Using self-review to inform school planning


Leadership teams from primary schools in Waikato and Christchurch came together for a day, in regional pairings, to work on their action and annual plans.

The joint planning days gave them an opportunity to share school learning stories, work on plans in their own leadership teams, and share information and ideas between schools.

As part of on-going review cycles each school had used the Self-review Tools to help work out their priorities. By the time they came together the leadership teams had a clear idea about how they would use their review data to determine next steps and the outcomes they wanted to achieve in 2011 and beyond. They shaped these priorities into action plans. The actions plans feed into the schools' other documentation: strategic plan, annual plan, professional learning plan and budget. You may find these examples useful in your own post-review planning sessions.

Video and plans

This series of resources contains:

  • a video of the leadership teams from Beckenham and Opawa primary schools working together
  • sets of actions plans, and related documents, from Te Pahu and Pokuru primary schools in Waikato, and Beckenham and Opawa primary schools in Christchurch.

Beckenham and Opawa primary schools: Christchurch

This video of Beckenham and Opawa leadership teams gives an example of how each of the school pairings worked together and separately on their planning documents.

Go to video and planning documents developed by these schools

Te Pahu and Pokuru primary schools: Waikato

Te Pahu School is a U3 decile 9 rural school in the Waikato region. Pokuru School is a small, contributing primary school catering for students in years 1 to 6, located near Te Awamutu.

Go to planning documents developed by these schools

About self-review and planning

Self-review involves investigating evidence about student outcomes and current ways of doing things to find out where improvement is needed. Planning for school improvement requires schools to set goals and targets that will lead to better outcomes for students and to make the changes that are necessary to bring about those improvements.

  • strategic self-review: is long-term and focused on key goals related to the school's vision
  • regular self-review: is "business as usual". There may be a number of smaller, focused and ongoing reviews happening at the same time that feed regular data into strategic self-review
  • emergent self-review: responds to unplanned events or issues as they arise. Although they are one-off and spontaneous, they should fit with overall goals and link to other reviews.

Other useful resources

Rethinking school-wide self-review: a New Zealand model and application

Self-review tools learning module


The Ministry of Education wishes to thank the principals and leadership teams of Beckenham, Opawa, Pokuru, and Te Pahu primary schools; and 2010 leadership and management advisers: Suzanne Billington and Grant Stedman for their generosity and willingness to share the details of their planning meetings so that other school communities might learn from them.

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