Our 2017 Strategic Plan, setting out the priorities, goals and aspirations for our learning community

1. “Inspiring every learner to thrive & succeed”
Strategic Plan 2017
Manaakitanga
Rights and
Responsibilities
Mahi Tahi
Collaboration
Ako Tahi
Learn Together
Whanaungatanga
Relationships

2. Section 1
Introduction

3. Tēnā koutou katoa
It is my great pleasure to introduce the Titirangi Primary School Charter 2017. This is the Board of
Trustee’s guiding document, in which we set out our goals, vision and aspirations for “Inspiring
every learner to thrive and succeed”. To achieve this, we have identified 4 Strategic Goals that will
be our key areas of focus:
In these goals, the Titirangi Primary School Board of Trustees sets out our commitment to
delivering the New Zealand Curriculum and ensuring a positive, supportive, welcoming, inclusive
learning environment in which we work together to cater for the diverse needs of all ākonga.
The Board continues to engage in an ongoing cycle of self-review to ensure that our vision, values,
policies and practices reflect:
● Our Strategic Goals and Charter
● The Vision, Principles and Values of the New Zealand Curriculum
● All relevant legislation
● The National Administration & Education Guidelines, including a focus on equity and
achievement for Māori, learners of Pacific Island cultural heritage and those with special
education needs
● The Treaty of Waitangi, New Zealand’s bi-cultural heritage, and the unique position of
Maori culture in New Zealand Society
The Board undertakes to take all reasonable steps to provide instruction in tikanga māori and te
reo māori upon request.
I hope that this document offer a clear sense of the direction and positive
vision for the future for our learning community, and we look forward to
working in continuing partnership between parents, teachers and learners
to deliver the best possible opportunities, experiences and outcomes for all.
Ka kite anō au i a koutou
Alan Jackson, Principal
1 Welcome
2 Key Concepts & Definitions
3 Values & Mission Statement
5 Strategic Goals 2017-2019
6 Strategic Overview 2017-2019
7 Property Vision Plan 2016-2019
10 Action Plans 2017
Contents
Manaakitanga
Rights and
Responsibilities
Mahi Tahi
Collaboration
Ako Tahi
Learn Together
Whanaungatanga
Relationships
Section 1
Introduction
Section 2
Strategic Planning
2017-2019
Section
Annual Plans
20173
1

4. Manaakitanga
Rights and
Responsibilities
Mahi Tahi
Collaboration
Key Concepts & Definitions
Ākonga:
Tamariki:
Whānau:
Kaitiaki:
Tūrangawaewae:
Kawa:
Tikanga:
Te Whare Tapa Whā:
Teina Tuakana
Pepeha
A term used to refer to all learners
Children
Extended family or community of related families living in the same area
Concept of guardianship of sky, sea and land. A kaitiaki is a guardian, and the
process and practices of protecting and looking after the environment are referred
to as kaitiakitanga
From tūranga (standing place), waewae (feet), it is often translated as 'a place to
stand'. Tūrangawaewae are places where we feel especially empowered and
connected. They are our foundation, our place in the world, our home
Rules/protocols
Cultural customs/etiquette
Refers to a Māori conception of well-being
A ‘buddy system’ of reciprocal learning between students
A personal introduction
Ako Tahi
Learn Together
Whanaungatanga
Relationships
2

5. Our Values
“Inspiring
every learner
to thrive &
succeed”
Mission Statement
3

6. Section 2
Strategic Planning 2017-2019
4

7. Achievers Thinkers Respectful Connected Well-rounded
“Inspiring every learner to thrive & succeed”
A positive, nurturing
environment in which every
learner is supported
Wewilldeliver... Becausewewill... Sothat...
OurMission:
OurValues:
An inclusive culture
that values & celebrates
diversity
Inspirational
teaching & learning
A community that works
together to find the keys to
success for every learner
Our culture and
environment affirms,
acknowledges & responds to
the needs of every learner
Ākonga are safe,
happy, confident and
successful
Teachers, ākonga
family & whānau work
in partnership, with a
shared sense of purpose
Every member of our
learning community is
enthused, engaged &
passionate about learning
◻ Realise the potential of every learner and celebrate individual progress
◻ Recognise and affirm personal heritage, identity & multi-cultural diversity
◻ Embrace our tūrangawaewae - personal, local, environmental & bi-cultural
◻ Grow our confidence, capability and expertise in Te Reo Maori
◻ Preserve and respect our environment, fulfilling our responsibilities as kaitiaki
◻ Place the needs of our tamariki at the heart of everything we do
◻ Develop and grow our kawa and tikanga
◻ Promote confidence, happiness and personal well-being
◻ Live our values in our words, choices and actions
◻ Coach and mentor to promote a ‘growth mindset’ of ongoing improvement
◻ Solve problems in a restorative and collaborative way
◻ Ensure early identification for learning support, extension and enrichment
◻ Use a range of strategies to accelerate achievement for priority learners
◻ Make local and global connections
◻ Develop digital competence & confidence for ākonga, families & whānau
◻ Play a key role at the heart of our village community
◻ Communicate with and engage our learning community
◻ Lead and govern with vision, drive & purpose founded on our values
Ako Tahi
Manaakitanga
Whanaungatanga
Mahi Tahi
◻ Adapt teaching and learning to meet every learner’s needs
◻ Empower ākonga to develop a sense of ownership over their own learning
◻ Prepare our learners for the future
◻ Create opportunities to question, explore, connect and create
◻ Design flexible learning spaces that stimulate, engage & facilitate innovation
◻ Develop & invest in an outstanding professional team
Strategic Goals 2017-2019

8. ◻ Explore process to become a signatory to the Code of
Practice for International Students
◻ Evaluate impact of current learning support
◻ Make local and global connections
◻ Build collaborative inquiry within and across schools
◻ Promote digital awareness for parents
◻ Take an active role in our local community
◻ Build on our digital communications strategy
◻ Promote further opportunities for parents to connect
with learning
◻ Raise awareness of multicultural perspectives,
focusing on key dates and events through the year
◻ Continue to develop relationships with our Kaumatua,
Iwi & whānau to explore our local and bi-cultural
heritage
◻ Review our professional capabilities with reference to
‘Ka Hikitia’, ‘Pasifika Education Plan’ & ‘Success for All’
◻ Develop our capability and expertise in Te Reo
◻ Continued development of environmental initiatives
towards ‘Beyond Green-Gold’ status, including phase 1
of ‘Garden to Table’ and ‘Waste-wise’ programmes
◻ Introduce wellbeing focus and inquiry team
◻ Explore mindfulness for learners and staff through
‘Pause, Breathe, Smile’ programme in pilot classes
◻ Consultation and review of our school values
◻ Continued development of teina tuakana model
with student coaches
◻ Training of students as coaches (Y6)
◻ Trial ‘Incredible Years’ positive behaviour - Y2
◻ Develop outdoor spaces for further opportunities to
play, explore and connect
◻ Embed professional learning & development in
writing
◻ Recruit, develop, invest in and retain staff
◻ Initial appointment of 3 new ‘Community of Learning’
roles with a literacy focus
◻ Embed a robust, evidence-based coaching and
appraisal system focused on learning outcomes and the
revised Practising Teacher Criteria
◻ Embed inquiry model school-wide, including use of
digital tools & BYOD in Y6 (trial in Y5)
◻ Implement Phases 1-3 of Property Vision Plan
Reading: 93%‘At’ or‘Above’ Standard (50% ‘Above standard)
Writing: 87%‘At’ or‘Above Standard (30% ‘Above standard’)
Maths: 94%‘At’ or‘Above’ Standard(38% ‘Above standard)
Achievement
Targets:
Reading: 94%‘At’ or‘Above’ Standard (52% ‘Above standard)
Writing: 89% ‘At’ or‘Above Standard (32% ‘Above standard’)
Maths: 95%‘At’ or‘Above’ Standard (40%‘Above standard)
◻ Board decision on status as signatory to Code of
Practice for International Students
◻ Implementation of collaborative Kotuitui workstreams
within & across school
◻ Take an active role in our local community
◻ Paperless communication systems well developed,
with high community participation
◻ Ongoing development of opportunities for parents to
connect with learning at home & school
◻ Inquiry into culturally responsive practices in diverse
contexts across Kotuitui COL
◻ All students able to identify with & recite school pepeha
◻ Our local stories and history are visible and celebrated
as part of our collective identity
◻ Continued development and review of professional
capabilities with reference to ‘Ka Hikitia’, ‘Pasifika
Education Plan’ & ‘Success for All’
◻ Introduction of solar panels (Phase 1)
◻ ‘Garden to Table (phase 2 - whole school)
◻ Wellbeing strategies visible and actively promoted
◻ Review impact of ‘Pause, Breathe, Smile’ programme
and next steps for school-wide model
◻ School values reviewed and in active use
◻ Systematically introduce student voice to staff
appraisal model
◻ Review impct of students as coaches on teina tuakana
model and explore extension into Y5
◻ Introduce ‘Incredible Years’ (Y1-3)
◻ ‘Bikes in Schools’ project (Phase 1)
◻ Community consultation 2019-2021 Strategic Goals
◻ Implementation of collaborative Kotuitui workstreams
within & across school
◻ TPS is positioned as a leader within the local
community, involved in sustainability, arts and
citizenship projects
◻ Ongoing development of opportunities for parents to
connect with learning at home & school
◻ Inquiry into culturally responsive practices in diverse
contexts across Kotuitui COL
◻ All students knowledgeable in school pepeha
◻ Ka Hikitia’, ‘Pasifika Education Plan’ & ‘Success for All’
well embeded in school culture and practices
◻ Achieve ‘Beyond Green-Gold’ Enviro-status
◻ Develop solar capacity (Phase 2)
◻ Review of Garden to Table programme
◻ Wellbeing strategies well integrated into school
culture, systems and practice
◻ Student stories - promote school values in action via
website
◻ Student voice embedded into appraisal
◻ Review impact of ‘Incredible Years’ and evaluate next
steps
◻ ‘Bikes in Schools’ project (Phase 2)
◻ Embed literacy practices at all levels
◻ Continue to recruit, develop, invest in and retain staff
◻ Continued involvement in Community of Learning
inquiry
◻ Embed a robust, evidence-based coaching and appraisal
system focused on learning outcomes and the revised
Practising Teacher Criteria
◻ Inquiry model integrated into maps for all years
◻ Evaluate Y5 BYOD trial
◻ Implement phases 4-5 of Property Vision Plan
◻ Focus on integration of non-core cross-curricular
subject areas
◻ Re-appointment of ‘Community of Learning’ roles.
◻ Continue to recruit, develop, invest in and retain staff
◻ Implement student mapping consultation team
◻ Introduce systems of incorporating elements of
‘student voice’ into BOT processes
◻ Implement phases 6-7 of Property Vision Plan
Reading: 95% ‘At’ or‘Above’ Standard (54% ‘Above standard)
Writing: 90% ‘At’ or‘Above Standard (34%‘Above standard’)
Maths: 96% ‘At’ or‘Above’ Standard (42%‘Above standard)
Ongoing consultation: School Council, PTA, Parent Surveys, Annual Focus Groups, Whanau Maori Hui & Pasifika Fono
Ako Tahi
Whanaungatanga
Manaakitanga
Mahi Tahi
2017 2018 2019
*With no significant difference in achievement by ethnicity or gender, and no students identified as ‘Well Below’ in any subject area
6

9. 7

10. 8

11. Section 3
Annual Plans 2017
9

12. 2017 Initiatives Actions Who When Success Indicators Review
◻ Implement Murray Gadd writing PLD
- Year 2
◻ In-school literacy leaders to work with Murray on
further developing writing guidelines and
undertaking observations & modelling with staff
SLT
Literacy
Team
Terms 1-4
◻ Writing Data
◻ Student voice data
◻ Lesson Observations
◻ Further develop and embed ‘learner
progressions’ and models of in-class
success criteria differentiation
◻ Staff PLD on ‘MSC’ success criteria to implement
school-wide
◻ Review maths progressions and create online
version for Y5/6
JL
BH/Synd 6
Term 1
Term 2/3
◻ ‘MSC’ Success Criteria
used in all classes
◻ Reviewed maths
progressions online
◻ Embed inquiry model school-wide,
integrated with digital tools, including
Google, Hapare & BYOD (Y5/Y6)
◻ Further PLD around use of critical thinking tools
(De Bono’s ‘Thinking Hats’ at all levels
◻ Embed inquiry model in mapping
◻ Hapare student management software & Google
tools staff meetings
LS
MM/TW
Term 2
Terms 1-4
◻ Inquiry process +
Thinking Hats used in all
classes and integrated
into maps
◻ Staff training available
& completed on a needs
basis
◻ PLG Inquiry focus on innovative
practice
◻ All syndicates - webinars/school visits and
professional readings relating to ILE pedagogy
SLT
Team
Leaders
Terms 1-4 ◻ Syndicate inquiry
update Term 2
◻ Inquiry presentations
Term 3
◻ Recruit, develop, invest in and retain
staff supported by effective PLD and a
robust, evidence-based coaching and
appraisal model
◻ Coaching accreditation for Team Leaders/SLT
◻ Promote staff wellbeing initiatives
◻ Staff goal-setting for coaching and follow-up of
2016 survey feedback
SLT
Team
Leaders
Term 1-4 ◻ SLT/Team Leaders
Accredited
◻ NZCER Staff Wellbeing
Surveys
◻ Aspiring leaders
identified via coaching
◻ Implement Phases 1-3 of Property
Vision Plan
◻ Upgrade of classrooms 1-6, 15-17 & 11/12 AJ/BOT/
Proj. Mngr
Terms 1-4
◻ Upgrades complete
Wewilldeliver... Becausewewill... Sothat...
Inspirational
teaching & learning
Every member of our
learning community is
enthused, engaged &
passionate about learning
◻ Adapt teaching and learning to meet every learner’s needs
◻ Empower ākonga to develop a sense of ownership over their own learning
◻ Prepare our learners for the future
◻ Create opportunities to question, explore, connect and create
◻ Design flexible learning spaces that stimulate, engage & facilitate innovation
◻ Develop & invest in an outstanding professional team
Ako Tahi
10

13. 2017 Initiatives Actions Who When Success Indicators
Revie
w
◻ Further develop and embed our
multi-cultural calendar
◻ Share updated annual multicultural calendar and
celebrate key events across the school
SLT
Terms 1-
4
◻ Annual multi-cultural
calendar in use
◻ Collaborate with our Kaumatua, Iwi &
whanau to explore our local heritage
and develop our pepeha
◻ Develop school pepeha staff, students
◻ Local timeline completed and displayed as a
mural on school grounds
Cultural
team/SLT
Whanau
Term1/2
◻ School pepeha in place
◻ Local timeline
completed and displayed
◻ Continue working with whanau and
other groups to self-review our practice
with reference to Hautū, Ka Hikitia,
Pasifika Education Plan & Success for All
◻ Cultural team PLG Inquiry Team
◻ Whanāu Maori Hui once per term
◻ BOT Self-review (Hautū - Cultural Responsiveness
for Boards))
◻ Staff Reflections against Ka Hikitia/PEP, SFA
AJ
AJ
BOT
All staff
Terms 1-
4
◻ Cultural inquiry PLG
◻ Hui action planning
◻ Hautū actions
◻ Reflections complete
◻ Explore introduction of Te Reo
specialist expertise
◻ Explore possible sources of support for Te Reo
Maori
◻ After school elective staff/parent Te Reo classes
AJ
Cultural
team
UNITEC
Terms 1-
4
◻ All teachers & classes
receiving regular specialist
teaching
◻ Staff/parent
participation in classes
◻ Introduce ‘Garden to Table’
programme (Y5)
◻ Installation of planter boxes
◻ Food-tech area completed
◻ Y5 Programme initiated
Enviro-
team
Term 1/2
◻ Veg. Gardens &
facilities established
◻ Y5 Programme in place
◻ Achieve ‘Waste-wise’ accreditation ◻ Enviro-leaders follow-up on 2016 waste audit and
initiate waste-wise programme
Enviro-
team
Term 2
◻ School Waste-wise
accredited
Wewilldeliver... Becausewewill... Sothat...
An inclusive culture
that values & celebrates
diversity
Our culture and
environment affirms,
acknowledges & responds to
the needs of every learner
◻ Celebrate individual progress and see the potential of every learner
◻ Recognise and affirm personal heritage, identity & multi-cultural diversity
◻ Embrace our turangawaewae - personal, local, environmental & bi-cultural
◻ Grow our confidence, capability and expertise in Te Reo Maori
◻ Preserve and respect our environment and responsibilities as kaitiaki
Whanaungatang
a
11

14. 2017 Initiatives Actions Who When Success Indicators Review
◻ Implement wellbeing PLD and inquiry
team, with reference to Hauora Maori
and Te Whare Tapa Whā
◻ Allocate unit to wellbeing team leader
◻ Whole-staff PLD - mindfulness, staff and student
wellbeing
◻ Introduce ‘Pause, Breathe, Smile’ to pilot classes
◻ Staff and student wellbeing surveys
AJ/SLT
Wellbeing
team
Term 1
Terms 1-
4
Term 4
◻ Wellbeing team
establish practices to
support wellbeing
◻ Survey data impact
analysis
◻ Review and promote our school
values to ensure they continue to
reflect and respond to our shared
aspirations and wellbeing
◻ Community, staff and student consultation -
current values
◻ Incorporate elements of Te Whare Tapa Whā into
existing values
SLT/BOT
All
Stakeholders
Term 2/3 ◻ Values reviewed and
updated
◻ All aspects of Te Whare
Tapa Whā are reflected
◻ Continue to embed coaching and
appraisal model
◻ Team Leader coaching accreditation PLD
◻ Incorporate student voice against Tātaiako
(teacher cultural competencies) into coaching and
appraisal processes
SLT
Team
leaders
Terms 2-
4
Terms 1-
4
◻ All team leaders & SLT
accredited as coaches
◻ Student voice built into
appraisal system
◻ Develop teina tuakana with student
coaches (Y6)
◻ Identify student leaders for coaching training
◻ Implement model, coaching students in Y4/5
AJ/TH Term 1
Term 2
◻ Student leaders
trained and actively
coaching
◻ Introduce ‘Incredible Years’ (Y2) ◻ Complete PLD and training for all Y2 teachers BH
Synd. 2
Terms 1-
4
◻ Incredible years
programme in place
◻ Develop outdoor spaces for further
opportunities to play, explore and
connect
◻ Implement property vision projects:
● Shade sail project 3
● Field upgrade
● Playhouse/treehouse
● Ongoing student council voice on play
equipment and site development
● Explore grant opportunities for Bikes in
Schools
AJ/BOT
PTA
Student
council
Terms 1-
4
◻ Property projects
funded and completed
◻ Student council and
other stakeholders
involved in developments
Wewilldeliver... Becausewewill... Sothat...
Ak Tahi
A positive, nurturing
environment in which every
learner is supported
Ākonga are safe,
happy, confident and
successful
◻ Place the needs of our tamariki at the heart of everything we do
◻ Develop and grow our kawa and tikanga
◻ Promote confidence, happiness and personal well-being
◻ Live our values in our words, choices and actions
◻ Coach and mentor to promote a ‘growth mindset’ of ongoing improvement
◻ Solve problems in and restorative and collaborative way
Manaakitanga
12

15. 2017 Initiatives Actions Who When Success Indicators Review
◻ Review all tiers of learning support
provision
◻ Inquire into impact and effectiveness of learning
support programmes
BH Term 1
Term 4
◻ Annual learning
support impact reporting
to BOT
◻ Develop sister-school relationship
and explore international student
accreditation
◻ Invite visitors from Ningbo School, China, explore
exchange for 2017
◻ Explore Code of Practice compliance process
AJ/TH
AJ/JL
Term 3
Terms 1-
4
◻ Y6 classes possible
elective 2 week exchange
◻ Build collaborative inquiry within
and across schools as part of the
Kotuitui Community of Learning
◻ Engage with across-schools and within-schools
teacher inquiry and targets as part of Kotuitui COL
project to accelerate achievement across the area
AJ
SLT
COL roles
Ongoing ◻ Initial COL inquiry team
findings and action plan
presented
◻ Promote digital parenting
information and sharing of learning
progressions online in Y5/6
◻ Hold parent information session & develop
information & resources available online via school
website
TW/MM Terms
1 & 4
◻ Digital parenting
resources available online
& publicised to parents
◻ Take an active role in our local
community
◻ Ensure local media exposure for key events
◻ Actively involve the school with local events,
including Music Festival, Matariki and ‘Glow’ Festival
SLT
Secretary
Terms
1-4
◻ 1 event per term
featured in local media
◻ Build on our digital admin & comms
strategy
◻ Complete move to digital transactions via Kindo
◻ Allow access to student accounts for parents of
BYOD classes
◻ Continue the move to paperless office and admin
systems
CL
TW/MM
CL
Admin
Team
Term 1/2
Term1
Terms 1-
4
◻ 80% of families making
payments online
◻ All Y5/6 parents able to
access learning online
◻ Paper systems
replaced
◻ Ongoing development of
opportunities for parents to connect
◻ Introduce new etap parent app, Google sharing
and first progressions online in years 5 & 6
AJ/JL Term 2/3 ◻ All parents able to
access app from their
Wewilldeliver... Becausewewill... Sothat...
A community that works
together to find the keys to
success for every learner
Teachers, ākonga
family & whānau work
in partnership, with a
shared sense of purpose
◻ Ensure early identification for learning support, extension and enrichment
◻ Use a range of strategies to accelerate achievement for priority learners
◻ Make local and global connections
◻ Develop digital competence & confidence for ākonga, families & whanau
◻ Play a key role at the heart of our village community
◻ Communicate with and engage our learning community
◻ Lead and govern with vision, drive purpose founded on our values
Mahi Tahi
13

16. “Inspiring every learner to thrive & succeed”
Manaakitanga
Rights and
Responsibilities
Mahi Tahi
Collaboration
Ako Tahi
Learn Together
Whanaungatanga
Relationships