principal’s endorsement: allan robertson school board

Yaldhurst Model SchoolCharter, Strategic and Annual Plan 2021

Principal’s endorsement: Allan Robertson

School Board endorsement: Rebecca Webster

Statement of CommitmentThe Yaldhurst Model School Board works in line with the Education and Training Act 2020 Governance and Management.This Charter sets out the aims, purposes and objectives of Yaldhurst Model School(YMS).The YMS School Board has created this Charter through a process of consultation with:

● Parents of students (via surveys and meetings).

● Staff of the school (via focus groups and meetings).

● Special community groups (via discussions).

● The Ministry of Education (via its documentation and training).

The YMS School Board is committed to establishing a pathway for achievement of equity and excellence for all students. To do this the YMS Board will:

● Focus on the areas identified through internal and external evaluation that need strengthening; with the aim of improving outcomes for students

through improving teaching and learning.

● Make the role of stakeholders in achieving the goals clear.

● Be a guiding document for alignment and coherence in all decision making.

● Drive the direction, resource allocation and daily actions of the school.

● Allow for rigorous and detailed evaluation

2 Yaldhurst Model School Charter and Strategic Plan for 2021

Our School Context

School Organisation and Structures: YMS is a Decile 5, U3, State Funded Primary and Intermediate School. The Principal leads and manages YMS,working with a Deputy Principal and five full time teachers. There are two Within School Teachers (WSTs). YMS has two support staff: an Office Executive,one partially High Health funded Student Support Worker who is also funded by the YMS Board of Trustees. Our Parent Teacher Association (PTA) is veryactive in supporting the school.

YMS is part of the Uru Mānuka Kahui Ako with six other schools. These schools are: Hornby Primary, South Hornby Primary , Hornby High, Templeton, StBernadette’s and Wigram.YMS has signed a Memorandum of Understanding with the Manaiakalni of schools for the purpose of sharing achievement information and continuedopportunities for professional development and dialogue around e-learning,

A unique feature of YMS is that nearly all children are brought to school and picked up by a family member. This means that all staff have an ongoing openrelationship with whānau.

A vibrant and well informed School Board governs the school. They receive regular student achievement reports that outline the progress that students aremaking as well as regular updates on our school’s learning programmes.

Students’ Learning: The YMS School Board is committed to all students being YMS HEROs who attain high levels of achievement and excellence by havingaccess to the educational opportunities they need to flourish. Students are taught to be life-long learners who develop the knowledge and skills to understandand contribute to our world. Sound foundational learning in numeracy and literacy supports learning in all curriculum areas. YMS provides high qualityeducation and pastoral care for all students. No one is ‘lost in the crowd’ at YMS. Teachers strive to meet the individual needs of all students. Teachers arecommitted to providing the very best education and are engaged in professional development pertinent to the identified needs of their students. All of the YMScommunity place a high premium on the YMS HERO values which are exhibited in the feel of the school. The concepts of speaking, listening and treatingothers respectfully is a central feature of all interaction at YMS.

Student Engagement: YMS provides a high quality education in a stimulating and supportive kiwi country environment. Our students are taught that ourschool is a thriving collaborative learning community where we are all ‘HEROs.’ We Learn-Create-Share about being Healthy Individuals, EnthusiasticLearners, Responsible Citizens and Open-minded Explorers. Our students are taught to set academic, cultural and sporting goals, use thinking tools and arange of e-Learning affordances so they become self-managing, life long learners.

Detailed, easy to understand, assessment results are presented to whānau. Students set goals and celebrate achievement with whānau. Students areengaged in the creation of success criteria and learning steps in an environment of high expectations and consistent support.

Being a Primary and Intermediate school means that the YMS Learning Community is able to nurture and challenge our students from Year 1 to Year 8. Oursenior students are encouraged to take up leadership roles throughout the school.


Yaldhurst Model School Principals: YMS engages in the principles of Student Engagement, Student Agency, High Expectations, Purposeful ContextualisedLearning, Learning to Learn, Inclusive Relationships, Whānau Engagement, Future Focus and Cultural Responsiveness.

Maori Dimensions and Cultural Diversity

YMS fulfils the intent of the Treaty of Waitangi by valuing and reflecting New Zealand’s bi-cultural heritage. Teaching and learning programmes incorporatethe valued dimension of Te Reo Maori and Tikanga Maori. Students are provided with contextualised learning experiences that teach them to be confident intheir own culture.

Students are taught and supported to recite the YMS Mihimihi which is graduated for each age and ability level. YMS students will be taught from theCurriculum Level 1 and 2 of Te reo Maori in English-Medium Schools. All YMS students are taught aspects of Kapa haka in preparation for representing theschool with pride at mihi whakatau and cultural performances such as the Uru Mānuka Cultural Festival.

Maori children are provided with opportunities to express pride in their culture and heritage. The YMS Curriculum embraces Maori perspectives. YMSrecognises the Memorandum of Understanding between Te Runanga o Ngai Tahu and the Ministry of Education and utilises Te Kete o Aoraki in the educationof all students. YMS students are taught to explore, understand and respect different cultures that make up New Zealand society. The experiences, culturaltraditions, histories and languages of all New Zealanders are recognized and valued. The place of Pacific Island societies in New Zealand and relationshipswith the peoples of Asia, Africa, Europe and the South Pacific is treasured.

YMS educates all students in an environment that acknowledges and incorporates the multicultural heritage of New Zealand. Teaching and learningprogrammes incorporate bicultural and multicultural dimensions.


https://docs.google.com/document/d/1_ctmujLFCn9nP-XCIVTdmFW32vt75XC-HhNPR0f54Kw/edit

http://tereomaori.tki.org.nz/Teacher-tools/Te-reo-Maori-lesson-plans

YMS Vision Statement: Yaldhurst Model school is a happy place for HEROs toLearn-Create-Share!

Yaldhurst Model School HERO Values:Our four YMS HERO VALUES are known throughout our school community. Our values are referred to by staff and students and are woven through teachingand learning at all levels within the school. They are:

Healthy IndividualsWe maintain well-being:

Enthusiastic LearnersWe Learn-Create-Share:

Responsible CitizensWe are helpful and kind:

Open Minded ExplorersWe are curious to


Yaldhurst Model School Strategic Plan

2021: Our Strategic Goals

Our Vision: YMS is a happy place to Learn-Create-Share

Our Values: Healthy Individuals Enthusiastic Learners Responsible Citizens Open-Minded Explorers

Strategic Goal 1:

Literacy;Provide a whole schoolscaffolded programme tosupport literacy.

Action Plan 1.1:Improve student achievement in reading:By November 2021 85% of Years 2 - 8students reading ‘At’ or ‘Above’ the YMSAchievement Expectations.

Action Plan 1.2:Improve student achievement in writing:By November 2021 75% of Years 2 - 8students writing ‘At’ or ‘Above’ the YMSAchievement Expectations.

Strategic Goal 2:

School Culture;Students, staff and whanaulearn in a safe, inclusive andculturally responsive schoolenvironment

Action Plan 2.1:Continue to increase the utilisation of te reoand tikanga maori activities so that all ofour Maori students achieve and celebratesuccess.

Action Plan Goal 2.2:YMS Positive Behaviour for Learning(PB4L) practises and documentation reflectthe Ministry of Education requirements.

Strategic Goal 3:

Engaging Whanau;Our community and parents,whanau are engaged to formstrong learning partnerships

Action Plan Goal 3:Review and revise whānau engagementactivities

Strategic Goal 4:

Environment;Develop our school buildingsand grounds to support ourstudents and staff to be in thebest environment possible.


Annual Action Plan

Action Plan 1.1: Improve student achievement in reading: By November 2021 85% ofYears 2 - 8 students reading ‘At’ or ‘Above’ the YMS Achievement Expectations.

Future Steps Personnel T1: 2021 T2: 2021 T3: 2021 T4: 2021 Outcome

Review and redesignthe YMS ReadingCurriculum DeliveryPlan to ensure itreflects ‘BestPractice’ planning,teaching, moderation,assessment andreporting of readingincluding outlining therequirements of aconsistent delivery ofpedagogicalapproaches acrossall levels.

Principal andLiteracyLeader

In consultation with theYMS teaching staff theprincipal and literacyleader will complete thefirst draft of the ReadingCurriculum Delivery Plan.

The redesign of the planwill include identified highleverage teachingpractices.-Learning by readingauthentic texts- Learning by sharing ideasin extended discussions.-Learning by thinkingcritically and developingstrategies- Collaborating and makingchoices in learning,creating and sharing

The YMS Literacy Leaderwill identify and purchaseadditional resources tosupport theimplementation of theYMS Reading CurriculumDelivery Plan.

A kete of tools for teachingthe components of readingwill be identified in the planand available as resources.

In consultation with theYMS teaching staff,students and whānauthe principal and literacyleader will complete thesecond draft of the YMSReading CurriculumDelivery Plan.

The principal and literacyleader will complete thefinal draft of the YMSReading CurriculumDelivery Plan andpublish on the YMSWebsite.

A redesigned YMSReading CurriculumDelivery Plan that reflects‘Best Practice’ planning,teaching, moderation,assessment and reportingof reading.The YMS ReadingCurriculum Delivery Planwill outline theexpectations for aconsistent delivery ofpedagogical approachesfor reading across alllevels.

Staff and students willbe supported to followthe YMS ReadingCurriculum DeliveryPlan - especially theimplementation of highleverage teachingpractices.


The YMS Literacy Leaderwill observe the planningand teaching of readingthroughout the school forthe purpose of gaugingthe current delivery ofreading instruction at allage levels.

The YMS LiteracyLeader will observeteacher practices andsupport all teachers toenact the requirementsof the newly revisedYMS ReadingCurriculum Delivery Planconsistently throughoutthe school.

The YMS LiteracyLeader will observeteacher practices andsupport all teachers toenact the requirementsof the YMS ReadingCurriculum DeliveryPlan consistentlythroughout the school.

Celebration of theimplementation of theYMS ReadingCurriculum Delivery Plan- especially theimplementation of highleverage teachingpractices.

Staff will be able todeliver the YMS ReadingCurriculum Delivery Plan -especially theimplementation of highleverage teachingpractices.

Students are secure in theprocesses for learninghow to read due toconsistent expectations


and support for readingacross all levels of theschool.

Professionaldevelopment on utilisingthe shared readingapproach at all levels ofthe school to explicitlyteach comprehension,critical thinking anddecoding.

Principal andOutsideProvider(SheenaCameron)

Professional developmenton utilising the sharedreading approach at alllevels of the school toexplicitly teachcomprehension, criticalthinking and decoding.

Teachers are supported toimplement the ‘SharedReading Approach.’

Teachers are supportedto implement the‘Shared ReadingApproach.’

Teachers are supportedto implement the ‘SharedReading Approach.’

Staff are secure in how toteach the ‘SharedReading Approach.

Students are secure in theShared ReadingApproach.

Continuation of BetterStart Literacy from2020.

LiteracyLeader

Four teachers and onestudent support workerUniversity of CanterburyBetter Start LiteracyApproach (BSLA)micro-credential inSemester 1.Evidence-based approachto support children’s earlyreading, writing and orallanguage success at Year0 and Year 1.

University of CanterburyBetter Start LiteracyApproach (BSLA)micro-credential inSemester 1.Evidence-based approachto support children’s earlyreading, writing and orallanguage success at Year0 and Year 1.

University of CanterburyBetter Start LiteracyApproach (BSLA)micro-credential inSemester 1.Evidence-basedapproach to supportchildren’s early reading,writing and orallanguage success atYear 0 and Year 1.

Four teachers and onestudent support workerare skilled at teaching theskills outlined in the BetterStart Literacy Approach.

Students will improve orallanguage, fluency andphonetic knowledge (Asper BSLA assessments).

Revitalise thenon-fiction collectionof the YMS librarywith high interesttitles responding tostudent voice.

PrincipalStudents survey as to whatnon-fiction books theywould like.

Non-fiction bookspurchased and advertisedto students within school.

Students are enthusiasticlibrary users.

Priority Learners forreading are identifiedand tracked with thepurpose ofaccelerating theirachievement.

Principal,SENCO andLiteracyLeader

Reading Priority Learnersare identified andappropriate differentiatedsupport programmes areestablished.

Reading Priority LearnersMeetings occur twice perterm where interventionsare reviewed to identify theefficacy of theinterventions. Wherenecessary the interventionis modified.

Reading Priority LearnersMeetings occur twice perterm where interventionsare reviewed to identifythe efficacy of theinterventions. Wherenecessary theintervention is modified.

Reading Priority LearnersMeetings occur twice perterm where interventionsare reviewed to identifythe efficacy of theinterventions. Wherenecessary the interventionis modified.

Acceleration of readingachievement for prioritylearners.

Costs: Release for Literacy Leader and participants in BSLA Programme = $2000


Action Plan 1.2: Improve student achievement in writing: By November 2021 75% ofYears 2 - 8 students writing ‘At’ or ‘Above’ the YMS Achievement Expectations


Review and redesignthe YMS WritingCurriculum DeliveryPlan to ensure itreflects ‘BestPractice’ planning,teaching, moderation,assessment andreporting of writingincluding outlining therequirements of aconsistent delivery ofpedagogicalapproaches acrossall levels.

Principal,SENCO andLiteracyLeader

In consultation with theYMS teaching staff theprincipal and literacyleader will complete thefirst draft of the WritingCurriculum Delivery Plan.Headings of The E-asTTlecomponents of writingassessment will be one ofthe drivers for theredesign of the planalongside high leverageteaching practices.

The YMS Literacy Leaderwill identify and purchaseadditional resources tosupport theimplementation of theYMS Writing CurriculumDelivery Plan.

In consultation with theYMS teaching staff,students and whānauthe principal and literacyleader will complete thesecond draft of the YMSWriting CurriculumDelivery Plan.

.

Writing moderationsession where staff willshare how they plan,teach and assesswriting. Timetabled intostaff meetings eachterm.

The principal and literacyleader will complete thefinal draft of the YMSWriting CurriculumDelivery Plan andpublish on the YMSWebsite.

Writing moderationsession where staff willshare how they plan,teach and assesswriting. Timetabled intostaff meetings eachterm.

A redesigned YMSWriting CurriculumDelivery Plan that reflects‘Best Practice’ planning,teaching, moderation,assessment and reportingof writing.The consistent delivery ofpedagogical approachesfor writing across alllevels.

Staff and students willbe supported to followthe YMS WritingCurriculum DeliveryPlan


The YMS Literacy Leaderwill observe the planningand teaching of writingthroughout the school forthe purpose of gaugingthe current delivery ofwriting instruction at allage levels.

Establish what is needed toprovide a kete of tools forsupporting the consistentdelivery of pedagogicalapproaches across alllevels as identified in theE-AsTTle components ofwriting.

The YMS LiteracyLeader will observeteacher practises andsupport all teachers toenact the requirementsof the YMS WritingCurriculum Delivery Planconsistently throughoutthe school.

Provide a kete of tools forsupporting the consistentdelivery of pedagogicalapproaches across alllevels as identified in theE-AsTTle components ofwriting.

The YMS LiteracyLeader will observeteacher practices andsupport all teachers toenact the requirementsof the YMS WritingCurriculum DeliveryPlan consistentlythroughout the school.

Celebration of theimplementation of theYMS Writing CurriculumDelivery Plan -especially theimplementation of highleverage teachingpractices.

Staff who are secure inhow to deliver the YMSWriting CurriculumDelivery Plan - especiallythe implementation of highleverage teachingpractices.

Students are secure dueto consistent expectationsand support for writingacross all levels of theschool.

Continue the writingmoderation processso that staff are

LiteracyLeader

Writing moderationsession where staff willshare how they plan,




Staff are secure in why wemoderate writingassessment and know


secure in how toassess accurately.

teach and assess writing.timetabled into staffmeetings each term.

teach and assess writing.timetabled into staffmeetings each term.

teach and assesswriting. timetabled intostaff meetings eachterm.

teach and assesswriting. timetabled intostaff meetings eachterm.

how to do it effectively.

Broaden studentwriting for a range ofpurposes. Ensurethat the teaching ofgood writingpractices traversesall curriculum areas.

LiteracyLeader

Differentiated SuccessCriteria Grids will beimplemented to outlinethe range of appropriateconventions for eachwriting purpose.

The literacy leader willobserve the utilisation ofDifferentiated SuccessCriteria Grids by YMSteaching staff.

The literacy leader willobserve the utilisationof DifferentiatedSuccess Criteria Gridsby YMS teaching staff.with staff.

Differentiated SuccessCriteria Grids areutilised by staff.

The utilisation ofDifferentiated SuccessCriteria Grids by YMSteaching staff.Students are able to writefor a range of purposes.

Students have realworld purposes andaudiences for writing

LiteracyLeader and allteacherssupported bythe UruMānuka KahuiAko EducationProgrammeLeader

Year 1 -3 students havetheir writing published in avariety of formats andavailable to a range ofaudiences.

Year 4 - 5 students arepublishing once per weekon their blogs.



Year 6 - 8 students arepublishing twice per weekon their blogs.

Year 1 -3 students havetheir writing published ina variety of formats andavailable to a range ofaudiences.






Students are secure in theidea that their writing haspurpose and that they canidentify how to write forspecific audiences.

Priority Learners forwriting are identifiedand tracked with thepurpose ofaccelerating theirachievement.


Writing Priority Learnersare identified andappropriate differentiatedsupport programmes areestablished.

Writing Priority Learnersmeetings occur twice perterm where interventionsare reviewed to identify theefficacy of theinterventions. Wherenecessary the interventionis modified.

Writing Priority Learnersmeetings occur twice perterm where interventionsare reviewed to identifythe efficacy of theinterventions. Wherenecessary theintervention is modified.

Writing Priority Learnersmeetings occur twice perterm where interventionsare reviewed to identifythe efficacy of theinterventions. Wherenecessary the interventionis modified.

Acceleration of writingachievement for prioritylearners.

Costs: Release Time for Literacy Leader - 5 days per term for Terms 1-3 = $5000


Action Plan 2.1: Continue to increase the utilisation of te reo and tikanga maoriactivities so that all of our Maori students achieve and celebrate success.


Continue toimplement theTe reoand Tikanga MāoriAchievement ActionPlan 2021

Principal andYMS WithinSchool Teacherin Charge of TeReo andTikanga Maori

Te reo and TikangaMāori AchievementAction Plan 2021 isreviewed in consultationwith the Uru MānukaAcross School Teacher.

Te reo and TikangaMāori AchievementAction Plan 2021 isreviewed in consultationwith the local runanga.

Te reo and TikangaMāori AchievementAction Plan 2021 isreviewed inconsultation with thelocal YMS community.

Te reo and TikangaMāori AchievementAction Plan 2021 isreviewed in preparationfor 2022

Continued development ofTe Reo and tikanga Maoriteaching across all levelsof the school.Our Maori whānau knowthat YMS is committed tothe tenants of the Treatyof Waitangi.

Kapa haka is to becomea natural part of theYMS culture.


All students attend kapahaka lessons




All students are invited toperform at the UruMānuka Cultural Festival

Students are able toperform haka and waiatawith confidence alongsidean understanding of theirsignificance.

Te reo becomesmore prevalent andnatural throughoutYMS


Curriculum specific andincidental te reo is taught ineach class

All students create andmemorise their mihimihi

Curriculum specific andincidental Te reo is taughtin each class






Student and staffknowledge of and abilityto speak in Te reocontinues to improve.

Costs: 2 days per term: $2800


https://docs.google.com/document/u/0/d/173hnCZJvth0BzfOPaqNl1r_yQCmkxMvYP1R-RCGUGJE/edit
















Action Plan 2.2: YMS Positive Behaviour for Learning (PB4L) practises anddocumentation reflect the Ministry of Education requirements.

How do we improve student, staff and whānau participation in PB4L? How do we ensure we are delivering Best Practice in PB4L given that it is research based?We acknowledge our main stakeholders are our Kaimahi, Whānau and Akōnga - it is our duty to collaborate and work WITH them for a positive outcome.

Future Steps Kaimahi T1: 2021 T2: 2021 T3: 2021 T4: 2021 Outcome

Explore with the YMSStaff their beliefsaround the Why,What and How ofPB4L.

Does it align with ourbeliefs and schoolvalues

PB4LLeader

Staff meeting wherethe principles andexpected practices ofPB4L are exploredfor the purpose ofrealigning currentpractice wherenecessary.

Each YMS Class willco-construct a ClassTreaty which willinclude a focus onwhat HERObehaviours look likeand sound like.

Revisit PB4Loverview to ensureconsistency andclarity of system.Discussions aroundacknowledging goodpractice and systemoutcomes and anyidentified areas tostrengthen together.



PB4L Section of the YMS Curriculum isa living document referred to andunderstood by staff.

All staff have fingertip access to PB4Lprocedures and support material.YMS Curriculum documents arerelevant,up-to-date and easy to find.

All staff, students and whānau canexpound on the ‘Why’, ‘What’ and‘How’ of PB4L at YMS.

Review termly currentYMS PB4L practisesto ensure they matchthe YMS PB4Lexpectations.

PB4LLeader

PB4L leaderobserves in classesat different times ofthe day. (Teacheridentifies what theywould like to beobserved).




PB4L teacher practises are consistentacross the school.

Staff enabled to activelyteach students toself-regulate andself-manage behaviour

PB4LLeader

Zones of Regulations tobe introduced to staffand students.

Zones of Regulationbedded in as frame ofreference for staff andstudents.



A consistent student self-regulation andself-management programme acrossthe school.

Continue toacknowledge a range ofstudent ethnicities andcultures to enhance a

PB4LLeaderandTeacherIn Charge

Use of Te Reo in alllearning spaces.

Continue toacknowledge a range





Use of Te Reo in alllearning spaces.Continue toacknowledge a rangeof student ethnicities

YMS will be culturally inclusive andPB4L practises will support the diverseneeds of all students.


sense of belonging andidentity.

ofCulturalResponsiveness

of student ethnicitiesand cultures toenhance a sense ofbelonging and identity.



and cultures toenhance a sense ofbelonging and identity.

Engagement of YMSWhānau in PB4L.

PB4LLeader

Establishment of the2021 YMS PB4LCommittee includingat least one whānaurepresentative.

Initial meetingoutlining aims for thiscommittee.

Termly meetings ofthe 2021 YMS PB4LCommittee



Whānau works collaboratively with thePB4L Leader and kaimahi to supportthe development and sustainability ofthe PB4L framework.

Revise/re-establish YMSHouses

PB4LLeader

Survey students andstaff around thepurpose of YMSHouses. Ask forideas.

PB4L Leader workswith the Rimuteacher to assignHouse Leadershiproles.

Look at effectiveHERO linkedrewards for HEROcard totals.

In response tostudent and staffsurveys YMS Houseactivities arereinvigorated.

PB4L Leader workswith the Rimuteacher to supportHouse Leaders.Look at effectiveHERO linkedrewards for HEROcard totals withAkōnga - studentagency.

PB4L Leader workswith the Rimu teacherto support HouseLeaders.Ensure there areeffective HERO linkedrewards for HEROcard totals WITHAkōnga - studentagency

PB4L Leader workswith the Rimu teacherto support HouseLeaders.

Ensure there areeffective HERO linkedrewards for HEROcard totals WITHAkōnga - studentagency

Termly House based activitieshappening.Students feel a sense of belonging totheir houses.Senior leaders are secure in theirability to lead their houses.

Costs: Release Time for staff PLD and maintenance of school wide systems = $1000


Action Plan Goal 3: Review and revise whānau engagement activities


Continue to exploreand utilise the mosteffective applicationsand procedures forcommunicating withthe YMS Community.

Principal

Review the YMSCommunications Plan -with an aim of utilizingthe best communicationsystems.

Introduce HERO AssistApplication whichincludes a messagingsystem.

Embed the HEROAssist Applicationincluding the messagingsystem.

Survey the YMScommunity to find out ifcommunication iseffective. Review theYMS CommunicationsPlan.

Prepare for newcommunicationinnovations.

Utilization of effectivecommunication systemswith the YMS community.

Revise thepresentation ofStudent Achievementdata to ensure thatwhānau can clearlysee progress withinthe online HEROreporting system.

Principal

Revise the presentationof Student Achievementdata to ensure that itincludes the easy-to-readprogress graphs forreading, writing andmathematics.

Devise a system forincluding the YMSValues within HEROreporting.Ensure that teachersinclude three artifacts tosupport studentachievement statements.

Survey the YMScommunity to find out ifthe presentation ofStudent Achievementdata is effective.

Ensure that teachers arefollowing the YMSGuidelines fortriangulatingachievement data beforechoosing An OverallTeacher JudgementLevel for students.

Fingertip Reporting toParents of StudentAchievement clearlyshows progress againstthe YMS AchievementExpectations.

Implement TermlyWhole SchoolCelebrations.

Principal andYMS WithinSchool Teacherin Charge ofPB4L

Healthy IndividualsMeet the Teacher andWater Activities

Enthusiastic LearnersMatariki Art Event

Responsible CitizensScience Day

Open-Minded ExplorersProblem solving X-/raceafternoon

A sense of communitythat celebrates, andshares in, student learningendeavours.


Action Plan Goal 4: Develop our school buildings and grounds to support ourstudents and staff to be in the best environment possible.


Development offacilities/ rebuild subcommittee

Principal andBoard

Terms of referenceagreed, includingconfirmation ofmembership

Committee has clearreporting lines anddelegationresponsibilities



Sub committee membersare clear in their role onthe committee

Clearcommunication/feedbackmechanisms with keystakeholders

Principal/ subcommittee

Communication treedeveloped to supportinformation sharing withteachers, whanau,students and otherstakeholders

Communication tree inuse to share informationand collect feedback

Communication tree inuse to shareinformation and collectfeedback

Communication tree inuse to shareinformation and collectfeedback

The Ministry has a clearunderstanding of theneeds of the school andcommunity andcommunity kept up to datewith relevant, timelyinformation.

Development ofprogramme forrebuild works at YMS

MoE/ Principal/Board

Work with the Ministry tounderstand and developthe programme of worksand scope ofdevelopment for theschool

Work with the Ministry tounderstand and developthe programme of worksand scope ofdevelopment for theschool

Work with the Ministryto understand anddevelop theprogramme of worksand scope ofdevelopment for theschool

Work with the Ministryto understand anddevelop the programmeof works and scope ofdevelopment for theschool

Programme of worksconfirmed with cleartimeframe and scope.


principal’s endorsement: allan robertson school board

Documents