STRATEGIC GOALS AND ASPIRATIONS FOR 2024 - 2027 - GOAL 1

Strategic Gaol 1: Whanaungatanga – We have strong partnerships for learning across our school, with home and the wider community – Connect.

Priorities:  

 1. Improving communication between and within all members of the school staff.

 2. To communicating better and have more regular communication with parents, whānau and the wider community.

 3. Knowing our students better. (Their interests, background, identity, language and culture). Objective 3 Priority 6 – Action Expect and support teachers/kaiako to build their understanding of learning.

The above priorities show regard for The National Education and Learning Priorities (NELPs) Objective: 1.1, 1.2, 1.3, 2.1, 2.3, 2.4, 3.2, 3.3, 4.1, 4.2, 5.3

What success looks like

• Relationships between staff and between staff and students are more open, respectful and honest.
• An improvement of consistency in teaching practice across the school, including between teachers and teacher aides.
• More regular and consistent communication between school and home / wider community.
• The school is well supported or have an engaged parent/whānau community.

Priorities achieved – how do we know

• Teachers and Support Staff have strong united working relationships which flows through to student learning.
• Local curriculum practices are operating in all classrooms and is noticeable to all visitors.
• A greater number of parent/whānau members coming into school to assist with various activities the school is running.
• Teachers and whānau communicate on a weekly basis.
• Greater feedback sort from whānau / parents when making changes to our school
  

STRATEGIC GOALS AND ASPIRATIONS FOR 2024 - 2027 - GOAL 2

Strategic Gaol 2: Manaakitanga – We care for ourselves and others by showing kindness and empathy toward each other and the environment – Nurture

Priorities:  

 1. Develop a strong school culture based on children knowing who they are, the history of our local area and driven through positive behaviour.

 2. Develop and promote leadership skills in the staff and the children.

 3. Our physical environment is nurtured, enjoyed, and respected by children and staff.

The above priorities show regard for The National Education and Learning Priorities (NELPs) Objective: 1.1, 1.2, 1.3, 2.3, 3.2, 5.1

What success looks like

• All staff and children knowing and following a positive behaviour system.
• Children knowing their family/whānau history and having pride with how they are.
• Children developing the ‘principle of kaitiakitanga’.
• The principle of Tuakana-teina working well within our school.
• Staff taking on different responsibilities around the school.

Priorities achieved – how do we know

• Staff and students feel safe and have a sense of belonging.
• Staff, children and the community are confident school policies and systems are effective in reducing and dealing with negative behaviour at school
• Children and staff can be and express themselves.
• Staff and children working together to maintain and enhance the physical environment.
• Older students are supporting younger children both in class and in the physical environment.
• Staff are given the opportunity to PLD throughout the year.

STRATEGIC GOALS AND ASPIRATIONS FOR 2024 - 2027 - GOAL 3

Strategic Gaol 3: Rangatiratanga – We strive to reach our full potential with guidance and by guiding others. We are critical thinkers, innovators and problem solvers – Thrive

Priorities:  

  1. Ensure every learner / ākonga is given the opportunity to gain the foundation skills, including language, literacy and numeracy.

 2. Reduce barriers to education for all, including for Māori and Pacific learners, disabled learners and those with learning support needs.

 3, Meaningfully incorporate te reo Māori and tikanga Māori into the everyday life of the place of learning.

The above priorities show regard for The National Education and Learning Priorities (NELPs) Objectives: 1, 2 & 3

 What success looks like

• Every child is developing socially, emotionally and academically.
• All children experience success and are motivated to learn.
• Children with additional needs progress toward goals set out in Individual Education Plans (I.E.P.’s)
• Teachers and support staff continue to increase the use  of te reo Māori and tikanga Māori in classrooms and across the school

Priorities achieved – how do we know?

• An increased number of ākonga meeting or exceeding curriculum expectations for their age/year group as they progress through the school