Charter and Strategic Plan 2021 - 2023

Approved by the Board of Trustees 23 February 2022

 Strategic Plan 2021 - 2023

Mission Vision
To grow people who care, know themselves, question
Choose to be more
and make things happen through collaboration to
Whiriwhiria kia eke panuku
become relentless learners and global citizens.

Values
Wellbeing and Learning Model

The Clarkville Wellbeing and Learning Model summarises our current practice and our direction for the
future. Visually representing our approach to wellbeing and learning provides our community with a
focus for dialogue that is intended to promote common language and understanding for all
stakeholders.

Our goal is to grow learners who have agency - that is, the confidence and power to act and take
meaningful action. Agency requires self-knowledge and social awareness. It relies on a strong
foundation of literacy and numeracy that can support self-directed and personalised learning. We
develop agency through powerful learning experiences, with the support of caring teachers.

Wellbeing is essential to learning and requires our attention to the wellbeing of each individual, our
relationships and our community. It is our goal to:
create a welcoming, caring and creative learning environment that treats everyone with respect and
dignity
engage in positive and collaborative relationships with our learners, their families and whanau, our
colleagues and the wider community
encourage the good health, personal identity and self-awareness of each child so that they may
flourish

Our approach to learning values critical thinking, creativity and collaboration to help us understand the
world around us and prepare us for a world that is constantly changing. The ability to think critically
helps us to navigate the world with clarity, accuracy, depth and fairness. A student who thinks critically
will be able to problem-solve, analyse, evaluate and reflect when they engage in learning experiences.
Creativity allows us to apply our knowledge and skills to make something new or find solutions to
problems. It is the key to expressing our identity, culture and language. Collaboration acknowledges the
social nature of learning and promotes learning that is interactive, meaningful and joyful.

Organising our learning through shallow and deep dive opportunities enables us to attend to the
important development of essential skills in literacy and numeracy and create time for deep, authentic
learning.

The Wellbeing and Learning Model informs our annual plan.

 Annual Plan 2022
Planning is the result of consultation with
the school leadership team, staff, students
and whānau to identify shared vision and goals.

Strategic goal: Wellbeing

Actively engage students, staff and parents to produce a respectful, safe and caring
schoolwide climate where each person flourishes and has a sense of belonging.

Manaakitanga Whanaungatanga Hauora

What we wish to see...

All members of the Positive and reciprocal Flourishing individuals

Clarkville community relationships who are self-aware
are treated with and can regulate their
respect and dignity emotions

Staff and students Partnerships with family Ākonga/learners have

What we wish to do...

live the cultural and whānau are strong a strong sense of self
narrative and our and work together to and care for others
school's sense of grow successful seek learner voice
turangawaewae is learners. to identify areas
strong. provide for development
learn about and opportunities for grow prosocial
develop our family and whānau culture through
cultural narrative to experience school explicit teaching
launch the gifted life
name for the strengthen
school induction processes
strengthen for new families in
connections with ways that promote
the runanga and cultural inclusivity
Kahui Ako
By the end...

Ākonga/learners Connections with Students are

can articulate our whānau promote empowered to thrive
story to the wider wellbeing and value
community. learning

Strategic Target: The Wellbeing@School Survey reflects a growing positive

school climate.
 Annual Plan 2022
Planning is the result of consultation with
the school leadership team, staff, students
and whānau to identify shared vision and goals.

Strategic goal: Learning

Grow learners with agency who can apply their foundational skills in numeracy
and literacy to think critically, creatively and who can collaborate effectively.

Foundational
skills Critical thinking Creativity Collaboration
What we wish to see...

Strong teacher Learners who actively Learners who can Learning that is
capability in the question to make harness their enriched by shared
teaching of Literacy sense of their world curiosity to thinking and actions
and Numeracy through guided experiment, innovate
investigations and express their
ideas

Understand the Ākonga/learners are Staff and students Ākonga/learners are

What we wish to do...

impact of streamed flexible and deep actively experiment active kaitiaki of our
and non-streamed thinkers and can with speaking Te Reo environment
programmes to best apply their skills Māori Identify and
meet the needs of across a variety of Provide staff Te work towards
learners. contexts. Reo lessons to Enviroschools
Implement action Provide build teacher Green-Gold
research into the opportunities to capacity goals
impact of reason, analyse, Incorporate
streaming by make environmental
comparing the connections and goals into our
pedagogical justify whole school
approaches of frame learning inquiry
Maths No opportunities
Problem and through a deep
structured dive lens
literacy

School-wide, Learners who can Learners who can Learners who can
By the end...

consistent best analyse, evaluate express themselves work effectively

practice that and reflect to solve creatively and with together towards a
positively impacts problems and take confidence common goal
student action
achievement

Strategic Target: Acceleration programmes in Writing and Mathematics result

in progress of two sub-levels for each identified student.
Recognising New Zealand’s
Cultural Diversity
Clarkville School will develop procedures and
practises that reflect New Zealand’s cultural
diversity and the unique position of Māori culture
and the dual cultural heritage of New Zealand.
The school is committed to meeting its
responsibilities towards Te Tiriti O Waitangi and
the memorandum of understanding between Ngai
Tahu and the Ministry of Education.
In recognising the unique position of Māori as
Tangata Whenua, Clarkville School will take all
reasonable steps to provide instruction in Tikanga
and Te Reo Māori for students whose parents
request it and for all students as part of New
Zealand’s dual cultural heritage.
Clarkville will recognise and welcome the unique
needs and contributions of Pasifika families within
our community ensuring learning expectations
and programmes are individualised to address
specific learning needs.
Learning-based and community events will reflect
the dual cultural heritage and multicultural nature
of our school through inclusive practises and
encourage students to value cultural diversity.
The Unique Position of
Māori in Our Culture
The school is committed to meeting its
responsibilities towards Te Tiriti O Waitangi by
working in partnership with the Māori community
to ensure the articles of Te Tiriti are honoured and
enable Māori students and whanau to reach their
educational and cultural aspirations. We will do
this by:
Ensuring whanau hui and student voice inform
decisions
Striving for Māori success as Māori
Promoting equitable representation of dual
heritage and bicultural history through the
physical environment and learning content
Valuing and prioritising Te Reo, Tikanga and
mātauranga Māori
Tikanga Māori and Te Reo Māori support learning
and wellbeing across our programme. If whānau
request a higher level of Tikanga and/or Te Reo
Māori than is at present evident in our school’s
programme the staff and whānau will discuss and
explore options to extend exisiting programmes
and if necessary, seek support from external
programmes.

Commitment to the Katote Kahui Ako

Clarkville School is a partner in the Katote Kahui Ako (Community of Learning). We value the opportunity to
collaborate with local schools to ensure consistently improving practice for the learners in our region.

The Katote Kahui Ako’s vision is:

To Inspire, support, enhance and engage all Katote Learners

In 2022, Clarkville will engage in communities of learning to develop the strategic aims of the Kahui Ako,
benefitting students at Clarkville School and across the Kahui Ako..
 Student Achievement Target 2021
Accelerated progress for at-risk Literacy Learners 2021: Years 3 - 4

Strategic Goal: Student Group

Learners in the target group move two sub-levels across the year. Gender : 79% Male, 21%
Female
Annual Target: To increase at-risk learners’ achievement in Literacy so that Ethnicity: 84% European, 4%
they are working within the expected curriculum level by the end of the year for Māori, 4% Pasifika, 4% Asian,
Writing. 4% Fijian Indian
Year levels: 3-4
Group size: 24 students

Historical position: These students have had a literacy focus in their early years on Reading through a
structured literacy programme. They continue to make steady progress in Reading and now require a targeted
programme to transfer the gains they have made in Reading to their Writing.

Target Group Year level Curriculum level February 2021 Curriculum level December 2021
Achievement in Writing

Student 1 3 1B 1P

Student 2 3 1B 2B

Student 3 3 1B 1B

Student 4 3 1B 1A

Student 5 3 1B 1A

Student 6 3 1B 1A

Student 7 3 1B 1A

Student 8 3 1B 2B

Student 9 3 1B 2B

Student 10 3 1B 1A

Student 11 3 1B 1A

Student 12 3 1B 1A

Student 13 4 1A 2A

Student 14 4 1A 2B

Student 15 4 1A 2P

Student 16 4 1A 2P

Student 17 4 1A 2P

Student 18 4 1A 2P

Student 19 4 1A 2P

Student 20 4 1A 2B
Student 21 4 1A 2A

Student 22 4 1A 2B

Student 23 4 1A 2P

ACTION PLAN

What will we do to meet the When by? Who is involved/ What resources will be
target? responsible? allocated to meet the
target?

Pre-intervention writing sample Feb 2021 DP/SENCO Work collaboratively using

collected and analysed to Learning Support Literacy Learning
identify key needs Coordinator progressions
Class teachers

Students identified as at-risk in Feb 2021 Principal Whole school priority

Writing and specific areas of DP/SENCO learners planning
need communicated with Learning Support Team meetings
parents. Coordinator
Class teachers

Review ALL practices and Term 1 Year 3-4 teachers Review of teaching
elements of the Structured resources to ensure
Literacy programme that could suitability in meeting the
be implemented in Literacy needs of these learners
planning to benefit these target
students. Priority Learners
Curriculum budget

Develop group action plans Terms 1-4 Year 1-4 teachers RTLit
based on findings and seek DP/SENCO
advice from RTLit Learning Support
Coordinator

Develop home school Terms 2-4 Year 1-4 teachers

partnership to ensure parents
are confident in supporting
students at home in enhancing
writing practices

Intensive analysis of assessment Terms 1-4 Year 1-4 teachers Whole school priority
data on a twice termly basis in DP/SENCO learners planning
order to develop teaching Learning Support Team meetings
programme focused primarily on Coordinator
knowledge gaps

Planned extra home/ school Terms 1-4 Year 1-4 teachers

communication for target group
Specific data sharing with
parents through Seesaw and in
individual /group meetings
 Summary
Of the 23 students, 5 have made three sub-levels of progress, 13 have made two sub-levels of
progress, 4 have made one sub-level of progress and one has not shifted. 11 students now meet the
expected curriculum level and 12 are still working towards the expected level. These students will remain
tier 2 priority learners next year.

Of the two Pasifika students in this cohort, one has made two sub-levels of progress and the other
made one sub-level. Both will remain priority learners in 2022.
 Student Achievement Target 2021
Accelerated progress for at-risk Mathematics Learners 2021: Years 5 - 6

Strategic Goal: Student Group

Learners in the target group move two sub-levels across the year. Gender : 47% Male, 53%
Female
Annual Target: To increase at-risk learners’ achievement so that they are Ethnicity: 80% European, 20%
working within the expected curriculum level by the end of the year for Maori
Mathematics. Year levels: 5-6
Group Size : 15 students

Historical position: At the end of 2020 these students were identified those who are consistently progressing
but not meeting curriculum expectations. A focused approach is required to support acceleration.

Target Group Year level Curriculum level February 2021 Curriculum level December 2021
Achievement in Writing

Student 1 5 2B 2P

Student 2 5 2B 2A

Student 3 5 2B 2A

Student 4 5 2B 3B

Student 5 5 2B 3B

Student 6 5 2B 2P

Student 7 5 2B Attending SRHS

Student 8 5 2B 2P

Student 9 5 2B 3B

Student 10 5 2B 2P

Student 11 5 2B 2P

Student 12 6 2A 3P

Student 13 6 2A 3P

Student 14 6 2A 3B

Student 15 6 2A 3P

ACTION PLAN

What will we do to When by? Who is What resources will be

meet the target? involved/responsible? allocated to meet the
target?
 Students identified as at- Feb 2021 Principal Whole school priority
risk in Mathematics and DP/SENCO learners planning
specific areas of need Learning Support Team meetings
identified by diagnostic Coordinator
testing are communicated Class teachers
with parents.

Ensure targeted
programme developed for
target group – planning
informed by ALIM best
practice
March-Nov 2021 Year 5-6 teachers Team meeting time
DP/SENCO Use of Numicon resources
Learning Support
Coordinator

Develop home school Term 2-4 Year 5-6 teachers Priority Learners
partnership to ensure DP/SENCO Curriculum budget
parents are confident in Learning Support Meeting times
supporting students at Coordinator
home in enhancing Maths
skills

Intensive analysis of Term 2-4 Year 5-6 teachers Whole school priority
assessment data on a DP/SENCO learners planning
twice termly basis in order Learning Support Team meetings
to develop teaching Coordinator
programme focused
primarily on knowledge
gaps

Planned extra home/ Terms 2-4 Year 5-6 teachers Release time
school communication for Staff Meeting planning
target group time
Specific data sharing with
parents through Seesaw
and in individual /group
meetings

Summary:
Of the 15 students, 3 have made three sub-levels of progress, 5 have made two sub-levels of
progress and 6 have made one sub-level of progress. One student is currently attending SRHS and does
not have end of year data. 6 students now meet the expected curriculum level and 8 are still working
towards the expected level, despite having made progress this year. These students will remain tier 2
priority learners next year.

Of the two Māori students in this cohort, one made two sub-levels of progress and the other made
one sub-level. Both will remain priority learners in 2022.
 Student Achievement Target 2022
Accelerated progress for at-risk Mathematics Learners 2022: Years 5 - 6

Strategic Goal: Student Group

Learners in the target group move two sub-levels across the year. Gender : 45% Male, 55%
Annual Target: To increase at-risk learners’ achievement so that they are Female
Ethnicity: 73% NZEur, 18%
working within the expected curriculum level by the end of the year for Maori, 9% Asian
Mathematics. Year levels: 5-6
Group Size : 11 students

Historical position: At the end of 2021 these students were identified as those who are consistently
progressing but not meeting curriculum expectations. A focused approach is required to support acceleration.

Target Group Year level Curriculum level February 2022 Curriculum level December 2022
Achievement in Writing

Student 1 5 2P

Student 2 5 2B

Student 3 6 2P

Student 4 6 2A

Student 5 6 2A

Student 6 6 3B

Student 7 6 2P

Student 8 6 2P

Student 9 6 2A

Student 10 6 2P

Student 11 6 2P

ACTION PLAN

What will we do to When by? Who is What resources will be

meet the target? involved/responsible? allocated to meet the
target?

Students identified as Feb 2022 Principal Whole school priority

at-risk in Mathematics and DP/SENCO learners planning
specific areas of need Learning Support Team meetings
identified by diagnostic Coordinator Tier 2 student learning
testing are communicated Class teachers plans
with parents.

Implement structured March-Nov 2022 Year 5-6 teachers Professional Development

Maths Mastery approach, DP/SENCO for staff
targeted at age group Learning Support Maths No Problem
Coordinator resources.
without streaming: Maths Ongoing staff support to
No Problem. address challenges with
Include guided support implementing a new
for these students within programme.
the daily programme.

Develop home school Term 2-4 Year 5-6 teachers Priority Learners
partnership to ensure DP/SENCO Curriculum budget
parents are confident in Learning Support Meeting times
supporting students at Coordinator
home in enhancing Maths
skills. Provide appropriate
resources (e.g.
worksheets, online
programmes) when
necessary.

Intensive analysis of
assessment data on a
twice termly basis in order
to develop teaching
programme focused
primarily on knowledge
gaps
Term 2-4 Year 5-6 teachers Whole school priority
DP/SENCO learners planning
Learning Support Team meetings
Coordinator Tier 2 monitoring
documentation.

Planned extra home/ Terms 2-4 Year 5-6 teachers Release time
school communication for Staff Meeting planning
target group time
Specific data sharing with
parents through Hero.
 Student Achievement Target 2022
Accelerated progress for at-risk Literacy Learners 2022: Years 7-8

Strategic Goal: Student Group

Learners in the target group move two sub-levels across the year. Gender : 47% Male, 53%
Annual Target: To increase at-risk learners’ achievement in Literacy so that Female
Ethnicity: 59% NZEur, 24%
they are working within the expected curriculum level by the end of the year for Māori, 5.7% Pasifika, 5.7%
Writing. African, 5.7% Other Eur
Year levels: 7-8
Group size: 17 students

Historical position: These students have had a literacy focus in their early years on Reading through a
structured literacy programme. They continue to make steady progress in Reading and now require a targeted
programme to transfer the gains they have made in Reading to their Writing.

Target Group Year level Curriculum level February 2022 Curriculum level December 2022
Achievement in Writing

Student 1 7 3B

Student 2 7 3B

Student 3 8 3P

Student 4 8 3A

Student 5 8 3A

Student 6 8 3A

Student 7 8 3A

Student 8 8 3P

Student 9 8 3A

Student 10 8 3P

Student 11 8 3P

Student 12 8 3A

Student 13 8 3P

Student 14 8 3A

Student 15 8 3P

Student 16 8 3A

Student 17 8 3A

ACTION PLAN

What will we do to meet the When by? Who is involved/ What resources will be
target? responsible? allocated to meet the
target?

Pre-intervention writing sample Feb 2022 DP/SENCO Work collaboratively using

collected and analysed to Learning Support Literacy Learning
identify key needs Coordinator progressions
Class teachers

Students identified as at-risk in Feb 2022 Principal Whole school priority

Writing and specific areas of DP/SENCO learners planning
need communicated with Learning Support Team meetings
parents. Coordinator Tier 2 learning plans
Class teachers

Identify and implement a Term 1 Year 7-8 teachers Review of teaching

structured writing programme resources to ensure
that will scaffold learning to suitability in meeting the
target needs in these students. needs of these learners

Monitor Writing programme for Terms 1-4 Year 7-8 teachers Team meetings
learner engagement and ability Learning Support Time to modify writing
to meet identified learning Coordinator programmes if required
needs

Develop home school Terms 2-4 Year 7-8 teachers Whole team personal
partnership to encourage reading focus.
reading at home

Intensive analysis of assessment Terms 1-4 Year 7-8 teachers Whole school priority
data on a twice termly basis in DP/SENCO learners planning
order to develop teaching Learning Support Team meetings
programme focused primarily on Coordinator
knowledge gaps

Planned extra home/ school Terms 1-4 Year 7-8 teachers Follow team Tier 2 plans
communication for target group and monitoring
(email, face to face)
Specific data sharing with
parents through Learning
Journals, Hero assessment posts