School Strategic Plan 2024-2026 and Annual Plan 2024 below

Vision Statement

"Kotahi te Hikoi Whakamua," our school whakatauki, translates as "Forward, Together as One." As a community, we have developed a shared vision based on our four guiding principles (pou) - Kotahitanga/Unity, Aroha/Love, Whakaute/Respect and Ako - A reciprocal learning approach. We work together to build our future.

We Value

Whakaute/Respect

Ako - A reciprocal learning approach.

Kotahitanga/Unity

Aroha/Love

These are evident in the stories etched into our Waharoa. We work together to build our future.

Rational Summary

Through community consultation, student achievement data, ERO reviews, evaluation and self review, Pakiri School has identified three strategic goals for 2024-2026.

Strategic Goals	Board Primary Objectives	NELPs		Outcomes		How will we achieve or make progress towards our strategic goals?		How will you measure success?
Children at all levels will experience educational success by receiving quality teaching and leadership.	Gives effect to Te Tiriti o Waitangi. Enables every student to attain their highest possible standard in educational achievement. Is a physically and emotionally safe place for students and staff, gives effect to relevant student human rights, and takes all reasonable steps to eliminate discrimination. Is inclusive of and caters for students with differing needs.	2, 3, 4 and 5 Barrier free access to education – great education opportunities are within reach for every learner. Quality teaching and leadership – quality teaching and leadership make the difference for learners and their whānau. Future of learning and work – learning that is relevant to the lives of New Zealanders today and throughout their lives. World class inclusive public education – New Zealand education is trusted and sustainable.	⇨	All learners/ākonga will make at least a year's progress in R,W,M and will be achieving and experiencing success in areas that suit their other strengths. Children at all levels will experience educational success. Kaiako can demonstrate positive, supportive relationships with students, parents/caregivers, each other, and the wider learning community. The Principal leads by example.	⇨	Through targeted Literacy PLD, develop a localised curriculum approach to teaching and learning in Literacy that improves outcomes for all. Deliver a Reading, Writing and Maths teaching for 1 hour per day as per new Government Policy. Implement and embed assessment practices in all core subjects to ensure assessment is used to inform teaching and learning in real time. Develop a structured literacy approach that uses the latest neuroscience research, and with world-class professional development through our Kahui Ako, to support all students.	⇨	Self-reflection using Professional Growth Cycle Professional Standards In the coming school year, target a 15% improvement in students' standardised Literacy scores across all year levels, directly linked to the introduction of the Literacy curriculum developed through focused Professional Learning and Development (PLD) using a stuThis progress will be measured through pre- and post-assessment data Clear, quality forms of reporting to parents/caregivers on a regular basis is embedded within the school curriculum and relationships with parents/caregivers become partnerships regarding their child's education. Teacher planning, scheduling, and practice will show daily one-hour Math and Reading programs in alignment with the new Government Policy. Progress will be monitored to achieve a 95% implementation rate.
The four pou W.A.K.A – whakaute, ako, Kotahitanga, aroha – are well embedded in every aspect and at every level of school life, including governance, leadership, day to day management, and the learning and physical environments, (PB4L).	Is a physically and emotionally safe place for students and staff, gives effect to relevant student human rights, and takes all reasonable steps to eliminate discrimination. Is inclusive of and caters for students with differing needs.	1 and 5 Learners at the centre – learners with their whānau are the centre of education World class inclusive public education – New Zealand education is trusted and sustainable	⇨	Reciprocal relationships with the community are established and valued. Whanaungatanga underpins these relationships. All children leaving the kura are immersed in Te Ao Maori and have knowledge and skills in tikanga, diverse local histories, local whenua, tikanga & te reo at a level expected by local iwi, parents and community.	⇨	Collaborate with other schools to embed and enhance PB4L programme, working alongside MOE Te Mahau specialists Establish and integrate a comprehensive Pakiri School Wellbeing program tailored to individual needs, fostering a positive and secure school environment. Implement strategies such as Growth Mindsets, Zones of Regulation, Mindfulness, and Sparklers. Ensure easy access to support services for all children.	⇨	By 2024, our school will develop PB4L, ensuring its deep integration. Values will be actively taught and practiced, creating a positive and inclusive environment. PB4L external audit, descriptions of what will be seen in the playground and classroom. Internal Board self review of its own practice.
Learners at the centre – learners, with their whānau, are the centre of education.	Enables every student to attain their highest possible standard in educational achievement. Is a physically and emotionally safe place for students and staff, gives effect to relevant student human rights, and takes all reasonable steps to eliminate discrimination. Is inclusive of and caters for students with differing needs.	1, 2, 3, and 4 Learners at the centre – learners with their whānau are the centre of education Barrier free access to education – great education opportunities are within reach for every learner Future of learning and work – learning that is relevant to the lives of New Zealanders today and throughout their lives	⇨	All students recognise, embrace and celebrate our unique status and importance of tangata whenua and celebrate our diversity.	⇨	Pakiri School will operate in accordance with the NZC, the NELPs, the 7 Principles for Maori (that align with the OECD 7 Principles for learning), and incorporate Action Learning, Guided Learning and Experiential Learning. Well researched literacy and numeracy programmes are in place to support student learning. Develop, implement and embed a Pakiri localised curriculum. Collaborate with Mana Whenua to create a curriculum that recognises and incorporates Maori perspectives, enhancing Maori achievement at Pakiri School.	⇨	Continue to work with Mana whenua to embed and enhance our implementation of the Aotearoa New Zealand Histories Curriculum By the end of 2026,, achieve a 20% increase in student engagement and satisfaction, as evidenced by surveys and feedback, with the newly developed and implemented Pakiri Localised curriculum across all year levels. Use NZCER Teaching, School, and Leadership Practises Survey Tool Gather feedback from staff, whānau and mana whenua (survey/kōrero). By the end of 2026, the Pakiri Localised Curriculum will be successfully implemented, contributing to increased Maori achievement and a deeper understanding of Maori perspectives among students

Pakiri School Annual Plan 2024

Where we are currently at:

Regulation 9(1)(e)

Please see and read our Analysis of Variance 2023

How will our targets and actions give effect to Te Tiriti o Waitangi:

Regulation 9(1)(g)

Our annual targets ensure we reduce disparities by setting specific goals to improve Maori student achievement. Our actions include cultural responsiveness and professional development for teachers. Our resources are allocated fairly and equitab;y to support the success of Maori students and we closely identify needs and monitor the progress of our Maori students. We work towards maintaining and building genuine partnerships with Ngati Manuhiri and Ngatiwai and value their collaboration at community consultation hui.

How we support learning strategies, the teaching of numeracy and literacy and te reo matatini and pāngarau, and how we address students with continued additional needs?.

We have resourced for an excellent teacher to student ratio; this allows us to give small group and 1:1 specialised support. Pakiri School has clear systems for identifying students with learning needs, resourcing the appropriate support and implementing structured learning programmes. Students who need continued extra support to meet curriculum expectations are placed on our special needs register and are regularly monitored for progress by our student management system and teacher targeted actions.

Regulation 9(1)(f)

Strategic Goal 1
Children at all levels will experience educational success by receiving quality teaching and leadership.

Regulation 9(1)(a)

Annual Target/Goal:

To accelerate the learning of students performing below NZ Curriculum Year level expectations in Literacy, Readings and Writing, with a particular focus on boys and our Maori students.

What do we expect to see by the end of the year?

(What expectations do you have for this target for this year? What evidence will you see? This can flow on from the expectations listed in your strategic plan for the full 3-years.)

Regulation 9(1)(d)

By the end of 2024, seven students who are not working at expectation for their year level in Writing, to have made accelerated progress.

By the end of 2024, five students who are not working at expectation for their year level in Reading, to have made accelerated progress.

We expect to see our actions as set out in our strategic plan all being enacted. We would expect that successful implementation of these actions to lead to our success as outlined for our learners, learning and learning environment in our strategic plan. We expect to see no gender disparity in achievement and Maori performing as well as non-Maori in literacy and numeracy.

Actions

Detail the key actions you’ll take this year to reach your annual target listed above

Regulation 9(1)(b)

Who is Responsible

Regulation 9(1)(c)

Resources Required

Regulation 9(1)(c)

Timeframe

This is optional however is useful to help with your planning

How will you measure success?

Think about what you expect to see at the end of the year and detail the measurements you’ll use to check on your progress. You’ll want to reference the success measures from your strategic plan template.

Regulation 9(1)(d)

Identify and set goals for target students

Classroom Teachers

Leadership

Staff meetings

Templates

Term 1

Specific goals are set for each target student and teacher actions deliver accelerated progress for these learners.

Student tracking data

Assess, record and analysis mid-year and end of year student achievement data entered into SMS

Present report to School Board

Leadership

Classroom teachers

Kahui Ako

E-tap

Termly, mid-year and end of year

Our mid year data will show a higher number of students achieving curriculum expectations from the year before. No gender disparity between Maori and Other achieving as well as non- Maori.

Student tracking data

SMS data

Teacher planning for targeted students

Reading and writing will be taught for one hour per day. Extra tuition will be provided through 1:1 or small group work

Leadership

Classroom Teachers

RTLB support

Digital subscriptions

2024 Daily practice

Class walkthroughs

Schoolwide moderation on reading and writing

Spelling data

Teachers engage in PLD in structured literacy programmes, BSLA and the Writer’s Toolbox.

Teachers engage with the ASLs to strengthen their networks across schools to share best practice and strategies for gaining improved student outcomes.

Teachers collaborate to share best practice and support each other to implement effective pedagogy.

Identified at-risk students participate in specialist acceleration programmes, Lexia core 5

Parent and whanau home-school relationships are strengthened through regular communication with parents and whanau of at-risk students regarding progress at school and how to help at home.

Leadership

Teachers

Board funded PLD

Kahui Ako

The Writers’ Toolbox PLD

Ongoing

Professional Growth Cycle

Classroom observations

Long term staff meeting plan

Other 2024 Key Improvement Strategies to Achieve Strategic Vision
Property	Short Report	Finance	Short Report
Implement 5YA Install Waharoa Build Outdoor learning environment Build raised garden beds		Make allowance for leadership release Apply for community grants Provide resources to support Garden to Table Make allowance for School Camp if possible
Personnel	Short Report	Community Engagement	Short Report
Attend leadership Conferences Attend Kahui Ako Professional Learning hui Attend ROPA hui Principal’s performance management portfolio Engage in professional readings Teachers complete Professional Growth Cycle BOT to attend NZSTA Conference Leadership to build capability of Teachers and LSA’s Engage in Writing PLD with Writers’ Toolbox		Publish 3 Newsletters a term Hold an assembly each fortnight Raise the profile of the school and regularly update the website Publicise school events and activities through a range of social media Encourage community members to share their skills and time Actively engage with Ngatiwai and Ngati Manuhiri Consult with the community through survey’s