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Strategic and Annual Plan

Dalefield School Board of Trustees

February 2021

https://www.facebook.com/dalefieldschool

Approved by the Dalefield School Board of Trustees 26 February 2021

Signed by Lucy Fisher BOT Chair____________________

Signed by Eric Daubé Principal ____________________

office@dalefield.school.nz

Dalefield School is a semi-rural, full state primary school serving the Dalefield and Carterton districts since 1885. Staffed at 3.92 for 2021, the school has a roll of between sixty and seventy students.

Strongly established wider community, the school has set a direction that is sustainable and future focused, embodying the best of its setting in rural Carterton. With a strong and supportive community, the school has enjoyed its renaissance, punching above its weight and embracing every opportunity coming its way. 107.5DFM went live in June 2019 and this was the culmination of a year’s work setting up the infrastructure and learning opportunities. The radio station is student-led and a context for leadership, confidence-building and ultimately life-skill enhancement. Planning is underway for the 2021 broadcasts and the new radio team.

Dalefield is part of the South Wairarapa Kāhui Ako and the guiding principles around Hauora, agentic learning and cultural responsiveness are strongly reflected in our charter and annual plan. Students at Dalefield develop strong foundational skills based around the key competencies; and the school’s small size and family nature enable all staff to know and understand all learners’ needs. Our three Dalefield School values guide everyone and everything associated with the school; and have been developed with input from Whānau, students and staff.

We are proud of our school and love being part of the wider Carterton learning community. Embracing opportunities that our location brings has ensured that the school is developing a responsive and exciting local curriculum. With a talented and committed staff, opportunities to think outside the square are fostered and encouraged. A shared vision of where our school is heading sets and drives the schools’ direction. Our leavers’ profile ensures that students moving onto College are engaged and ready to be on the next phase of their learning journeys.

Our school has three strategic goals in 2021 that reflect where we have come and where we are heading. The whole school Whānau are part of the Dalefield journey.

We warmly welcome you to our school.

Eric Daubé

February 2021

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Education Priorities

Strategic Goal 1 Dalefield School will promote student agency, using strategies that encourage a growth mindset and support progress and

achievement of all learners.

2021 2022 2023

To allow all students the opportunities to meet successes through a focus on well-being, particularly post COVID.

South Wairarapa Kāhui Ako focus - Hauora

To review the impact of the well-being initiatives undertaken by the school and community. Undertake appropriate professional development to support well-being initiatives.

To embed well-being in our strategic plan and vision statement.

To ensure all students make progress in all learning areas and commence the use of our new SMS for students and Whānau engagement in learning.

To review the effectiveness of the PLD (Assessment for Learning and local curriculum design) and the HERO SMS; to promote progress, achievement and engagement in learning.

To have 100% of our families active participants in their children’s learning.

To be responsive to, and continue to develop practice that supports all learners; empowering them to drive their own learning.

South Wairarapa Kāhui Ako focus - Student agency and 2021 PLD Assessment for Learning

To continue our work with local schools on joint initiatives and PLD, that supports student inquiry and teacher pedagogy. Part of this will also involve us exploring structured literacy PLD.

To fully review agentic learning practice so as to be cognisant of the benefits for all ākonga.

Are we making a difference for our learners?

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Annual Goal Indicators Strategies Resources Who is responsible?

Time frame?

Reporting/review?

To allow all students the opportunities to meet successes through a focus on well-being, particularly post-COVID.

South Wairarapa Kāhui Ako focus - Hauora

Our students are comfortable in their skins.

Our students can talk about their concerns, fears and successes.

Our school community can talk about what our school values mean in practice.

Our students are accepting of difference and diversity.

Staff have a focus on their own wellbeing and leadership acknowledges and supports them to do so.

Work with other schools through Kāhui Ako to inquire into barriers to learning that are brought about through anxiety.

Children are encouraged and supported to meet success on a daily basis - in whatever form that takes to builds their resilience and self-esteem.

Random acts of kindness are part of our way of being at Dalefield School.

Regular checkin with Whānau and at team meetings (staff)

Weekly teacher/teacher aide meetings

Time

Time

Time and curriculum budgets

Time

Time

Time

All teachers

All teachers

Principal/staff

Principal/staff

Principal/teachers Teachers/teacher aides

On-going

On-going

On-going

On-going

On-going

On-going

Termly

Terms 2 and 4

Termly

Termly

Termly

Terms 2 and 4

To ensure all students make progress in all learning areas and commence the use of our new SMS for student and Whānau engagement in learning.

Students will demonstrate achievement across the whole curriculum and skills will be transferable.

Opportunities to meet success have increased for our students.

Students and Whānau are 100% partners in the learning journey.

Student/whānau HERO workshops are held during the year.

Staff are developing their pedagogy as a result of their PLD and the professional Growth Cycles.

All staff lead a curriculum area and contribute to planning advice, guidance and progress/learning meetings.

Regular reporting to the BOT by the principal, Whānau from the teachers and sound formative assessment practices; are our way of being; supported by HERO and 2021 PLD

HERO SMS subscription

Time

Time

Time and BOT meetings

Principal/staff

Eric/Willy/staff

Eric/staff

Eric/Staff/students/Whānau

On-going

Termly

Termly

On-going

Termly

Termly

Terms 2 and 4 - BOT

Terms 1 and 3 - BOT

To be responsive to, and continue to develop practice that supports all learners, empowering them to drive their own learning.

South Wairarapa Kāhui Ako focus - Student agency and 2021 Dalefield PLD - Assessment for Learning and local curriculum design

Students are able to articulate their learning goals and next learning steps.

Students are empowered to taking risks in their learning

Our students are following their passions and displaying initiative.

Our students have a growth mindset

Our staff have a growth mindset

Explicit teaching of the skills required to be reflective, proactive and resilient learners; able to make connections to experiences and prior learning

Our learning areas are flexible and students are explicitly taught to think and question.

Our students see possibilities, are developing their oral language (turn and talk) and are learning to question.

Staff have the power to act and be responsive to needs of their students. No-one is encumbered with an unresponsive curriculum

The flipped classroom model is part of teacher practice.

Student-voice is employed in all planning.

Time Time and

ministry-funded PLD

Staff meetings and training

PLD and practical experience

Time

Time and PLD

Time, PLD and meetings

All staff

All staff

All staff

Eric/Willy/All

Eric/Willy/All

All staff

On-going

On-going

On-going

On-going

On-going

On-going

Team meetings

Team meetings

Team meetings

Terms 2 and 4 - BOT

Team meetings/BOT

Termly curriculum reviews

Monthly reporting

Strategic Goal 2

Dalefield School will develop an environment that enhances learning for all students through strengthening our cultural awareness, affirming cultural identities and encouraging community engagement.

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2021 2022 2023

To work with the Kāhui Ako to enhance tikanga and Te Ao Māori at Dalefield School and ensure the relationships with our wider community are sustainable, meaningful and respectful. South Wairarapa Kāhui Ako focus - Cultural responsiveness

To ensure that the school is an integral part of the wider Wairarapa learning community. To showcase what we do here, inviting other educators to visit and observe learning in action.

Dalefield is a school of choice through strong community links and an embracing of our place in Carterton and the Wairarapa.

To embrace the core values of our Dalefield Whānau to ensure our school reflects our community’s aspirations.

To survey the community around our core values. Are they still fit for purpose?

To embed the core values in our vision statement that is owned by the whole Dalefield learning community.

To continue to develop and enhance access to our Dalefield curriculum, encompassing our unique location, environment, community and culture.

To review our Dalefield curriculum alongside the mahi being undertaken with the New Zealand curriculum.

To have our curriculum, values and community integrated fully onto the HERO SMS. This is a celebration of all that is Dalefield - and could be ready earlier.

https://drive.google.com/file/d/1PyCiB-L7FqDIMGZe46POs6cZjB2cNC6b/view?usp=sharing

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Annual Goal Indicators Strategies Resources Who is responsible?

Time frame?

Reporting/ review?

To work with the Kāhui Ako to enhance tikanga and Te Ao Māori at Dalefield School and ensure the relationships with our wider community are sustainable, meaningful and respectful.

South Wairarapa Kāhui Ako focus - Cultural responsiveness

Whānau are encouraged into our school and have a voice.

Tikanga is embedded in all planning.

Our Māori students achieve success as Māori.

All our students have basic proficiency in Te reo and can recite their pepeha.

Our students learn another language.

School staff are part of the wider Wairarapa teaching fraternity. The Dalefield community feel they are partners in the children's learning. School leadership is proactive in fostering Iwi relationships.

Informal and formal hui are held at the school on a regular basis.

Whaea Lee works with our school every two weeks.

All our students take part in kapa haka (held every week with DP and full staff support). Parents and the community are invited to take part

Teachers are responsive to all learners’ needs . Learning concerns and successes are recorded and discussed in an on-going basis through team meetings.

Staff continue to unpack the Ka Hikitia and Tu Rangatira documents as part of their professional practice.

A Mandarin tutor is employed across four Carterton schools (through the Confucius Institute at Victoria University of Wellington - probably not happening due to COVID). Deputy principal to start Spanish lessons from Term 3.

School hangi and picnics. Parents and community members in our school as regular helpers (gardens, reading, expertise etc.) Explicit teaching of Te reo and seamless use of instructions and core vocabulary. Our senior students are part of the Kaitiaki academy and act as mentors to our younger students. Whaea Lee is in our school fortnightly working with kaiak and tamariki.

Time

Kāhui Ako funding of Māori tutor.

Time and release for Willy

Time/meetings

Time

Time

Time/$200.00 budget

Time and curriculum budget

Mentor role for teacher, principal or community representative

Principal

Principal/Kāhui Ako

Eric

Eric/staff

Eric/staff

Eric/Willy

Lisa/staff

All staff

Principal, WSL and classroom teacher

Termly

All year

All year

All year

Term 2 onwards

Weekly

All Termly

On-going

All year

Terms 2/4

Termly

Terms 2/4

On-going

Term 4

Term 3

Term 4

Terms 2 and 4

Terms 2 and 4

To embrace the core values of our Dalefield Whānau to ensure our school reflects our community’s aspirations.

Our school’s values are clearly articulated by all stakeholders.

Our students are using the key competencies, school values and a skills framework to frame all learning. Our families offer feedback on our reporting and engagement systems

Our students , staff and Whānau live by our three core values: Ka whakaute ana tātau

We are respectful

He mea auhua matou We are creative

He ākonga matou We are learners

Explicit teaching of what it means to display our values.

Behaviour management is intrinsically linked to the values and our students have ownership and accountability of the plan.

Time

Time

Time

Eric/staff

Eric/staff

Eric/staff

All year

All year

All year

Terms 2 and 4

Termly

Terms 2 and 4

To continue developing and enhancing access to a Dalefield curriculum, encompassing our unique location, environment and community.

Our students are accessing the New Zealand curriculum in a local context. Our responsive Local curriculum is an on-going development process. Our wider community are in our school working with students and staff. The wider teaching fraternity are in our school working alongside and learning from us. Dalefield School is a source of pride for the local community. Staff are empowered to lead learning innovation in our Dalefield context.

Explicit teaching of skills that are transferrable across the curriculum. Students are being taught the skills required, to equip them to be well-rounded learners. Our community are welcomed into our learning spaces. Three community meetings held in 2021:

HERO Student Management system and learner agency: (T1/T3) Maths: (T2)Students are being taught the skills required, to equip them to be well-rounded learners.

Our

Time

Time

Time and a curriculum budget

Time

Eric/staff

Eric/staff

Eric/staff

Eric/BOT

On-going

On-going

On-going

From Term 2

Each term

Each term

Each term

Terms 2/3/4

Strategic Goal #3 The Board of Trustees is supporting the school in reaching its goals

2021 2022 2023

The Board of Trustees continues to work with school leadership to ensure the needs of all learners are met.

The Board of Trustees are mindful of the impact of potential roll growth and its affect on the culture, students and staff.

The community are active partners in setting the direction of the school. The board are coming up with innovative ways to engage with their community.

To ensure all learning areas including the classrooms and grounds are well maintained and fit for purpose.

To continue ensuring all learning areas including the classrooms and grounds are well maintained and fit for purpose. The entrance and parking issues are resolved.

The vision statement incorporates safety improvements to the playground surfaces.

The community is well-informed, and part of setting the school’s strategic direction, plans and priorities.

The BOT is actively looking at visionary ways to accommodate the ethos that is developing in the school.

The principal and staff are supported to implement the vision and annual plan as a result of the 2022 vision statement.

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Annual Goal Indicators Strategies Resources Who is responsible?

Time frame? Reporting/ review?

The Board of Trustees continues to work with school leadership to ensure the needs of all learners are met.

The school is resourced appropriately.

The principal presents triangulated and coherent information (from the analysis of variance, annual plan, budget and principal’s reports) to the Board of Trustees.

The board is proactive in supporting the principal to enact the strategic direction of the school.

The board will ensure that the school is sufficiently staffed to meet the projected impact of a roll increase.

Effective school evaluation practices are in place and all staff have input into targeted actions and resourcing.

The principal works with the BOT to ensure they are well-informed of students needs, current achievement and professional development priorities for staff

The principal reports to the BOT regularly on progress towards targeted actions.

Internal capability at the school is self-sustaining as all staff have input into evaluation through regular meetings and teacher inquiry.

A replacement plan for technology equipment is in place.

Time

Time/Budget

Time

Time

Time

BOT

Eric

Eric/BOT

Eric

Eric/Willy/Lisa

Termly/ongoing

Monthly reporting

Monthly reporting

Monthly reporting

Term 1

Monthly BOT reporting

Terms 2 and 4

Monthly BOT reporting

Cumulative as part of monthly reporting - updated in real time

May

To ensure all learning areas including the classrooms and grounds are well maintained and fit for purpose.

The school is tidy, clean and fit for purpose.

All learning areas are safe and risks managed.

Staff, students and community are taking collective responsibility for the upkeep and preservation of the school environment.

The students are leading the upkeep of the environment and have input into how this is achieved.

Student, community and staff voice are regularly sought and this is acted on when planning developments.

Students undertake weekly house duties as part of taking personal and collective responsibility for our school’s environment.

Working bees are held on a regular basis supported by the BOT and the Home and School Committee. The board in consultation with the property managers are proactive in pursuing plans to upgrade

Time

Time

Time

Time

Time

Staff

BOT/Eric

Eric/staff

BOT, Home and School Committee BOT

Weekly/on-going

On-going

Weekly

Termly

On-going (Term 1 will require mote time in preparation for the staffroom/radio room upgrade and roof repair)

Termly

Termly

Termly

2x/year

Regular property reporting at BOT meetings

The entire Dalefield School community are well-informed, and part of setting the school’s strategic direction, plans and priorities.

The community are empowered partners in the school’s journey

Regular community consultation is carried out.

The school is the hub of the community.

Opportunities are regularly sought to involve the community ie hui, social events, parent evenings, open days, Lamb and Calf day, etc.

New ways, and opportunities for, engagement/consultation continue to be fostered; to enable all stakeholders to be part of the school’s journey.

Dalefield School is regularly in the news, through press releases and articles for local publication. Carterton Crier, Times Age etc…

The new school radio station will be used as a vehicle for engagement.

The Board of Trustees are visible to the growing number of new families at Dalefield.

Whānau will have real-time access to their children’s learning through the new HERO school management system.

Time/Budget/Home and School Committee

Time

Time

Time/Budget item

Time

HERO SMS/Budget item

Eric/BOT/staff/community

BOT/Eric

Eric/staff/BOT

Eric/Jeanette

BOT

Eric/Staff

Termly

On-going

On-going

On-going

On-going

On-going

Monthly BOT meetings and principal’s reporting

Monthly BOT meetings and principal’s reporting

Monthly BOT principal’s reporting

Monthly BOT principal’s reporting Termly BOT Chair’s reporting

Monthly BOT principal’s reporting

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2021 Literacy TargetStrategic Goal #1

Dalefield School will promote student agency, using strategies that encourage a growth mindset and support progress and achievement of all learners.

Strategic Goal #2

Dalefield School will develop an environment that enhances learning for all students through strengthening our cultural awareness, affirming cultural identities and encouraging community engagement.

Strategic Goal #3

The Board of Trustees is supporting the school in reaching its goals.

Baseline data Areas that have an impact are:

The House of Science kits over the year were beneficial. Using our local area as a context for learning was also a positive outcome. Student and Whānau engagement in lockdown learning had positive spinoffs for the majority of students. We have an increasing student roll and a number of new children with specific learning and health needs.  Two children receive high health needs funding. Two children receive ICS funding and one ORS. Two children receive funding through Oranga tamariki and three students are on an advice and guidance arrangement through RTLB.

Analysis of data Reading results as at the end of 2020 indicated 82% of our children reading at or above the expected levels. Of the children underachieving, 66% were boys. Writing results are still a concern with 65% of our students at or above the expected levels. Boys and girls achievement was evenly split. 7/11 boys were on special programmes and received additional learning support. Overall we have agreed as a team that 70% of our students are accessing the English curriculum sufficiently to be considered effective for sustained engagement across the board; in all learning areas. Boys achievement was 17% down on that of girls. This is not sufficient and our planned actions in 2021 aim to go a long way to address this.

Actions to achieve targets Led by/budget/time frame Analysis of variance

Culturally and contextually rich learning experiences for students. PLD in Assessment for Learning and student inquiry with Bek Galloway. Early words, Reading eggs, Joy Alcock, RT Lit support etc. Explicit teaching of thinking and questioning skills. Cross-curricula skills workshops for students with a focus on learning through play and hands-on experience. Regular sessions for all students on our radio station, 107.5DFM. Sharing stories and video on station website. Weekly school-wide science tasters for staff/students. Weekly House of Science kits in the school. Regular and proactive engagement with Whānau and inviting them into the school.

HERO SMS Email Social media Newsletters

Judicious focus on the three Kāhui Ako facets of Hauora, agentic learning and cultural responsiveness

Eric and staff/on-going PLD facilitators and all staff/on-going Eric/staff Eric and staff/on-going All teachers/on-going Jeanette/Eric Jeanette/Eric All teachers/weekly All teachers/on-going

Staff Staff Staff Eric

Eric/Willy/on-going Regular reporting to the BOT as per the annual plan through the principal Termly reviews by staff Weekly kōrero as a staff following the spiral of inquiry as per our learners.

70% of our boys will be accessing the English curriculum at the expected levels for their cohorts.

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2021 Maths TargetStrategic Goal #1

Dalefield School will promote student agency, using strategies that encourage a growth mindset and support progress and achievement of all learners.

Strategic Goal #2

Dalefield School will develop an environment that enhances learning for all students through strengthening our cultural awareness, affirming cultural identities and encouraging community engagement.

Strategic Goal #3

The Board of Trustees is supporting the school in reaching its goals.

Baseline data Maths data overall continues to improve. After three years of PLD in mathematics, this was expected. In 2021, we are keen to see that progress is sustained and our specific foci on questioning, assessment as learning and oral language; are having an impact on all learners. Transferrable skills are key. COVID-19 was a stressor but all things considered, achievement was pleasing. Lead teacher took part in ALiM in 2020.

Analysis of data 85% of the students are now achieving at or above expectations in maths. 57% of these students are male. 78% of our Māori students are achieving at or above the expected level and of these students, 43% are male. 56% of our Māori students made accelerated progress in 2020. Student voice indicates that real love of maths has continued and teachers’ mathematical engagement is high. Maths PLD has continued to have a positive impact on pedagogy and achievement.

Actions to achieve targets Led by/budget/time frame Analysis of variance

Culturally and contextually rich learning experiences for students.

Incorporate Tikanga and invite Whānau in to support learning, including fortnightly sessions with Whaea Lee.

Linking maths across the curriculum and to the world beyond the school - our local Dalefield Curriculum development.

Explicit teaching around the vocabulary of maths and reinforcement of problem-solving skills.

Judicious application of number knowledge and accessing number through the strands.

Quality engagement with whānau.

Agentic practices reinforced by a planned and coherent introduction of our new HERO SMS.

A further year of ALiM undertaken by our maths lead.

Sustained and ongoing commitment to:

Social maths

Maths talk

Whānau involvement/engagement

Problem solving strategies

Choral counting

Enabling students to lead through play and experimentation

Real-life learning contexts as per annual plan

Eric/Willy/all staff/on-going

All staff/all year

Eric/curriculum budget/All year

Staff/curriculum budget, time/All year

Staff/professional development/All year

Eric, staff/time/ongoing.

Eric, staff/time/ongoing.

Eric, staff/time/ongoing. Eric/Jeanette

Eric/Jeanette/Budget-Kāhui Ako and teacher release/ongoing PD

80% of our students will be accessing the Mathematics curriculum at the expected levels for their cohorts.