The purpose of a school charter is to establish the mission, aims, objectives, directions and targets of the board that will give effect to the Government’s National Education Guidelines and the Board’s priorities, aligned with our School Vision & Values. Our Charter gives details on the strategic direction of our school, and reflects the Board's aims for our school.

1. Charter 2015

2. Contents:
 Section 1: Strategic Plan 2016-2018
Background: 3
TPS Vision & Values: 4
Strategic Goals: 5
Strategic Direction 2016-2018: 6
 Section 2: Student Achievement
2015 National Standards Achievement: 8
 Section 3: Annual Plans 2016
Annual Plans & Targets: 12

3. 1. Strategic Plan 2016-2018

4. The TPS 2016 Charter represents the next steps for our learning community as we continue to strive to enable each
learner to explore their potential and achieve personal and academic success across the New Zealand Curriculum.
The Titirangi Primary School Board of Trustees is committed to meeting all statutory obligations and giving effect to the
National Education Guidelines through the implementation and ongoing self-review of policies, plans and programmes,
including those for curriculum, assessment and staff professional development. The Board aims to provide a positive,
inclusive, emotionally and physically safe environment for all. The foundations of this are our Policy framework and
processes of self-review, underpinned by our school values, which act as a ‘mission statement’ and articulate
expectations, aspirations, rights and responsibilities for all members of our learning community. They inform all aspects
of life at our school, including our Charter, Strategic Goals, Annual Plans, resourcing priorities and self-review
processes.
We are committed to maintaining a culturally-responsive environment within our learning community, in which
multicultural diversity, individuality, identity and cultural heritage are respected, affirmed and celebrated. We
recognise that Te Reo Maori is particularly unique to New Zealand and is integral to our bi-cultural heritage in relation
to the history and context of the Treaty of Waitangi. Our implementation of Te Reo a Tikanga Maori aims to make
provision across the curriculum and at all year levels as a routine and regular part of the classroom programme and
wider cultural life of the school. The Board of Trustees undertakes to make all reasonable efforts to provide instruction
in Te Reo Maori where requested by parents, subject to the availability of resources and suitably-qualified personnel.
Through our strategic aims and priorities, we aim to put into action our school whakatauki of Ako Tahi: Learn Together
in continuing to strengthen and build our caring, inclusive and collaborative learning community as a place in which
every learner can thrive and realise their potential.
March: 2016:
Charter Final
Draft
consultation and
Submission to
MOE
Dec 2015-Feb
2016: BOT
Charter Drafting
Year End Data
Analysis &
Reporting
Nov-Dec 2015: Staff
& Board
Workshops
Whanau Maori Hui
Mid-year Data
Analysis &
Reporting
Ongoing Board
Reporting
October 2014:
Community
Strategic Goals
Consultation
Background

5. OurVision&Values

6. Culture-----------
 Environment ---------
“To create and maintain a quality, modernised learning environment that is safe,
functional & appropriately resourced to support and enhance learning”
 Resourcing --------
“To maintain sound, sustainable financial planning, processes and sources of
revenue to support the strategic direction of the school”

7. Strategic Direction & Key Success Indicators 2016-2018
National
Standards 2016 2017 2018
Maths: 94% ‘At’ or ‘Above’ Standard (33% ‘Above) 95% ‘At’ or ‘Above’ Standard (35% ‘Above) 95% ‘At’ or ‘Above’ Standard (37% ‘Above)
Read: 93% ‘At’ or ‘Above’ Standard (54% ‘Above’) 95% ‘At’ or ‘Above’ Standard (56% ‘Above’) 95% ‘At’ or ‘Above’ Standard (58% ‘Above’)
Write: 85%‘At’ or ‘Above’ Standard (26% ‘Above’) 87%‘At’ or ‘Above’ Standard (28% ‘Above’) 89%‘At’ or ‘Above’ Standard (30% ‘Above’)
Culture
 Review and enhancement of learning support and
extension (GaTE) programmes for students with
specific barriers to achievement
 Continued development of modern, innovative,
evidence-based teaching and learning approaches
through ongoing professional inquiry and learning
 Review of in-class learning support and extension
(GaTE) provision for students with specific
barriers to Evaluation and sharing of modern,
innovative, evidence-based teaching and learning
approaches in Innovative Learning Environments
 Ongoing evidence-based review of all tiers of
learning support and GaTE provision
 Innovative Learning Practise model defined and
consistently implemented across all levels of the
school, based on evidence of impact and learning
outcomes
 Embedding of teacher-led, evidence-based
appraisal, professional inquiry & reflection,
coaching and performance management systems,
based on learning outcomes for students, student
‘voice’, the Practising Teacher Criteria & Tātaiako
 Whole-school professional peer coaching and
teacher-led appraisal
 Language of Growth Coaching integrated in the
school values
 Student Growth Coaching accreditation for peer
training within and across schools
 Introduction of multi-cultural calendar
 Further embedding of the school values in all
aspects of school life
 Strengthen student-centred partnerships through
improving links and communication with parents,
families, whānau and iwi
 Bi-annual whole-school Powhiri
 Introduction of bi-lingual signage around school
 Development of parent communication app
 Sharing of learning via google platform in BYOD
classes
 Promotion of online home learning opportunities
 Exploring kaumātu association for the school
 Focus on productive partnerships and relationships
for learning, based on Ka Hikitia
 Student council-led systems for gathering student
voice on areas of strategic importance
 Upgrade and introduction of customised etap
Parent Apps
 Sharing of learning goals and progressions via
google platform
 Home/school learning partnership via a range of
online tools
 Kaumatua associated with key school events and
strategic self-review process
 Linking student voice feedback to Ka hikitia
dimensions of;
- Ako
- Identity, language and culture count
- Productive partnerships
 Parent communications apps well established
with full functionality
 School Values review & community consultation.
2019-2021 Strategic Goals consultation
 Parents, family and whanu actively engaged with
google platform for collaborative learning and
home learning activities
 Established Kaumatua links with the school and
wider community
 Ka Hikitia well embedded and incorporated into
teaching & learning and school life
------------------------------BOT inclusion and cultural responsiveness self-review: Ka Hikatia, Pasifika Success, Haute and Success for All------------------------------------------

8.  Review of curriculum planning and
implementation, supported by enhance extra-
curricular opportunities and a ‘Thinking Skills’
curriculum
 Continued development of authentic student
agency over goal-setting and teaching & learning
 Whole-school approach to Restorative Practise for
collaborative problem-solving and conflict
resolution
 Across-school collaborative practice, sharing and
development of leadership skills through
implementation of Kotuitui Community of Learning
 Curriculum Mapping review and planning
software upgrade
 Students as leaders of learning, with improved
agency over learner pathways
 All staff and peer mediators utilising Restorative
Practise for mediation
 Kotuitui Network implementation, systems and
structures embedded
 Student voice incorporated into BOT self-review
processes
 Whole school restorative approach well-
embedded into school systems and culture
 Kotuitui network supports systematic within and
across-school collaborative learning. Enhanced
opportunities for leadership and professionsl
career pathways
Environment
 Purchase of Chromebook suite for Y4 and ipads for
Y3 learning support
 Transition to Google learning
 platforms for whole staff and students in Y5/6
 Introduction of BYOD Policy in Y6 and Y5 trial
 Lease rollover upgrade for Computer suite
 Google platform to support learning in Y4-6
 Focus on thinking tools for digital inquiry
 Possible extension of BYOD Policy to include Y5
 Replacement of Junior School tablet devices
 Review and upgrade of Chromebooks and ICT
provision in classrooms across the school
 Thinking tools for digital inquiry developed and
embedded school-wide
 Review of Junior School & BYOD ICT Strategy
Strategic Property Vision Development & Implementation
Creating colourful, inspiring and creative spaces to support, facilitate and enhance teaching, learning, inquiry, creativity & collaboration
 Phase 1 implementation of Property Plan, trialling
flexible learning environment spaces in Rms 1-3
 Staff, community and student MLE design
consultation & feedback
 Lower field playground development &
enhancement of outdoor play spaces
 Introduction of property ‘wish-list’ for budgeting
and prioritisation of discretionary funding from
grants
 Phases 2-4 of Property Plan and MLE classroom
upgrade
 MLE design feedback incorporated into property
planning
 Further enhancement of outdoor spaces for play,
learning and development of ‘Key Competencies’
 School Field restoration
 Development of bush outdoor learning space
 Student cooking facilities completed to support
introduction of ‘Garden to Table’
 Final Phases of Property Plan and MLE Upgrade
 Admin, library & shared staff spaces upgrade
 Pool changing facilities upgrade
 Solar panelling
 Bush running/walking track
 A broad and engaging range of outdoor spaces to
support play, learning and community
relationships
 Community engagement with whole-school
‘Garden to Table’ initiative
 Stage 1 of ‘Beyond GreenGold’ Enviro-school status
 Student recycling project
 Continuation of travelwise initiative
 Stage 2 of ‘Beyond GreenGold’ Enviro-school
status
 Introduction of Garden to Table
 Stage 3 of ‘Beyond GreenGold’ Enviro-school
status
 Children as kaitiakia
Resourcing
 Implemention of Finance Policy
 Complete ancillary staffing restructure
 Admin area front desk alterations
 Sourcing of grants & sponsorship
 Community of Learning staffing, funding & roles
and responsibilities in place
 Evaluation of ancillary staffing model
 Initial planning of 150th
alumni project
 Established and reliable streams of revenue,
including fundraising, sponsorship, grants and
donations

9. 2: Student Achievement

10. National Standards Achievement Data 2015 – Reading, Writing & Maths
“Well Below”
Standard
“Below”
Standard
“At”
Standard
“Above”
Standard
Below or
Well Below
At or
Above
Maths (2015) 1% 7% 56% 36% 8% 92%
Reading (2015) 1% 8% 37% 54% 9% 91%
Writing (2015) 1% 15% 59% 24% 16% 83%
2010 2011 2012 2013 2014 2015
85%
79% 81% 81% 78%
83%
89% 85%
93% 93% 91% 91%
89% 85%
93% 93% 91% 92%
%AtorAboveStandard
Year Ending
Titirangi Primary School National Standards OTJ Data 2010-2015
Writing
Maths
Reading

11. Gender & Priority Groups Baseline Data
Gender
Reading Writing Mathematics
Well
Below
Below At Above
Well
Below
Below At Above
Well
Below
Below At Above
Boys 2% 8% 38% 52% 2% 21% 55% 21% 0% 6% 54% 40%
Girls 0% 7% 36% 57% 0% 8% 64% 28% 2% 9% 58% 31%
Maori Achievement
(31 Students)
Well Below Below At Above
At &
Above
Whole School
Variance from
Whole School
Data
Reading 1 (3%) 3 (10%) 10 (32%) 17 (55%) 87% 91% -4%
Writing 2 (6%) 5 (16%) 18 (58%) 6 (19%) 77% 83% -6%
Mathematics 2 (6%) 1 (3%) 15 (48%) 13 (42%) 90% 92% -2%
Pasifika
Achievement
(12 students)
Well Below Below At Above
At &
Above
Whole School
Variance from
Whole School
Data
Reading 0 2 (17%) 6 (50%) 4 (33%) 83% 91% -8%
Writing 0 2 (17%) 7 (58%) 3 (25%) 83% 83% =
Mathematics 0 1 (8%) 7 (58%) 4 (33%) 91% 92% -1%
Asian Achievement
(33 Students)
Well Below Below At Above
At &
Above
Asian
Whole School
Variance from
Whole School
Data
Reading 2 (6%) 3 (9%) 14 (42%) 14 (42%) 84% 91% -7%
Writing 3 (9%) 4 (12%) 18 (55%) 8 (24%) 79% 83% -4%
Mathematics 0 2 (6%) 14 (42%) 17 (52%) 94% 92% +2%

12. National Standards 2015 Data - Commentary
Areas of Strength::
Achievement in Reading, Writing and Mathematics, as judged by National Standards OTJ is;
• Significantly above the national average for National Standards achievement
• Slightly above the average achievement nationally of comparable Decile 10 schools
When compared with National data;
• Nationally, achievement is strongest in Reading, followed by Maths then Writing. TPS is marginally stronger in Maths, followed closely (1% difference) by
Reading, then Writing
Gender and Priority Groups;
• Proportionally, the gender gap in achievement between boys and girls is lower in all subjects than at the national level
• There is a similar pattern of variability in National Standards achievement by year level at TPS as at the national level
• The achievement gap for Maori and Pasifika students is significantly lower at TPS than at the national level (and subject to variability due to relatively low
numbers of students identifying with Maori or Pasifika ethnic heritage
• Students identifying with Asian heritage have a broadly similar achievement profile when compared to the whole school population, although with a -7%
variance in Reading
When compared with TPS data for 2014;
• + 4% increase in students judged to be ‘Above Standard’ in Reading
• + 7% increase in students judged to be ‘Above Standard’ in Writing
• + 4% increase in boys at or ‘Above Standard’ in Writing
• + 4% increase in students judged to be ‘Above Standard’ in Maths
READING WRITING MATHS
Achievement in reading, as judged by National
Standards OTJ, has remained very high, with a
relatively small proportion judged ‘below’
standard, and a negligible % judged to be ‘well
below’. Effective 1st, 2nd and 3rd tier learning
support programmes and systems of
monitoring are in place for all students judged
to be below and well below standard, based
on identified needs.
Results analysis shows that there is no
statistically significant difference in reading
achievement by gender. (+/- 3%)
Although comparatively lower than results for maths
and reading, writing achievement, as judged by
National Standards OTJ, remains strong compared
with national and regional results, and indicates a
5% increase of students judged to be ‘at’ or ‘above’
standard when compared to 2014 data.
Results analysis shows that girls perform particularly
well in writing (92% judged to be ‘at’ or ‘above’
standard.
A relatively small cohort of students who identify as
Asian perform particularly strongly, with 93% judged
to be ‘at’ or ‘above’ standard*
Maths results show very positive achievement trends,
again with a broad consistency across gender and
ethnicity and 36% of students judged to be ‘Above
Standard’ in maths
Boys generally perform strongest in achieving an ‘above’
standard judgement in maths(41%), with positive results
also for Maori (50%), Asian (67%) and ‘other’ ethnicities
(80%)*
(*Relatively low sample sizes should be noted for all
data relating to non-European ethnicities and may
account for some statistical variance)

13. The proportion of students judged to be
‘above’ the standard in reading is high, with
over half of all boys and all girls judged to be
achieving ‘above’ standard. This trend is also
reflected in a high proportion of Maori (60%),
Pasifika (33%), Asian (42%) and ‘other’
ethnicities (43%) judged to be ‘above
standard’*
Areas for Improvement:
Although numbers of students are not
particularly high, acceleration programmes
may be required for students who are
continuing to make progress, but remaining
below the standard for successive academic
years
The high statistical significance of non-
European ethnicities requires ongoing
monitoring of individuals and groups in need
of support
Where to Next?
 Writing continues to be an area for development,
as student achievement can take a more sustained
effort to improve
The high statistical significance of non-European
ethnicities requires ongoing monitoring of
individuals and groups in need of support
While no significant year levels or ethnicities emerge
from the data for targeted improvement and
proportions below are broadly consistent across
demographics, a lower proportion of girls overall are
judged to be ‘above’ the standard for maths (31%)
The high statistical significance of non-European
ethnicities requires ongoing monitoring of individuals
and groups in need of support
 Ongoing review of existing programmes of
support and monitoring of Individual
Education Plans to ensure achievement is
maintained
 RTLB Support as required where specialist
expertise may benefit student
achievement
 Ongoing Syndicate Inquiry relating to
target students identified as consistently
‘below/well below’ the standard
 Expand upon use of assistive technologies
and software aimed at supporting learners
with identified dyslexic tendencies
 Continue to focus on building evidence-based
practices in teaching writing
 Ensure consistency of delivery of effective writing
programmes
 Improved differentiation in writing programmes to
cater for diverse needs
 Focus on student engagement in writing,
particularly for boys
 Continue with ‘Accelerated Learning in Maths’
programme in Y3, continuing to support target groups,
including gender-specific groups as required

14. 3: Annual Plans 2016

15. Annual Plans
Strategic Actions
Term 1 Term 2 Term 3 Term 4
Success Indicators
2016 TPS National
Standards Targets:
Reading: 93% of students ‘At’ or ‘Above’ the National Standard*
Writing: 85% of students ‘At’ or ‘Above’ the National Standard*
Maths: 94% of students ‘At’ or ‘Above’ the National Standard*
(*with no significant difference in achievement by gender
and/or ethnicity)
ACHIEVERS
“Implement effective, innovative,
evidence-based teaching and learning
practices and programmes of support
that are responsive to the diverse
needs of every learner”
Extend provision of assistive technologies within
the classroom to support literacy achievement
o Increased provision of STEPs programme for dyslexic learners
o Targeted school-wide use of Clicker,Word Q & STEPS software as
assistive tools for writing
Ongoing Syndicate-led Inquiry into meeting the
needs of priority learners
o Syndicate National Standards goals
o 4 Minute Walkthrough professional reflection
o Ongoing monitoring, professional reflection and collegial sharing of
effective practise
o Further development of Writing Programme Implementation Guidelines
Review student writing
progressions
o Reviewed Writing Progressions, based on 2016 Writing PLD Inquiry
Y3 ALiM Maths intervention o Continue targeted maths acceleration for identified Y3 priority learners
Further development of both in-class and
withdrawal GATE provision
o Complete school register of G&T learners across all domains
o Continuation of FPS (Y5 & 6) & P4C (Y1/2 & Y3/4)
o Introduction of FPS ‘Stepping Stones’ programme
o Inclusion of further GATE enrichment days in a range of curriculum areas
Continue to explore 21st Century learning tools
(online, collaborative etc)
o Introduction of Google platform schoolwide for staff and students
o Integration of Hapare learning management software for Years 5 & 6
o Selected mapping links and resources for Concept maps
Trial BYOD in Y5 and continue to blend a balance
of traditional and digital literacies for older
students
o 90% + of BYOD participation in Y6
o 60% + of BYOD participation in Y5
o Evidence and evaluation of student output in a range of digital and
‘traditional’ media
Teacher-led appraisal against Practising Teacher
Criteria
o Teacher reflective journals
o Teacher PTC Evidential Portfolios
o Coaching training for all appraisers applied in practice
Inclusion of student feedback in
lesson evaluation and staff appraisal
o Evidence of student input in planning and lesson evaluation
o Student voice surveys as evidence for staff appraisal

16. RESPECTFUL
“Continue to develop and embed the
TPS school values as the foundations
for our learning community”
Link school values to Enviro-school
status across the school
o Use of student enviro-leader to articulate ‘Respect’ for our environment
across the school
Explicit use of Maori translations for each of the
values (eg: 'Manaakitanga' for Respect)
o Students more familiar with terminology
o Concepts visible and promoted across the school
Integrate values with 'Restorative Practice' for
behaviour management
o Students actively engaged in a process of dispute resolution
o Training of peer mediators in basic restorative practise
o All staff familiarised with ‘Positive Interactions’ guidelines
o Restorative practise prompts and posters available to staff
‘Unpacking’ of the values and how they relate to
everyday learning experiences for learners
o Children able to articulate how learning ‘feels’
o Development of visual reference points for classroom display
o A shared ‘language of learning’ used in class to assist with the
development of metacognitive strategies
CONNECTED
“Further develop learner-centred,
learning-focused and culturally-responsive
partnerships that celebrate diversity,
involving and actively engaging all
members of our learning community”
Explore Iwi links/Kaumatua association with the
school o Iwi/Kaumatua invited and introduced to the school community
Introduce Term 1
Pōwhiri for new staff
and students
Introduce Term 3
Pōwhiri for new staff
and students
o Concepts visible and promoted across the school
Marae visit for Y5
students during EOTC
week
o All Y5 students participated in Marae visit
Compile data on parent occupations/expertise
and sources of local knowledge as potential
learning resource to support teaching & learning
o Collated list of parent occupations to be accessible to staff
Inquiry phase of students as coaches, linked to
TuakanaTeina concept o Tuakana Teina links with all classes. Y6 Coaching model evaluation

17. WELL-ROUNDED
“Maintain an engaging, balanced
range of curricular and extra-curricular
opportunities that are responsive to
the diverse interests and cultural and
academic needs of all members of our
learning community”
Mapping software review o Software alternative trial evaluated by Syndicate 6
Maintain a quality programme of extra-curricular
opportunities
o Collect student voice on possible additions and improvement to current
extra-curricular provision
Implement school-wide mutli-cultural calendar
o Major cultural festivals and significant dates acknowledged within all
classes as part of a coordinated strategy
THINKERS
“Facilitate, celebrate and promote
opportunities for all members of our
learning community to develop
increasing agency over their own
learning through the development of
thinking skills and collaborative,
inquiry-based learning”
Continued development of opportunities for
authentic student voice and agency
o Learner experience increasing agency over their own learning
o Students involved more actively in making decision that lead to school
projects and developments
o Teacher assessment of student voice progressing from ‘consultation &
participation’ towards ‘activism & leadership’
Development of a whole-school thinking skills
curriculum
o Thinking skills Curriculum introduced to all classes
o Common ‘thinking tools’ integrated into classroom programmes
o Trial SOLO Taxonomy in selected Senior/Junior classes

18. ENVIRONMENT
“To create and maintain a quality,
modernised learning environment
that is safe, functional &
appropriately resourced to
support and enhance learning”
Development and
implementation of
strategic Property
Vision
o Whole school master plan approved by BOT
o Begin Phase 1 of MLE Upgrade, with regard to the school’s heritage and
character
Consideration of development of key outdoor
resources and spaces
o Costing and consideration by the board of pool/pool area/bush
areas/shade & communal areas
o Further development of outdoor play opportunities
RESOURCING
“To maintain sound, sustainable
financial planning, processes and
sources of revenue to support the
strategic direction of the school”
Implement Finance
Policy framework
o Finance policy approved by BOT
Ongoing revenue planning for sponsorship/grants
o Further development of BOT Revenue plan
o Continuing community communication around family contributions and
fundraising goals
Staffing
Review
o Ancillary staffing reviewed based on needs of students and existing
resources
Explore alumni opportunities o Sesquicentennial (150th
) initial alumni discussions underway

19. www.titirangi.school.nz