STANLEY BAY SCHOOL

Strategic Plan

2019 – 2021

Those who do their best do well Ko era e mau te wehi ka hari te ora

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Vision Statement

Growing confident, creative, curious learners who are connected to the community and wider world ________________________________________________________________________________

Our Values We value learners who demonstrate:

Respect Resilience Integrity

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Our Graduate Profile This means that when students leave Stanley Bay they are: Confident (Kaikorero) Positive in their own identity and are reflective, resilient learners who are motivated to excel. They are confident in their abilities, which enable them to take risks and be innovators. Creative (Auahatanga) Able to create something from personal feelings and experiences to reflect who they are and their place in the world. They are able to express themselves openly and without judgement. Critical Thinkers (whaiwhakaaro) Critical thinkers who make informed decisions. They are active seekers, users and creators of knowledge. Connected (Nga hononga) Effective communicators who are able to relate well to others. They are digitally literate and can effectively use a range of communication tools to participate in a wide range of life experiences, which connect them to their community, to their environment and to the world. ________________________________________________________________________________

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A Guide to Our Strategic Plan

Background

Who Are We?

This is background information about the school, what we stand for and what we value.

Plan on a Page

What are our long term goals?

This is a one page summary of the strategic goals and measures of success from 2019 to 2021.

Strategic Goals

What do we hope to achieve from 2019 to 2021?

These are our long term goals and what we will acheive in the next 3 years.

Annual Targets

How will we measure our success?

These are the targets we have set ourselves to accelerate student acheivement.

Annual Measures

What is happening in 2020?

This is what action we will take and the initiatives we will implement to achieve the annual goals.

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Information about the school Stanley Bay is a high performing co-educational school situated in Devonport on Auckland’s North Shore. The school was built in 1909 and originally consisted of six classrooms, a further eight classrooms have been added over time and the facilities modernised to provide a future focused learning environment. The school population reflects the local community, with many students being the third generation to attend the school. The ethnic make up is as follows: NZ Maori 3% NZ European 75% Pasifika 2% Asian 8% Other 12%

What we stand for

• Inclusion

• Collaboration (Kahui Ako)

• Connections

Inclusion We want all students to experience success regardless of their gender, ethnicity, skills or abilities. One factor in the success of all our students is providing personalised learning opportunities that enable students to learn through contexts that are relevant and allow them to explore their unique heritage. By providing a localised curriculum all students can celebrate their identity, language and talents. We recognise New Zealand’s bicultural heritage, and value the unique position of Maori in New Zealand society. The school acknowledges the unique position of Maori through the provision of Te Reo and Tikanga Maori and employs a fluent speaker of Maori to provide whole school instruction in Te Reo and kapa haka. School occasions observe tikanga and the kaupapa of the school and community. Success of Maori is a National Education Priority; we strive to improve outcomes for all students with a deliberate focus on meeting the needs of Maori students. We do this by integrating elements of student identity, language and culture into the curriculum and school culture.

Support from parents, whanau, hapu, iwi and the community will assist Maori to achieve educational success. District hui have established a community perspective to support Maori students. Stanley Bay School recognises that Tapuika (Te Arawa), and Tauranga Moana/Maataatua iwi have an interest in our children and will participate and contribute to their education. In accordance with the views of iwi kainga and tangata whenua we recognise that Te Reo and tikanga are taonga.

Background

Who Are We?

This is background information about the school, what we stand for and

what we value.

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Collaboration The Devonport Community of Learning (Kahui Ako) is a government initiative that commenced in 2016. Nine schools from primary to high school joined together with the purpose of collaboratively raising achievement for students in our local area and sharing expertise in teaching practice. Kahui Ako is a strong community and has worked closely and is now in a unique position to build learner focused relationships to collaboratively and collectively grow a culture of inquiry, which will result in;

• A common language of learning.

• Leadership and teaching strategies that are effective for engaging and accelerating the learning of all students with a focus on Maori, Pasifika and boys.

• Improved well-being /hauora of all learners and staff.

• Robust transition process from ECE to primary, Belmont Intermediate and onto Takapuna Grammar.

• Community goals that shape all Kahui Ako schools’ priorities.

• Effective collaboration between Kahui Ako schools Further information can be found on the Kahui Ako website.

Connections In a globally connected world, we need to prepare our learners to not only take advantage of all that this offers but encourage them to question, investigate and act as global citizens. We support and encourage our learners to become locally and globally connected and see it as an important part of their educational future. Through a powerful emphasis on inquiry learning students have the opportunity to explore themes of local and global significance and develop their own world view.

What we value

• Student Agency

• Teacher Agency

• Community Agency

Student Agency Students take an active role in their own education. We provide opportunities to build leadership capacity, challenge students in their learning and encourage them to take responsibility to lead their own learning. This is student agency. Teacher Agency Teachers have high expectations of the students and themselves. They foster a love of learning and are committed to continuous improvement of their practice. They are encouraged to take responsible risks and innovate in the delivery of the curriculum. Collaboration amongst teachers facilitates open and often challenging conversations, which encourages critical thinking and development of best practice. This is teacher agency. Community Agency We value a strong collaborative relationship between home and school. At Stanley Bay those partnerships focus on learning, this goes beyond simple relationships between teachers, leaders and family to a position of shared professional accountability in a spirit of reciprocity. At Stanley Bay we want parents to be actively involved in their child’s learning and believe that by working in together we will achieve the best possible outcomes for the child. This is community agency

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Plan on a Page

What are our long term goals?

This is a one page summary of the strategic goals and measures of success from 2019 to 2021.

Strategic Goals

What do we hope to achieve from 2019 to 2021?

These are our long term goals and what we will achieve in the next 3 years.

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Strategic Goals Success Initiatives

2019 2020 2021 We will see… So that… To achieve this, we will…

1.1 Reading Tools:

• Literacy Progression Framework (LPF)

• PACT

• Student Ref

Students understand that there are many sources of evidence and data that can be used to help them to identify their successes and challenges

Students are able to use a range of data and evidence to identify their successes, challenges and next steps in reading.

Students confidently and accurately use a range of data and evidence to lead their own learning and communicate this to peers, teachers and parents.

Students, teachers and parents working collaboratively with the Literacy Progression Framework to inform teaching and learning in reading

Reading achievement of all students is accelerated School wide reading data is a reliable and robust reflection of student achievement

2020

• Implement LPF

• Initiate Positive Behavior for Learning (PB4L)

• Implement PACT

• Host parent information evenings

2021

• Revisit Accelerated Literacy Learning (ALL)

• Develop systems to implement personalised professional learning

• Implement Assessment for Learning (AFL) strategies

1.2 Writing Tools:

• LPF

• PACT

• Student Ref

Students understand that there are many sources of evidence and data that can be used to help them to identify their successes and challenges

Students are able to use a range of data and evidence to identify their successes, challenges and next steps in writing.

Students confidently and accurately use a range of data and evidence to lead their own learning and communicate this to peers, teachers and parents.

Students, teachers and parents working collaboratively with the Literacy Progression Framework to inform teaching and learning in writing

Writing achievement of all students is accelerated School wide writing data is a reliable and robust reflection of student achievement

1.3 Mathematics Tools:

• PACT • Student Ref

• Observation

Students are able to use a

range of evidence to

identify areas of success

and challenge in strand

maths.

Students and teachers

confidently use a range of

evidence to collaboratively

plan relevant and authentic

strand maths learning

Students are engaged and

motivated in strand maths,

can articulate their learning

needs and transfer this

knowledge to ‘number’

Student that are highly engaged and motivated in maths programs that are incorporate a variety of real-life number and strand maths learning experiences.

Maths achievement (in

all strands) of all

students is accelerated

Student are highly engaged in maths learning

2020

• Initiate PB4L

• Otago Problem Solving

• Develop Maths Enrichment 2021

• Revisit Accelerated Learning in

Maths (ALim)

• Implement Assessment for

Learning (AFL) strategies

Refer to annual plan targets and measures

Strategic Goal #1: Raising student achievement by improving student agency

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Strategic Goals Success Initiatives

2019 2020 2021 We will see… So that… To achieve this, we will…

2.1 Inquire Tools:

• Teacher Practices Survey (TPS), Pg4

Teachers will enhance their inquiry by:

• Using student feedback on their practice

• Engaging with literature and research

Teachers will ‘take action’ to improve their practice by:

• Continuously/spontaneously seeking feedback from coaching partners and students

• Modelling and observing next practice within the school and Kahui Ako

Teachers will use a range of data and evidence to continuously seek to improve their practice.

Teachers using the Spiral of Inquiry as a reflective tool to continuously seek improvement and inquire into future focused pedagogy

There is a focus on school improvement by building teacher capacity and capability to improve student outcomes.

2020

• GROWTH Coaching strategies

• Systems seamlessly link teacher inquires to performance management

• Initiate Positive Behavior for Learning (PB4L)

2021

• Personalised professional learning

2.2 Coach Tools:

• GROWTH Coaching Rubric

Teachers use GROWTH coaching structure to share new learning and support colleagues to implement innovative teaching strategies

Teachers use GROWTH Coaching as a ‘way of working’, it is embedded and sustainable.

Teachers use GROWTH Coaching learning to develop student coaching groups

Teachers seamlessly use GROWTH Coaching strategies to reflect on and take action to continuously improve their practice

There is a school wide focus on continuous improvement and a culture of ‘growth mindset’

2020

• GROWTH Coaching

• Induction documentation to identify GROWTH Coaching expectations

2021 • Initiate Student GROWTH

Coaching

2.3 Integrate Tools:

• TPS TP Pg1 Qu 4,5,6

• Self assessment rubric

Teachers use an integrated pedagogy to create learning that is engaging Teachers explore the integration of the Digital Curriculum into a range of curriculum context

All teachers will use a consistent pedagogical approach to create integrated learning experiences that are engaging and relevant All teachers purposefully integrate the Digital Curriculum into some areas of teaching and learning

All teachers will consistently plan and assess integrated learning to ensure that students are challenged in contexts that are relevant and engaging. All teachers seamlessly integrate the Digital Curriculum into all areas of teaching and learning

Teachers consistently using the SBS Integrated Curriculum model to deliver high quality learning programs that are relevant and engaging Teachers are planning, teaching and assessing the Digital Curriculum

Teachers are competent and confident to deliver an integrated curriculum that requires risk and innovation The Digital Curriculum is purposefully integrated into all aspects of teaching and learning

2020

• Y0/2 to explore learning through play

• Stanley Bay Integrated Curriculum Assessment Rubric

2021

• Design the local curriculum the Digital Curriculum

Refer to annual plan targets and measures

Strategic Goal #2: Raising student achievement by improving teacher agency

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Strategic Goals Success Initiatives Baseline /2019 2020 2021 We will see… So that… To achieve this, we will…

3.1 Lead Tools:

• Me and My School Survey (MMS) Item 12

Students take an active role in sharing their learning with parents

Students work collaboratively with teacher and parents to set goals and identify next steps

Students are confident and capable of working collaboratively with teacher and parents to lead their own learning

Students are able to lead a learning conversation with their teacher and parents

Students are confident and capable of lead their own learning now and in the future

2020

• Develop Learner Led Conferences

• Refine written reporting 2021

• Provide regular informal sharing of learning experiences

3.2 Develop Tools:

• TPS TP 2

Teachers create opportunities to share learning with parents

Teachers provide multiple opportunities for students to share learning with their parents eg. Seesaw, Dojo, invitational learning days

Teachers use shared learning opportunities to develop strong learning partnerships between school and home

Students, parents and teachers are engaged in learning events which

Partnership between home and school are focused on working collaboratively to enhance learning outcomes

2020

• Develop Learner Led Conferences

• Provide a range of opportunities for parents to engage in learning

3.3 Engage Parents support effective

learning focused

relationships

Parents understand learning focused relationships

Parents are actively involved in creating and maintaining learning focused relationships

Parents understand the

elements of an effective

learning focused relationship

Parents recognise and understand the importance of students leading their own learning

Parents are fully informed about their child’s progress and achievement

2020

• Plan for regular parent

information evenings

• Initiate a Parent

Reference Group

• Develop existing

communication

platforms e.g. Hail, App,

website

• Initiate Positive Behavior for Learning (PB4L)

Refer to annual plan targets and measures

Strategic Goal #3: Raising student achievement by improving Community Agency

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Annual Targets

How will we measure our success?

These are the targets we have set ourselves to accelerate student achievement.

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Annual Measures

What happening in 2020?

This is what action we will take and the initiatives we will implement to achieve the annual goals.

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