Te Whakangārahu Ngātahi | Planning Together for Ākonga Success
Te Whakangārahu Ngātahi | Planning Together for Ākonga Success
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We demonstrate Tū Tangata for our ako, tāngata & whenua
We demonstrate Tū Tangata for our ako, tāngata & whenua
Ways in which we demonstrate this is by:
being prepared and organised for our learning day
contributing to a positive working environment where everyone has the opportunity to learn
completing work to our full potential
being brave, taking risks and stepping outside our comfort zone!
being prepared for all school activities so you can participate fully
being supportive
showing an awareness of others and the impact your actions can have on them
managing myself, my actions and my own belongings
Strategies
Strategies
NELP 1: Learners at the centre
NELP 1: Learners at the centre
Student Led Initiatives (Prefects, Mediation)
Surveys (Inclusive Practices and Wellbeing at School (to implement)
Review the school PB4L matrix
NELP 2: Barrier Free Access
NELP 2: Barrier Free Access
Highly capable teaching staff delivering a Flipped Curriculum creating rich programmes, particularly in the areas of Literacy and Numeracy (Implementation)
Co-partnership with whānau and organisations through the development of learning and behavioural plans (Working at school)
Consistency of personnel who understand the ethos of our kura, whānau, and community (Implementation)
Sound induction processes to allow new staff to integrate effectively and efficiently into schoolwide practices (Implementation)
Reciprocal partnerships with our ECE Servicesand Secondary Schools to form relationships and pathways for students moving in and out of our kura (Implementation)
Deepen Assessment for Learning practices across the school (Implementation)
NELP 3: Quality Teaching and Leadership
NELP 3: Quality Teaching and Leadership
Building strong connections with Māori whānau
Utilisation of Kāhui Ako resources, people and professional development (using the information)
3 year cycle of professional development focusing on Structured Literacy and ‘The Writer’s Toolbox’
Refresh of the school’s learning resources, programmes, pedagogy and systems to reflect the needs of Te Mātaiaho
Ongoing professional development for Te Apiti Staff (application)
Ongoing initiatives to strengthen and support classroom pedagogy (systems)
NELP 4: Future of Learning and work
NELP 4: Future of Learning and work
Utilise modern technologies where students are engaged in T.E.C.H
Improvement plan for Specific Actions for 2025
Improvement plan for Specific Actions for 2025
Teaching Capability
Teaching Capability
DigiCOACH:
1 formal Walk Through per term
Regular informal Walk Throughs to gather whole school data
Team Leaders to be onboarded and inducted into digiCOACH so that they can do Walk Throughs as well
SOTP (School Onsite Teacher Training Programme)
Mentoring
Mentoring of the PCTs and SOTP teachers
Review Houses / PB4L Matrix
Review Houses / PB4L Matrix
Reinstate School Houses. There will be 4 Houses and the names will be changed to represent 4 local awa / rivers:
Manawatū
Oroua
Pohangina
Rangitikei
Create a shield for each of the Whole School Events
Look into new flags being made to hang in the Hall or on the Blue Court
Appointing House Captains through a fair and robust process
Review the current symbols, names, and statements to align with the school’s overall kaupapa
Use of AI
Use of AI
Clear policy developed for use of AI at Ashhurst School
Introduction of paid AI tools, such as Gemini / ChatGPT
Connections
Connections
ECE Open days for parents and early childhood centres to promote the special nature of our kura and incorporation of the new cohort entry
Whānau Hui
Meet the Teacher Evening
Whānau Education Evenings
Stepping Through the Phases
Oxford Maths
Structured Literacy
Writer’s Toolbox
TECH
Te Ao Māori
Ministry of Education Mathematics Trial
Ministry of Education Mathematics Trial
Provide robust teaching and learning to students who need support in Year 7/8 mathematics
Use the guidelines and resources available from the Ministry to deliver a teaching and learning programme
Monitor and track student achievement and progress using the guidelines as set by the Ministry.
Report to parents and teachers about the progress students are making at key dates
Train a staff to deliver this programme effectively
Expected Outcomes
Expected Outcomes
PCT / Coaching:
Quicker more robust system that provides opportunities for higher perfomance at an accelerated rate
Consistency acorss classrooms and expectations
More opportunities to develop school culture
Utilising high performing staff skill sets
Review of Houses / PB4L Matrix
Clearer matrix that is easier to use by staff, students, whānau
An opportunity to connect values to identities (Manawaroa = Tūranga-i-mua)
Opportunities for another tier of leadership in the school
Planned activities for student participation
Opportunities for tuakana / teina
Use of AI Tools
Effective guidelines for the appropriate use of AI tools in a learning context
Efficiency for teaching staff
Ability to find subject, skill, and level specific follow up, questions, problems for students.
Connections
Attendance to any open days / events for whānau
Information shared to increase knowledge of programmes and processes within the school
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