Ten narratives

On the following pages we have shared approaches and strategies that work from 10 different schools.  In most cases, their positive achievement trajectories are the outcomes of years of ongoing review and making changes to all aspects of practice.  While the schools have chosen different approaches, all have been effective in terms of helping make sure children continue to make progress throughout their primary school years.

These approaches include:

  • developing a rich curriculum
  • managing change to make necessary improvements
  • undertaking systematic teaching as inquiry
  • responding to achievement issues
  • increasing student agency
  • developing learner focused partnerships with parents and whānau
  • analysing and using relevant student achievement information

01 Achieving excellence and equity to reduce disparities

Papatoetoe North School, Auckland

  • developing a rich curriculum
  • improving prior knowledge and academic vocabulary
  • establishing genuine partnerships with parents and whānau

02 Teachers taking responsibility for the success of all learners

Bledisloe School, Hawkes Bay

  • building a reflective culture aligned to strategic goals
  • implementing in class interventions where teachers take responsibility for every learner
  • building collaborative decision making processes and a common language of learning

03 Changing the focus to put children at the centre of all decisions and practices

Alfriston School, Auckland

  • implementing a carefully considered change management strategy
  • making learning more visible for children
  • using a rich, integrated curriculum to engage children

04 Successfully responding to an achievement dip in mathematics

West Gore School, Southland

  • using robust identification processes for responding to an achievement issue
  • implementing responsive short-and-long-term initiatives

05 From a culture of care to a culture of caring for children's learning

Roscommon School, Auckland

  • changing teacher's expectations and mindset
  • working with outside providers to implement bespoke professional development
  • developing leaders capacity to continue the ongoing developments
  • developing assessment capabilities

06 Using inquiry as part of a relentless focus on improving outcomes for all learners

Somerfield School, Christchurch

  • using the inquiry process and testing the impact for children
  • developing leadership capabilities
  • fostering open relationships with the board to enhance strategic resourcing decisions

07 Children fully engaged in learning through an innovative curriculum

Sylvia Park School, Auckland

  • introducing change management strategies to develop teaching practice
  • implementing a rich curriculum
  • developing positive relational and educational partnerships with parents and whānau

08 Empowering student learning, efficacy, aspirations and success

Hokowhitu School, Manawatu

  • using teaching as inquiry linked to the school's charter targets
  • making learning more visible for students
  • developing student agency

09 Developing student agency and motivation through effective teaching as inquiry

East Taieri School, Otago

  • increasing learner agency
  • reviewing curriculum and pedagogy in depth to introduce agreed practices

10 Children, parents and teachers benefiting from teaching as inquiry

Oratia School, Auckland

  • introducing processes to effectively manage teaching as inquiry
  • trialling and reviewing practices, outcomes and impacts to improve parent and whānau partnerships, learning environments and class structures