manukorihi intermediate school · owae-whaitara, te atiawa’s central marae, also stands within...

Manukorihi Intermediate School

Whaia te pae tawhiti ki tata, hikina pae tata kia eke We want our children to soar into the future with confidence

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“Kua pu te ruha, ka hao te Rangatahi”

School Charter 2014 Strategic Plan

Annual Plan

Contents

Mission Statement

School Vision

School Values & Beliefs

School Community

Strategic Plan

Annual Plan

National Standards Targets 2014

Community Consultation

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Mission Statement

For our school community to work in harmony in order to

provide a caring and enjoyable environment in which

students have opportunity to reach their full potential in

academic, social and cultural areas.

This environment will respect the dignity, rights and

individuality of all participants in the school programme.

Our Vision

We want our children to soar into the future with

confidence.

Whaia te pae tawhiti kia tata

Hikina pae tata kia eke

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School Values & Beliefs

Overview

Manukorihi Intermediate is committed to

meeting the learning and developmental

needs of emerging adolescents.

Every effort is made to create a respectful

school culture and climate based on

positive relationships. The partnership

between home and school is an important

factor in a student’s success.

Our learning environment provides

teaching strategies, which engage

students in a way appropriate to their

stage of development.

Students are included as part of the

learning process.

We provide strong classroom culture with

literacy and numeracy focus and the

opportunity for all students to experience

learning in specialist classrooms.

Assessment is integrated into all learning

activities and parents are kept well

informed.

Our school is inclusive of Te Ātiawa tikanga

and Taranaki Reo in the school

programmes. The opportunity is available

for students to be educated in Te Reo

M�ori derived in Te Marautanga o

Aotearoa.

Our Teaching Beliefs

Foundation skills in place.

Students as powerful learners.

Teacher as ‘Learning Coaches’ helping

students strive for personal excellence.

The need for Challenging Leaning

Experiences.

Safe, stimulating and informative

classrooms.

Work with our community to enrich all

students’ learning experiences and

expand their learning horizons.

Te Ahua o te Akonga

Arotahi ki te ako kia eke ki ona taumata.

Whakaaro pai ki te tangata ahakoa ko

wai.

Tu maia, tu rangatira ki tona ao.

Our PB4L School Community Values - SOAR

S-trive for excellence.

O-rganised for learning.

A-ct positively.

R-espect for self, others & the

environment.

“Manukorihi is a tuneful

and meaningful name to

the Maori ear; it means the

chorus of the birds, a

reference to the time

when the descendants of

the Polynesian voyagers

settled here and cleared a

space for their homes and

cultivations in the midst of

the bird-teeming forest.”

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School Community

Information

Waitara is a proud little town in the northern part of

the Taranaki Region of New Zealand. The township

is located just off State Highway 3, 15km northeast

of New Plymouth. Its population was 6 312 in the

2013 Census.

Historically

Waitara was the site of the outbreak of the Taranaki

Land Wars in 1860 following the attempted

purchase of land for English Settlers from its M�ori

owners. Disputes over land that was subsequently

confiscated by the Government continue to this

day.

The simplified meaning of the name Waitara is “To

follow the dart” from the M�ori legend where

Whare Matangi set off from Kawhia to find his

estranged father Ngarue of Taranaki. In 1867 the

settlement was named Raleigh, after Sir Walter

Raleigh. It reverted to its former name with the

establishment of the borough of Waitara in 1904.

However Waitara has been settled for hundreds of

years. Some of the earthworks of the extensive early

pa, Manukorihi, survive still in the grounds of our

school, Manukorihi Intermediate, on the bluff

overlooking the town. Owae-Whaitara, Te Atiawa’s

central marae, also stands within the original pa

adjacent to our school. Its meeting house, Te Ika-

roa-a-Maui, and the statue of politician Maui

Pomare were completed in 1936.

In 1995 AFFCO closed the Waitara works with the

consequent severe loss of employment in the town.

The shutdown followed the closure of a Swanndri

clothing factory, a small-scale but locally significant

Subaru car assembly plant and a wool scouring

plant. The number of registered unemployed in the

town rose from 700 to 1000, helping to boost the

unemployment rate for the Taranaki region, which

includes New Plymouth and Waitara, to 9.8

percent, compared with the national average of

6.7 percent. The loss of jobs affected Maori workers

disproportionately because they were heavily over-

represented in the work's labour force. Mãori were

3.4 times more likely than non-Maori to be living in a

"deprived" situation.

Present

Manukorihi Intermediate School, U4, decile 2

171 students are currently enrolled at 1 March 2014.

60% of our students identify as M�ori and 3% as

Pacifika.

The Manukorihi Intermediate School student

catchment area extends from Bell Block in the

southwest to Mokau in the Northeast.

Predominantly our feeder schools include;

Huirangi School, Tikorangi School, Mimi School,

Urenui School, Waitara Central and Waitara East.

We also provide Technology classes for Mokau

School, Ahititi School, Uruti School, St Joseph’s

Waitara, Bell Block School and Puketapu School.

We currently have 14 teachers, 6 support staff, 4

cleaners/caretakers and 2 dental therapists who

make up the team at our school.

Whai-tara-nui-a-Whare-Matangi-ki-te-kimi-i-tãna-matua-a-

Ngarue

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Strategic Plan 2014-2016

GOAL 2014 2015 2016

Goal 1: To increase the student learning and achievement.

Review and development of assessment systems, tools and practices. Develop teacher capability & understanding in analyzing assessment data to inform effective programmes. Introduce a new School Management System that centralizes data & information. Use this to provide all staff with valid, quality information to drive decision making, teaching and learning. Join the M�ori Achievement Collaborative to network, access current research, effective practice, to implement positive change. Continued development of feedback & feed forward.

Professional development for the areas which require further development. Develop reflective practices within our staff. Teachers continue observations within our cluster network – Literacy, Numeracy and PB4L. Regular review and development of assessment systems, tools and practices. Introduce classes that promote the integration of ICT across the curriculum. Develop and trial modern learning environments in select classes to test the concept for wider implementation. Review the quality of feedback & feed forward.

Professional development for the areas which require further development. Develop reflective practices within our staff. Regular review and development of assessment systems, tools and practices. Introduce additional classes that promote the integration of ICT across the curriculum. Consolidate the introduction of modern learning environments in the trial classes and include additional classes to practice effective aspects of the trial.

Goal 2: Review & continue building effective learning relationships.

ETP buddy system to focus on effective programming in literacy, specifically written language. Monitor teacher & student development through Professional Learning groups/Teams. Continue to develop leadership within the staff, and student groups. Improved and continued provision for the diversity, biculturalism and learning needs within our school. Engage participation in Manukorihi Action Team to determine the needs within our students, school and community in order to prioritize our programming and curriculum. Strengthen stakeholder partnerships.

Review ETP buddy system & effectiveness. Monitor teacher & student development. Community Review: School Culture. Strengthen stakeholder partnerships. Continue leadership development. Improved and continued provision for the diversity, biculturalism and learning needs within our school. Increase staff & community participation in curriculum & strategic planning. Better develop the Associate Teacher roles and staff to support experienced new staff with induction.

Review ETP buddy purpose and redevelop to address a current need within our staff & school. Monitor teacher & student development. Community Review: Wh�nau engagement. Continue leadership development. Improved and continued provision for the diversity, biculturalism and learning needs within our school. Increase staff & community participation in curriculum & strategic planning. Better develop the Associate Teacher roles and staff to support experienced new staff with induction.

Goal 3: Continue to improve our Learning community & school culture through PB4L.

Reduce the percentage of students in tier 2 through effective data gathering & analysis, teaching & review. Continued professional development for staff. Expand Tier II interventions and staff capability to implement these. Develop consistency of PB4L

Community and PB4L team to review progress & effectiveness. Reduce the percentage of students in tier 1&2 through effective data gathering, teaching, incentives & review. Continued professional development for staff, particularly new staff.

Review of PB4L systems and goals. Reduce the percentage of students in tier 1&2 through effective data gathering & analysis, teaching, incentives & review. Continued professional development for staff, and for new staff & students. Develop improved consistency of PB4L

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conversations, understanding of research based concepts and practice. Further develop the community PB4L cluster and its ability to inform and engage our community. Attend the annual PB4L conference.

Develop improved consistency of PB4L conversations across all members of our school community. Review the representation & expertise of the SENCO team to include itinerant staff & SWISS staff. Sustain PB4L Team support to inform the PB4L development & direction.

implementation. Review the representation & expertise of the SENCO team. Sustain PB4L Team support to inform the PB4L development & direction.

Goal 4: Focused professional development & personnel management.

Support teachers with the continual improvement of pedagogy, teaching, learning and assessment practices across the school – internal & external development opportunities. Teaching as Inquiry. Mathematics Professional Learning and Development. MST & ALiM projects to run in 2014. Mobile devices PD (Stuart Hale – iPads) moving towards the integration of ICT across the curriculum. Investigate a possible radio station and/or film studio – Visit schools with successful models in operation. Begin to develop our unified pathway to determining the Overall Teacher Judgment.

Support teachers with the continual improvement of pedagogy, teaching, learning and assessment practices across the school. Leadership development opportunities sought and provided for aspiring leaders. Mathematics Specialist Teacher project, and application for ALiM. Continued development re: National Standards. Teaching as Inquiry – Using the Teachers Capability Matrices. Developed for the integration of ICT across the curriculum – mobile devices, Active board technologies.

Support teachers with the continual improvement of pedagogy, teaching, learning and assessment practices across the school. Ongoing promotion of leadership development. Opportunities sought and provided for aspiring leaders. Mathematics Specialist Teacher project. Continued development re: National Standards. Teaching as Inquiry. Continue to develop the integration of ICT across the curriculum – mobile devices, Active board technologies.

Goal 5: Reflect New Zealand’s Cultural Diversity.

Complete the development of the Marautanga-�-kura for Te Reo M�ori for our Level 3 and Level 4 classes. Provide Te Reo M�ori me �na tikanga across the school. Review the programming of bilingual education along with the community need and future provisions. Exposure to other cultures of the world through opportunities such as WOMAD & Americana etc. Review the needs of our Pasifika community.

Marae Stay for the whole school at Owae-Whaitara Marae supported by the Resource Teacher of M�ori and wider community. Continue to provide quality bilingual education to meet community need. Provision of Te Reo M�ori me �na tikanga across the school. Exposure to other cultures of the world. Review the needs of our Pasifika community.

Continue to provide quality bilingual education to meet community need. Provision of Te Reo M�ori me �na tikanga across the school. Exposure to other cultures of the world. Review the needs of our Pasifika community.

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Annual Plan 2014

GoalGoal 1: To increase the student learning and achievement

G1: Strategic Aims Expected Outcomes Specific Actions Responsibility Resources Timeframes Achieved

1.1) All teaching staff has a unified understanding of our assessment principles, systems and practices.

Summative assessment tools are being used to inform the school wide development & direction, while teachers are confidently using a variety of formative practices to support the needs and interests of their students.

Review assessment tools used in our school. Improve and clarify systems with teaching staff.

Nicola Niwa Rhian Johnson

B.E.S Cognition

Term 2-4

1.2) The assessment data is used effectively to inform teaching and learning.

Assessment data is informing the classroom programmes. Teachers using SMS and assessment websites to analyse assessment data. Target groups of student’s identified, and learning accelerated.

Train staff to use NZCER and e-AsttLe websites confidently. Monitor to ensure assessment data is informing the classroom programmes (targeted curriculum area).

Nicola Niwa Rhian Johnson Fiona Smale

NZCER eTap STAR P.A.T. GloSS & IKAN Cognition

Terms 1-4

1.3) All students have their information and data centralized on a new SMS (School Management System).

Student data and information on new SMS (eTap). Staff trained to use system confidently. Mark books and reporting tools developed to meet our schools’ needs. Improved quality of information and reporting to inform our practices and decision making.

Import data to new system. Train staff through a series of workshops and staff meetings. Create workbooks and reports to our prescription. Generate reports and systems to inform our practices and decision making.

Scott Walden Nicola Niwa Eddie McKay

SMS Bridging the gap – Eddie eTap Frankleigh School.

Term 1-4

1.4) M�ori Achievement Collaborative.

Principal participation in the MAC in 2014. Principal to lead change in area to be determined that will raise M�ori student achievement.

Attend meetings and conference. Use Measurable Gains Framework as benchmark for improvement. Identify focus and implement plan. Assess its effectiveness and report.

MAC Damon Ritai Pita Wiritana Ka Hikitia (2013)

MoE MAC Damon Ritai Pita Wiritana B.E.S

Terms 1-4

1.5) Feedback & feed forward

Staff and students providing feedback & feed forward

Review, implement, observe & evaluate.

Raewynne Niwa Appraisal Checklist.

Term 2

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Annual Plan 2014

GoalGoal 2: Review & continue building effective learning relationships

G2: Strategic Aim Expected Outcomes Specific Actions Responsibility Resources Timeframes Achieved

2.1) Students with learning needs in writing are targeted through the teachers ETP buddy system.

Teachers collaborate to accelerate learning in written language. Weekly collegial sharing. Buddy teaching. Accelerated learning and achievement for Target students in writing.

Teachers establish buddy relationship. Target students identified. Weekly buddy teaching and sharing. Use of data to measure gains in writing.

Nicola Niwa Team Leaders

Writing progressions. e-AsstLe tool and website. Literacy resources.

Terms 1-4

2.2) The student and teacher needs are monitored and support given where required.

Links can be made between assessment data, teaching programmes and student conferencing.

Support provided to students and/or staff where required. Walk-through. Student conferencing. Links sought between needs and programme provision.

Scott Walden Rhian Johnson Team Leaders

Assessment Teach. Cap. SMS. Unit & weekly planning. Modeling books.

Terms 1&3

2.3) Aspiring leaders are grown within our staff and students.

Student leadership opportunities. Student voice. Teacher growth & development. Teacher up skilling & tertiary study.

Student leadership groups established. Review the purpose and intent of these. Gather student voice. Support staff participation in higher learning and with their leadership aspirations.

Katrina Snowden Raewynne Niwa Scott Walden

NZEI PB4L Massey University MoE Cognition

Terms 1-4

2.4) All students are able to access support, intervention or a modified curriculum.

SENCO team review systems, interventions and monitoring practices to ensure timely, individualized support to all students. Collaboration of school and itinerate staff.

Review SENCO meeting format. Identify interventions available and allocate these to 3 tiers. Keep and regular monitor a SENCO register. Develop the Guidance section of the SMS to meet the needs of SENCO team.

Aileen Turner Scott Walden Katrina Snowden

RTLB Special Ed. SWIS SENCO

Terms 1-4

2.5) Parents of our school community are engaged in supporting their children’s learning.

School Community Action Team formed for 2014. Termly meetings held. Health needs analysis conducted. Analysis reported to Board and used to prioritize curriculum programming and inform Charter review.

Inform school community and create Action Team. Hold termly meetings. Use HPS to support with Health needs analysis and provision of resourcing. Report to Board of Trustees.

Scott Walden HPS H&S. BOT. M�ori Immersion wh�nau. Ki Uta Newsletters. Surveys.

Terms 1-4

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Annual Plan 2014

GoalGoal 3: Improve our Learning Community & School Culture through PB4L


3.1) Reduce the number of students requiring Tiers 2 & 3 interventions.

Reduced number of students requiring intervention every term. Regular PB4L data analysis. Data-driven teaching. Explicit instruction. Practices and intervention in place that are supported by research.

Problem and target behaviours defined. Data collected and analysed. Daily PB4L teaching. Educate more of our stakeholders about PB4L. Weekly PD and/or sharing through staff meetings.

Katrina Snowden Raewynne Niwa Scott Walden Paul Coulton

SWIS PB4LSW MoE - Shelley

Terms 1-4

3.2) Provide professional development opportunities to all staff.

Attend PB4L training provided by MoE. Attend PB4L Conference. Participation by all staff in regular PB4L development throughout the year.

Register for training and conference. Identify the needs within our staff and allocate provision, training and support. Hold regular meetings that include a PB4L focus.

Katrina Snowden Scott Walden

PB4L Conference. PB4LSW. Coach/Lead

Terms 2-4

3.3) Greater variety and access to Tier II behaviour interventions.

A variety of Tier II behaviour intervention available to students with behaviour needs.

SENCO and PB4L teams/delegates to investigate opportunities and needs. Introduce Check In/Check Out to wider staff. Trail other Tier II options.


PB4L Conference. PB4LSW.

Terms 1-4

3.4) All students are supported with consistent PB4L conversation with staff.

Consistent and confident PB4L conversations held between students and other students, students and staff.

Develop PB4L conversations with staff initially. Through PB4L teaching & assemblies, develop these with students through PB4L student voice leadership.


Talking toolbox. Open-to-learning conversations. PB4LSW Conference.

Term 1

3.5) School values and expectations are shared with the community in conjunction with the other schools.

A cluster of PB4L schools meet to collaborate on sharing our school values/expectation in our community. Shared initiatives/event with other PB4L Schools.

Billboards in the community. Termly meetings with other PB4L reps within Waitara. Development of future initiatives that promote PB4L.

Katrina Snowden Scott Walden Melissa Willis

Waitara Alive Terms 1-4

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Annual Plan 2014

GoalGoal 4: Focused Professional Development & Personnel Management


4.1) All students are able to access quality teaching and learning that reflects knowledge of effective pedagogy.

Professional development provided to individuals and whole staff. Teaching staff have knowledge of Best Practice e.g. Best Evidence Synthesis. Needs identified through appraisal cycle and development provided where necessary. Teaching as inquiry – implemented.

Professional Learning and development provided to whole staff based on initial needs analysis. Appraisal cycle in place and needs identified. Support provided to address individual needs. All teaching staff to complete inquiry.

Scott Walden Nicola Niwa Appraisors Rhian Johnson Stuart Hale

Cognition B.E.S Research Summaries MoE

Terms 1-4

4.2) The National Standards in Maths are used to support the need for Maths PLD in order to raise student achievement.

Mathematics PLD for 2014. Maths Specialist teacher – Yr1 Accelerated Learning in Mathematics – Yr1 Raised student engagement, learning and achievement in Mathematics.

Whole school PLD in Mathematics. MST for the year to address students achieving well below expectation. ALiM to support a group of students achieving below expectation in Mathematics. Targets groups and inquiry into effective practice by teachers.

Fiona Smale Raewynne Niwa Scott Walden Rhian Johnson

Cognition MoE

Terms 1-4

4.3) Integration of ICT across the curriculum.

Leadership staff involved in ICT PD throughout 2014. Stuart Hale to provide iPad training. Collaborate with two other schools involved in same PD. Exploration of future development.

Purchase and provide staff with iPads. Improve ICT infrastructure. Participate in cluster training and exploration. Visit other schools with similar initiatives.

Scott Walden Stuart Hale

Stuart Hale – @school for the ipad. Sharon Read

Terms 1-4

4.4) All students engaged in literacy & PB4L through Radio Station Initiative.

Visited school radio stations in operation. Units of learning developed. PB4L teaching & sharing.

Determine shared goals. Establish radio station. Engage students and the school community.

Katrina Snowden Scott Walden Raewynne Niwa

Te Akau ki Papamoa. SINTECH

Terms 1-4

4.5) The co-construction of a pathway to determining an OTJ is commenced.

A shared and consistency when determining the OTJ’s in Mathematics using assessment data & SMS.

Improve data & analysis. Provide Nat.Stds PD. Co-construct shared pathway to Maths OTJ.

Nicola Niwa Scott Walden Rhian Johnson

Etap Cognition

Terms 2-3

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Annual Plan 2014

GoalGoal 5: Reflect New Zealand’s Cultural Diversity


5.1) Students in Levels 3 & 4 M�ori Immersion are supported in their learning of Te Reo M�ori by a school based curriculum.

A school based curriculum (Marautanga-�-kura) is complete for teaching Te Reo M�ori using relevant contexts for learning. All programmes for level 3 & 4 classes are based on this document. Reporting to parents from the Learning Intentions in the document.

Complete the Marautanga-�-kura in conjunction with the RTM. Implement this document in draft and review on a termly basis. Develop monitoring mechanisms to support staff with information for reporting. Review our reporting tool.

Scott Walden Tiri Bailey

Ka Mau te Wehi He Reo Tipu, He Reo Ora. RTM Te Aho Arataki Marau...MoE.

Term 1-4

5.2) All students are engaged in learning Te Reo M�ori me �na tikanga.

Weekly Te Reo M�ori Lessons. Use of school karakia and waiata. Participation by whole school in p�whiri practices. Aspects of tikanga are discussed and practiced.

Timetables to include regular weekly lessons. Staff provision for Te Reo M�ori support. Curriculum provided to ensure coverage and relevance.

Scott Walden Shane Cassidy

Ka Mau te Wehi He Reo Tipu, He Reo Ora. RTM Te Aho Arataki Marau...MoE.

Terms 1-4

5.3) M�ori students in Level 2 Immersion are supported in their learning so that they can progress in relation to the NZ Curriculum & Marautanga o Aotearoa.

Level 2 M�ori Immersion provided for students. Established relationship with feeder school/unit. Curriculum reflects the community needs.

Provide L2 M�ori Immersion staff and resourcing. Establish good working relations with feeder school. Meet termly with wh�nau. Survey and gather information to review graduate profile.

Scott Walden Melissa Henare Tiri Bailey-Nowell

Marautanga o Aotearoa. NZC. MoE.

Term 2-4

5.4) Students are exposed to other cultures of the world.

Participate in WOMAD, Americana, and other opportunities that expose our students to other cultures.

Identify opportunities and be deliberate in planning to participate. Encourage student participation in these events.

Scott Walden Katrina Snowden

WOMAD Govett Brewster Puke Ariki Owae Marae Waitara Alive

Terms 1-3

5.5) Pasifika students are engaged in their learning and are achieving academic success.

The needs of our Pasifika community are identifed and action is taken to meet thier needs.

Identify and meet with members of our Pasifika community. Survey needs and plan to address these in collaboration with the wh�nau, staff and students.

Scott Walden Wendy Healey

MoE Terms 2-3

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NATIONAL STANDARDS

Manukorihi Intermediate School – Reading Target 2014

Strategic Goals Annual Aims Target

Goal 1: To develop a climate of learning. Goal 2: Review our learning relationships.

1.2) Effective teaching pedagogy development. 1.4) Use of targeted assessment tools. 2.2) Develop a consistent use and understanding of learning Intentions & Success Criteria.

All year 8 students who were below the National Standard in 2013 will make more than one year’s

progress in relation to the reading standards.

Cohort Data Baseline Data

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2012

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Year 7

Year 8

M�ori

Actions to Achieve Targets Led By Budget Timeframe 1. Improve quality of assessment data and how this is used to inform teaching and

learning. (New school management system to centralize data and information.) 2. All teaching staff to have access to NZCER and will be taught how to analyse

their PAT Reading Comprehension data online. 3. Assessment practices (including analysis) and programme planning will be

supported with school wide templates, support, development and monitoring. 4. Effective Teaching Practices in literacy will be developed through team

meetings, staff meetings and professional development opportunities. 5. Reading progressions used to support teaching, learning and assessment. 6. Acceleration and/or supplementary support programmes made available to

students achieving below expectation in reading. 7. Analyse the November National Standards data to inform progress and support

the on-going planning and review for the future.

Janeen Waiariki – Literacy Leader

Senior Leadership

team.

$3 340.00 Terms 1 – 4

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NATIONAL STANDARDS

Manukorihi Intermediate School – Writing Target 2014




All Year 8 students who were below the National Standard in 2013 will make more than one year’s

progress in relation to the writing standards.


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201

2

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Year 7

Year 8

M�ori

Actions to Achieve Targets Led By Budget Timeframe 1. Consolidate the use of e-asttLe as the preferred assessment tool, to support our

writing progressions and OTJ’s. 2. Teaching staff to have several opportunities to access development on

analysing their assessment data to determine the next steps for teaching & learning.

3. Through the staff and team meetings, lead on-going professional conversations and development in regards to ‘Effective Teaching Practice’ with a focus on writing.

4. Opportunities for target groups of students achieving below standard for acceleration through the use of weekly team teaching with another teaching colleague with non-contact. (Technology release)

5. Dependant on needs that arise through appraisal cycle, professional development given to teachers on teaching writing where needed.

6. Moderation of school-wide writing assessment developed so that there is consistency through out the school.

7. Analyse the November data to inform future progress and planning.

Nicola Niwa and Senior Leadership

team. $3 340.00 Terms 1 – 4.

15

NATIONAL STANDARDS

Manukorihi Intermediate School – Mathematics Target 2014




All Year 8 students who were identified in 2013 as being below the standard will make more than one

year’s progress.


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20

12

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Year 7

Year 8

M�ori

Actions to Achieve Targets Led By Budget Timeframe 1. Using Year 8 data from previous year, establish target groups for immediate

action. 2. On-going numeracy professional learning/conversations through staff and team

meetings. 3. Numeracy Leadership Team to review PLD plan and set goals for 2014. 4. Maths Support Teacher to work with groups of students achieving well below

standard in addition to their classroom maths programmes. 5. School-wide professional development given to teachers on teaching

mathematics, facilitated by Rhian Johnson (Te Toi Tupu/Cognition). 6. Accelerated Learning in Mathematics – Intake 2 7. Teaching as inquiry, also included as part of appraisal cycle. 8. Analyse the November data to inform future progress and planning.

Fiona Smale – Numeracy Lead

Teacher.

Principal and Senior Leadership team.

$3 340.00 Terms 1 – 4

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Community Consultation

School and Class Newsletters

Positive Behaviour for Learning Team

SENCO team

Board of Trustees

Home & School

Visits to contributing schools

Parent evenings

Wh�nau hui

Development of Manukorihi Wh�nau Action team

Successional planning

Surveys to parents, caregivers, students, staff

Manukorihi Intermediate School Manukorihi Road Waitara 4320

www.manukorihi.school.nz

manukorihi intermediate school · owae-whaitara, te atiawa’s central marae, also stands within...

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