charter 2020-22

CHARTER 2020-22 Great learners, people, citizens

WILFORD SCHOOL

Founded in 1927, Wilford School is a learning community catering for about 350 students in primary school years 1-8, drawn from a diverse urban community in Petone, Alicetown and the wider Hutt Valley.

Our students reflect the culturally and socio-economically diverse society in which we live. A third identify Māori as their first ethnicity, half identify as having Pākeha/New Zealand European descent, 10% are Pasifika (predominantly Samoan, but also Cook Islanders, Fijian, Niuean, Tongan and Tokelauan), and others including Europeans, Chinese, Indian, Filipino, Latin American, Nepalese, Russian, Sri Lankan and Vietnamese. We build on New Zealand’s bicultural heritage and the cultural strengths of our local community.

Our Mission

Our mission is to grow great learners, people and citizens.

We are committed to fulfilling the right of every child to an education that develops their personality, talents and abilities to their fullest potential, and enables active citizenship of their local, national and global communities.

We strive to enable every young person to develop each of the agreed capabilities for living in our fast-changing and diverse society and world. To develop the key competencies of thinking, using language and symbols, managing self, relating to others, and participating and contributing. We give particular emphasis to building powerful learning, self-management, and relationship skills in a warm, nurturing and lively learning community.

Our Motto: Ako Tahi Tatou (Learning Together as One)

Our motto embodies two key ideas shown by research to underpin successful education for all:

we are a learning community of young people and their partners in learning – their parents and whānau, and

the teachers and other school staff;

we are all learners, and seek to learn from each other and support each other’s development.

Our Values

The Wilford School values of respect, whanaungatanga, aroha, manaakitanga, responsibility, excellence and resilience support and confirm our school mission. They are evident in the way we all work with and relate to others. These key values were determined through consultation with our learning community and represent the deeply held beliefs of how we expect all people to think and act at Wilford School.

Some specific features of Wilford School

Reflecting the cultural diversity of Aotearoa New Zealand

Wilford School takes pride in celebrating the cultural diversity reflected in the make up of the tamariki/child attending our school. The School celebrates the culture of each child, in recognition of the rights of the child and to help equip all students to participate in multicultural Aotearoa New Zealand, the Pacific region, and the diverse world.

We recognise the country’s bicultural heritage, upholding the principles of Te Tiriti o Waitangi (The Treaty of

Waitangi) throughout the school. We acknowledge and celebrate Māori and Pākeha culture and identity, providing

instruction in tikanga Māori (Māori culture) and te reo Māori (Māori language).

Ngā Puāwai: Immersion Unit

Our school was the first school in the Wellington region to establish bi-lingual classes. Ngā Puāwai offers teaching

and learning in a full Māori-immersion setting for years 1-8. Ngā Puāwai follows tikanga Māori, works in te reo

Māori, and its learning is based on the Marautanga o Aotearoa curriculum. Non-Māori tamariki are welcome.

Ngā Puāwai contributes strongly to the tikanga of the school, with the tamariki taking leadership roles in teaching

the rest of the school about Māori culture and language. Ngā Puāwai integrates with the rest of the school regularly

for activities and events.

Ngā Rangatahi Syndicate: Years 7-8

Ngā Rangatahi is the Year 7 and Year 8 syndicate at Wilford School. There are 67 students working across two class

spaces with three teachers. The name ‘Ngā Rangatahi’ means youth, reflecting the transition stage for our senior

students as they further develop their own sense of independence and growing confidence. These attributes support

their transition to college.

During these preteen years students really begin to think about identity, they begin to value the opinions of their

peers and may test out new ideas, fashions and mannerisms while they try to figure out who they are. Friendships

can be tested and developing emotional resilience is key in our inclusive programme to support them not just at this

stage, but in all their future relationships as well. Students develop personal leadership and take on opportunities to

work across and outside the school. Ngā Rangatahi has developed a strong relationship with local colleges to support

students and their families as they move to Year 9. Syndicate teachers work proactively with families and whānau to

ensure that students are able to make progress in their learning as part of their overall wellbeing.

Building learning, self-management, and relationship skills

Our school employs several specific approaches to develop students’ learning, self-management, and relationship

skills.

Learner agency. Students develop ownership of their learning through understanding what they are learning

and why they are learning it; have input into their learning through goal setting and knowing next learning

steps.

Self-management. Students take personal responsibility for their behaviour, which reflects the expectations of

the school’s values.

Relationships – Students are encouraged to foster relationships with other students through tuakana-teina and

positive role-modelling, and the school has adopted a well-tested learning programme (KiVa) aimed at

developing respect for others and curbing bullying (a particular challenge in New Zealand schools and

workplaces).

Meeting specific learning needs

We provide a wide range of learning opportunities and experiences, providing support and programmes for

students with special learning needs, including “gifted and talented” children. We prepare students as they

transition to college.

Experiences and facilities

Our school offers a broad range of learning experiences – including extra-curricular opportunities in dance, music, education outside the classroom, cultural and sporting activities. It has excellent facilities, including: a large playing field and adventure playgrounds; a hall, which is widely used by the community; tennis courts; a heated and covered swimming pool, with a renowned swimming teacher available for out-of-school lessons.

Our Graduate Profile Aspirations At Wilford School we have two graduate profile models; one for each Ngā Puāwai and our mainstream classes Ngā Puāwai Graduate Profile Our Ngā Puāwai graduate profile is based on Mason Duries Whare Tapa Whā model; which compares hauora to the four walls of a whare, with each wall representing a different dimension, each necessary for strength and symmetry, therefore we are supporting tamariki to leave school strong and balanced in each dimension.

Taha Wairua (spirit) Matauranga: have achieved to the best of their academic ability

Te Aka Matua: be an active participant in their school, local and wider community

Manaakitanga: be compassionate, caring, empathetic and accepting of diversity

Tūrangawaewae: Understand their role within their whānau, hapū, iwi, community, and wider society.

Te Reo Me Ōna Tikanga: be confident in their use of te reo Māori and have an understanding of tikanga Maori

Hinengaro (mind) Ako: be a curious, creative and critical thinker Rangatiratanga: be prepared to take risks, face challenges and effectively solve problems

Kotahitanga: be able to work well independently and cooperatively with others

Whanaungatanga: be an active participant in their school, local and wider community


Taha Whānau (social) Kaitiakitanga: be an ethical decision maker and guardian/kaitiaki of the world of the future

Whakaute: be compassionate, caring, empathetic and accepting of diversity

Ihu Mānea: Participating in the Māori world and advocating a Māori world view

Tōna Mana Ake: be strong in their own identity


Taha Tinana (body) Āhuatanga: make healthy lifestyle choices

Ringa Tuhura: be technologically competent Ngā mahi a Te Rēhia: Be exposed to variety of recreational and cultural activities

Waiora: Have opportunities to learn about total health and wellbeing of spirit, mind, body, and heart, as well as environmental health


Mainstream Graduate Profile (to be reviewed in 2020) Our mainstream graduate aspirations are to:

have achieved to the best of their academic ability be a curious, creative and critical thinker communicate and express themselves confidently and effectively be digitally competent be confident, happy and have a sense of fun be strong in their own identity be prepared to take risks, face challenges and effectively solve problems make healthy lifestyle choices be confident in their use of te reo Māori and have an understanding of tikangā Māori be able to work well independently and cooperatively with others be an active participant in their school, local and wider community be compassionate, caring, empathetic and accepting of diversity be an ethical decision maker and guardian/kaitiaki of the world of the future be exposed to another language in addition to te reo Māori and English

THE LEARNING COMMUNITY PARTNERSHIP Education at Wilford School is a three-way partnership between the students, their parents/whānau and school staff.

The school will provide students with a quality education, with opportunities to develop key skills and competencies. Staff and Trustees will:

Provide a safe, supportive and stimulating environment that encourages learning

Provide quality teaching, full of rich experiences and opportunities for students to develop and learn

Give strong educational leadership and a future-focused vision for Wilford School

Embrace the cultural diversity of students and the communities in which they live in

Support and encourage learning opportunities relating to te au Māori

Maintain high professional standards

Be positive role models

Accept the differences of each child and meet the needs of all students

Model the concept of Ako: that as adults we are also learners; participating in on-going professional development

Have a high level of collegiality, working together to enhance learning

Be welcoming of all students, parents and visitors to the school

Ensure te reo and tikangā Māori are valued and nurtured

Be enthusiastic and supportive of all aspects of the school

Be effective communicators Parents and whānau play a vital part as partners in providing a quality education for all students. Parents and whānau should:

Be positive role models for our children

Show an interest in and support their child’s learning to the best of their abilities

Encourage children to do their best and believe that they can be successful

Ensure their children arrive at school ready to learn

Be involved in two-way communication with the teachers and school

Contribute to and support the school in achieving our vision

Value the cultural diversity of the school and be supportive of te au Māori

Student achieving Graduate

Profile aspirations

Staff provide quality teaching and a

range of inspiring and challenging

learning opportunities

Parents, whānau and the community support children’s

learning to the best of their abilities

Students are engāged and have a

love of learning

Wilford School 2020-2022 Strategic Plan

Hauora/Wellbeing will be the 2020-2022 strategic focus for Wilford School

What is Hauora/Wellbeing at Wilford School? At Wilford School student Hauora (wellbeing) is defined as successful and confident learners who are of healthy

mind, body and soul. They are secure in their identity, sense of belonging and inclusiveness in society. Whanaungatanga is the foundation for the wellbeing of every person in our school community.

Why is Hauora/Wellbeing a focus at Wilford School?

We believe that students will thrive in learning and staff will strengthen themselves to be effective teachers, when they are experiencing positive Hauora in their learning and working environment.

Tikanga Maori is valued and promoted in our school and we acknowledge the bicultural foundations of the partnership under Te Tiriti O Waitangi (The Treaty of Waitangi).

What does Hauora/Wellbeing look like at Wilford School?

Hauora incorporates the four wellbeing elements of Te Whare Tapa Whā. These are Tinana (physical), Wairua (spiritual), Hinengaro (mental and emotional), and Whānau (family and community).

What are the key OUTCOMES of improved Hauora/Wellbeing at Wilford School?

Students and staff will experience a positive learning and working environment. This includes good health, a sense of belonging, happiness, positive relationships, kindness, feeling safe and secure with their own identity. As a result of improved Hauora all students will demonstrate greater engagement and achievement in learning.

We will ensure that Hauora has improved for every student at Wilford School through the development of

successful and confident learners with measurable, student-centred goals that focus on specific student needs.

Improved student Hauora should be observable in the following ways:

Tinana (Physical Wellbeing) We recognise: ● That physical health is the

foundation for overall wellbeing

● That students need to know how to look after themselves as a life skill

● That healthy students are better equipped for their learning

Wairua (Spiritual Wellbeing) We recognise: ● That students value

and benefit from knowing who they are and where they belong

● The importance of individual identity - what each person brings is important

● That students recognise and are tolerant of differences between people

● The responsibility, as good citizens, of sustainability and looking after the environment

Hinengaro (Mind) We recognise: ● That students need to

feel that they have trust and self-confidence

● That when students feel confident in themselves they make positive decisions in their lives

● Emotional wellbeing is critical for all learning

Whānau (Family/Community) We recognise: ● That family, as the first

educator of each child, have the best knowledge of the student

● The importance of whānau and hāpori (community) to support the development of each student

● Students need to know how to positively relate to others in their lives

WHAT? What do we want to achieve? What does this look like?

Strategic goal: Increase in physical health &

positive health choices. Demonstrate this through

improved: ● Fitness ● Coordination ● Self care & personal

hygiene ● Self esteem, including

body image ● Attitude

Strategic goal: Increase sense of identity &

values Demonstrate this through: ● Resilience ● Positive Self esteem ● Personal responsibility

and leadership ● Students having a sense

of what they believe and what is important to them

Strategic goal: Fostering and maintaining

the wellbeing of a positive mind.

Demonstrate this by: ● Teaching tamariki to

bounce back when things get hard

● To build confident learners

● Making decisions and solving problems

● Being a positive role model

● Students confidently speaking up

Strategic goal: To create and improve

meaningful engagement, partnerships and quality relationships between students, whānau, school and community.

Demonstrate this by: ● Regular communication

with home ● Building trustful,

interpersonal relationships between family, students, and staff

● Regular attendance by whānau at school events

● Learning through and with local community resources

● School community groups having a supportive role within the school

OUTCOMES What are measurable, student centred outcomes

Student outcomes: All students are more

physically active and are making better health choices.

Student outcomes: All students have a strong

sense of identity, with hopes and plans for the future.

Student outcomes: All students have a sense of

trust and confidence and are making academic progress.

Student outcomes: All students can articulate the

connection between school and home and how that supports their learning.

EVIDENCE How are we going to measure this?

Evidence: ● All students participate in

swimming programme ● Progress in physical skill

development through syndicate PE programme

● Reduction in absences through illness

● Feedback from student, parent and staff surveys

Evidence: ● All students can

articulate their hopes for the future based on knowing their strengths and interests

● All students feel proud to belong to Wilford School

● All students can recite their personal pepeha

Evidence: ● A reduction in negative

behaviour incidents ● Student achievement

data ● Teacher actions to

address issues and promote learning

Evidence: ● Whānau involvement in

school activities, events and school community groups

● Student voice ● Community survey results

HOW? How are we going to achieve this?

Commitment to the Treaty of Waitangi and Te Ao Māori is evident in our school

Continuous professional development and learning for our teachers

Understanding and engagement with cultures and groups in our school community

Review, redevelop and implement a well-evidenced local curriculum document

Consistent delivery and engagement of schoolwide initiatives

Culturally responsive and inclusive practices are evident across the school

Syndicates have developed inclusive plans that will reflect student outcomes and the diverse needs of their students

charter 2020-22

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