Our Values - Ngā Whainga

The Statement of National Education and Learning Priorities (the NELP) is a set of priorities designed to guide those who govern schools and kura (state, state integrated, and private), to focus their day-to-day work on things that will have a significant positive impact for children and young people. The priorities can be used alongside their own local priorities, and in conjunction with delivering a rich local curriculum, to help every learner/ākonga to progress and achieve their aspirations.

Strategic goals:

1. Increasing education about the environment

How: implementing Enviroschools initiatives and earn Bronze Enviroschools medal; build and implement learning associated with a school tree nursery; work in with Horizons (council) plant riparian waterway and build fish ladder, utilise the local bush to learn and contribute back to the community

2. Continue to build on the community aspect of the school values to encourage sharing of local knowledge and gaining rural experience

How: Engage in rural activities in the community as part of the students learning; continue to have year 7/8 leadership days for the rural schools cluster; include other local rural schools in events where appropriate; hold community events throughout the year

3. Continue to encourage health and exercise in the school

How: Shared commitment among staff to prioritise health and wellbeing; leadership to lead by example; setting achievable short and long term goals and putting in a plan to achieve them; bring in expert advice around nutrition

4. Continue to maintain the school values

How: Continuing to encourage students to be respectful, confident, independent, and curious to learn more; encouraging parents/caregivers to contribute to the school and its activities; develop school values and integrate them into day to day practices

5. Maintaining a good teacher/student ratio

How: Aim to find an appropriate educator to teach a third classroom - Year 3-5

Strategic goals:

1. Develop and embed a schoolwide assessment framework for foundational curriculum areas and track and monitor learner progress

How: Continue to develop our schools assessment framework to ensure it is current and relevant.

Staff to engage in PLD for new SMS system (EDGE), to better track and record student progress

2. Embed a professional growth cycle that supports all staff to grow and strengthen practice

3. Create a curriculum development and implementation plan

4. Board of trustees continuing to engage with professional learning to build in-dept knowledge of their roles

and responsibilities

5. Ensure Government mandated 1 hour of Reading, Writing and Mathematics is taught across the curriculum

Strategic goals:

Engage in more PLD to learn about Te Mātaiaho and how it will be implemented into schools.

Staff to begin to unpack Te Mātaiaho, the resources that are available and how they can be used for planning.

How: Staff PLD using new resources to inform planning. Staff to engage in MOE planned PLD with facilitators to upskill on Te Mātaiaho and the Common Practice Model.

Strategic goals:

• Having a shared approach to Te Tiriti - all voices at the table

• A base of knowledge that is shared across all kura 

  • Digital capability to access these resources and to create more to supplement the resource bank

  • Collaborative capability will develop

• Actively taking part in Professional development; Te Reo, Tikanga, Cultural Capability, unpacking and implementing the Aotearoa New Zealand Histories Curriculum 

• Develop a Te Reo Plan for age levels (as a collective)

• Application of Te Mātaiaho in our planning

• Kaiako competency and skills

• Pedagogical approach to teaching in a culturally responsive way

  • Teaching Māori as Māori (using Ka Hikitia and Tātaiako)

• Development of sustainable local curriculum

• Implementation of Mōkai Pātea graduate profile in our practice

Challenge 1: Localised Curriculum - with a Culturally Responsive Practice Focus

Our collective belief is that if students’ identity, culture and language is acknowledged, valued and nurtured then they will thrive.

Ka Hikitia will be implemented to ensure Māori learners are engaged and achieving excellent education outcomes and Māori whanau, hapū and iwi are active partners with our education services in defining and supporting those outcomes.

Strategic Goal:  Our Kāhui ako will have developed systems that challenge education inequities by applying unified practices, developing agreed progress indicators and collective efficacies across the schools.

Challenge 2: Localised Curriculum –Wellbeing

Our collective belief is that wellbeing underpins everything that we want to achieve in our kura.  

● Having a sense of belonging and connection to the kura, to whānau, friends and the community

● Experiencing both achievement and success

● Developing resilience 

● Being socially and emotionally competent 

● Having an understanding of their place in the world, are confident in their identity and are optimistic about their future.

Strategic Goal: By 2023 the outcomes of Kāhui Ako inquiries have a greater understanding of the impact and effectiveness wellbeing can make to improve learning outcomes as well as stems within kura that promote wellbeing for all.

Challenge 3: Relationship based teaching practice

Our collective belief is that “no significant learning can occur without a significant relationship” 

Strategic Goal: By 2023 the outcomes of Kāhui Ako inquiries have led to the development of a professional learning framework for all kaiako to implement.

Community and whanau voice: