CONTENTS

Guiding Principles


Cultural Diversity

Mackenzie Kid Qualities


Fairlie Primary School strategic plan: 2017 2019

ANNUAL SECTION


Strategic Aim One Continuous academic improvement for all learners




Strategic Aim Two To develop authentic, higher-order collaborative learning and digital literacy across the

Curriculum, equipping students to be confident, connected, active life-long learners

Strategic Aim Three

Effective relationships and partnerships are developed within Fairlie Primary School and the wider
community

Strategic Aim Four The school is governed effectively and strategically

GUIDING PRINCIPLES
At Fairlie Primary School we are committed to


1. Learners needs
Planning begins with clarifying where students are at. Teachers have a clear idea of the intended progressions the children will make.

2. High expectations
This requires planning, teaching and learning experiences extend, challenge and motivate students to achieve their personal best.

3. Consistency with the New Zealand Curriculum
The Fairlie Primary School curriculum reflects the intentions and directions of the New Zealand Curriculum.

4. Connecting key dimensions of learning
Planning, teaching and learning experiences connect Core Learning (Literacy and Numeracy) and Rich Learning (Values, Key Competencies and Learning Areas).

5. A Key Concept focus
What is planned at the Key concept level is the basis for teaching, learning and assessment. Key concepts are overarching yet give scope for choice and flexibility at
both team and classroom levels. Key concepts are derived from Learning Area statements rather than achievement objectives.

6. Progressions of Learning
Progressions of learning, which provide the basis for assessing and reporting student achievement, are developed specifically for Literacy and Numeracy and
broadly in the Rich Learning areas. Students in conjunction with teachers are active participants in gauging their achievement, progress and next learning.

7. Seeking high levels of student engagement
High level student engagement and motivation is sought through using approaches that actively involve students in decisions about their learning inquiry and
activities.

8. A clear planning structure and cycle
The planning structure and cycle makes connections from school-wide Key Concepts through to team and classroom programme plans. The system involves
interconnected processes of planning-teaching-assessing-reviewing. The structure is based on 5 concept statements that are linked with the Main focus goals.
These are Identity, Change, Diversity, Systems and Cause and Effect.

9. Reviewing the school curriculum and charter
Ongoing review allows analysis of the curriculum as it impacts on teaching and learning and informs future direction and development.

Fairlie Primary School Mackenzie Kid Qualities








 Description of school

Fairlie Primary School is a State Primary Contributing School providing co-educational schooling for children from Year One
to Year Six.

The school is located on a campus, which borders Mackenzie College, with shared facilities such as sports grounds and
assembly hall. All buildings, consisting of an administration building, senior block, veranda block and library. The
administration block and library are new buildings constructed in 2010 and opened in April 2011. The break out room in the
Junior Block was completed in 2015. The grounds provide a very pleasant environment with many shade trees, an
interesting adventure and motor skills playground, shelter pod and a good mix of paved and grass play areas.

Fairlie Primary School is very well resourced in all curriculum areas with extensive collections of book, musical, physical
education & sport, literacy and mathematics resources.

This school involves in its programmes, a number of groups from within the immediate community. On a regular basis we
have parents and members of the community in class support, sports or cultural activities; liaison visits between Mackenzie
Kindergarten and school; lay people who take religious instruction programmes; and local people who share their skills and
knowledge with our students.

The community that supports the Fairlie Primary School is both diverse and widespread. At least half of our students travel
to school on one of six buses from the outlying rural areas. The school community is a typical rural area with the associated
diverse range of employment opportunities.

The community is supportive of its school. The community has provided some facilities which benefit the school and its
programmes. An indoor swimming pool allows for regular swimming instruction programmes; a Community Centre with
sports stadium and theatre facilities provides an excellent venue for Visiting Performers, Productions and other cultural
activities.



Cultural Diversity and Heritage

Fairlie Primary School Board of Trustees, through its policies and programmes, respects and values New Zealands diverse cultural
To develop at Fairlie Primary School an environment in which Maori and European values are respected and important.
To develop bi-cultural awareness within Fairlie Primary School.
To develop a curriculum that reflects a Maori perspective.
To provide opportunities for all children to develop their knowledge of Tikanga Maori and Te Reo.
To provide funding and resources to achieve the above.
The aims of our curriculum plan special targets state that children learn to:
develop a knowledge and appreciation of Maori culture and language through song, story, dance, games and art.
know and use correct pronunciation of commonly used Maori words, phrases, greetings , names, etc.
know about and respect Maori values, beliefs, customs and protocols.

The Board takes all reasonable steps to provide instruction in Tikanga Maori (Maori Culture and Te Reo Maori (Maori language). When
developing policies and practices for the school every endeavor is made to reflect New Zealand Cultural diversity and the unique
position of the Maori Culture. Staff will also be supported through professional development initiatives to extend their current abilities
in Te Reo and Tikanga.

Parents of the students identified as Maori are consulted as to how the school should support their achievement to promote and
ensure Maori are achieving success as Maori.
If a whanau requests a higher level of Tikanga and/or Te Reo than is at present evident in our schools Maori programme, the staff and
family will discuss and explore the following options:
Further explain the existing programmes.
Further extend the existing programmes, if and as appropriate.
Dual enrolment with Correspondence School.
Combine with a neighboring school for parts of the day/programme.
Provide in school support and resources to further enhance inclusion of Te Reo and Tikanga within the childs classroom.
Explore other schools who may offer programmes closer to their expectations.
Other negotiated actions.
 Strong connections to local Mackenzie Heritage and history; many families with multi-generational ties to the land and school,
participation in the Mackenzie A & P show, Mackenzie tartan used in our uniforms and to weave together our values and rivers
which are represented as our house groups, Bag pipes are offered as a musical instrument, making use of our natural
environmen though skiing and skating. Visits to the local heritage museum.
 STRATEGIC PLAN (2017 2019)

STRATEGIC AIM ONE
Continuous academic improvement for all learners.
2017 2018 2019
1.1 Annual targets will be identified, based on analysed data, to effect and sustain improvement for all learners in Reading, Writing and
Mathematics (developing evaluative capability)
1.2 The progress of identified target learners and priority groups will be tracked and regularly reviewed for effectiveness (developing
evaluative capability).
1.3 Differentiated programmes, based on current research and best practice, will provide tailored, specific and targeted support aimed at
optimising student achievement (developing instructional capability).
1.4 Resources and technologies that appropriately support all students, including those with differentiated learning needs will be
identified and used to effect improvement (developing strategic capability)
1.5 Assessment that is robust, equitable for all learners and informs practice will be used in conjunction with moderation to
inform reliable OTJs (developing evaluative capability)

1.6 By sharing expertise and best practice through participation in collaborative and connected learning communities (e.g. CoL, ALLiS, PLGs,
VLNs) the following opportunities will be created:

1.6.1
extended and enriched teaching and learning (developing adaptive capability)
1.6.2 increased success for Maori and Pasifika learners and those learners with identified needs
1.7 Student voice, as an integral part of teaching as inquiry, will develop further understanding of what and how learners learn (developing
adaptive capability)
1.8 Learners will be supported in their transitions (developing adaptive capability)

1.9 Appropriate quality PD for teachers including Mackenzie CoL.

 STRATEGIC AIM TWO
Curriculum/Pedagogy: Ensuring the schools learning environment and professional
development promotes the use of innovative teaching and learning opportunities
for all.

2017 2018 2019

2.1 Raising student achievement through 2.1 Further developing teacher capacity in 2.1 Fairlie Primary has a strong professional
teaching as inquiry. Professional Learning collaboration in curriculum. Review practice to learning culture. The staff are engagement,
identifies skills and training required. Teachers ensure high levels of student engagement, effective educators focused on improved
researching analysing questioning constantly student voice and student achievement. practices.
reviewing their practice for improves quality
teaching that raises student achievement. This
will be a key aspect of the performance
appraisal process for teachers 2017.

2.2 Initiating enviroschools programme. 2.2 Continue the progress to increase student 2.2 Aim to apply to become a bronze level
awareness and knowledge on sustainable enviroschool.
enviroschools outcomes.
2.3 Promote the schools Mackenzie Kid Qualities by explicitly teaching a core value each term developing a consistent approach across the school.

Engaging Extending Empowering


STRATEGIC AIM THREE
Effective relationships and partnerships are developed within Fairlie Primary School
and the wider community.

2017 2018 2019

3.1 Skilled teachers will share their expertise 3.1 Sharing information across schools (inside 3.1 schools will learn from each other how
and ideas with their colleagues. our CoL) will help ensure action and resources best to raise the quality of teaching and
are targeted where needed. learning.

(Building Knowledge) (Collecting and collaborating) (Co-construction and sharing learning within
and beyond school)

3.2 Teachers and learners, working individually and collaboratively will put into practice new ideas, develop new skills and embrace new
understandings of themselves as learners.

3.3 Report to students and their parents on the students progress and achievement and consult with the school community on relevant
matters.

3.4 To raise community engagement with our school through parent evenings such as; Did you know evening, community picnic, home and
school fun run, Maths buddy evening.
3.5 Engaging effectively with parent, family/whanau to promote student progress and achievement. Do this through the use of Classdojo,
schools reports to parents twice a year, learning conferences with students and parents twice a year, connecting with families of students with
specific learning and behavioural needs, building relationships around transition to Mackenzie College and from the local Kindergartens.
 STRATEGIC AIM FOUR -Terri to write

The school is governed effectively and strategically.

2017 2018 2019
4.1 New trustees are inducted into their role. 4.1 A review of the succession and induction 4.1 From the previous review a revised
plans for the new trustees to be carried out. succession and induction plan for new
trustees to be developed.

4.2 The Board will conduct its Bi-annual 4.2 The Board will consult with the school 4.2
survey of the school community on the community to assist in the strategic direction
Health and PE Curriculum. of the school.
4.3 The Board will identify and regularly monitor progress towards annual targets for improvements in Reading, Writing and Mathematics and
other areas identified through on going and comprehensive review.
4.4 Consultation with the schools Maori communities annually to develop and make known to the schools community policies, plans and
targets for improving the achievement of Maori students.
4.5 The Board will evaluate the impact and effectiveness of their strategic leadership on effective governance, identifying areas for
professional development needed for them to participate effectively in their governance role.
4.6 The Board will make strategic resourcing decisions based on achievement data.

4.7 The Board will ensure all national requirements set by the Ministry of Education for meeting legal obligations, property, personnel,
financial management and reporting to the Ministry and school community are met.


ANNUAL SECTION
 STRATEGIC AIM ONE


Continuous academic improvement for all learners.

ANNUAL OBJECTIVE

To maintain or better the 2016 achievement of at or above as evidenced in relation to National Standards in Reading, Writing
and Mathematics.

READING
BASELINE DATA

Analysis of the school-wide data in Reading at the end of 2016 showed

Total number of students reading at or above was 65%
Total number of Maori / Pacifica students reading at or above was 60%
Total number of boys reading at or above was 58%



TARGETS

All current students who are identified as well below will make reasonable progress towards their individual targets in Reading.
All current students who are identified as below at the end of 2016 will have made at least a years progress in Reading by the end
of 2017.
To shift the achievement for 50% or more of current students reading below the standard at the end their first year to be reading
at standard or better by the end of their second year.
 WRITING

BASELINE DATA

Analysis of the school-wide data in Writing at the end of 2016 showed


Total number of students writing at or above was 65%.
Total number of Maori / Pacifica students writing at or above was 66%.
55% of our students in Years 3 6 were achieving at or above the National Standard.

TARGETS

To shift achievement so that more than 75% of students achieve at or above the expected standard in Writing.
All current students who are identified as well below will make reasonable progress towards their individual targets in Writing.
All current students who are identified as below at the end of 2016 will have made at least a years progress in Writing by the end of 2017.

To shift the achievement for 25% or more of current students writing below the standard at the end their first and second years to
be achieving standard or better by the end of their second and third years respectively.
 MATHEMATICS

BASELINE DATA

Analysis of the school-wide data in Mathematics at the end of 2016 showed

Maori students achieved well with 66% at or above standard, compared with 68% NZ/European students.
Whole school cohorts all achieved more than 80.5% at or above standard.
the gap between male and female achieving above the expected standard in Mathematics is 6%.


TARGETS

To raise the percentage of males achieving above in Mathematics by 10% or better.
All current students who are identified as well below will make reasonable progress towards their individual targets in Mathematics.

All current students who are identified as below at the end of 2016 will have made at least a years progress in Mathematics by the end
of 2017.














 READING, WRITING and MATHEMATICS
Timeframe Action WHO INDICATORS OF PROGRESS
Term 1 Week 1-4 Analysed data fro 2016 is used to Management/ Teachers Target learners are identified
identify target students
Term 1 Week 1-4 Priority groups are identified- Management/ Teachers Registers are established
Maori, Pasifika, Gifted and Programmes/ timetables/
talented and tracking and review interventions are adjusted as
schedules established and necessary
shared.
Term 1 Week 1-4 Targets set and interventions Management/ Teachers Intervention and monitoring
identified- timetables programmes (e.g. reading
established. recovery, ESOL) re established

Terms 1-4 IEPs, PLGs/ CoL All Staff Best practice I established to
engage learners.
Terms 1-4 Resources provided to support, Management Digital learners techniologies are
including PD as required. used to support learners
Teachers complete PD as
identified.

Terms 1-4 Assessment timelines and Management/ Teachers Review of effectiveness of

moderation procedures are interventions
followed reporting
Terms 1-4 Teachers set up individual/ Teachers Needs are met based on
collaborative inquiries based on research, collaboration and best
needs of learner. practice
Terms 1-4 Learners are supported in their Management/ Teachers/ SENCO/ Transitions are seamless.
transitions teacher in charge of ORS

STRATEGIC AIM TWO

Curriculum/Pedagogy: Ensuring the schools learning environment and professional

development promotes the use of innovative teaching and learning opportunities
for all


ANNUAL AIM:
To establish and connect planning across the school, trialling initiatives that sustain and extend student centred learning through
an increasingly wide range of digital technologies.


ANNUAL TARGET:
Professional development will support teachers to develop fluency in the use of digital technologies to support our target students in teaching
and learning. This will be guided by our spirals of inquiry and the intention is that all staff will plan, share and connect electronically.


BASELINE DATA:
Digital technologies are beginning to be used to develop digital literacy and support teaching and learning in most classes.
Equitable access to reliable technology and infra-structure is being developed across an on-line environment.
50% of teachers are using google docs to plan, share and connect across the school.



















Spirals of Inquiry and Digital Fluency


Timeframe Action Who Indicators

Terms 1-4 Whole staff Fluency PD provider/ ICT Lead Digital technologies/
with digital Teacher/ CoL spirals of inquiry are
technologies PD used appropriately
(spirals of inquiry)
Terms 1-4 Year overview based PD provider/ ICT Lead Direction set for year
on spirals of inquiry Teacher/ CoL
and digital fluency
Mackenzie CoL PLD
2017
Terms 1-4 Teaching inquiries Principal and teachers Best practice is
based on new ideas, achieved
resources, skills
Terms 1-4 Technologies are used PD provider/ ICT Lead Engaged learners
to support Teacher/ CoL whose needs are being
differentiated/ priority met
learners needs
Terms 1-4 On-going purchase of Principal/ ICT Lead All students have
devices to support Teacher equitable access to
digital learning digital devices
Terms 1-4 Engage communities Teachers and Principal Learning is enhanced
using technologies e.g.
ClassDojo, facebook,
school website.
STRATEGIC AIM THREE

Effective relationships and partnerships are developed within Fairlie Primary School and the wider
community.

ANNUAL AIM:
Sharing information across schools will help ensure action and resources are targeted where they are most needed.

ANNUAL TARGET:
Teachers and learners work collaboratively to put into practice new ideas and embrace new understandings.


BASELINE DATA:
Research finding is that partnerships that align school and home practices and enable parents to actively support their childrens in-school
learning have shown some of the strongest impacts on student outcomes. Research also shows that student outcomes are enhanced
when effective links are made between schools where best practice is shared.

Relationships have been fostered across our local cluster of schools as we have been preparing for the 2017 launch of our newly
developed community of learning programme (CoL).


Developing Effective Partnerships


Timeframe Action WHO Indicators of Progress

Terms 1-4 Teacher collaborate in groups/ Teachers Best practice is shared for
cluster/ networks/ shared improved learning outcomes
learning environments within
and beyond
Terms 1-4 Thinking curriculum that fosters Teachers- Individually and Learners build knowledge,
collaborative learning is delivered collaboratively connecting, collaborating, co-
constructing and sharing their
learning within and beyond
school
Terms 1-4 Consult with the schools Teachers/ Principal Ideas and strategies that parents
community on relevant matters and whanau can use at home to
 with timely and appropriate support childrens learning/
communication behavior are willingly sharing.
Terms 1-4 Report with and to students/ Teachers Students can discuss their
parents on progress and learning confidently with
achievement in relation to teachers, parents, families,
National Standards. whanau and communities.






















 STRATEGIC AIM FOUR
The school is governed effectively and strategically.

ANNUAL AIM:

The Board will evaluate the impact and effectiveness of their strategic leadership on effective governance.

BASELINE DATA:

The Boards main focus remained on the progress and achievement of students, ensuring that progress was being made towards annual targets and
resources were provided.


The Board of trustees
Timeframe Action Who Indicators
Term 1-2 Review of succession and The Board/ Commissioner New trustees can inform on the
induction plans for new trustees process for future inductions of
new board members.
Term 1, weeks 1-4 Charter setting strategic direction The Board/ Principal/ Strategic planning is complete
for 2017-2019 is finalized Commissioner
Term 1 Targets, indentified and set Principal Board is informed
Term 2 Consult with the schools Maori/ RTLB/ BOT/ Principal/ Policies, plans and targets for
Pasifika communities Commissioner improving the achievement of
Moari/pasifika students are
shared and whanau have a voice
Term 3-4 All trustees indentify professional All trustees/ Commissioner The Board participates effectively
develop needs in their governance role
Term 1-4 Funding is prioritized based on The Board/ Commissioner Adequate resources are provided
review of needs
Term 1-4 Policy review schedule is The Board/ Commissioner Policy review is kept current
followed
Term 1-4 Ensure all health and safety The Board/ Commissioner The safety of all students, staff
regulations as per the new and visitors is assured
guidelines are complied with
Term 4 Report to the ministry and school The Board/ Principal/ The community is kept fully
community on National Commissioner informed and compliance is met
Standards
Term 1-4 Monitor and review progress The Board/ Principal/ The board is fully informed
against targets to inform Commissioner
planning








RATIFICATION


The charter will be submitted to the Ministry of
st
Education by 1 March each year.










CONSULTATION


Community consultation occurs every
three years, with the last consultation in October 2016