support students to be agentic learners. Strategy: To develop and strengthen students ability to take responsibility for their environment (NAG 1,5) What will we do? Who is responsible? When will it be done? Budget allocation How did we get on? Work towards achieving our Silver Enviro School Accreditation Kate / Teachers Ongoing Assign student and staff leaders for enviro school roles and responsibilities within the school. Kate / Teachers Ongoing Integrate an enviro school focus in each class throughout the year. Kate / Teachers Ongoing Investigate the possibility of tuakana teina enviro groupings across the school. Kate / Teachers Ongoing Inquiry Section 3 – School Systems Informed by an ongoing self-review process Rimu Full Primary School will provide resources and facilities to enhance learning. (NAGs 1-8) Strategy: The School will provide a safe, secure, attractive and effective MLE (modern learning environments) (NAG 4,5) What will we do? Who is responsible? When will it be done? Budget allocation How did we get on? Action 10 year property plan Kate / BOT July Liaise with SDC re road-side parking extension Kate / BOT Ongoing Funding Application Develop our 5YA Capital Plan Kate / BOT March Ministry Funded Provide a safe and healthy environment by complying with the Rimu School Health and Safety Policy and Procedures. Kate / BOT All Year Strategy: Further develop the school management system (ETAP) to provide effective use of all assessment information and data systems (NAG 2,5)
Improvement plan Strategy: To increase the number of students across the school, particularly boys, achieving at or above the expected curriculum level in writing. What will be done? Who is responsible? When will it be done? Indicators of progress Engaging in ongoing Professional Learning with Gail Loane in collaboration with Woodlands School. Kate / Emma Ongoing Reflected in planning and teaching of writing. Modeling lessons in classrooms to support teachers to know what effective teaching of writing looks like. Kate Ongoing Evidence in calendar and Teaching As Inquiry Reflections Continue developing teacher understanding of language features through regular looking critically at mentor text during team meetings. Kate/Emma Ongoing Evidenced in Team Meeting agenda and minutes and in time teaching practice. Focus on student engagement in writing by enabling students with regular opportunities to write personal memoir, while valuing their cultural capital. Kate Katherine Pip Ongoing Student Voice and level of engagement in class. Continue to provide students with authentic opportunities to write across many text types and plan using a range of different planners. Teachers Ongoing Evidenced in writing books Using data to differentiate and inform deliberate acts of teaching. Teachers Ongoing Reflected in teacher planning Regular sharing of student writing books to help develop teacher understanding and inform next teaching steps. Kate/teachers Ongoing Evidenced in Team Meeting agenda and minutes Continue using PACT to support OTJs and inform teaching programmes. Kate Term 2/4 Reflected in OTJs and report next learning steps Using mentor text to model effective writing and teach writing features. Teachers Ongoing Reflected in teacher practice – appraisal observations Develop sharing circles and strengthen peer feedback techniques. Kate/Teachers Ongoing Reflected in classroom practice and student voice Developing differentiation through fluid groupings and mini lessons to meet students’ learning needs. Kate/Teachers Ongoing Reflected in teacher planning / Appraisal Planning Checks Developing student agency by supporting students to set writing goals and self/peer assess achievement against these goals. Kate/Teachers Ongoing Students able to articulate goals and self assess – Student Goal Setting and Learning Conferences. Inquire into developing stronger student agency informed by John Hattie’s work around making learning visible. Kate/Pip Ongoing Reflected in classroom practice and student voice Review our spelling programme and use Alpha to Omega to develop more consistent approaches to sounding out words and teaching spelling patterns across the school. Kate/Katherine Term 1/2 Reflected in classroom practice and increased spelling accuracy in books Monitoring: Reporting against each of these goals at each board meeting Resourcing: Details are provided for within the annual budget and PD plan