Performance Statement '24
An evaluation of our students progress and achievement
Embedded Files
Develops critical thinkers who persevere and drive their own learning. Encourages students to be ambitious, creative, and curious. Promotes positive collaboration in learning and teaching. Fosters a culture of respect, inclusiveness and belonging
Develops critical thinkers who persevere and drive their own learning. Encourages students to be ambitious, creative, and curious. Promotes positive collaboration in learning and teaching. Fosters a culture of respect, inclusiveness and belonging
To support Maori and Pasifika learners and their whanau to achieve excellent education outcomes for all learners / akonga is about:
Asking ourselves the question about whether we are doing what we say we do?
Understandingthe purpose of each of our systems and ensure we deliver on these
Listening to each other, noticing, recognising and responding
Acknowledging and embracing our difference
Growing from our good practice and models of using student voice to inform and design our learning and decisions
Everything we do - is focused on excellent outcomes
Everything we do - is focused on excellent outcomes
Everyday we learn something new
Everyday we learn something new
We consider excellent outcomes for all our people - our students, staff, parents and community. This allows all of us the opportunity be active participants as life long learners. Suporting and learning from each other. The repositioning of experts and learners is fluid from person to person and their valued experience and knowledge.
Some days it is our teachers who carry the matauranga, sometimes it is our students, our parents, external providers or other sources. We value the expertise and thrieve on growing together to support excellent outcomes
Providing equitable outcomes that address social injustice, unconscious bias and racism is a feature of our way of being. Part of "Be Proud" is having the confidence and conviction to demonstrate our moral stance of believing the best of every student, staff and whanau. Not only giving opportunities for success for all, but also targeted strategies, assistance and nurturing to those in need through equitable approaches and support.
Adressing social injustice, unconscious bias and racism
Adressing social injustice, unconscious bias and racism
Our way of being
Our way of being
Whole School
Implementation of Te Mataiaho
Whole school focus on Turangawaewawe - Our sense of belonging
Delivery of the NZ Curriculum
Mathematics delivered using DMIC
Delivery of Structured Literacy
Digital Technologies - presentation days
49 Staff
Professional development included:
Laying the foundation - staff development
Staff goal setting
Team builing (challenging)
Professional learning and reflection
Poipoi te wairua (Understanbding Behaviour Responding Safely (UBRS) Training)
External provider: MOE
Teaching to the North East: Relationship-Based Learning in Practice
Study or Russell Bishop's book
Financial commitment to provide this learning for all staff
Learning and participation by all staff
Leading to the North East: Ensuring the fidelity of relationship-based learning
Study or Russell Bishop's book
Financial commitment to provide this learning for Dream Team
Learning for the Dream Team
Professional learning for staff from local community providers, marae, hapu amd iwi
Weekly Staff PLD (Professional learning discussions)
Focus on curriculum, learning, assessment
https://docs.google.com/presentation/d/1XmHreTr0vYhYa8XuQDvdsg-DqnCqTnPLu6F9SHcltzY/edit?usp=sharing
Expertnal support and learning to support our students, staff and school
National success
Multiple students across various year levels succeeding in the Otago Problem Solving Challenge
Sharing sample of excellent outcomes
Newsletter samples
Turangawaewae - Belonging
Turangawaewae - Belonging
Ensure our Maori and Pasifika learners and their whanau have a strong sense of belonging - identifying our school as their turangawaewae, for all learners / akonga
For us, this is a sense of identity and independence associated with a place that we would consider home
To create a sense of belonging, is to create a place we call home - it carries all the things that we consider to aliken our way of being as our home.
A large part of this is feeling valued and included. This is achieved by an environment where all the attributes of feeling a sense of belonging is part of a school culture that emulates this in a genuine and authentic way - thus becoming our way of being.
School culture
School culture
Our way of being
Our way of being
As a school we are able to celebrate our diversity and what this brings to means to us as a school and community. The diversity is represented across our student ppopulation and staff. This provides ample opportunity for learning about each other and ourselves - learning how to live in harmony with each other, respecting each others values and views, celebrating each other and finding authentic learning opportunities that can shape our context and the context and content of our curriculum leanring.
Our way of being
Our way of being
A special place to be
Calling a place home is more than isolated large events. It is a consistent caring atmosphere where kindness and nurturing are visible from the outset. We achieve this at the start of each day with senior leaders welcoming our students to their school, taking time to acknowledge each student, parent or guest who enters our site at the beginning of the day.
Our leaders set the tone for the day
Curriculum context
Our inquiry has been focus on Turangawwaewae which has also been an influence and included across other areas of the curriculum. Inclusion in the curriculum demonstrates to our students their importance, and how we value who they are and how we can learn from each other.
“Help fill my bucket" - Student Voice
Our strength is our people, our pride in our students and the dedication and commitment to helping our people be the best that they can be.
Recognise and grow from our strengths, the strengths of our Maori and Pasifika learners and their whanau, to cater for all learners / akonga
Mauria te pukenga - growing from strength to strength
Mauria te pukenga - growing from strength to strength
Our way of being
Our way of being
Recognising our current strengths then planning the next part of our journey is a part of growing from strength to strength. This is related to all aspects of our school, environment, learning and practice.
Examples of what we are doing to grow from strength to strength include
Understanding each of our systems, the purpose and what is currently successful and are we happy with what we are currently doing
When changing systems, thinking about the outcome for students and will this be better than we are currently deliverying - and why
Ensuring our students have the ability to ask questions of their teachers
Ensuring our staff have the ability to ask questions and feel their contributions are valued
Ensuring our parents have the ability to ask questions of their teachers and school
Our way of being
Our way of being
Curriculum
We pride ourselves on our curriculum delivery. Our strengths include:
Developing Mathematical Inquiry Communities (DMIC)
Structured Literacy
Inquiry
Sports Academy
System
Planning and preparation for 2025 - #never back down never fold
Reviewing 2024 systems: what can we change to bring about better outcomes for our students
Strategic planning for 2025
Design, developing, sharing, implementing an annual plan for 2025
Hohonga waihua - Connectedness and engagement
Hohonga waihua - Connectedness and engagement
Supporting stong relationships between Maori and Pasifika learners and whanau, hapu, iwi, educators and others to support excellent outcomes for all learners / akonga.
Strong relationships are an acknowledgement of our desire to build genuine and authentic connections that foster our way of being.
Our school community encompasses various individuals and groups connected to our school, including students, teachers, staff, parents, our local residents, hapu and iwi. It's a collaborative environment where everyone works together to support student learning and well-being.
Being able to work in partnership sharing the responsibility of raising our students as a village is part of our way of being. Find and creating the moments that allow us to grow our students and celebrate together
School community
School community
Our way of being
Our way of being
Collaboration, includes strong relationships and engagement is apart of our way of being at Koru School.
Our way of being includes creating, nurturing and growing our relationships:
is supportive of all tangata in our school and community
acknowledges and recognise the expertise brough be each individual
is open, receptive and respectful to the values of our people, school and community both through acknowledgement, learning and celebration
allow learning and practice of the values of our people, school and community
Our way of being
Our way of being
School assemblies
Our goal for '24 was to refresh our purpose for meeting as a school, how we celebrate, inspire and motivate our students while demonstrating and building what strong relationships like.
Theme for each assembly included:
Goal Setting
Celebration of Pasifika
Leadership
Matariki
Role modeling: Duff Books
Diversity
Appreciation and gratitude
Thank you to our guest who presented at each assembly - guest from within our community
https://docs.google.com/spreadsheets/d/1ZbB7gDB52uxyQWVOIB68O-_655T1LcSX-P0ULTUp6fg/edit?usp=sharing
Digital Technologies Curriculum
Being able to bridge the gap between curriculum and positive strong relationships is an on-going piece of work. More recently we have created an opportunity of success through the sharing of our inquiry, digital technologies presentations by our students.
The end product includes our students presenting their learning to their peers, class mates, whanau and community. This heighten the stakes of learning with purpose and passion.
Attendance continues to grow.
A high light was our Market Day and students donating any raised funds to local charities. These included:
Papatuanuku Kokiri Marae
Tripple Tee's Bike Fit
Middlemore Foundation
Mangere Market Trust - who re-gifted to the three previous charities
Reporting process
Reporting of student achievement had been a prioriity for our school for a long time. Key features include:
Reporting against current learning
Comments development to share what our students are able to do
Focus on reading, writing, mathematics, inquiry
For quality reporting, we need the ability to allocate time appropriately. This is done with the support of our community and our staff are grateful and in return they ensure that this is not squandered.
Parent interviews are a community event over a school day - discussing learning outcomes and working collectively to support each student
Historical relationships
The importance of connectedness is the recognition of historical connections and the value of community.
To be genuine in a relationship requires genuine effort to support each other over a period of time and not being restricted to singlular ebvents.
School culture
A common observation recieved from visitors is the warm, welcoming recpetion from all our people. This has developed over time and is engrained in our school culture and our way of being.
Board visibility
Through the development of the strategic plan, the Board have sought for opportubiuties to meet and discuss the direction of the school withour community - this was through focus groups and their connections. we are fortunate to have long standing relationships with our board members and appreciate their expertise.
It is also noticiable the number of board members, both past and present who are ex-students
“A good education can change everything" - Student Voice
Transparency in learning is important, and if our children are struggling, or learning gaps are identified, these get addressed.
At Koru School, giving effect to Te Tiriti o Waitangi (Te Tiriti) is crucial for establishing a just and equitable society in Aotearoa New Zealand.
We acknowledge the historical relationship between the Crown and Māori, recognizes Māori rights and aspirations, and promote partnership and collaboration for the benefit of all our students, staff and community.
We aim to foster a shared identity, strengthen relationships, and ensure that Māori interests are considered in all aspects of our school
Giving effect to Te Tiriti o Waitangi / The Treaty of Waitangi
Giving effect to Te Tiriti o Waitangi / The Treaty of Waitangi
Our way of being
Our way of being
Te Tiriti o Waitangi and Te Ao Maori have become apart of our way of being at Koru School.
Our way of being includes creating, nurturing and growing an environment that:
is supportive of all tangata in our school and community
acknowledges and recognise the expertise brough be each individual
is open, receptive and respectful to the values of our people, school and community both through acknowledgement, learning and celebration
allow learning and practice of the values of our people, school and community
We would like to acknowledge our on-going gratitude to our community partners, hapu and iwi for supporting our school with our journey.
Papatuanuku Kokiri Marae
Koha Cafe
Kai Ika
Maara
Makaurau Marae
Te Wai-o-Hua / Te Aki Tai / Te Ahiwaru
Te Ahiwaru Trust
Waikato Tainui
Iwi Partners - acknowledgements
Iwi Partners - acknowledgements
Our way of being
Our way of being
49 Staff
Professional development included:
Powhiri process / whakawhanaunga process
Te Ao Maori workshops presented from Papatuanuku Kokiri Kai mahi - whanau
An introduction and explanation of the maara
Witness of the Kai Ika programme
Sampling of Koha Cafe'
Witness to our students, whanau hosting our staff in their environment
Waiata - kemu - katakata
Poroporoaki process
Papatuanuku Kokiri Marae
Student marae visits
Syndicate visits to Papatuanuku Kokiri Marae
121 Kahukura (Year 3-4) Students:
136 Te Ara Poutama (Year 5-6) Students:
141 Nga Rangatira (Year 7-8) Students:
25 Nga Rangatira (Year 7-8) Ambassadors:
- Kai Ika programme
- Maara contribution
- School Journal Article
- Service to others
Papatuanuku Kokiri Marae
Whole School
Whole school assembly presented by Papatuanuku Kokiri Marae whanau to help us celebrate Matariki '24
Papatuanuku Kokiri Marae
33 Staff
61 Staff whanau
Traveled to Waitangi, Te Tai Tokerau to celebrate Waitangi Day Festivities
Inquiry opportunity for staff
Curriculum links
Learning focus of Turangawaewae implemented across the whole school for the duration of '24
Aotearoa histories
Our way of being - school culture
NZ Curriculum
Hikoi mo te Tiriti '24
Opportunity created to allow staff who wanted to participate in this national event
Inquiry opportunity for staff
"Always challenge us" - Student Voice
We love our open learning environments, support with transitioning to secondary school, our leadership team and teachers because of the passion they have for our children, focused on our needs, with a sense of humour, care and value.
Compliance Statements
Compliance Statements
Statement of compliance with employment policy
This statement serves as our affirmation that Koru School is commited to adhering to all relevant emploment laws and regulations, as well as our own internal policies.
Koru School is also commited to ethical and sustainable work practices, ensuring fair treatment of employees and adherence to legal standards
“What we learn becomes a part of us" - Student Voice
We love our open learning environments, support with transitioning to secondary school, our leadership team and teachers because of the passion they have for our children, focused on our needs, with a sense of humour, care and value.
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