Enable all ākonga to know themselves as learners and empower them to be actively involved in their learning
Support our learners to identify their strengths and goalsDevelop active teaching and learning practices
Facilitate our learners to know what helps them in their learningUse student voice to inform our teaching practices and learning programmes
Promote a responsive and inclusive environment to support quality teaching and learning
Develop a shared understanding of positive behaviour for learning practices “The Roseneath Way”Differentiate our learning programmes to meet the varied needs of our learners
Ensure our teaching and learning environment enables all of our students to learn, contribute and participate
Empower ākonga, whānau, teachers and the wider community to participate in collaborative partnerships for learning
Develop flexible communication and collaboration opportunities with parents and familiesPrioritise collaboration opportunities that focus on our ākonga and their learning
Continue to strengthen the processes and approaches that support reciprocal relationships with our Roseneath whānauConduct all communication with our families and the wider community with professionalism, empathy and respect
 

2018

2019

2020

Enable all ākonga to know themselves as learners and empower them to be actively involved in their learning- Continue with goal setting family conferences
- Complete Learning Maps with target groups
- Begin to share our collective knowledge to define active teaching and learning practices
- Goal setting conversations include what actions will support the goal to be achieved
- Regular reflection of learning
- Students can identify the key people and tools that help them in their learning
- Development of a shared understanding of active teaching and learning practices
- Goal setting conversations include actions, and are based on utilising known strengths
- Learning Maps show developing learner agency
- Evidence of active teaching and learning practices in every day class programmes
Promote a responsive and inclusive environment to support quality teaching and learning- Positive behaviour for learning strategies are introduced (focus on outside contexts)
- Classroom and support programmes support learners with diverse needs
- Positive behaviour for learning strategies are further developed (focus on classroom contexts)
- Classroom and support programmes are differentiated to support learners with diverse need
- Positive behaviour for learning strategies are embedded across all school contexts
- Classroom and support programmes and the classroom environment enables all of our students to learn, contribute and participate
Empower ākonga, whanau, teachers and the wider community to participate in collaborative partnerships for learning- Work with staff to unpack how we communicate with community
- Develop flexible communication and collaboration opportunities with parents and families
- Work with families to review our communication efficacy
- Participate in the Kāhui Ako, building partnerships and working towards the goals in the Achievement Plan
- Continue to strengthen the processes and approaches that support reciprocal relationships with our Roseneath whanau
- Prioritise collaboration opportunities that focus on our ākonga and their learning.
- Collaborate with schools in the Kāhui Ako, building on collaborative partnerships and strengthening networks across schools, continuing to work towards the goals in the Achievement Plan
- Consult with the community to review our charter and strategic decision
- Take an active and reciprocal role within the Kāhui Ako, continuing to work towards the goals in the Achievement Plan