Patumahoe School Charter

2021-2023

Play the Game with Pride

 Principal's’ endorsement:

Board of Trustees’
endorsement:

Submission date to Ministry

of Education:

Mission
Play the game with pride, Mahia nga mahi I te kaha rawa.

Vision
Our vision is for Patumahoe students to sustain enthusiasm for learning,
appreciate our environment, our heritage, and to be well equipped to
face the future with strength and integrity.

Values
Kaitiakitanga (Responsibility and Courage) - This refers to guardianship. Our learners
and teachers as kaitiaki (guardians). All practices are for sustainability and for
ensuring future students have opportunities to learn in a healthy environment.
Children learn to protect the environment and grow things etc, E.g. Paddock to plate,
Enviro schools, honouring our heritage and upholding school tradition.
Manaakitanga (​Respect and honesty)- This refers to the values and culture of care and
respect. This is one of the most important concepts for children to embrace and
understand. If there is any one thing that is more important than all else it would have
to be kindness, tolerance, and respect. The Lion Award, Cool Cat award, the role of
student leaders, the role and attitude our teachers show each other as well as parents
and students is Manaaki.
Whanaungatanga (Belonging and connections)- This refers to understanding who we
are and our place in the world (me, my family, my school, my community, my world) and
making connections with others and supporting one another.
Kotahitanga (Unity and cohesion) - This refers to working in unity. We are all in unison,
we include one another, and we support one another. Paddling the waka in the same
direction.
 Maori Achievement
Our school places paramount importance on students being able to walk comfortably and seamlessly in both
worlds of our dual heritage nation. Te ao maori and tikanga maori is woven through all elements of school
operations.

Priority Learners
Our school places importance on meeting the needs of each and every one of our learners. We continually review
the practices for identifying our priority learners, providing appropriate and timely interventions and monitoring
the ongoing effectiveness of these interventions. Our SENCO along with our learning support coordinator (LSC)
and highly skilled team of teacher aides act as our key resources when addressing our priority learners.

Strategic Plan the strategic section

(broad aims covering the next 3 years)
Core Strategies for Achieving Goals
Strategic Goals
2021 - 2023

Increase student achievement across the ● Teaching programmes focussed on

foundational curriculum areas of reading, continual improvement.
writing, and maths to have 85% of our student ● Target tracking to monitor and
Student population and above achieving at the expected evaluate student progress.
Learning curriculum level.
Providing high
quality learning
opportunities. Develop a localised curriculum that fuses the NZ ● Community engagement through
curriculum with the aspirations of the local consultation and participation.
community, incorporating features unique to
our setting.

Staff wellbeing ● BOT in consultation with staff to

develop a plan to support and
School
enhance staff wellbeing and
Culture
Making further meet obligations as a good
Patumahoe employer.
School a great
place to work and Student wellbeing ● Continue to maintain and develop
learn
student wellbeing identification
and response processes.

Implement 10 year property plan ● Work collaboratively with BOT

School property rep, principal and
Environment property manager to complete
Ensuring our capital works projects.
school is safe, Community improvement projects ● Work with PTA and the school
attractive and community to complete community
supports learning.
wishlist projects e.g new
playground.
 Annual Plan the annual section
(Including specific targets and planned actions)
Reading
Targets (what?) Action (how?)
Baseline data: All students: 68%. Maori: 61%. Pasifika: 54% Male: 69%. Female: 66% NZE 68%
● Inquire into what makes an
80% at or above effective literacy programme
drawing on past successful
National
initiatives
Expectations ● PD - Yolanda Soryll (Phonics)
(school wide) George’s Team -Sheena Cameron
● Use ELP to inform practise
● Quick 60 Programmes
supplementary support to
accelerate identified target
groups
● Provide meaningful/authentic
contexts for learning.
● Visible learning
● Oral language focus - Priority
● Identifying target children and
adapting planning and learning
to cater to their needs.
● DATs are identified and
influenced by notes in planning
and Observation.
Outcomes (how will we know?)
Team leaders and SLT regular
review. (Terms 2, 3 4)
● Syndicate reflection
discussions from
assessment data
● Mid year review of student
progress.
● Target to be achieved by
November 2021
Working with teachers
● Maree Fraser to model and
guide the process of
reading
● Tanya Jarkiewiz to model
and guide the learning of
phonemic awareness
 Writing

Targets Action Outcomes (how will we know?)

Baseline data: All students: 79% Maori: 77% Pasifika: 57% NZ Euro: 79% Male: 73% Female:85%

● Continuation of writing Team Leaders and SLT regular

80% at or above programmes that have review
accelerated progress in (Terms 2, 3, 4)
National
2019-2020. ● Syndicate reflection
Expectations ● Senior School: planned action discussions from
(school wide) to broaden complexity of assessment data
student ideas in writing. ● Mid year review of student
● Senior Inquiry - balanced holistic progress.
writing programme. ● Target to be achieved by
● Utilise where appropriate digital November 2021
technology to raise motivation
and engagement.
● Quick 60 support to accelerate
identified target groups
● Junior/ Middle School: Focus on
Oral Language to increase
deeper vocabulary and grammar
skills
● Set handwriting times everyday
for the whole school. Teacher
modelling of correct formation.
● Phonics focus for Junior school.
 Mathematics

Targets Action Outcomes (how will we know?)

Baseline data: 87% All students: Maori: 91% Pasifika:73% NZ Euro: 86% Male: 86% Female:86%

● Continuation of effective Team Leaders and SLT regular

85% at or above mathematics programme review
drawing on past successful (Terms 2, 3 4)
National
initiatives. ● Team/syndicate reflection
expectation ● Utilise strengths of lead teachers discussions from
(school wide) to facilitate change. assessment data
● Utilise where appropriate digital ● Mid year review of student
technology to raise motivation progress.
and engagement. ● Target to be achieved by
● Numicon implemented by years November 2021
1-3 to reinforce place value and Todd Williams- working with
basic facts knowledge and raise teachers
achievement of junior syndicate. ● Math data analysis
● Revisit break down of level 1 ● Modelling and guided
curriculum to make robust OTJs maths learning
as level 1 teachers .

Other Key Improvements 2021

Targets Action Outcomes (how will we know?)

● Engage with Kahui Ako ● Using local knowledge and

Workstreams: Local curriculum local community to inform
and Data learning and units of work.
Kahui Ako
● Liaising and feeding back to
Kahui Ako math workstream
(Todd).

Manage budgets to enable resource ● Regular monitoring of income

Finance allocation for school priorities. and expenditure with support
from Edtech financial services.
 ● Refurbishment Room 12 ● Revisit 10ypp and make
● 2nd installment of 5YA funding necessary changes to
priority projects ahead of
the 2nd installment of 5ya
Property
funding.
● New air conditioning units
for the hall
● Asphalt resurfacing main
school pathways

● Sustaining communication ● Development of flowchart for

system with staff and whanau comms process
● Weekly meetings with team
leaders
● New school app for
communication with whanau
Communication
● Continuing with shared
school calendar with staff
● Bronwyn Black to continue
as school communication
officer

● Kirstin Harris to continue the ● Trees for survival

revitalisation of school coordination
environment and environmental ● Eye on Nature
based programmes ● Achieving beyond Green
gold as an enviro school
● Garden initiatives
○ Orchard tidy up
Enviro Schools ○ New signage
○ New Gardens
○ Maintenance of
Present gardens
● All school events to adopt
sustainable, enviro-focused
strategies (e.g. Calf Club)

● Identify children with special Literacy

ability and provide opportunities ● Extension writing
Children with
for them to excel through specific programme. - Utilise
Special Ability
planning, extension programmes community member to help
and through school, family and facilitate group
 the wider community
● Leadership project through
whanaungatanga 2021 - creating
leaders to filter through the
school.
● Franklin Young Writers
competition
● School speech and franklin
speech competitions
Maths
● Franklin Mathex
● Otago Maths - Problem
solving
● Specific grouping of high
achieving mathematicians
through cross grouping
Sports
● Franklin Sport Opportunities
- eg rugby, orienteering,
hockey etc…
● Cultural festival, Matariki,
Maori Language week
● Swimming/athletics/Cross
Country -
school/group/zone
Science/Technology
● School Kits support
extension of science and
technology (school mentor
involvement)
Art
● Franklin Art competition
school/community murals
Environment
● Enviro school, eye on nature,
 Maori Achievement Plan
Target 2021 Action Outcome/ Timeframe
Engage Joseph Hammon
To perform at cultural
and colleagues from police
festival (Louise Tupai) to support performance
aspect
Weeks 6-10 Jade to deliver programme
focussed on using tuakana
teina approach to improve
Jade to teach tikanga Maori learning outcomes
and lead
tuakana-teina learning Learning and practising
tikanga practices of mihi
programmes
whakatau and waiata
tautoko.
Opportunity to Polyfest visit (March)
celebrate success.
Whanau consultation Sharing learning and
progress with whanau
● Participate in Cultural
Festival
● Welcoming Visitors
● Celebrating Success
● Utilizing Seesaw to
celebrate
Whanaungatanga
students' success and
enhance Whanau
engagement in the
school.
● Target Community
experts to support
teaching of specific
sides of performance
● Improved learning
progress and
outcomes for students
through additional
peer support
● Strengthened cultural
practice in school in
particular to enhance
Manaakitanga
● Identity and Celebrate
maori and Pasicifca
culture and relate to
their own personal
culture/experiences.
● Term 1 and Term 4
Celebration of Maori Matariki Week ● Matariki Assembly
Opening
being Maori and
● Shared Kai from all
culturally significant cultures
times of the year ● Maori culture is
weaved throughout
curriculum learning all
week.

Pastoral Care Maree Phillips to liaise with ● Student voice from

Jade and Lou regarding survey to find out how
specific students and they relate to and feel
families that need support about their culture.
● To have positive
whanau engagement
● Student wellbeing
increased.

Whanaungatanga Programme Delivery details

Group meet once a week on a Thursday morning.
Jade (Leadership and tikanga), Louise (performance and whakapapa),
Maree (pastoral and whanau).
● Term 1 focus sharing their knowledge with other classes and
children - whakatoki/karakia/waiata - Louise Master’s project with
place based learning
● Term 2-3 Dual teaching (Jade and Lou) on Thursday mornings
(Understand tikanga and whakapapa)
● Term 4 continuation of dual teaching, preparation for final prize
giving performance.
 OUR CURRICULUM
● Sensitivity to Māori students’ prior knowledge.

● Continued focus on raising student achievement. Teachers aware of the historical

and current influences on Māori student learning.

● Continue to choose appropriate contexts for learning and learning as a partnership

between teacher and student. Teachers informed about appropriate methodology

and content.

● Review the effectiveness of assessment tools.

● Ongoing staff development in the implementation of our te reo me ona tikanga

programme.

● Māori knowledge and culture is valued in a genuine way and the school environment

reflects this. e.g. art, waiata, tuhinga (writing).

● Tuākana- teina and the concept of ako (reciprocal learning) is reflected in classrooms

and school wide.

● Kapa Haka is supported schoolwide by the school community. Both students, whānau

and staff are invited to participate and support.

SCHOOL ENVIRONMENT

● Whanaungatanga group.

● Pōwhiri and Mihi whakatau for special events. Māori students confident to greet

manuhiri.

● Waiata tautoko for guest performances

● Student leaders are confident in performing karanga and karakia.

● Murals and artwork around the school to reflect te ao Māori.

● Music and dance at our assemblies.

● Rongoa garden

● Schoolwide celebration of Matariki

HOME/SCHOOL PARTNERSHIP

● Annual whanau consultation during term 1 (noho) and term 4 (reflection).

● The promotion of meaningful and equitable relationships is evident.

● Whānau involved in student goal setting.

● Whānau encouraged to support and work with students.

● Māori students' achievement and participation will increase through the school,
reflecting Māori values and knowledge in a meaningful way.

● Continue to offer parent learning workshops.

● Attendance tracked and monitored by principal