Te Tūtohinga me to Mahere ā-Tau 2026 - 2028

Our Current Strategic Plan 2026 - 2028

Te Tūtohinga me te Mahere ā-Tau 2026-2028

Charter and Annual Plan 2026-2028

Ngā Ihirangi │Contents…………………………………………………………………………………………………………….. 2

Tō mātou kura | Our school………………………………………………………………………………………………………… 3

Tō mātou wawata, ō mātou uara, ō mātou whakapono │ Vision, values and beliefs ……………………………… 4

Ā mātou kaupapa matua rautaki │Strategic Priorities 2026………………………………………………………………..5

Mahere Rautaki 2026-2028 │ Strategic Plan 2026-2028…………………………………………………………………. 7

Mahere ā-Tau 2026 │ Annual Plan 2026 ……………………………………………………………………………………….21

Ngā Tōtohu Kauneke │ Progress Indicators…………………………………………………………………………………….22

Tā mātou whakamahi i te reo Māori │ Our use of te reo Māori

As part of our commitment to becoming a bilingual kura, we are using te reo Māori terms for our key concepts and people. Throughout this document you will see

ākonga students

whānau family, extended family

hapori community

kaiāwhina ākonga support

kaimahi staff

kaiako teachers

kaimanaaki learning advisors

mātāpono principles

Tō matou kura | Our school

He kura auraki Te Kura o Tawhero ki te hāpori o Tawhero ki te taone o Whanganui. Kei tētahi taha te awa o Whanganui, kei tērā atu taha Te Kaihau-ā-Kupe. I huaki te kura i te tau 1934. Ka whakapapa te nuinga o ngā tamariki ki te awa o Whanganui me nga marae maha o te iwi. Ara, no ngā hau e wha etahi tamariki hurinoa i te Ao, mai i nga motu o te Moananui-ā-kiwa tae atu ki whenua nui o Inia. He kura o te toane tēnei hei whakakōtahi ai te tangata kei raro i te whakaaro nui o te aroha tētahi ki tētahi, ahakoa ko wai. ‘E rere kau mai te awa nui mai I te Kāhui Maunga ki Tangaroa, ko matou te Awa ko te Awa ko matou.

Tawhero School is a U4 contributing school that is situated in the suburb of Tawhero in Whanganui. Our school is placed very near Te Kaihau a Kupe, where our beautiful river meets the sea. We have 162 students with 89% Māori, 7% Pasifika and we have several other nationalities world. Tawhero School is a U4 full Year 0-8 school that is situated in the suburb of Tawhero in Whanganui. Our school is placed very near Te Kaihau a Kupe, where our beautiful river meets the sea. We have 162 students with 89% Māori, 7% Pasifika and we have several other nationalities from all over the world.

We have seven classrooms. We have a satellite class which comes under the umbrella of Arahunga Special School work inclusively with staff and students. The school is also the lead school for the RTLB Cluster 25 and the lead school for the RTLit Resource Teacher of Literacy. We also have a Pasifika Early childhood centre on site. We take part in health promotion practice through; Healthy Lunches in Schools, Fruit in Schools, Breakfast in Schools, Duffy Books, Healthy Active Learning run by Sport Whanganui and are in the very early stages of becoming an ECO school. We are a member of the Takitini Kāhui Ako.

Tō mātou wawata | Our vision

Mauria te pono Believe in yourself

We want our ākonga to reach their full potential in everything they do, by believing in themselves. That means putting our tamariki at the centre of everything we do in providing them with a positive learning environment that is responsive to the physical, academic, cultural, social and emotional growth of each tamaiti.

Ō mātou uara │ Our values

At Tawhero, Aroha, Whakapono and Tumanako are demonstrated by our actions that we:

• put the success of our ākonga at the forefront of everything we do

• respect each other, ākonga, their whānau and our partner organisations

• see strength in diversity

• celebrate innovation and success

• communicate openly and honestly

Ō mātou whakapono │ Our beliefs

Our planning is guided by three core beliefs:

Ensuring ākonga are at the centre of everything we do

This is the theme connecting every aspect of our planning. We at Tawhero have high aspirations for all ākonga and support this by working with whānau, community in designing and delivering education that responds to their needs, identity, language and culture.

Living Te Tiriti o Waitangi │The Treaty of Waitangi

Tawhero School acknowledges Te Tiriti o Waitangi as Aotearoa New Zealand’s founding document and the basis of a mutually beneficial relationship between Māori and the Crown. We place our work in the context of the Treaty principles.

Delivering high-quality, future-focused teaching and learning

This is our core role. We are part of an educational system working to strengthen systems, structures and practices to address and support learning needs for all ākonga in the 21st century.  

Tawhero School Board of Trustees has identified five strategic whenu (strands) that represent what we want to achieve 2023-2025. Within each whenu we have identified strategic priorities that explain how we intend to do this and the key work streams that contribute to each priority. Some work streams contribute to more than one strategic priority just as some strategic priorities may contribute to more than one whenu. However, at the centre of all of this is authentic, inclusive and personalised learning that ensures we put ākonga at the centre of everything we do. Our strategic whenu, priorities and key work streams are explained in more detail below.

POIPOI - NUTURE

Nurturing climate-conscious kirirarau (citizens) of a bicultural Aotearoa New Zealand

Becoming a bilingual school

Moving towards becoming a bilingual school is one of the keyways in which Tawhero School can give effect to the principles of Te Tiriti o Waitangi. We are committed to delivering Te Rautaki Reorua Te Rautaki Reo Rua , our Bilingual Strategy, to contribute to the revitalisation and sustainability of te reo Māori. The public sector also has obligations under Te Ture mō Te Reo Māori 2016 to deliver the Maihi Karaunga strategy for Māori Language Revitalisation. We also refer to Te Hurihanganui Te Hurihanganui , Poutama Reo Poutama Reo, Tau Mai te reo Tau Mai Te reo , He Piringa Whānau (He Piringa Whānau) and Tātaiako Tātaiako as references. Education Act 2020

Tawhero has a high proportion of ākonga Māori and recognises ākonga as a priority. We want to ensure ākonga Māori and kaimahi Māori feel comfortable, valued and able to achieve their potential. Through Te Rautaki Reorua and upholding Te Tiriti o Waitangi, we recognise our shared Aotearoatanga as New Zealanders.

Te Rautaki Reorua has four pou (pillars);

Uaratanga | Value Te Reo Māori is embraced, values and supported across Tawhero School.

Āriā o te reo | Visibility Te Reo Māori is seen and heard around Tawhero School.

Āhuatanga mahi | Participation Tawhero kaimahi participate in, and are supported in, activities that use te reo Māori.

Nekenekehanga | Progress Tawhero kaimahi plan their te reo Māori goals, and can track and monitor their progress.

Becoming a climate-conscious school

This year we want to include this strategic priority to start the journey towards becoming a climate conscious school, to support action on climate change and the transition to a low carbon future.

We will focus on building knowledge about climate change, design and implement a climate conscious curriculum, reviewing our school operations, and taking positive action. These focus areas involve all aspects of our school, our ākonga and whānau, and our local partnerships. Tawhero School acknowledges and accepts its responsibilities as a School Board of Trustees under the Government’s Carbon Neutral Programme Climate Change for schools .

Developing a climate conscious curriculum will involve addressing climate and sustainability education through all subject areas, teaching for the development of critical, creative and futures thinking, and strengthening te reo Māori and mātauranga Māori within place-based and localised curriculum design.

KAUAWHI - INCLUDE

Including all ākonga in Tawhero’s kaupapa

We want ākonga at Tawhero to have fair and equitable access to all avenues of learning support. Ākonga learn best when they feel accepted, when they enjoy positive relationships with their peers and kaimahi, when they are to be active, visible members of the learning community and we want to create this environment and opportunities at Tawhero.

TĀUTEUTE - ENGAGE

Engaging ākonga through authentic personalised learning experience

We want to create a culture of well-being using the whare tapa-wha model where te taha tinana (physical wellbeing), te taha wairua (spiritual well-being), te taha hinengaro (mental well-being) and te taha whānau (family well-being) are at the forefront of everything we do in maintaining positive respectful relationships in a safe and inclusive environment.

We know learning through play is recognised as fundamental to the physical, social, emotional, and cognitive development of children. We want our ākonga to have hands-on engaging learning experiences which involve learning through play.

Tawhero is a Healthy Active Learning School which is a joint government initiative between Sport Whanganui and the Ministries of Health and Education to improve the wellbeing of tamariki through healthy eating and drinking and quality physical activity.

PŪNAHA AUAHA - INNOVATE

Innovating digitally to support ākonga and kaimahi

We want our tamariki to be digital natives and thrive using information technology is used in their learning and use IT to create, communicate, collaborate, connect, and use computational thinking. We also want our teacher to confidently and effectively use digital technologies to enhance teaching and learning

Building our systems and capability in Digital- technologies

We know digital fluency is about supporting kaiako, ākonga, kaimahi to confidently and effectively use digital technologies to enhance teaching and learning outcomes.

We know digital fluency includes being an adept producer of digital content and understanding the social costs and benefits associated with digital technologies, including issues of access and equity.

We want to help ākonga through digital fluency to develop skills in critical literacy in digital contexts, and to recognise how language, symbol and text affect understanding communications.

ARAHI - LEAD

Knowing and sharing our whakapapa as part of telling our story

Over the last four years Tawhero has been through extensive changes. An important of telling our story, is knowing where we come from (our whakapapa) and understanding who we are and where we are going.

We want to ensure that we are engaging with whanau, hapu, iwi, and our community so that they are informed about our kura. We continue to build our presence and engagement on social media and community events.

Making Tawhero a great place to work

We will review Tawhero’s existing workplace environment and the ways we work across our kura. We want to to develop a set of principles to inform a school-side work place strategy. It is intended that the workplace strategy articulates a clear vision of the future, Tawhero’s future focussed organisation culture, and the values and principals which underpin it. In our work together we will maintain a shared focus on the following five goals:

· Improving our delivery to ākonga

· Improving our productivity (working smarter)

· Improving our kaimahi wellbeing and happiness

· Improving our property utilisation

· Reducing the impact we have on the environment

We will work together to respect the diversity of views across Tawhero, acknowledging we may not always agree with one another.

This will be subject to ongoing review. It is envisioned that the continuous improvement will apply as the ways of working become business as usual and Tawhero and its kaimahi continue to evolve meeting ākonga needs in an ever-changing education environment.

Ngā whāinga rautaki 2026-2028 | Strategic objectives 2026-2028

For each strategic priority we plan our three-year objectives which inform our detailed annual planning. We continually review our objectives, plans and impact so that we can update our planning as required during our planning and reporting cycle.

Our strategic priorities are all linked together. The strategic objectives are for Māori Success, Pasifika Success and Learning Support.

Tawhero School STRATEGIC PLAN 2026-2028
POIPOI - NUTURE

Strategic Objectives

Strategic Priorities
2026
2027
2028
To become a bilingual school School-wide usage and understanding of te reo and tikanga Māori

Uaratanga | Value

• Kaiako enrol in Te Ahu o Te Reo Māori and encouraged to attend local Kura Reo

• Ka hikitia and Tau Mai Te Reo, Te Hurihanganui guide learning design and delivery

• All enrol in and do Te Ahu o Te Reo PLD

• Regular social and competitive events are held internally and participated in externally

Uaratanga | Value

• Kaiako enrol in Te Ahu o Te Reo Māori and encouraged to attend local Kura Reo

• Ka hikitia and Tau Mai Te Reo, Te Hurihanganui guide learning design and delivery

• All enrol in and do Te Ahu o Te Reo PLD

• Regular social and competitive events are held internally and participated in externally

• Begin a Year 7/8 Akomanga Rūmaki i te reo Māori

Uaratanga | Value

• Wānanga reo are embedded in as normal practice

• Ka hikitia and Tau Mai Te Reo, Te Hurihanganui guide learning design and delivery

• All enrol in and do Te Ahu o Te Reo PLD

• Regular social and competitive events are held internally and participated in externally

• Be successfully running an Akomanga Rūmaki I te reo Māori

Ariā o te reo | Visibility

• All key signage is bilingual

• Wāhi reo are established online for whānau and

• Te reo Māori terminology for all wāhanga is seen in documents and communications
Ariā o te reo | Visibility

• All key signage is bilingual

• Wāhi reo are established online for whānau and

• Te reo Māori terminology for all wāhanga is seen in documents and communications
Ariā o te reo | Visibility

• All key signage is bilingual

• Wāhi reo are established online for whānau and

• Te reo Māori terminology for all wāhanga is seen in documents and communications

Āhuatanga mahi | Participation

• School wide Language Plan Reviewed

Āhuatanga mahi | Participation

• Recommendations from the review of the organisational language plan are implemented
Āhuatanga mahi | Participation

• The organisational language plan is reviewed

Nekenekehanga | Progress

• Kaimahi continue to make measurable progress in understanding and using Te Reo Māori

• Kaimahi are able to participate in internal and external modes of evaluation for te reo me ngā tikanga
Nekenekehanga | Progress

• Kaimahi continue to make measurable progress in understanding and using Te Reo Māori

• Kaimahi are able to participate in internal and external modes of evaluation for te reo me ngā tikanga
Nekenekehanga | Progress

• Kaimahi continue to make measurable progress in understanding and using Te Reo Māori and is evident in their professional growth cycle

• Kaimahi are able to participate in internal and external modes of evaluation for te reo me ngā tikanga
To become a climate conscious school
Curriculum

• Climate consciousness is embedded as a key strand of the national curriculum refresh and Review of Achievement Standards

• Provide scope for ākonga to identify research and take action on issues relating to climate-consciousness
Curriculum

• Development of curriculum relating to climate consciousness

• Ākonga and whānau voice set the direction for further developments in our climate-conscious
Curriculum

• Development of curriculum resources, review and refresh, promote solution finding around just and hopeful action

• Curriculum design and delivery provides ongoing opportunity for ākonga agency and action

Stewardship

• Governance and leadership of our climate maturity roadmap is established.

• Tawhero’s carbon impact is monitored, and components measured with goals set to further support sustainability in Tawhero operations
Stewardship

• Governance is embedded across strategy, risk management, metrics, and targets.

• Tawhero’s carbon impact is monitored, and components measured with goals set to further support sustainability in Tawhero operations
Stewardship

• Governance and leadership of our climate maturity roadmap is reviewed and updated.

• Tawhero’s carbon impact is monitored, and components measured with goals set to further support sustainability in Tawhero operations

KAUAWHI - INCLUDE

2026
2027
2028
To advocate for greater access to learning support
Engagement

• The impact and effectiveness of learning
Engagement

• The impact and effectiveness of learning

Progress and Achievement

• The effectiveness of programmes and outcomes for ākonga with learning support needs are evaluated
Progress and Achievement

• Recommendations from the review of programmes and outcomes for ākonga with learning support needs are actioned
Progress and Achievement

• Recommendations from the review of programmes and outcomes for ākonga with learning support needs are implemented

Partnerships

• Ākonga have equity of access to Ministry of Education learning and support

• Relationships with other services are strengthed

• Establish relationships with whānau, all stakeholders of ākonga with learning support needs
Partnerships

• Work in partnership with the Ministry of Education on future learning support policy and initiatives

• Oppurtunites to enhance our overall communications with whānau through our engagement with our stakeholder groups
Partnerships

• Ākonga with learning support needs have increased access to learning support resources, services and interventions through the Ministry of Education

• Work with key stakeholders to improve our responsiveness to ākonga with learning support needs and their whānau

Systems

• SENCO is functioning and attending to the needs of our ākonga
Systems

• SENCO is functioning and attending to the needs of our ākonga

Building Capability

• Our approach to Learning Support is reviewed to identify further opportunities for development
Building Capability

• Ongoing PLD for all Learning Support kaimahi are reviewed
Building Capability

• PLD is implemented for kaimahi
TĀUTEUTE - ENGAGE

2026
2027
2028
Engaging ākonga through authentic personalised learning experience

Welling

· A school wide wellbeing plan is implemented based on Te Whare Tapa Whā; including kaimahi PLD, ākonga resources etc

· Culturally responsive practice and solutions support the wellbeing of ākonga Māori and Pasifika ākonga

· There is ongoing support for At Risk ākonga to support their wellbeing, engagement and progress based on our emerging evidence base, this includes targeted interventions for ākonga Māori

· Counsellors and social workers are in place to support the wellbeing of ākonga

· Kaiāwhina are in place to support wellbeing of ākonga
Welling

· A school wide wellbeing plan is implemented based on Te Whare Tapa Whā; including kaimahi PLD, ākonga resources etc

· Culturally responsive practice and solutions support the wellbeing of ākonga Māori and Pasifika ākonga

· There is ongoing support for At Risk ākonga to support their wellbeing, engagement and progress based on our emerging evidence base, this includes targeted interventions for ākonga Māori

· Counsellors and social workers are in place to support the wellbeing of ākonga

Kaiāwhina are in place to support wellbeing of ākonga
Welling

· A school wide wellbeing plan is implemented based on Te Whare Tapa Whā; including kaimahi PLD, ākonga resources etc

· Culturally responsive practice and solutions support the wellbeing of ākonga Māori and Pasifika ākonga

· There is ongoing support for At Risk ākonga to support their wellbeing, engagement and progress based on our emerging evidence base, this includes targeted interventions for ākonga Māori

· Counsellors and social workers are in place to support the wellbeing of ākonga

Kaiāwhina are in place to support wellbeing of ākonga

Engagement

· Ākonga are given opportunities through physical activities and play based learning to maximise engagement

· Analysis of ākonga engagement identifies and promotes areas of best practice and areas for review and improvement

· An agile and responsive approach is taken to identifying and responding to shifts in ākonga engagement

· Ākonga engagement continues to be review regularly to identify opportunities for further improvement.
Engagement

· Ākonga are given opportunities through physical activities and play based learning to maximise engagement

· Systems for identifying and responding to shifts in ākonga engagement are agile, responsive and well-embedded

Engagement

· Ākonga are given opportunities through physical activities and play based learning to maximise engagement

· Systems for identifying and responding to shifts in ākonga engagement are agile, responsive and well-embedded

Our local curriculum

· Our local curriculum drives learning for all ākonga in all contexts for learning at Tawhero

· The interconnection with the national curriculum refresh will drive current and future planning

· Climate conscious curriculum is a strong thread in developing with a clear focus
Our local curriculum

· Our local curriculum drives learning for all ākonga in all contexts for learning at Tawhero

· The interconnection with the national curriculum refresh will drive current and future planning

Climate conscious curriculum is a strong thread in developing with a clear focus
Our local curriculum

· Our local curriculum drives learning for all ākonga in all contexts for learning at Tawhero

· The interconnection with the national curriculum refresh will drive current and future planning

Climate conscious curriculum is a strong thread in developing with a clear focus

Progress and achievement

· Assessment for learning practices with national refresh progressions and review of achievement standards

· Pukapuka Aromihi/Sharing Books are opportunities for ākonga to share progress and achievement and whanau voice along with whanau hui are formalised as part of the assessment of learning
Progress and achievement

· Assessment for learning practices with national refresh progressions and review of achievement standards

· Further alignment of assessment for learning practices with national refresh progressions and review of achievement standards

· Ākonga and whanau are working in partnership with Kaiako to develop and reflect on learning progress

Partnerships with ākonga and whanau

· Ākonga and whanau are working in partnership with Kaiako to develop and reflect on learning progress

Partnerships with ākonga and whanau

· Ākonga and whanau are working in partnership with Kaiako to develop and reflect on learning progress

Innovating digitally to support ākonga and kaimahi
Ngā huarahi mahi

• Continue to implement school wide digital technologies and hangarau matihiko

• Integrate curriculum content across learning areas and plan opportunities for students to develop their capability to create digital technologies

• Leaders need to be aware that integration means the new technology areas are ncorporated as port of our local curriculum

• Continue to build teacher confidence using digital devices to enhance and extend learning

• Refresh ourselves with the Kai Takitū ā-Matihiko | Digital Readiness Programme

• Tailor the Digital Technologies professional learning and support for those with more confidence and capability
Ngā huarahi mahi

• A school wide digital technology is Continue to implement school wide digital technologies and hangarau matihiko