2025 ACHIEVEMENT TARGETS
PRIORITY LEARNERS
Māori Goal
20% Y1 Māori students (1/5) were achieving at their expected Reading level 2024. We aim to increase our Māori achievement in Y2 by 3. (80%)
50% Y4-6 Māori students (4/8) were achieving at their expected Writing level 2024. We aim to increase our Māori achievement in Y5-6 by 2. (75%)
Pasifika Goal
21% Y1 Pasifika students (3/14) were achieving at their expected Reading level 2024. We aim to increase our Pasifika achievement in Y2 by 8 to 79%.
50% Y1 Pasifika students (7/14) were achieving at their expected Writing level 2024. We aim to increase our Pasifika achievement in Y2 by 4 to 79%.
We aim to lift Y4 to Y6 Pasifika overall progress in Reading, Writing and Mathematics by more than one year.
Overall all Pasifika students to make at least one years progress in all curriculum areas
2025 GOALS
Year 2 Reading - EOY2024 58% Y1 achieving within or beyond; 2025 80% Y2 achieving within or beyond
Year 4 Writing - EOY2024 64% Y3 achieving within or beyond; 2025 80% Y4 achieving within or beyond
Year 3 Maths - EOY2024 69% Y2 achieving within or beyond; 2025 80% Y3 achieving within or beyond
Professional Growth Cycle: Team Inquiry Goals: From the school’s Annual Plan
Strategic Goal 1: Hauora (NELP 1, 3)
Annual Goal 1: Attendance: that 80% of children attend school 90% of the time (MOE Priority 2025)
Strategic Goal 1: Hauora (NELP 3, 6)
Annual Goal 2: Create a school environment where all learners, whānau, and staff work collectively to ensure student success through relationships that foster engagement, belonging, and commitment to shared goals.
Strategic Goal 2: Capability (NELP 2, 4, 6)
Annual Goal 1: Increasing teacher capability in delivering the new Mathematics and English curriculums
Strategic Goal 2: Capability (NELP 5, 6)
Annual Goal 2: Strengthen individual teacher knowledge in delivering Te Tatou Whakapono: Our Faith (RE Curriculum)
Strategic Goal 3: Agency (NELP 2, 3, 4, 5, 6)
Annual Goal 1: We aim, through clear and purposeful co-constructed pathways, to empower agentic and accountable ākonga in their learning.
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