A Schoo l

NVSStrategicPlan

2020-2022

curriculum environment connection culture

StrategicVisionOur strategic aims have Ngakonui Valley

School students at the centre of every decision we make.

As we implement these strategic aims,

our creative, passionate, inquisitive, reflective students will experience a

Visible learning curriculum and learn in a modern, attractive school

environment.

Our whole school community will be actively engaged in all that happens at NVS and everyone involved in the school will feel included, welcome

and safe.

Students will be provided with opportunities to participate in a wide range of activities. Students and their

families will be nurtured in their learning journey, our students’

character will blossom, and they will grow in their potential to be lifelong

thinkers, learners and citizens.

StrategicProcessOurVision:ToNurture,BlossomandGrow

Outcomes

Outcomes

Outcomes

Outcomes

KeyAims

NVSisfocusedonconsistentlyraisingstudentachievementthroughteachingandlearningprogrammesthatgivestudentsopportunitytochoosewhatandhowtheylearn,aswellasprovidingexplicitteachingwithincontextsthataremeaningfulfor all students and their cultural background.Webelieve in visible learning, knowing thy impact and theNVS learningprocess.Our5signaturesarewhoweareandwhatwedo!

2020 2021 2022

● Literacy & Numeracy leaders with curriculum teams plan for the needs of priority learners and target students

● Targeted students identified and incorporated into teachers’ inquiries

● A focus on well-being and growth mindset

● Teacher PLD in digital technology ● Student voice collected & used as part of

teachers & school self-review ● Review efficacy of targeted programmes

to support learners e.g. RTLit supported RTLB support, ALL programme

● Student achievement and progress measured against National curriculum

● Continue review of Prime Maths implementation plan

● Develop Yr 7&8 Honours Programme ● Develop e-learning across the curriculum,

especially in Quest. ● Identify and plan for target groups of

children (especially Maori) ● Develop teacher pedagogy in agile

learner (James Andersen), HOM and Visible learning.

● Develop our evidence-based portfolios structures using HERO.

● Consolidate moderation & OTJ assessment practices

● Update learning progressions especially with logo and characters. Revamp reading progressions.

● HERO used to update data on students ● PLD in Boys literacy ● Student reports to include BFG ● Update school expectations-google drive and

logo

● Digital technology curriculum is implemented across the school

● Investigate the effective measurement of student progress against the national curriculum

● Review literacy practice and provide PD to support the growth of teacher capability

● Review maths implementation plan ● Begin review of NVS local curriculum with

consultation with the community ● Teachers’ OTJs moderated within and

across teams. ● Continue development of e-Learning

practices across all curriculum areas ● Maintain “teacher inquiry” process/cycle ● Identify target groups of children (especially

Maori ● Further, develop teacher skills and

pedagogy in ‘Learner agency ‘plus ‘co-teaching’

● Further, develop teacher pedagogy and skills in the use of eLearning across the curriculum/resource eLearning initiatives

● Continue to develop the effectiveness of teacher practice in literacy and numeracy

● Review the effectiveness of PD ● Apply for ALIM ● Continue to review and update NVS

expectation documentation. Add to google drive.

● Continue to update HERO portfolios and PD for teachers

● Student achievement measured against National Curriculum

● Intervention programmes reviewed for effectiveness and moderated as required

● Identify and resource new programmes to support areas of identified ongoing needs

● Teachers’ OTJs moderated within and across teams.

● Targeted students identified, teacher inquiries used to develop programmes for them, and progress regularly monitored

● Student voice collected & used as part of teachers & school self-review

● Review Inquiry related implementation plans (Social Sciences / Science / Technology)

● Identify target groups of children (especially Maori

● Continue to evaluate and strengthen the effectiveness of teacher practice in literacy and numeracy

● Further, develop teacher pedagogy and skills in the use of eLearning across the curriculum/resource eLearning initiatives

● Resource PD to support the development of teaching and learning

● Embed NVS local curriculum with consultation with the community

Ourpropertyisdevelopedtocreateanattractive,stimulatingmodernlearningenvironmentthatsupportseffectiveteachingandlearninginsideandoutsidetheclassroom,andrepresentsourcommunityandwhānau.

PhysicalTeachingandLearningSpaces

2020 2021 2022● Begin 5YA building programme

*Moa Hub *Tui Hub

● Complete ORRs toilet Block with re-pitching of the roof ● Update Administration furniture ● Areas of the school are reorganized and fitted for

purpose ● Update the school phone system throughout the school ● Investigate and fit alarm in Kuihi hub ● Update the lighting in the new BOT Room ● Orgainse the fitting of the glass door between Kuihi Hub

and BOT room. ● Garden art to be securely fitted ● Centenary chair/ bench to be found/ sourced for the

school ● Begin Installing bike/scooter track around the school ● Update heat pumps in all rooms ensuring they work

to standard. Install Huia Hub and Teacher aide room.

● Painting of the staff toilets ● Painting of the interior of the main hall way ● Painting of the school swimming pool ● An outgoing programme of updating school furniture ● Develop outdoor areas and furniture ● Bike track to continue to develop ● Continue maintenance programme ● Implement the second year of the 5YA projects

*Tui Hub

● Implement 3rd stage of the 5YA ● Update outdoor furniture ● Ensure the painting money is being put

aside ● Investigate changes and update of the

school adventure playground ● Carpark tarsel or gravel to be updated. ● Sunshades needed for playgrounds

Finance

2020 2021 2022

● Begin investigating livestock programme ● Investigate twilight fair sponsorship early in year ● Overview bank staffing ● Attend finance workshop NZSTA ● Advertise our school through regular ECE visits and through

the Bulletin ● Hold open days at school to sustain roll ● Midyear budget reviews to continue ● Embed tighter systems for budgets around camps and

school trips

● Continue livestock programme ● Continue sourcing twilight fair sponsorship early in year ● Keep an eye on bank staffing ● Advertise our school through regular ECE visits and through

the Bulletin ● Hold open days at school to sustain roll ● Midyear budget reviews to continue ● Continue good management systems about camps and

school trips

● Continue livestock programme ● Continue sourcing twilight fair sponsorship early in year ● Keep an eye on bank staffing ● Advertise our school through regular ECE visits and through

the Bulletin ● Hold open days at school to sustain roll ● Midyear budget reviews to continue ● Continue good management systems about camps and

school trips

Relationshipswithourcommunityarefosteredandmeaningful.Thereisaconsistentfocusonconnectingwiththeculturalbackgroundsofallourstudents(especiallyMāori)sotheyknowthattheircultureisvalued.Ourcommunityknowswhatishappeningwiththeirchild’slearningandwhatishappeninginandaroundtheschool.

CulturalResponsiveness

2020 2021 2022● Focus on Maori Boys achievement and

progress in Writing ● Analysis of school data to include analysis of Māori

student achievement ~ identify areas of strength & weakness

● Develop Huia Hub to give support to Maori achieving as Maori (visit Te Puke for support)

● Continue to develop class karakia and whole school waiata

● Maintain effective communication with our Māori community and build support networks

o develop Māori liaison parents (Huia Hub?)

o consult our Māori & communities

o liaison with local marae (Kaitaipeka Marae) & kaumātua

● Whole school trips to the marae ● Provide programmes which deliver quality Te Reo

and tikanga across the whole school ● Use the Māori student consultation group

‘Student voice’ to inform our practice. ● Develop Ka Hikitea usage & use to review our

‘inclusiveness practices’ ● Use Tātaiako indicators in teachers’ self-reviews ● Introduce Hautu to BOT training and meetings. For BOT

to work through the structure. ● Workshop to be given on pepeha, waiata, history of our

area ● Letters sent to Māori whanau about student achievement

and progress ● Matariki BIG breakfast to be held at the Marae ● Introduce Maori Achievement Collaborative to NVS-

attend huis and gain knowledge on how best to help our Maori students to achieve

● Community meetings to discuss 2020 achievement and consult re our 2021 targets and developments.

● Analysis of school data to include analysis of Māori student achievement ~ identify areas of strength & weakness

● Continue to liaise with our local marae to develop a close connection.

● Develop roles of Māori liaison parents ● Resource PD that supports and develops the

cultural awareness of our teachers. ● Resource PD that supports and develops the te re

Māori of our teachers. ● Collect & use student voice to identify effective

ways of motivating Māori learners. ● Review programmes for cultural responsiveness. ● Use revised Ka Hikitea and Tātaiako documents in

our self-reviews. ● Continue with Huia Hub, with reflecting on practices

– visit Te Puke School ● Introduce Forestry Hub (Pukeko?) to help support

learning.

● Community meetings to discuss 2021 achievement and consult re our 2022 targets and developments.

● Analysis of school data to include analysis of Māori student achievement ~ identify areas of strength & weakness

● Continue to liaise with our local marae to maintain a close connection.

● Further, develop Māori & Pasifika liaison parent roles

● Resource PD that supports and develops the te re Māori of our teachers.

● Collect & use student voice to identify effective ways of motivating Māori learners.

● Review programmes for cultural responsiveness. ● Continue use of Ka Hikitea and Tātaiako documents in

our self-review processes. ● Continue growing the Huia Hub at NVS ● Continue with Forestry Hub

CommunicationandReporting

2020 2021 2022● Review digital communication formats across all

areas of the school o Use of website o Use of email o Use of social media (Facebook / Twitter)

● Develop the use of Hero parent portal for reporting progress

● Investigate using HERO app for parents accessing information

● Use Hero to develop an online portfolio of student learning

● Continue start-of-year “meet-the-teacher” opportunities where parents can talk about their children with the teacher

● Continue with 4 x parent interviews to discuss progress

● Progress reporting twice a year- introduce the BFG● Continue developing the Nearest and dearest day● Parent coffee mornings to continue for feedback and

references

● Develop our digital-based communication practices with our community

● All progress reporting will be made through Hero ● Define areas of real-time progress reporting

through Hero ● Provide a regular opportunity for community,

whānau and student voice ● Continue start-of-year “meet-the-teacher”

opportunities where parents can talk about their children with the teacher

● Investigate using HERO to write reports online’ ● Introduce the NVS annual triathlon as our Beginning of

year picnic● Continue developing HERO and reporting to parents● Provide regular opportunity for parents to talk about

their children with the teacher

● Continue our digital-based communication practices with our community

● All progress reporting will be made through Hero ● Define areas of real-time progress reporting

through Hero ● Provide a regular opportunity for community,

whānau and student voice ● Continue start-of-year “meet-the-teacher”

opportunities where parents can talk about their children with the teacher

● Investigate using HERO to write reports online’ ● Continue the NVS annual triathlon as our Beginning of

year picnic● Continue developing HERO and reporting to parents● Provide regular opportunity for parents to talk about

their children with the teacher

CommunityEvents&Relationships

2020 2021 2022● Create opportunities for teachers and whānau to

meet outside of school hours (e.g. start of year community BBQ)

● Introduce a termly “Expo” where students share learning that happened over the term

● Begin to develop closer relationships with local ECE centres,

● Provide opportunities for parent forums/hui on curriculum areas, PB4L, digital capabilities and Maori success.

● Continue with camps and support from parents ● Continue developing the Nearest and dearest day,

attached with our wearable arts

● Have regular parent meetings and consultations throughout the year

● Continue with a termly “Expo” where students share learning that happened over the term

● Continue to develop closer relationships with local ECE centres,

● Continue to provide opportunities for parent forums/hui on curriculum areas, PB4L, digital capabilities and Maori success

● Continue to provide opportunities for parent forums/hui on curriculum areas, PB4L, digital capabilities and Maori/Pasifika success

Wehaveaninclusive,innovativeandcreativeculture,thatprovidesourdiverseschoolcommunitywithastrongsenseofsafety(marutau),belonging(whanaungatanga)andconnection(manaakitanga.)andfun!

2020 2021 2022● Promote our, Graduate Profile and Strategic Goals to

the community ● Promote school values and mindsets through regular

communication to parents eg spotlights in newsletter ● Promote the use of our PB4L & restorative justice

practices through regular communication ● PB4L/ restorative circles lessons explicitly

taught in classes (TLC) to promote NVS thinker, learner and citizen

● Develop the concept of “Tangata NVS” - our way of doing things

● Develop beginning of year pōwhiri to welcome new students and their whānau to school and provide students with leadership opportunities as kaikorero and kaikaranga

● ORS/special needs students are catered for and included in classroom programmes and school events

● Reintroduce peer mediators (Buddy Brigade) to support play-ground incidents

● Consistently review health & safety procedures ● develop tuakana/teina relationships across the

school through house competitions ● Introduce and encourage school house colour t

shirts ● Redesign our school flag with new logo ● Introduce designer School map and Hub logos ● Introduce the concept of Ngakau Hub being a

friendship centre- where children can go if they are lonely.

● Introduce new voting system for Year 8 leaders’ roles ● Introduce NVS Honours Booklet to year 7 and 8 which

includes community work ● Tier 1,2,3 restorative training ● PB4L re training ● Collaboration norms developed in and across hubs

● Review and refine our PB4L & restorative justice practices

● PB4L lessons explicitly taught in classes to promote values

● Continue to develop the concept of “Tangata NVS” - our way of doing things

● Refine pōwhiri to welcome new students and their whānau to school and provide students with leadership opportunities as kaikorero and kaikaranga

● ORS/special needs students are catered for and included in classroom programmes and school events

● Peer mediator support available in the playground ● Consistently review health & safety procedures ● Continue with house events to develop

tuakana/teina relationships across the school ● Continue developing the NVS honours

booklet for year 7-8 ● Collaboration norms reviewed and tweak each

year ● School leaders are trained to welcome

newcomers or visitors to the school ● Develop “Newcomers Club” to support with

integration into “Tangata NVS”

● PB4L & restorative justice practices embedded across the school

● PB4L lessons integrated into classroom programmes to promote values

● The concept of “Tangata NVS” - our way of doing things is embedded across the school

● Pōwhiri to welcome new students and their whānau to school where Māori students have leadership opportunities as kaikorero and kaikaranga (MASAM)

● ORS/special needs students are catered for and included in classroom programmes and school events

● Peer mediator support available in the playground ● Consistently review health & safety procedures ● Continue with house events to develop

tuakana/teina relationships across the school ● School leaders are trained to welcome

newcomers or visitors to the school ● Develop “Newcomers Club” to support with

integration into “Tangata NVS”