staff appraisal goals; Te
Reo Maori, Writing,
Leadership.
kept of all PD.
 Investigate models of accountability
around the embedding and sustaining
of professional learning in the school
 Ensure professional learning is linked to
appraisal criteria.
relate directly to the school
strategic goals, and be
Leadership team planned alongside both
appraisal data and school
need.
Brenda

Teacher inquiry and
appraisal – to continue to
develop and refine a
model of teacher inquiry to
support professional
learning and strengthen
the schoolwide appraisal
model.
 Develop a WRS model of teacher Brenda All teachers will present an inquiry
inquiry report in term 4 to demonstrate their
 All teachers to plan, implement and learning and recommendations for the
report on a personal professional Teachers
school.
inquiry topic for 2015 as part of the
appraisal process.
Senior leaders will be skilled in
 Senior leaders to upskill in coaching supporting teachers to inquire into
conversations to support personal Brenda, Jenine, Coaching PD $730pp
practice.
inquiry. Inge
 NZ Curriculum
delivery – to review and
implement the Windy
Ridge curriculum, ensuring
that there is consistent
delivery across the school
Data analysis – to
support teachers to collect,
analyse and use data
efficiently in planning
inclusive programmes that
meet the specific needs of
learners.
Leadership and
delegated
responsibilities -
to provide robust
professional learning to
support staff in leadership
roles in the school.
.
Induction – develop
and implement a cohesive
and systematic induction
programme for staff,
learners and their families
 Check that all teachers have a copy of
the WRS Curriculum manual.
 Curriculum teams to add the detail to
the existing manual ie overviews, Curriculum teams
resources etc.
 Teams will use the CM to provide
direction in preparing their annual and Classroom teachers
term overviews.
 Workshops for teachers to become
more familiar with the SMS in order to
load, find, analyse and use data.
 Teams to have data focused discussions
when planning for and tracking student Team leaders
achievement
 Team leaders to have professional
development to upskill in how to
facilitate data-driven discussions
 Team leaders to participate in
leadership training to upskill in their
roles as Leaders of Learning for their
teams.
 Curriculum leaders to participate in
professional learning opportunities as Curriculum leaders
appropriate and available.
 Curriculum leaders to update the CM in
their own learning area.
 A robust and cohesive plan for
induction of new staff, new learners
and new families is to be formalised
and implemented.
 Continue to strengthen powhiri
practices for welcoming new families.
 Draft and trial a survey for families
after 5 weeks at school.
 Investigate student induction models
Brenda All teachers will have and use the WRS
Curriculum manual to inform their
pedagogy, practice and programmes
in the classroom.
$120 per All teachers will use valid and
eTap trainer hour accurate data to inform their
learning programmes and
monitor their teaching
effectiveness.
Team leaders provide strong
Brenda pedagogical leadership to their
Leadership PD $ 490 pp teams in order to improve student
achievement.
Team Leaders
Curriculum leaders provide clear
direction to teachers on what, when
and how to teach that learning area
at WRS.
New staff are inducted to the school
Leadership team in a formalised and planned way to
ensure they receive a consistent
message about our school culture
Leadership team
Whaea Keri and practices.
Brenda
New families are welcomed and
supported in feeling part of our
Leadership team school community, and provided
 from other schools. with the necessary information at
 Develop a WRS model of induction for Leadership team, the right time to understand our
students, incorporating student voice. student leaders systems and practices.

New students are supported in

feeling part of our school
community.
 Action Plan for Goal 3 – Review

Through regular and systematic review we will ensure that practices are effective and efficient, and allow for best practice to support quality student
outcomes.

2015 Initiatives Action Responsibility Resources Cost Indicators/Monitoring

BoT reporting format –
trial and refine a format for
reporting to the Board that
includes strategic review as
well as information and
commentary.
 Investigate models from other schools
 Trial a new model and fine tune as
feedback received.
Brenda A robust and efficient format is used
in the monthly report to the Board
that provides accurate information
on both strategic goals and NAG
responsibilities.

Schoolwide self-review
process - research, trial and
implement a robust system of
self-review for both school and
Board.
 Investigate models from other schools. Brenda A robust and thorough model of self-
 Investigate SchoolDocs as an option for review is implemented in the school
review of school policies. Present to BoT for Brenda and is used to inform planning and
discussion.
processes throughout the school, in
 Implement and trial a model of self-review
Leadership team both governance and management
that covers both planned and emergent
reviews. contexts.
 Develop an efficient system of recording Leadership team
self-review.
Brenda Harrison $2500 The Board will have a
 Implement a review of Health and Safety
Tew (over comprehensive review of H&S,
using an external provider
2yrs) along with recommendations to
ensure we meet the new
amendments to the Act.
 Reporting to parents -
review formats and timetable
for reporting to parents,
refining school systems to
incorporate suggestions
received in consultation and
requirements from the Ministry
of Education.
Job descriptions – review
and refine job descriptions for
all staff to align with new
requirements in the Act and
from sector bodies.
Induction processes -
review and strengthen
processes for induction of new
staff, students and families into
our school.
 Investigate other examples of progress and
achievement reporting to parents.
 Implement anniversary reporting for years
1-3.
 Implement a data report for years 4-6 in
term 1 to provide information early in the
year for parents about basic assessments.
 Review eTap processes to ensure that the
entering of data is efficient and populates
directly to the report format.
 Investigate other schools formats for Job
descriptions
 Develop a generic job description for
standard positions in the school.
 Review existing JDs for specific
responsibilities in the school.
 Review existing policy and procedures for
induction.
 Investigate models from other schools.
 Design and trial a process, consulting with
stake holders along the way.
Leadership team Parents receive accurate and
coherent information about their
Teachers Y1-3 child’s academic progress and
achievement in a timely fashion.
Teachers Y4-6 Teachers are supported I preparing
reports for parents by an efficient
eTap $120 per data management system.
Leadership Team support hr
team
All staff will have a clear and robust
JD that outlines the expectations
for practice, attitude and outcomes.
Leadership team
There will be a clear and effective
induction process to welcome and
Leadership team support all new members of our
school community.

Through quality partnerships within and beyond the school we will ensure that we meeting the expectations and desires of our community in delivering a
2015 Initiatives
Transitions – strengthen
relationships with partners
in the education pathway
of our students to
maximise positive
outcomes during their time
at our school.
Action Plan for Goal 4 - Partnerships
quality education for their children.
Action
 Contact and visit all ECE centres
that contribute to our school.
 Invite ECE families to attend open
mornings at our school to help
them get to know us better
 Continue with and refine the NE
orientation programme
 Contact and visit all Intermediates
that enrolled our 2014 Year 6
students, speaking to the students
about how prepared they felt for
Intermediate.
 Maintain contact with
Intermediates to follow up
progress of WRS students.
 Ensure that Y6 transition meetings
with Intermediates are robust and
thorough, with teachers well-
prepared to discuss their
students.
Responsibility Resources Cost Indicators/Monitoring
Jenine, Caroline All children starting as NE students
will have had a thorough and
Jenine effective orientation programme.
Parents of NE students will have
received all the necessary
Jenine
information they need to feel
Inge, Brenda comfortable with their decision.
Information provided by the
Intermediate schools will inform
the Year 6 programme, and
Inge ensure our yr 6 students leave us
ready for their next stage in
learning.
Jane Release for
Information provided to
teachers
Intermediate schools is
accurate and current in order
to maximize a positive
transition for students.
Home School
partnerships – through
involvement in the
Learning Change network
cluster, develop a strategy
for strengthening
partnerships with whanau
to improve student
achievement outcomes.
Pasifika and Maori
consultation - to initiate
and strengthen
relationships with Pasifika
and Maori whanau to
increase their participation
in the school.
 Establish a LCN team to Brenda We will see accelerated
implement the inquiry into HSP learning progress for target
and student achievement. students involved in the LCN
 Set LCN inquiry goal. LCN team inquiry project, and greater
 Investigate models of HSP that levels of involvement with
LCN team whanau.
have been effective for other
schools.
 Identify and carefully track LCN LCN team
target students
 Consult with and support whanau
around ways to support their LCN team
children with writing at home.
 Hold parent meetings to make
and teach the use of writing LCN team
support resources.
 Regularly share with other staff
the progress of this inquiry and LCN team
outcomes.
 Participate fully in the process of
the LCN with other schools in the LCN team
cluster.
 Investigate the similarities in HSP We will develop a consistent
LCN Cluster LCN facilitators model of HSP in the cluster
models across the cluster, and
team (AUT) free that supports parents/whanau
design a cluster model of HSP that
supports parents and whanau to to influence student
positively influence student achievement.
achievement.
 Raise the profile of Māori and Families of Māori and Pasifika
Pasifika culture in our school – All staff students will have a sense of
signage, art, language, stories, representation and belonging in
events, and performance groups.
our school, and will have a voice in
 Meet with parents/whanau in a
Leadership the development of policy and
range of different ways to
team processes.
determine their expectations of
the school and their children.
 Canvas parents for interest in
participating in school governance
and management. Co-opt Leadership

Community consultation
– provide a range of
different models for
consulting with community
to ensure that a
representative group is
canvassed for opinion, and
ensure that there is regular
timetable for consultation
members to the Board if team
opportunity arises.
 Continue to develop relationship Local iwi will have a presence in
with local iwi through regular Brenda Kaipatiki Trust, the policy and will inform cultural
meeting initiated by Kaipatiki Ngati Paoa practices (tikanga/kawa) in our
Trust. liaison/kaumatua
school.
 Investigate consultation models Brenda The WRS community will
from other schools. participate in regular
 Look for new and innovative ways Leadership consultation to inform both
to consult with less involved team practice and policy in the
members of school community. school.
 Develop a timetable for
consultation that addresses the
desire to consult widely but Brenda
authentically.