The TPS 2015 Charter represents the school's strategic plan over the next year. It aims to [1] enable each learner to achieve success and potential, [2] provide a positive and inclusive learning environment, and [3] maintain a culturally responsive school that respects diversity. The charter outlines strategic goals in national standards achievement, teaching practices, vision and values, and meeting learner needs. It establishes annual targets and improvement plans focused on literacy, numeracy, learning support, and innovative pedagogy.

1. Charter 2015

2. Contents:
Background: 2
TPS Vision & Values: 4
Strategic Goals: 5
2014 National Standards Summary: 5
Annual Plans & Targets: 7
Areas of Continuing Strategic Focus: 16
Analysis of Variance: 17

3. The TPS 2015 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 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 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 and Strategic Goals.
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 acknowledged. 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 give careful consideration to any request from parents to provide
instruction in Te Reo Maori, subject to the availability of resources and personnel.
March: 2015:
Charter Final
Draft
consultation and
Submission to
MOE
Dec 2014-Feb
2015: BOT
Charter Drafting
Nov-Dec 2014:
Staff & Board
Workshops
October 2014:
Community
Survey
Background

4. TPSVision&Values

5. StrategicActions
“Develop their capabilities as
active, independent learners
and inquirers, equipped with
the appropriate skills,
knowledge and learning
dispositions to enable them
to effectively;
Question
Plan
Discover
Share
Create
Reflect
“Experience a diverse, engaging range of personalised learning
opportunities across all areas of the New Zealand Curriculum”
“Finance: To maintain sound, sustainable financial planning, processes and sources of revenue to support the strategic direction of the school.”
“Property: To create and maintain a quality, modernised learning environment that is safe, functional & appropriately resourced to support and enhance learning.”
For all members of our learning community to:
“Be appropriately challenged and
supported to enable success and
realise potential.”
“Understand their rights and responsibilities of
respect for self, others and our environment”
“Work collaboratively, in partnership
with teachers, parents and learners, to
support successful learning outcomes.”
Strategic Goals
Implement effective, innovative, evidence-based
teaching and learning practices and personalised
learning pathways that are responsive to the
diverse needs of individual learners
Continue to develop and embed the TPS school
values as the basis for defining the rights,
responsibilities and positive relationships that
form the foundations of our learning community
Further develop learner-centred, learning-
focused and culturally-responsive partnerships
that celebrate diversity, involving and actively
engage all members of our learning community
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
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

6. 2014 National Standards Data - Summary
Well Below Below At Above
Below or
Well Below
At or
Above
Reading 1.6 6.9% 43.2% 48.3% 8.5% 91.5%
Writing 1.6% 20.5% 61.2% 16.7% 22.1% 77.9%
Maths 0.9% 8.5% 63.5% 27.2% 9.4% 90.7%
READING WRITING MATHS
Areasofstrength
Reading data as judged against National
Standards has remained high, with a very
small proportion judged ‘well below’
standard. 2014 results are broadly in line
with 2013 data (-2%).
Results analysis shows that there is no
statistically significant difference in
achievement by gender, and that both
Maori and Pasifika students is in line or
higher than achievement of other
groups.
The proportion of students judged to be
‘above’ the standard in reading is
significantly higher than in writing and
higher than in mathematics, with close to
half of all boys and all girls judged to be
achieving ‘above’.
Although comparatively lower than
results for maths and reading, writing
results remain relatively strong
compared with national and regional
results. 2014 results are marginally lower
than previous writing results for 2013 (-
4%), but remain in line with historic
trends since National Standards reporting
was first introduced.
Girls trend particularly well in writing,
with around 85% judged to be meeting or
exceeding the standard.
As with reading, proportions of students
judged to be ‘well below’ the standard
are very low.
Maths results show very positive
achievement trends, again with
consistency across gender and ethnicity.
Boys’ achievement is notably high at the
upper level, with 33% judged to be
‘above’ the standard overall.
An intervention targeting Y3 girls judged
to be at risk of being ‘below’ standard
appears to have been successful in
improved outcomes for the group.

7. Areasforimprovement
 Reading achievement improves in a
general cumulative trend related to
time at school, suggesting that support
and intervention in the first few years of
school should be prioritised.
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.
Writing continues to be an area for
development, with some high needs
learners and possible areas for further
development of teacher expertise in
writing identified in specific areas of
the school. Tailored support, guidance
and professional learning has been
identified for target areas.
Specific areas for improvement include
Y2, Y3 and boys’ writing overall
(particularly in the early developmental
stages of emergent writing)
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.
PlannedActionsforLiftingAchievement
Maintain existing programmes of
support to ensure achievement is
maintained
Target students identified as
consistently ‘below/well below’ the
standard, trialling models of in-class
teacher aide support
Continue with dyslexia PD and spelling
programmes to improve provision for
those with specific literacy needs
 Engage with Year 2 of writing contract
to continue building expertise
 Targeted support for teachers based on
2014 cohort writing data
 Expand ‘Accelerated Literacy Learning’
intervention for Year 2 to train 3-4 new
teachers across Y3 and 4
 Continue with dyslexia PD and spelling
programmes to improve provision for
those with specific literacy needs
 Explore supplements to classroom
programmes using
technology/software solutions for
writers experiencing significant,
ongoing barriers to progress and
achievement
 Continue with ‘Accelerated Learning in
Maths’ programme into Year 2,
continuing to support target groups,
including gender-specific groups as
required
 Expand ‘Accelerated Learning in Maths’
intervention for Year 2 to train 2 new
teachers across Y3 and 4

8. Annual Plans & 2015 Targets
Improvement Plan Domain: National Standards Achievement Date: Feb 2015
Related Strategic Goals: STRATEGIC GOAL 1: For all members of our Learning Community to be appropriately challenged
and supported to enable success and realise their potential
Annual Goal: Implement effective, innovative, evidence-
based teaching and learning practices and
programmes of support that are responsive
to the diverse needs of every learner
Annual Target: ‘At’ or ‘Above’ Standard (%)
Reading: 95%+*
Maths: 95%+*
Writing: 90%+*
*with no significant difference in achievement by
gender and/or ethnicity
Baseline Data - 2014:
Well Below Below At Above
Below or
Well Below
At or
Above
Reading 1.6 6.9% 43.2% 48.3% 8.5% 91.5%
Writing 1.6% 20.5% 61.2% 16.7% 22.1% 77.9%
Maths 0.9% 8.5% 63.5% 27.2% 9.4% 90.7%
Key Improvement Strategies:
When: What: Who: Indicators of Progress:
Term 1 2015 Reading/Writing/Maths – Class target
groups identified in reading, writing
and maths and action plans completed
Class
teachers
- Target groups identified and monitored on an
ongoing basis at Syndicate and Leadership level.
Term 1 2015 Writing – Professional Learning &
Development contract Year 2 (Team
Solutions)
SLT
Literacy
Leader
Whole staff
- Mid-year interim OTJ’s against the National
Standards for Writing
- Areas of good practice identified/promoted/shared

9. - Continuing observational feedback on quality and
consistency of writing programmes across the school
and development of programme guidelines
Term 1 2015 Accelerated Literacy Learning – Year 2 Literacy
Leader
- Target groups for accelerated learning identified.
- Curriculum and achievement action plans developed
- Model of in-class support in Year 3 for writing
Term 2 2015 Dyslexia Professional Learning &
Development
Whole staff - Continue to develop a consistent approach to
literacy programmes that takes into account the
needs of dyslexic learners
Term 1-4 2015 Improve consistency of writing and
spelling programmes across the school
SLT
Literacy
Leader
- Continue to develop the use of Sheena Cameron and
Joy Allcock Resources
- Develop guidelines for TPS writing programmes
- Shared approach evident in writing plans
Term 1 2015 Reading – Revisit TPS Reading
Programme guidelines to ensure
consistency of identified good practice
across all classes
SLT
Literacy
Leader
- Observation feedback
- Shared approach evident in reading maps
Term 1 2015 Maths - Accelerated Learning in
Mathematics – Year 2
ALiM Leader - Target groups for accelerated learning identified.
- Curriculum and achievement action plans developed
- Model of in-class support developed in Year 3 for
mathematics
Resourcing: Release and unit allocations for ALL and ALiM leaders. Dedicated staff and syndicate meeting time. Dyslexia PD
and support materials

10. Improvement Plan Domain: Meeting the Needs of Diverse Learners Date: Feb 2015
Related Strategic Goals: STRATEGIC GOAL 1: For all members of our Learning Community to be appropriately challenged
and supported to enable success and realise potential
Annual Goal: Implement effective, innovative, evidence-
based teaching and learning practices and
programmes of support that are responsive to
the diverse needs of every learner
Annual Target: Learners receiving support to
make accelerated progress
towards achieving At National
Standards.
Learners identified as Gifted
& Talented to experience
appropriate levels of
challenge
Baseline Data: Achievement data from Dec 2014/Feb 2015, GATE referral data administered by GATE Co-
ordinator in conjunction with anecdotal data gathered by Teacher and/or Parent
Key Improvement Strategies:
When: What: Who: Indicators of Progress:
Term 1 2015 Identify learners achieving below or well
below National Standards
Prioritise learners to receive Teacher Aide
support for their learning
SENCO
Teachers
Teacher Aides
RTLB
SLT
- Learners achievement progresses towards goals
set in Syndicate action plans and/or IEP and
monitored by teachers/syndicate teams/SLT
Term 1 2015 Document Individual Education Plans for
each learner receiving learning support
Terms 1 – 4
2015
Teachers schedule classroom timetables
so that identified learners receive both
learning support and classroom teaching
in their area of need
Teachers
Teacher Aides
SENCO
Read. Recovery
- Learners receive learning support which builds
upon the classroom programme, blending both
in-class and withdrawal programmes
Terms 1 - 4 2015 Professional development to up-skill
teachers so that support for learners is
Team Solutions
Facilitator
- Teachers are better able to cater for learners’
needs within classroom programmes, as

11. maximised during classroom programmes,
particularly in the learning area of Writing
School Literacy
Leaders
Teachers
SLT
evidenced by student achievement data and
observational evidence
Term 1-4 2015 Offer appropriate levels of challenge for
the most able learners
Te Toi Tupu
Facilitator
GATE
Coordinator
Teachers
SLT
Term 1- 4 2015 Identify and withdraw learners who
require extension beyond the classroom
programme to be catered through Gifted
and Talented programmes e.g. Future
Problem Solving, Philosophy for Children,
Otago Maths Problem Solving, Junior
Krypton Factor
GATE
Co-ordinator
Teachers
- Learners in FPS programme participate and
achieve in National FPS examinations
- Learners ability to use lateral thinking and
problem solving is extended where appropriate
through participation in specialist programmes
Term 2 2015 Implement supplementary GATE
enrichment programmes to offer a
broader range of curriculum areas
SLT
GATE
Co-ordinator
Teachers
- Teacher released to facilitate ‘Enrichment Days’
in specialist learning areas of the curriculum
Term 1 2015 GATE teachers attend and up skill teaching
approaches used in Gifted and Talented
extension programmes
Teachers - Teachers attended training in FPS and P4C
Resourcing: Gifted and Talented Coordinator, Teacher Aides, GATE PLD

12. Improvement Plan Domain: Pedagogy & Professional Learning Date: Feb 2015
Related Strategic Goals: STRATEGIC GOAL 1: For all members of our Learning Community to be appropriately challenged
and supported to enable success and realise potential
Annual Goal: Implement effective, innovative, evidence-
based teaching and learning practices and
programmes of support that are responsive to
the diverse needs of every learner
Annual Target: Online tools planned in to all
core and concept maps across
the school
Key Improvement Strategies:
When: What: Who: Indicators of Progress:
Term 1 2015 Establish ‘Innovative Pedagogies Team’
to inquire into and evaluate evidence
of effective curriculum design and
pedagogy, including ‘Modern Learning
Environments’
ICT Committee
Innovative
Pedagogy Team
SLT
- Leaders released to explore, evaluate and report
on effective practice in both our own and others’
learning environments
- Professional development on the use of key
online delivered to staff
- Innovative Pedagogies Leaders supporting
through modelling the potential applications of
online tools to facilitate learning
- Cloud-based solutions for teaching and learning
introduced for all Y6 learners via the Google
drive platform
Term 1 2015 Continue to promote the use of
eLearning tools to extend learning
beyond the classroom as part of a
model of blended 21st
Century
Pedagogy
Term 2 2015 Extend trial BYOD policy for older
learners and evaluate impact on
teaching and learning
Innovative
Pedagogies
Leaders &
Syndicate 6
- BYOD trial in place across all Year 6 classes and
evaluated for impact on teaching and learning
- BYOD Policy recommendations to BOT Term 3,
2015
Ongoing Continue to promote and facilitate
learner agency through programmes
that allow opportunities for goal-
SLT - Ongoing review of learning progressions across
the school

13. setting, self-directed inquiry and
learning preferences
Innovative
Pedagogies
Team
Teachers
- Consideration of programme design to allow
student choice
- Continuing evaluation of the impact of ‘20%
time’ for older learners
Resourcing: Dedicated staff meeting time. Unit allocations for 2 Innovative Pedagogies leadership roles, release time for
observations and school visits

14. Improvement Plan Domain: Vision & Values Date: Feb 2015
Related Strategic Goals: STRATEGIC GOAL 2: For all members of our Learning Community to understand their rights and
responsibilities of respect for self, others and our environment
Annual Goals: Continue to develop and embed the TPS school
values as the foundations for our learning
community
Annual Target: 1. To promote our school values
for all members of our Learning
Community
2. To ensure consistency in the
approach and philosophy that
forms the basis for
relationships within our
Learning Community
Key Improvement Strategies:
When: What: Who: Indicators of Progress:
Ongoing Promote the TPS School values to all
stakeholders
All staff Values highly visible in the school environment and
referenced where appropriate in promotional
material/newsletters/acknowledgements & events
Term 1 2015 Take proactive steps to ensure
clarity of expectations, rights and
responsibilities
All staff
Teacher ‘class contracts’
Principal visits to classes
Consistent Anti-bullying messages
Term 2/3 2015
Ensure a consistent approach to
behaviour management across the
school
All staff
Positive interactions guidelines and related policies
revisited with staff as part of beginning of year
orientation
Restorative practice training for whole staff
Consistent systems of positive reinforcement,
including certificates aligned with school values
Resourcing: Restorative practice PLD (grant application), printed certificates, online newsletter

15. Improvement Plan Domain: Learning Partnerships Date: Feb 2015
Related Strategic Goals: STRATEGIC GOAL 3: For all members of our Learning Community to work collaboratively, in
partnership with teachers, parents and learners to support successful learning outcomes
Annual Goals: Further develop learner-centred, learning-focused
partnerships that involve all members of our
learning community
Annual Target: 3. To promote our school values for all
members of our Learning
Community
4. To ensure consistency in the
approach and philosophy that
forms the basis for relationships
within our Learning Community
Key Improvement Strategies:
When: What: Who: Indicators of Progress:
Ongoing Effective, learning-focused
communication with parents
All staff Principal and SLT communications to parents
Information on events and initiatives published
Emails home from teachers
Website/social media content current
Continued review of parent/teacher and student-led
conferences
Term 1 2015
Introduce ‘Parent Portal’ online
platform for sharing information
between home and school
SLT
Online portal available to parents, including redesigned
report formats
Next phase of a drive towards ‘paperless’ systems of
communication introduced via smartphone apps
Term 2/3 2015
Review current Home Learning
expectations to ensure consistency
and clarity for parents
SLT
Teachers
BOT
Parents kept well informed about home learning
expectations and areas of focus by all teachers
Policy reviewed, with input from all stakeholders
Homework information available online
Resourcing: eTap Student Database ‘Parent Portal’ and associated apps. ‘How you can help at home’ links and materials
introduced online

16. Improvement Plan Domain: Curriculum Development Date: Feb 2015
Related Strategic Goals: STRATEGIC GOAL 4: For all members of our learning community to experience a diverse range of
learning experiences and opportunities across all areas of the New Zealand Curriculum
Annual Goals: Maintain an engaging, balanced and
culturally-responsive curriculum that is
responsive to the diverse needs of every
learner
Offer a broad range of opportunities for
extra-curricular activities
Annual
Target:
5. Curriculum overview in place to
ensure coverage
6. Establish curriculum teams to
facilitate support and guidance
for teachers as appropriate
7. Continue to promote and
facilitate a broad range of extra-
curricular opportunities
Key Improvement Strategies 2015:
What: Who: Indicators of Progress:
To implement 3-year curriculum overview Mapping Team
SLT
Curriculum
Teams
Curriculum
Team Leaders
- Concept map alignment with curriculum overview
- Team leaders to involve all staff members in specific
curriculum teams and mapping of learning experiences
Resources and guidance available to teachers to support learning
programmes and opportunities across the curriculum, including
The Arts, Science, Physical Education, Social Sciences, Technology
and elearning.
Review existing resources in non-core
curriculum areas, including both physical and
digital resource bank
Involve curriculum leaders and teams in
mapping (planning) process
Continue to promote opportunities for extra-
curricular activities
Associate
Principal
Range and balance of clubs and activities available across the
school
Resources: Unit allocations for leadership roles, curriculum budget areas, curriculum mapping software and release where
appropriate

17. Other Areas of Continuing Strategic Focus
Enviro
- Involve learners in deciding what environmental actions should be considered at school
- Involve all classes in developing their own projects to enhance the school environment as part of a whole-school process
- Continue to liaise with ‘Neighbourhood Network group
- Reflect Maori perspectives in enviro work at our school - Continue to develop and build upon our Travelwise initiatives
- Foster a sense of whanaungatanga in our school and wider community, making connections with our local community, identity and
heritage within the Waitakere ranges in relation to the concept of tūrangawaewae
Te Reo Me Tikanga Maori
- Continue to develop expertise through in-school leaders
- Embed Te Reo in each subject area map
- Coordinate key vocabulary focus across the school, linked with concept
- Continue to build and foster a sense of whanaungtanga through the application of our ‘connected’ school values statements
- Continue to make explicit connections between our ‘respectful’ value statements and enviro initiatives based on concepts of
kaitiakitanga
- Explore opportunities to make links in order to foster productive partnerships with parents, whānau, hapū, iwi, and communities
- Continue to align learner agency initiatives with the underlying concept of Ako, as stated in our school motto “Ako Tahi”

18. Analysis of Variance
Focus Area: Reading
Strategic Goal: Continue to develop and enhance learner achievement
Annual Goal: Accelerate progress of students performing ‘below’ or ‘well below’ the National Standard in reading
Baseline Data:
Well Below Below At Above
Below or
Well Below
At or
Above
Reading 1.6 6.9% 43.2% 48.3% 8.5% 91.5%
Targets (2014): 95% of students ‘At’ or ‘Above’ Standard (with no significant difference in achievement by gender and/or ethnicity
Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why
did it happen?)
Evaluation (where to next?)
All documented actions for
2014 implemented,
including identification of
target groups, ongoing
monitoring, programmes of
support and targeted PLD
Achievement target not yet
achieved – marginally below
target
Gender and ethnicity targets
achieved
Students in the first 2 years of
school results show a significant
proportion of student below the
standard, as judged by interim
and Overall Teacher Judgement.
Interventions were targeted
predominantly at writing,
although Reading Recovery
showed gains for high needs
students
Renew focus on consistency of
reading programmes and ongoing
monitoring
Evaluate model of in-class support,
and maintain existing teacher aide
support at current levels

19. Focus Area: Writing
Strategic Goal: Continue to develop and enhance student achievement
Annual Aim: Accelerate progress of students performing ‘below’ or ‘well below’ the National Standard in writing
Baseline Data:
Well Below Below At Above
Below or
Well Below
At or
Above
Writing 1.6% 20.5% 61.2% 16.7% 22.1% 77.9%
Target (2014): 90% of students ‘At’ or ‘Above’ Standard (with no significant difference in achievement by gender and/or ethnicity
Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why
did it happen?)
Evaluation (where to next?)
All documented actions
for 2014 implemented,
including identification of
target groups, ongoing
monitoring, programmes
of support and targeted
PLD
Achievement target not met,
with a margin of 12.1% yet to
be achieved
Ethnicity targets met
Gender results continue to
show boys achieving at lower
levels that girls
The first year of our intensive
writing contract focused
predominantly on needs analysis
for teacher PLD. Evidence shows
inconsistency in terms of
pedagogy and programme
design, in addition to areas of
teacher need in terms of writing
PLD.
Implement 2nd
year of writing PLD
contract, shifting focus onto
defining best practice, sharing and
modelling effective strategies and
supporting professional learning
for individual teachers as required.

20. Focus Area: Mathematics
Strategic Goal: Continue to develop and enhance student achievement
Annual Aim: Accelerate progress of students performing ‘below’ or ‘well below’ the National Standard in mathematics
Baseline Data:
Well Below Below At Above
Below or
Well Below
At or
Above
Maths 0.9% 8.5% 63.5% 27.2% 9.4% 90.7%
Target (2014): 95% of students ‘At’ or ‘Above’ Standard (with no significant difference in achievement by gender and/or ethnicity
Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why
did it happen?)
Evaluation (where to next?)
All documented actions for
2014 implemented, including
identification of target
groups, ongoing monitoring,
programmes of support and
targeted PLD
Achievement target not met,
with 4.3% yet to achieve
Ethnicity target achieved
Gender results continue to
shows girls performing
marginally below boys
Results are close to target.
Results indicate that the first
two years of school show
slightly lower achievement
overall relative to later year
groups, which fits with historic
data
Continue to develop ALL
programme of support
Focus on monitoring and
supporting as required in Y1/2
Maintain existing programmes of
support

21. www.titirangi.school.nz