Charter / Strategic Plan

Our Community

Baverstock Oaks School is located in Baverstock Road, Flatbush, Auckland.  This is in the northern part of the Flatbush Future Urban Area, Manukau City.  Flatbush is one of the last major ‘greenfield’ areas available for development within Auckland Metropolitan urban limit.  There is currently rapid population growth and this is to be sustained, growing by approximately 35,000 from 2003 to 2020.  Growth rates, consistent with projected population increase, of school age population is expected over the next 20 years and beyond.

The site is 4.13 hectares and the school is constructed for an infrastructure of 728.

The Ministry has reviewed the decile rating to a 6 in 2015.

The housing is all new construction.  It is made up of a collection of dwellings of 4-5 bedrooms on small sites, smaller 3 bedroom detached housing, apartment living and a collection of smaller terraced housing of 3 bedrooms.  The growth has been rapid and the school leadership and Board will have managed it carefully.

Our school population is very diverse which makes every day a great learning experience.  We have families from all over the world covering each continent.  Across the school over 50 different nationalities are represented in staff and students. There are 53% English second language students.  A large proportion are recent arrivals to New Zealand.  This brings challenges for the school in establishing the school learning culture and addressing needs of all students. A highly competent teaching staff is the key which involves high-level coaching and professional development based on content and pedagogical needs.

Creating a Safe and Supportive Learning Environment

A safe environment, physical & emotional, for all to learn has always been the key focus. We endeavour to always be “warm, welcoming and inviting” displaying manaakitanga to one and all.  The atmosphere is one of mutual respect and many parents have reported that this impacts positively on home life.  The ‘buddy’ system has been a strong feature of the family environment.  During 2007, as a result of the 2006 school wide review, it was decided that the staff would explore the six core values with the students.  The programme was designed during the 2007 retreat and has become embedded in every thing we do.

The school operates in a very reflective culture that aims to be inclusive of all needs and all learners.  Even though the school is recently established, systems, programmes, procedures and policy are constantly reviewed as the clientele are forever growing and changing.  Parents have been surveyed, students and teachers have been surveyed and there is a strong induction programme in place for new staff, new students and new families.

The school is viewed by the community as a warm and welcoming place.  The concept of creating a ‘village green’ for this new community is truly a reality.  Parents report often that they feel welcome when entering the school, they feel people listen, they trust the school and its programmes and they reap the benefits in their lives at home.

The school looks for as many opportunities as possible to include the community in school life.  These include the annual evening picnic at the start of the school year and the annual International Food festival. There are also many parent education/information evenings at the school including parent and teacher interviews, student-led conferences, book week celebrations, health evenings, cybersafety evenings and curriculum based nights. The parent and teacher association (FAB –Friends at Baverstock) hold monthly meetings where a principal’s report is always given to inform parents about upcoming events and programmes. The school tries to offer variety and availability of communication to suit all needs including running our own daily TV station – BNN News.

In 2013 a new Early Childhood Centre, Edukids Baverstock, opened on the school site.  We have formed a very positive link with the centre staff to ensure we have a similar ethos and positively transition children to our school. Our reception programmes for our five-year-old students will have authentic links with the Te Whariki and the NZ Curriculum to ensure we foster relationships with teachers and children that affirm their identity as learners and welcoming of their family and whanau. The successful transition to school strategies developed in 2015 will continue to be strengthened as we are already seeing positive benefits for all parties.

The work with the Ministry of Education Inclusivity project started late 2014 will continue in 2017.  See Inclusivity plan.  At the end of 2017 we will be seeking feedback from staff, students and families through the Ministry of Education ‘Well-being Survey’.

Maori and Pasifika

All those who work in education in Aotearoa New Zealand can take pride in the results we achieve for our young people. We can point to years of outcome-linked evidence showing that many of our young people are succeeding as learners. Nevertheless, we also know that, on average, some groups have not been learning successfully within our education system and that these groups have tended to include Māori and Pasifika. In the face of increasing evidence that these patterns are not set in stone and that effective teaching can make a real difference for all students, there has been a more deliberate focus on doing better for our Māori and Pasifika students.

Doing better for our Māori and Pasifika students requires recognising the rich diversity that exists within each of the two student populations. For example, New Zealand’s Pasifika population includes multiple ethnicities, languages, and cultures, and Pasifika communities comprise people
born in the Pacific Islands and in New Zealand. Doing better also requires recognising that each student is an individual, with their own understanding of what it means to be Māori or Pasifika and of what it means to be a New Zealander.

Enriching the transition to school process with the inclusion of the ECE Centre on site from 2013  addresses a key goal in Ka Hikitia – Managing for Success: The Maori Education  Strategy 2008 – 2012 (Ministry of Education, 2008a)

Baverstock Oaks School will take all reasonable steps to provide Tikanga Maori and Te Reo Maori within the school. The school will ensure this happens by:

  • Consulting with the community when appropriate
  • Providing Professional Development for staff in Tikanga Maori/Te Reo Maori implementation in the classroom if required
  • Exploring the use of the local iwi in delivery of programmes
  • See also our Maori and Pasifika plans developed and implemented 2015

Baverstock Oaks School aims to implement programmes of learning that reflect and include reference to New Zealand’s unique cultural diversity including knowing about our past heritage.  The school will:

  • Identify with local and regional history
  • Observe and reflect on national days such as Waitangi Day & ANZAC day
  • Implement the use of Te Reo Maori when planning and delivering the curriculum
  • Continue to develop and support our Kapa Haka group and welcome visitors with a powhiri
  • Celebrate Maori and various Pasifika language weeks
  • Create a Pasifika cultural group
  • Ensure Maori perspectives in all enviro projects are
  • Encourage staff to use commands and Te Reo in classrooms as and when appropriate
  • Encourage all staff to write and perform their own mihi and support all their students to do the same

See our Maori Education Plan and Our Pasifika Education Plan

Curriculum Design

“Learning to Grow;  Growing to Learn”

Ako ki te Grow ; Te tipu ki te Ako

Our school is a place of learning – Ako.  For authentic learning to happen we need to create strong connections with past experiences and with the people we learn with.  At Baverstock Oaks we believe strongly in the concept of Whanaungatanga (developing and maintaining relationships).

Baverstock Oaks School’s charter goals prioritise the teaching of reading, writing, mathematics, information literacy and supporting the high numbers of ESOL funded students in our whanau.  We place a large emphasis on the inquiry process for learning. With our population dynamics changing as well as our obligations to the New Zealand Curriculum we endeavour to include a strong focus on our bi-culturalism and what it means to be a New Zealander living in the Pacific area.

Specialist programmes support our students with special needs.  There is also a strong emphasis on the Arts throughout the school.  Physical education and sports are taught regularly in skill development sessions and may opportunities are offered.  Schoolwide inquiries are planned to encourage collaboration amongst all ages and stages of learning.  Each whanau will specifically plan for the needs identified for their students ensuring the contexts are of high interest to promote engagement.  Curriculum coverage and integration is important to ensure learners are exposed to a wide variety of learning experiences to engage, motivate and ultimately enhance their learning journey.

The New Zealand Curriculum describes a cyclical process of inquiry that it calls “Teaching as Inquiry”. While students are at its heart, the Teaching as Inquiry cycle isn’t just about student learning. It’s also about teacher learning as they deeply inquire into the results of their influence. When teachers inquire into the relationship between their teaching and their students’ learning, they add to the knowledge and skills they can use to respond to the particular needs, interests, and strengths of the diverse students in their classes.  As teachers build their knowledge and talk about their learning with their students, they model for their students what it is to be a lifelong learner.

 Teaching, Learning, Evaluating and Reporting to Parents

We use the Baverstock Oaks Learning Cycle to ensure our teachers are planning all aspects of highly effective teaching to ensure they make a positive difference and make authentic connections.  This was created from a research project in 2001 in a number of primary, intermediate and high schools in New Zealand and England.

Regular assessment and evaluation is an integral part of the teaching and learning at our school.  Students complete a wide range of assessment tasks BOS Learning Cyclethroughout the year and the accumulated data allows analysis of individual achievement levels and progress, and the analysis of aggregated student achievement data across the school.  Alongside this data teachers collect anecdotal data regularly on students to ensure the picture of each child is a balanced, clear, true picture of what they can achieve.

Student achievement outcomes are monitored against national data, including the National Standards, and student achievement targets are set annually in reading, writing and mathematics.  Such analysis guides both teaching programmes and allocation of resources.

Our Student Management System provides a cumulative record of each student’s achievement levels and progress.  This data supports our formal reporting to parents.  Individual student work is shared with parents regularly through on-line facilities as well as written reports twice annually, student led conferences and informal dialogue with parents.

We also have a strong focus on building student agency where learners know what they are learning, why they are learning it and what their next steps are.  Feedback and feed-forward are vital in this cycle to ensure quality learning outcome for all involved.

The Power of Thinking and Reflection (Self Review) 

The school is strong in self review from classrooms, to teams and school wide, Board of Trustees and through out the community. Each term there is a specific focus for school wide review. Every February the Board complete a formalised audit as well as regular aspects of reviewing their strategic goals throughout the year.  The community are consulted regularly and surveyed to gain opinion.

As teachers build their knowledge and talk about their learning with their students, they model for their students what it is to be a lifelong learner.  This process is deeply enhanced with the systems and structures introduced in our BOSPIC (Baverstock Oaks Performance Inquiry Cycle).  This has been developed to include the power of learning conversations and coaching as well as the collection of evidence towards achieving the Practicing Teacher Criteria.  Our BOSPIC focuses us on regular review. The overall concept of BOSPIC is based on the regular use of high quality learning conversations. When these are used effectively, they are a vehicle of growth to achieve our shared vision, core values and personal visions. As Baverstock Oaks School is entirely based on “Learning to grow, Growing to learn” we strongly believe that each member of the team commits to an ongoing cycle of personal and professional growth to enhance us as teachers and learners. Effective performance, involves monitoring and evaluating, encouraging development and recognising achievement. This requires a cycle that integrates both accountability and development functions. The cycle needs to cover the functions that begin at recruitment and follow through to exit.  When all team members engage effectively in performance inquiry there will be mutual learning.

Inclusiveness @ Baverstock Oaks

The strong foundations laid down at Baverstock Oaks School bode well for the continued dynamic learning journey embodied in the shared vision.  Shared experiences, agreed core values and a clear and common focus create unity in a very diverse population.

The school supports a number of ORS funded students and many moderate needs students.  Through a self funded Learning Support department we are able to accelerate learning for many of these students.

Learning Support has the inclusive purpose of delivering:

  • ESOL interventions for identified students (MoE referral forms)
  • Targeted literacy interventions for students identified as just below the standard
  • Inclusive practices through life skills programmes

We have developed strong working relationships with many outside agencies providing professional learning for staff as well as support systems for children and their families.

The work with the MOE Inclusivity project started late 2014 will continue on.  See Inclusivity plan.

Our Expectations 

Teachers will:

    • Provide the very best learning opportunities and experiences
    • Encourage students to take risks challenging their own abilities
    • Meet the individual needs of all students
    • Always have a smile
    • Have consistent expectations
    • Be enthusiastic and positive
    • Welcome all students, parents and visitors
    • Listen openly to the concerns of students, parents and colleagues
    • Model that we are all learners and that we can achieve what we set out to do
    • Support the difference of each child
    • Regularly monitor their effectiveness as teachers

Children will:

    • Be prepared to learn
    • Always do their personal best
    • Display honesty, reliability and trustworthiness
    • Be friendly to others
    • Respect themselves, others and property
    • Take responsibility for their own decisions and actions
    • Show initiative
    • Be positive and believe they can do it
    • Take risks
    • Persevere and show determination
    • Be proud of themselves, others and school environment
    • Become self managers of their own learning

     

School community will:

    • Take a full part in assisting the school to achieve the shared vision
    • Be loyal and supportive of the school
    • Be open to new ideas and initiatives
    • Be willing to accept change
    • Become familiar with the operations of the school
    • Feel welcomed at Baverstock Oaks School
    • Encourage their children that they can be successful
    • Ensure their children attend school regularly
    • Ensure their children arrive at school prepared to learn and on time
    • Encourage self responsibility
    • Support their child’s learning
    • Show an interest in their child’s learning
    • Help out when school activities require parents

Board of Trustees will:

    • Act as a good employer to all staff
    • Ensure strong & effective governance practices are implemented
    • Regularly monitor school expenditure in line with current year budget
    • Allocate funds to meet the school priorities so that student achievement is enhanced
    • Implement the 5 / 10-year property plan to ensure the school’s facilities provide a safe, healthy learning environment

Strategic Goal 1
All students will make positive gains in literacy and numeracy

 Strategic Aim 1:

  • National Standards progress is tracked and monitored effectively to ensure student progress is used effectively to support improved progress and achievement in student outcomes.

Strategic Aim 2:

  • All students are able to access the New Zealand Curriculum as evidence of achievement in relation to National Standards.

N.B.:  These strategic aims are very high level and don’t reference specific National Standards (reading, writing or mathematics) or year levels.  This level of detail is included in the annual plan and targets.

The Board are leaving this goal to the reasonable interpretation by the Baverstock Oaks Senior Leadership Team.  The Board will have three reports annually on student achievement across the school – February when annual targets are set, mid year and end of year.  There will also be specific areas reported on throughout the year.  See the BOT annual meeting schedule as well as the current Annual Plan and Targets for details.

Strategic Goal 2
Our graduate students will reflect the Baverstock Oaks School core values

Students will display the following attributes to show we value:

The Sense of Family and Learning Partnerships

  • Respectful relationships are paramount
  • Have a passion for learning
  • Actively contribute to all relationships

High Quality Learning Environment

  • Self motivated
  • Consistently succeed
  • Humility
  • Resilient
  • Perseverance

The Power of Thinking and Reflection

  • Students will develop a personal toolkit to enable them to approach life in a considered way
  • Use thinking and reflective processes to achieve success
  • Think about the effect of their actions on other people and the environment
  • Enhance relationships by using restorative practices

Questions, feedback and feed forward

  • The ability to ask questions to ascertain deep meaning
  • Display a curiosity about our world
  • Able to reflect on feedback given and plan actions forward
  • Able to give appropriate feedback and feed forward

The Diversity of our Community

  • Celebration of other cultures
  • Respect for own personal heritage
  • Understanding of other cultural traditions and ceremonies
  • A shared understanding of what it means to be a New Zealander
  • Celebration of diversity as our strength
  • Highly visible inclusive education opportunities

The Well Being of the Whole Person

  • An understanding of personal safety strategies and how to action these
  • Be aware of self care to enable them to live a full and balanced life
  • Being prepared to be challenged out of own comfort zone to enable growth and development
  • Positively accepting differences in others

Measures:  Board Members will be able to have personal affirmation that these are being developed by:

  • Discussions had with staff members
  • Discussions had with students
  • Trustees personal observations
  • School truant / stand down / suspension statistics
  • Annual attendance target data

Strategic Goal 3
To continue to develop sustainability practices school-wide

Sustainable waste management

Measures:

  • This is noted by a reduced cost in waste removal
  • Community education is evident leading to parental support
  • Reduced waste = clean school

Sustainable energy practices

Measures

  • More students walking to school
  • Greater parental support for walking school buses
  • Student annual report to BOT

Sustainable horticultural practices

Measures

  • This is noted by regular produce being available for sale / use
  • Board able to view gardens
  • Student annual report to BOT

Sustainable organisational practices

Measures

  • Systems and structures throughout the school at all levels
  • Distributed leadership & collaborative practices highly visible school wide
  • Regular reports to BOT
  • Ensure all property is reviewed in line with our new 10YPP and plans created to upgrade facilities
  • Effective systems of induction are implemented with students and staff to ensure they gain an understanding of their place in our organisation and find their place successfully
  • A collaborative environment is evident across the school in all areas of employment i.e. admin, property, paraprofessionals, teaching staff, leadership, Board of Trustees, to ensure sustainability of practice is maintained when staff move on.

Strategic Overview for School wide implementation 2016-2020

2016

  • Sustainable practices using collaborative structures
  • Growing self-managing and independent learners through movement

e.g. reflexes, PMP, Walking the walls, EOTC, In class movement, lunch time organised sport

2017/2018

  • Develop teacher capability to analyse, interpret and respond to a wide range of data to inform learning
  • Further develop student agency school wide
  • Develop mindsets around aspirational teaching – shift the bar from aiming for getting students to “At”
  • Deepen teachers’ knowledge and skill with ‘teaching as inquiry’
  • Maximise funding from alternative sources for development initiatives

2019/2020

  • Ensure we have the infrastructure and property modifications in place to deliver on our strategic priorities
  • Continue to develop deeper connections into our wider school community

• Through review identify and plan to enhance teacher capability and capacity in specific curriculum or skill areas