Charter 2014-2017 - Tasman Bay Christian School
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1 Charter 2014-2017
2
Contents
1. Our Special Character-------------------------------------------3 9. Summary– Annual School improvement plan—————15
2. Vision, Mission, Values, Key Competencies.--------------4 10. Annual Improvement plan writing ------------------------- 16
3. Principles- 11. Annual Improvement plan maths——————————-19
I. Christian World View------------------------------5 12. Further Key Improvement strategies
II. Integration and Learning-------------------------5 I. Science ——————————————21
III. Building Community-------------------------------6 II. Special character——————————21
IV. Inclusion----------------------------------------------6 III. Maori community and consultation—— 21
V. Treaty of Waitangi and Cultural Diversity----7 IV. Student wellbeing—————————--21
4. Tasman Bay Christian School Visual Overview-----------8 V. Property and Environment——————22
5. Baseline data or School Context__________________9 VI. BOT function and development————22
6. Strategic plan ————————————————— 10 VII. Personnel—————————————-22
7. 3 Year BOT review cycle.------------------------------------- 12 VIII Finance——————————————-22.
8. 8 Year curriculum review cycle ——————————13 13. BOT Organisation—————————————————23
9. 2014 BOT work plan--------------------------------------------14 14. Appendix (additional documents)
I. Analysis of Variance 2013 Maths ———————————24
II. Analysis of Variance 2013 Writing ——————————26
IV. National Standards Reporting -Reading, Writing, Math --—29
V Charter Checklist. ——————————————————-32
3
Our Special Character.
Tasman Bay Christian School is a full primary school offering education from a Christian perspective to students from Year 1-8. The
school was initially established by the Tasman Bible Church (formally Tasman Gospel Hall) a local assembly of the Open Brethren
Church for the purpose of offering primary education with a Special Character in a small, caring environment to the children of its
members and to children of families from other churches with a similar Biblical basis of faith and doctrine.
The school continues to maintain a close relationship with Tasman Bible Church through the support of the Proprietors. We believe in
honouring the past and upholding Christian values and beliefs important to the special character of the school. The school also exists
as a ministry to the Christian (and non Christian) Community of the Tasman district. We welcome students from families that consider
it important to include Biblical values and Christian practices as part of their child’s education. Our Board of Trustees and Teaching
staff are representative of many Christian denominations that makes for the varied expression of God’s Church.
Our Mission as a school is to help
‘Light the pathway for life long learning’
Psalm 119.105 Your word is a lamp to my feet, a light to my path
He rama tau kupu ki toku waewae, he marama ki toku ara
As each child begins their time at Tasman Bay Christian School, they come with skills and experiences, knowledge and beliefs about
the world. They know their place in their family– they often have a developing understanding of their place in Christ. Now is the time to
grow their understanding of their place in the world.
From 5yrs to 13yrs is a time for children to try out their ‘wheels’ and experience all they can on their Tasbay Road Trip of understand-
ing their place in the world. Through their learning journey they can become Kids of Purpose, Action, Character and Wisdom who
show a love and respect for God, others, creation, learning and themselves. They will have opportunities to use their head, heart,
mouths hands and feet as they travel the road with others in community.
4
Our Mission- to provide Christian Education that lights the pathway for life long learning for all learners.
Your word is a lamp to my feet, a light to my path-
He rama tau kupu ki oku waewae, he marama ki toku ara; Psalm 119v105.
Our Vision- Kids of purpose, action, character and wisdom. Defined as...
Purpose For you created my inmost being;, Action Let us not love with words or Character Wisdom
you knit me together in my mother’s womb.– Psalm tongue but with action and truth–1 John 3 v 18
139:13
display the fruits of the Spirit Gal 5 Make consistent good choices
Actively involved in learning for a 22
God given identity Value wisdom in all areas of life
purpose.
Strengths Acknowledge wrong and put it and learning Job 28 v28 The fear
Learning beyond the limits of the right. of the Lord is Wisdom
Our life is to worship God lesson
Explain HOW their learning impacts Explain WHAT their choices are
Future path ways with Him Risk taking others. when they are learning.
Give reasons WHY they are learn- Say WHAT they do when learning
ing
Strategic Pathways
Purpose Action Character Wisdom
Our children will develop Christ like char-
Our children will develop an under- Our children will achieve an academ- acteristics of ...
Together with achieving educational
standing and commitment to worship ic, intellectual, physical, social, spir- excellence, our children will display
Initiative, compassion, creativity, hones-
God and serve others as Christ calls itual, emotional and active life bal- ty, diplomacy, obedience, gratitude, relia-
Christ like wisdom in problem solving
them to. ance. bility, diligence, humility, excellence, co- and decision making.
operation, wisdom, kindness, responsi-
bility and courage. (Habits of Character)
We value The Key Competencies (Skills for life) are represented by our
Love and Respect for God Heads– thinking critically
Love and Respect for Ourselves Heart- relating to God and others
Love and Respect for People Hands– managing our selves and participating and contributing to serve
the world
Love and Respect for Creation. Mouths– communicating in all ways to develop relationships and be
Love and Respect for Learning: knowledge, understanding, responsible
wisdom and creativity. Feet– standing for what is right as we serve.
5
Principles that are foundational to learning.
Christian World View
Biblical Beliefs that we agree on as a Christian Educational Community.
That God is the Creator and sustainer of all that exists.
That Jesus Christ is the Son of God and His death and resurrection the only means of our salvation.
That the Holy Spirit draws men, women and children to a knowledge of God and empowers them to live for Him.
That the Bible is the revealed Word of God and therefore our guide in all things.
That in education there needs to be a commitment to fostering the spiritual, academic, social and physical development of the child.
Our curriculum encourages children to develop a knowledge of God and encourages us to serve God. With this knowledge chil-
dren can build a relationship with God which fulfils our purpose. We form a spiritual partnership with God which restores us,
grows us, equips us and enables us to live as He intended.
Integration and Learning
Our curriculum offers all children an integrated and unified learning experience which reflects God’s interrelationship with crea-
tion.
Our curriculum encourages children to learn through interaction as much as possible involving real life situations with the world,
with people and with God.
We seek to encourage children to learn through Visual, Auditory and Kinaesthetic processes.
6
Principles Continued...
Building Community
Our curriculum has meaning and relevance for our children, connects with their wider lives and engages the support of their
whanau and wider community. Community is at the core of a relationship with God.
Our curriculum is developed and supported through consultation and involvement with the wider community we live in through the
following ways
Maintain open lines of communication between the community and the BOT regarding school matters.
Involve community services, professional agencies, and skilled individuals as the need is identified by the principal and staff.
Encourage the expression of positive Christian attitudes among staff, children and community.
Maintain parental support through mutual communication and active involvement.
Inclusion
Our curriculum holds fast to Galatians 3 v28 There is neither Jew nor Greek, slave nor free, male nor female for you are all one in Jesus Christ. We ensure
all children’s identities, languages, cultures, strengths and abilities are recognised and affirmed and that learning needs are addressed.
When children have significant learning needs that pose barriers to their achievement, we address this in the following ways
Identify the barriers that may be there for a child in academic learning, behaviour, emotional development or in social relationships through our school pro-
cesses. This information is collected, reported and acted upon.
Plan and implement strategies either class wide or for individual children that seek to help children overcome these barriers
Utilise outside and expert help and resources where possible.
Monitor progress and achievement through school reporting cycle and communicate this to parents.
7
Principles Continued...
Treaty of Waitangi and Cultural Diversity
Our curriculum acknowledges our bicultural heritage giving children opportunities to acquire knowledge of Te Reo Maori and
Tikanga Maori through integrating Te Reo and Tikanga into class programmes whenever possible .
We value achievement for all children from all cultures.
We ensure that particular needs for Maori and Pacifica students are addressed in the following ways-
We monitor Maori and Pacifica student achievement and where necessary provide programs to support this.
We expose students to Tikanga outside their normal experience and other cultural experiences that will broaden their under-
standing.
We make use of local Resource People i.e. Resource Teacher Maori based at Parklands School, parents and members from our
local Maori community, parents with other cultural backgrounds and experience.
We encourage and support all of our families to become more involved in our school and their children’s education through at-
tending school celebrations, cultural events, reporting opportunity and consultation round our students needs. Where possible we
do this in culturally relevant ways.
8
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Key Tool for Community As part of the Principal’s work with the Learning and change Network in 2013, the Capability tool was used with a group of four parents, 3 staff
Feedback and six priority learners from Room 3 and 4. A selection of the questions from this tool was also used at our whole school Celebration night for
parents to respond to. This was filled in by 26 people. See appendix for a copy of the Capability Tool.
Baseline Data or School Context
Student learning and 2013 National Standards data.
engagement All students at or above the standard; Maths– 73%. Maori Students 66.6% . Writing– 65.1%. Maori Students 75%. Boys 50.1%. Reading-69.9%.
Maori Students 50% Boys 68.8%. Improvement was made in 2013 in our target areas of writing (63%- 65.1%) and maths (63.5% - 73%).Similar
improvement seen in our Maori students in target areas maths (57%- 68%) and writing (73%-75%). Drop in percentage of children who are well
below in maths (8% to 3%) and writing (8% to 5%) and increase in percentage of children achieving above in maths (17.5 to 27%) and writing
(17.5% to 30%).
Reading was not a target area and a co-hort of children in Year 1-3 are achieving below the standard.
Attendance 2012-2013.
Average attendance for 2013 is 92.3%. 2012 average attendance was 93.2%. There are no discernible concerning patterns in attendance.
Summary of LCN capability tool– The way we teach This was a strength. Teachers know their students well and mostly plan with their students.
The school expects students to do well and no one is left out. Teachers listen to ideas from parents and students about how learning can be im-
proved even more for students.
Checking how things are going– All parties are confident that the school keeps checking how students are learning and makes changes to see
greater improvement. Parent knowledge of where their children are at and where they are going next is sufficient but could be strengthened. Stu-
dents are not always clear on where they are at and where they need to go– further clarity needs to be worked on here.
Inclusive environment Summary of LCN capability tool– Understanding and valuing all people and their cultures. An area of strength especially the belief that all stu-
dents regardless of culture and ability can achieve to a high standard and that all cultures are welcomed and included in what we teach
Condition of assessment and formation of 10 ypp in 2013. Steps in development identified for next 10 years.
Leadership of School organisa- 4 class structure– drop in roll numbers at the beginning of 2014. One teaching position continues to be fixed term and will be BOT funded. Reduc-
tion and structures tion in units for 2014– DP permanent unit and other unit split.
Summary of LCN capability tool– the way the school is run. School runs smoothly and is a safe environment for children. School leadership also
listened and discussed ideas for improvement from parents, whanau and students. The community wasn’t clear on how well the BOT and Leader-
ship communicate their plans to see students achieve.
Review of Charter and Con- Summary of LCN capability tool– Includes Parents, family and whanau. Parents perception of their level of involvement in their children’s learn-
sultation– parent engage- ing and the level of acceptance of their support and ideas was at a lower level. Teachers felt that the level of involvement of parents and children
ment
in helping to set plans was at a lower as well. Students making strong connections from the learning at school into their local environment and
culture also needs further development.
Health review. As a result of feedback from the review, curriculum documents and programmes have been revised in 2013 with parent input.10
Strategic Plan
Strategic Goals Core Strategies for achieving goals 2014-2017
Student learning and effective
Strengthen student achievement in literacy and maths where all students are showing progress towards, at and beyond the standard. Con-
teaching tinue in- depth in writing and maths in 2014. Address cohort needs in reading through collaborative teaching and learning environment in
To develop students who are 2014. 2015-2017 focus of improvement directed by data and Literacy review in 2014 and maths review in 2015. Monitor closely the pro-
confident 21st Century gress of Maori and Pacifica students along with special needs students to ensure they are working towards their potential.
learners and who are devel- Through review and development build student skill and understanding of Science through the Nature of Science in 2014-2015.
oping their God given poten-
Follow curriculum review cycle as laid out to ensure programmes are meeting the needs of students and contain strong links with home and
tial in all areas of the Tas-
Strategic Plan
local culture and environment. Address needs as they arise.
man Bay Christian School
curriculum Strengthen and develop teacher understanding of biblical application to ensure that children are receiving an understanding of God through
His word that can impact their lives. This can be out worked through opportunities for service and learning about God’s interactions with
our local, global and international environment.
NAG 1.
Continuing to build an understanding in staff and children of how to interact with the digital world through learning opportunities; develop-
NEG 1, NEG 3, NEG 5, NEG 8,
ing core skills of critical thinking, problem solving, collaboration, managing our digital footprint and identity and showing adaptability and
agility in acquiring transferable skills.
Safe and Inclusive Environ- Develop BOT and staff understanding of the needs of our Maori learners through review the updated Ka Hikatia strategy 2014. Put into ac-
ments tion any changes or additions that can strengthen our engagement of Students and whanau in learning in 2015.
To develop and maintain a Monitor effectiveness of targeted special needs programmes to ensure that our at risk learners are making progress.
safe and inclusive environ-
http://www.nzcer.org.nz/tests/wellbeingschool : Interact with tools on attached website to gain a picture of how our school fosters wellbe-
ment that supports the di-
ing in students and staff in order to meet needs that may be within our school.
versity of cultures and learn-
ing abilities within our Put into action key developments in 10 ypp from 2014-2017 ( refer to 10 ypp)
school community.
NAG 5.
NEG 2, NEG 7, NEG 9 and 1011
Strategic Plan
Strategic Goals Core Strategies for achieving goals 2014-2017
Leadership, governance and To make BOT and school planning and procedures more accessible in a digital environment and promote this accessibility to parent com-
structure of school organisa- munity with increased opportunity for comment and feedback. 2014-2015.
tion.
Continue to develop special character policy and delivery with support and input from Proprietors, BOT, parents and staff.
To have well equipped lead-
Review of BOT function to determine how we can function more effectively as a team 2014
ership and governance and
Visit another BOT locally
responsive structures that
can effectively promote Utilise the BOT catholic handbook as an exemplar.
Strategic Plan
learning for all children with- Embed appraisal practices and focuses for teaching staff that have been developed in 2013 with additional learning and support from the
in the Tasman Bay Christian Teachers Council PD in Appraisal. This includes setting up processes for addressing competency as well as process for acknowledging
School Curriculum ‘expert teachers’ 2014-2015
To review structures round student well being in 2015 using data gathered in 2014 via www.nzcer.org.nz/tests/wellbeingschool.
NAG 2, NAG 3, NAG 4, NAG
6-8.
NEG 6.
Engaged Parent Community To generate greater opportunities for parents to discover what their child is currently learning at school, where their child is at in terms of
To have confident and en- the national perspective and where their child’s next steps are particularly in Literacy and Maths.
gaged parents who have a To explore ways of gaining parent input into planning and support of learning especially for priority learners.
clear understanding of how
To continue to deepen good working relationships between churches and school especially reaching into Hope Community Church and
their children are learning
Grace Church in order to see Christian School promoted
and can celebrate and sup-
port their child’s learning Art work to represent the diverse cultural nature of our community.
experience.
BOT will actively lift engagement and profile with the school community and beyond in a variety of ways including an assigned BOT pro-
motional role.
NEG 412
Area of Review 2014- focus 2015- focus 2016– focus
Charter Self review process Principles and Special Character Mission, Vision and Values.
Student Progress & Improvement targets– maths and Improvement targets- drawn from Improvement targets
3 Year Board Review Cycle
Achievement writing 2014 data and self review– reading.
Budget Monitoring Monitoring and review of policies. Monitoring
Review of donation policy.
Principal Appraisal External Appraisal - Christian Princi- External Appraisal- Professional. To be decided by the BOT
pal
Curriculum See additional review document.
Policy Nag 2 Board Review, Nag 5 Health Nag 4 Finance , Community Rela- Nag 3 Personnel, Nag 4 Property
and Safety tions, Nag 1 Curriculum and review recent changes to NEGs
and NAGS
Board Process Governance Hand book. Meeting process Trustee Induction and Strategic
Planning.
Community Engagement Understanding learning in writing Ka Hikatia
and maths.
Government Initiatives Ka Hikatia
Local Initiatives Student wellbeing.
Special Character development13
Curriculum Review Cycle
2014-2020.
2014 2015 2016 2017- 2020 Developing Review
For areas where curricu-
Health review completed. SCIENCE: review completed Technology– completing re- 2017– Full review
8 Year Curriculum Review Cycle
lum is not strongly em-
Term 2– rewrite of curriculum Term 1 rewrite and revise cur- view Literacy and Health/PE
bedded– Identified
complete and presented to riculum– present to BOT. Term 1– revise and rewrite cur-
through the following.
BOT. riculum.
one page overview of
Term 2 Present to the BOT.
subject still present
from initial develop-
ment of curriculum in
MATHS– full review LITERACY– full review SOCIAL SCIENCE– developing 2018- Maths and Science
2007-2009.
Term 1– planning Term 1- planning. review.
Inconsistent delivery of
Term 2- gathering data and Term 2- gathering data round Term 1– planning
curriculum area
implementing review. key questions related to review Term 2– gathering data and
Lack of identified con-
Term 3- Rewrite and revise framework. implementing review
sistent assessment prac-
curriculum Term 3- Revise and rewrite cur- Term 3– rewirte and revise cur-
tices across the school.
Term 4- Report to the BOT. riculum riculum
Little hard data indi-
Term 4- present to the BOT. Term 4– Present to BOT
cating progress and
achievement.
Full Review
For core curriculum are-
as (Literacy and Maths)
SCIENCE: developing review TECHNOLOGY developing re- 2019- Technology and Social
and for curriculum areas
Term 2- Planning. view Science
that have been devel-
Term 3– gathering data and Term 3– Planning
oped and embedded.
implementing review Term 4– gathering data and
Term 4 and 1 rewrite and re- implementing review.
vise14
Term 1 Feb 4th to 17th April Term 2 May 5th to July 4th Term 3 July 21st to Sept 26h Term 4 Oct 13th to Dec 17th
Jan Feb March/ April May June/July August Sept Oct/Nov Dec
Meetings 25th Feb 17th March 19th May 16th June 18th Aug 22nd Sept 10th Nov 8th Dec
Compliance Elect Chair Accounts to Annual Report Roll Return National
Auditor 31st to MOE 31st 1st July Standards end
Analysis of
May of year data
Variance 2013 March.
gathered.
Charter due
March 1st
Charter Draft charter Charter final- Review of Report on
ised 2013 2014 Annual Data.
plan and Stra-
Board Work Plan 2014
tegic focus.
Principal’s dashboard report against annual plan.
Student Mid point Report on
report on tar- end of year
Progress &
gets and Na- Target data
Achievement
tional Stand- and National
ards Standards
Budget Monitoring Monitoring Monitoring Monitoring Mid year re- Monitoring Monitoring 2015 draft
view
Review of dona-
tion Policy
Appraisal Teachers and Mid Year cycle End of Year cycle
Principal’s goals reports. Ap-
timeline. presentation
finalised. Apprais-
praiser visit
er visit April 3rd. Appraiser Visit
24th June Nov
Curriculum Report on Report on
Health review Maths Review
Policy Health and NAG 2 review
Safety review
Board Process Co-op mem- Interim Chair Interim Chair
bers.
Review and update Governance Folder.
National/ Lo- Student Well- Special Char-
cal Initiatives being acter Policy.15
Summary– Annual Improvement plan
2014
Domain Strategic Goal Targets Short report
Annual School Improvement plan
Student learning and To develop students who are confident Writing– Of the current male stu-
21st Century learners and who are devel- dents who are below or at with
effective teaching oping their God given potential in all are- their writing, we will aim to move
as of the Tasman Bay Christian School 40% of these students up one
curriculum
national standard by the end of
2014.
Maths– To have 85% of the stu-
To develop and maintain a safe and inclu- dents achieving at or above the
Safe and Inclusive
sive environment that supports the diver- national standard in Maths by the
sity of cultures and learning abilities with- end of 2014.
Environments
in our school community.
To have well equipped leadership and
Leadership, governance
governance and responsive structures
and structure of school that can effectively promote learning for
all children within the Tasman Bay Chris-
organisation. tian School Curriculum
Engaged Parent To have confident and engaged parents
who have a clear understanding of how
Community their children are learning and can cele-
brate and support their child’s learning
experience.16
Strategic Goals: To develop students who are confident 21st Century learners and who are developing their God given potential in all areas of the Tasman Bay Chris-
tian School curriculum.
To have well equipped leadership and governance and responsive structures that can effectively promote learning for all children within the Tasman Bay Christian School
Curriculum
To have confident and engaged parents who have a clear understanding of how their children are learning and can celebrate and support their child’s learning experi-
ence.
Improvement Plan– Writing
Annual Goal: To see an improvement in student agency in all students Annual Target Of the current male students who are ‘below’ or ‘at’ with
and in particular our priority learners demonstrated by an improvement their writing, we will aim to move 40% of these students up one nation-
in student attitude towards writing and improved ability to reflect and al standard by the end of 2014.
articulate next steps.
Baseline data 2012- TBCS- at and above 62% 2013- TBCS at and above 65%
Writing
2012-TBCS at and above- boys 42% 2013- TBCS at and above boys 50%
Moutere Hills LCN cluster at and above 80% Moutere Hills LCN cluster at and above 76%
Moutere Hills LCN at and above boys 70% Moutere Hills LCN cluster at and above boys. 66%
TBCS is a part of the Moutere Hills Learning and Change Network. 2013 saw principals work together to investigate and define the issues we have as a
cluster around writing. Data above indicates where the issues lie. In 2014 we will be working together to address the underachievement through
Building strong relationships between school staff and families
Developing future focused pedagogy with teachers across the cluster
Implementing effective systems to support the change and build sustainability within schools and across the cluster.
See 2013 Analysis of Variance and National Standards documents for summary of planning, progress and achievement around this area in 2013– Appen-
dix.
Key Improvement Strategies
When What Who Indicators of Progress
Pre 2014 Develop a monitoring tool to be used across the clus- Lit Lot group, Rubric completed and put into use 2014
ter for the following purposes Principals,
and across teachers. Used successfully across all targeted children in clus-
2014. Collective vocabulary around writing develop- ter showing movement in achievement in 8 writing are-
ment as
Formative rubric that can be used with parents All children will have an understanding of how they can
and students describe their learning using this rubric, especially to
parents.
Cluster monitoring tool to show progress
Priority students will show greater levels of agency on
Agency rubric as they use the monitoring tool for learn-
ing justification.17
Key Improvement Strategies
When What Who Indicators of Progress
Develop cluster relationship and focus on writ- Cluster Princi- Teachers more aware of LCN priorities– evident in
ing through cross school participation of Teach- pals, Lit lot Probe 3 which will be done in March and Oct.
Improvement Plan– Writing
ers at the following teachers and
Teachers will have improved knowledge of effective
all teachers.
Pre term 1 cluster day– introduce rubric and pedagogy round writing, evident in their classroom
Jan brainstorm ideas round parent/teacher partner- practice and what children are learning and achieving
ship
Teachers will be participating, valuing and reporting
Pre term 1 Gail Loane writers workshop to ex- back on effect of involvement in PLGs.
plore writing pedagogy.
Begin to see teachers opening up their classrooms and
Development of the Lit lot group– lead teachers inviting other teachers from other schools in.
Throughout
in each of the 5 schools who will help to support
2014
development of writing within schools
2-3 cluster staff meetings to share success and
give feedback
Natural discussions in Cluster PLGs for all
teachers that may occur round writing. These
happen once a term’
Explore current developing practices round fu- Principal Strategic plan for change round future focused peda-
ture focused pedagogy. gogy created with parent, BOT, student and teacher
Teachers
voice in mind.
April onwards. Principal attend Maniakalani cluster Open day BOT
to view ‘current practice’ model. Bring ideas Teachers, Bot, parents have a greater awareness of
back for discussion at BOT, staff and parent changing environment that future focused pedagogy is
levels. bringing.
Term 2-4. Teachers to engage children in ’paperless’ ways Students involved in an increasingly diverse ways of
of communicating their learning and ideas. sharing and creating through the context of writing.18
When What Who Indicators of Progress
Explore ways to deepen parent/ staff/ student Principal, Parents attending and participating at parent forums,
engagement round learning for priority students Teachers, whole school and cross school events.
using our context of writing Parents
Greater levels of communication and understanding
Establish parent forums– an extension of our between all groups of the school
Improvement Plan– Writing
Term 1/2 and ‘celebration; event in the fourth term to show
celebration Parent/student sharing round learning increased.
case learning but also to proved times for dis-
night term 3/4. cussion and sharing of all ‘voice’ on aspects of Staff comment in appraisal around improved parent/
writing and future focused pedagogy. school communication.
Term 2/3 Establish cross cluster events that will give par-
ents of our priority learners the opportunity to
engage with other parents round learning in
writing from wider community context.
Throughout Staff to trial specific practices to improve the
2014 quality of their communication with parents.
e.g. teacher setting up email tree, planned par-
ent contact– phone calls or emails.
Monitoring– National Standards data 2013/ 2014, Moutere Hills along with Student Agency Rubric End of Term 1,2,3 point data. Probes 3 and 4 LCN
monitoring tools for gathering parent, student, teacher and leadership voice, teacher tracking through whole class data folders.
Resourcing– Professional development budget– LCN costs and Teacher Professional Development, release for Lit Lot teachers and teacher monitoring
using Moutere Hills Rubric for end of term 1,2,3.19
Strategic Goals: To develop students who are confident 21st Century learners and who are developing their God given potential in all areas of the Tasman Bay Chris-
tian School curriculum.
To have well equipped leadership and governance and responsive structures that can effectively promote learning for all children within the Tasman Bay Christian School
Curriculum
To have confident and engaged parents who have a clear understanding of how their children are learning and can celebrate and support their child’s learning experi-
ence.
Annual Goal: To see an improvement in maths achievement across the Annual Target We will aim to have 85% of the current students (55
Improvement Plan– Maths
school to bring our school into line with national achievement in Maths children) achieving at or above the national standard in Maths by
National Standards. the end of 2014.
Baseline data
2011– Well below 9% 2012– well below 7.9% 2013– well below 3.2%
Maths
2011– below 22% 2012– below 28.6% 2013– below 23.8%
2011– at 52% 2012– at 46% 2013– at 46%
2011– above 17% 2012– above 17.5% 2013– above 27%
Following dramatic staff changes in 2010/2011 we saw the need to address consistency of practice across the school in maths. Changes implemented
have included the following: targeted PD for all staff in Maths 2011/2012 through after school MOE workshops held locally; development of shared under-
standings around what good practice looks like in classrooms especially in maths; greater understanding and more effective use of tools like eAsTTle to
track progress; Investigation and use of e-learning tools especially in the y 4-8 classes targeting maths learning and changing pedagogy and approaches
round this; developing the maths lead teacher roll.
See 2013 Analysis of Variance and National Standards documents for summary of planning, progress and achievement around this area in 2013– Appen-
dix.
Key Improvement Strategies
When What Who Indicators of Progress
Term 1 and 2 Participation in ALiM for targeted students achieving Lead Teach- Improvement in progress indicated by movement in
below the National Standard in maths. er—Caz and NUMPA stages and scores on a pre and post PAT test.
Principal Sup-
Targeted group of students withdrawn for extra Students exhibiting greater confidence and accuracy in
port.
maths by lead teacher for a 10 week interven- working with numbers and maths concepts.
tion.
Teacher has greater knowledge of acceleration strate-
Monitored against a control group in class that gies to raise achievement.
doesn’t receive intervention.20
Key Improvement Strategies
When What Who Indicators of Progress
Throughout ICT resources used in a targeted way Lead teacher Teachers can justify their ICT resource choices
the year
ICT lead teacher to work with individual teach- Teachers can demonstrate how they are managing
ers to identify and justify programmes used and and monitoring student use of ICT resources.
Improvement Plan– Maths
develop a management plan.
Teachers can demonstrate student progress
Mid and end point audit of management plan
Students can justify their learning choices within the
and indicators of progress.
ICT resources provided.
March, May Lead teacher to attend Lead teacher workshops Lead teacher Teachers will write up their learning in their PD diary in
and June. which are in the afternoon and share material at OneNote.
staff meeting.
Staff can identify activities or content they have found
Lead teacher to survey staff needs round peda- useful and have tried in class from the Lead teacher’s
gogy and delivery and bring relevant knowledge sessions.
from these workshops to staff through staff
Staff will be utilising school documentation in their
meetings
planning and delivery of curriculum.
Lead teacher to lead full review of maths using
ALiM rubrics.
Throughout School wide focus on Number Knowledge and Basic Lead teacher Teachers able to show evidence of student progress
the year Facts. on profile sheets.
Lead teacher to introduce basic fact resources Students are quicker at recalling basic facts orally and /
to help students acquire these at speed. or written.
Teachers will use profile sheets based on Nu- Students will have number knowledge that is stage
meracy stages to track number knowledge appropriate.
learning.
Monitoring– Pre and Post PAT, National Standards OTJ 2013/ 2014, teacher tracking of priority students through whole class data folders.
Resourcing– MOE funding for ALiM round teacher release for withdrawal programme and two training days. MOE funding round Principal and lead teach-
er attendance at set up and celebration/report back days. Lead teacher release to attend Lead teacher meetings locally.21
Development of science curriculum Short Report Special character Short Report
Further Key improvement Strategies
staff participation in local work- collective development of Special
shops round science as part of Character policy utilising Parent,
Primary Science Professional teacher, Proprietor and BOT
learning and development con- voice.
tract 2014
Staff PD in developing their
develop science curriculum docu- knowledge skill and understand-
ments and assessment practices ing around biblical application in
with support from advisors on term July and September holidays
above contract done in collabora-
Staff PD with other top of the
tion with Ngatimoti school.
South Christian Schools in April
improved learning for students in holidays with Richard Edlin.
science through implementing
Improved learning and under-
revised curriculum and new as-
standing of Special Character for
sessment practices.
students.
Maori community and consultation Short Report Student Well being and behaviour re- Short Report.
view
Engage in developing an under- Gather data on Student wellbeing
standing of the new Ka Hikitia using the Wellbeing tool http://
document at BOT and Staff level. www.nzcer.org.nz/tests/
wellbeingschool
From this develop a set of
planned actions for 2015. BOT/ Staff sharing of expectations
round behaviour and practices to
address bullying.
Review behaviour policy and form
this develops a set of planned
actions for 2015.22
Property and Environment Report BOT Function and development
Further Key improvement Strategies
Proprietors will action key devel- Raise the BOT profile through
opments from 10 year property regular BOT reports from the
plan: car park upgrade, fire alarm chairperson, active involvement
upgrade and veranda extension. of the BOT in parent forums and
whole school events, posting of
BOT will scope out possible new
relevant public BOT documents
projects around additions to the
on the website and promote this
playground and upgrading envi-
to help parent communication.
ronment to encourage children to
be active on wheels. Develop BOT portfolios through
establishing job descriptions and
From this develop a set of
reporting formats and expecta-
planned actions for 2014/2015
tions to the BOT
and beyond around this.
Review and revamp of the TBCS
Plan and execute project to cre-
Governance manual, moving this
ate a mural reflecting our cultural
on line with access through the
diversity and special character.
TBCS website.
Supporting documents– 10YPP.
Supporting documents– TBCS Govern-
(supporting documents can be accessed ance manual: secured site at
through our school.) www.tasbaychristian.school.nz
Personnel. Finance
To manage 4 class structure in Manage a possible deficit budget
face of changing roll and staff in response to changing roll and
availability. Scope current situa- staffing.
tion, propose possible scenarios,
To increase the roll through active
consult staff and parents to clarify
promotion amongst churches in
expectations and act on best in-
our wider community and
terests of students and school.
through the development of
Embed the revised appraisal pro- scholarships.
cess for teaching staff developed
Supporting documents– 2014 Budget
in 2013. Develop processes to
address competency.
Supporting documents– TBCS Appraisal:
OneNote.23
Specific Role Name Type Phone Address email Occupation
Chairman Geoff Paynter Pro 03 526 6867 43 Johnstone Loop gpaynter@maxnet.co.nz IT business
Mariri, RD 2 Upper
Moutere
Principal Lyn Hough Pr 03 5471283 20 Monaco View dlhough@xtra.co.nz Principal
BOT Organisation
Stoke
Parent Rep Lealofi Pouri-Lane EL 035286131 64 Greenwood St risaleaana@actrix.co.nz Housewife
Motueka
Parent Rep Brent Pickworth EL 03 528 4524 14 Eginton St Painter
Motueka
Parent Rep Nelly De Vreis Co 03 526 6037 37 Martin Loop Accountant
RD2 Upper Moutere
Prop Rep Jim Trembath Pro 03 528 9812 217B Thorp St jandjtrembath@clear.net.nz Tasman District Council
Motueka
Staff Rep Steve Matthews Tch 03 528 9911 13 Sanderlane Drive room4@tasbaychristian.school.nz Teacher
Motueka
Appendix- Attached documents
1. Analysis of Variance 2013 Maths
2. Analysis of Variance 2013 Writing
3. National Standards reporting- Reading , Writing, Maths24 Analysis of variance maths School name and number Tasman Bay Christian School 1178 Focus: Curriculum Strategic Aim: To develop children who are confident 21st Century Learners and who are achieving their God given potential in all area of TBCS curriculum. Annual Aim: To build increased student achievement in maths as shown by the National Standards framework with particular reference to at risk students including Maori. Baseline data: 2012 in maths Students Well below Students below Students at Students above All 7.9% (5 students) All 28.6% (18 students) All 46% (29 students) All 17.5% (11 students) Maori 7.1 % (1 student) Maori 35.7% (5 students) Maori 42.9% (6 students) Maori 14.3% (2 students) Target: To have 80% of our students achieving at or above the National Standard in Maths. To see Maori achievement in maths reflect the same levels of whole school achievement.
25
Analysis of variance maths
School name and number Tasman Bay Christian School 1178
Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why did it happen?) Evaluation (where to next?)
All below and well below students identified from 73% of our students scored at or above the Tracking ‘at risk students’ and attempting different TBCS maths programmes are improving in
the beginning of the year on class tracking sheet National Standard- an improvement of 10% on approaches to teaching these students. Discussion effectiveness for the majority of students at
for each class. last year. and support in staff meetings and through ‘walk all levels of National Standards. There is a
throughs utilising staff knowledge and strengths. need to examine Maori achievement closely
Teacher inquiry set up for two students for six 2012 2013
as we are not seeing a pattern of improve-
weeks at a time- strengths identified and specific Extra insight into cognitive differences especially
Well below 7.9% 3% ment quite so clearly.
goals to work on set. Teachers reported back on for at risk students. Working on attitude and mind-
this and kept a record of progress in staff Below 28.6% 23.8% set. Being more effective at diversifying teaching Next steps to take involving exploring the
meetings. A further two students chosen to focus and using resources (eLearning and assessment concept of acceleration of progress through
At 46% 46%
on if intervention was successful or specific goals tools) for next learning steps more effectively. ALiM which we will be involved in for 2014.
modified. Maori students were a priority in this Above 17.5 27% (senior classes especially) Part of our work here will be to consider what
process. is happening with our Maori students. Targets
Movement occurred across all levels of Target was aspirational- analysis of data going
will be set around children involved in this
Senior classes- teacher aide support utilised for achievement from well below to above with back to 2011 shows trending upwards in achieve- project.
maths for some of the year. the most significant increases happening for ment for all students. Maori students no clear
students above the standard- 27% in 2013 as trend.
Lead teacher in maths established. Teacher
compared with 17.5 % in 2012.
attended 3 PD sessions through University of Can- 2011 2012 2013
terbury. 66.6% of our Maori students achieved at or
At/Above All 61% 63.5% 73%
above the standard compared to 57.2%. This
In school PD- staff readings and discussions organ-
places our Maori student achievement closer At/Above Maori 68% 57.2% 66.6%
ised by Lead teacher. Walk throughs in maths
to our other students but is still worthy of
sharing of good practice and recommendations for
some closer attention. Achievement shifts
improvement. School focus on student’s cognitive
were particularly from Well below to below
differences strongly evident in literacy but had an
and below to at the standard.
impact on maths learning especially further up the
school.
Computer based support programmes- Maths
Buddy, Sumdog, Mathletics and eAko utilised to
support class programmes in three out of four
classes.
Planning for next year: Application in for involvement in ALiM. Identification of priority learners in maths. Fresh data gathered and programme planned and implemented. Analysis of number of Maori
students in the school over time and levels of achievement.26 Analysis of variance writing School name and number Tasman Bay Christian School 1178 Focus: Curriculum Strategic Aim: To develop children who are confident 21st Century Learners and who are achieving their God given potential in all area of TBCS curriculum. Annual Aim: To support greater levels of boys achievement in writing as indicated through National Standards. Baseline data: 2012 in writing Students Above At Below Well Below Total no. % at or above. All children 17.5% (11) 44.4% (28) 30.2% (19) 7.9% (5) 63 61.9% (39) Males 6.5% (2) 35.5% (11) 41.9% (13) 16.1% (5) 31 42% (13) Females 28.1 % (9) 53.1% (17) 18.8% (6) 0 32 81.2% (26) Target: To have 70% of our male students achieve at or above National Standards in Writing
27
Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why did it happen?) Evaluation (where to next?)
All below and well below students identified from 50.1% of males achieved at or above the Tracking ‘at risk students’ and attempting different We have embarked on a long term project to
the beginning of the year on class tracking sheet standard, an increase of 8.1%. Below is the approaches to teaching these students. Discussion accelerate achievement especially for male
for each class. statistics for males only. and support in staff meetings and through ‘walk students through involvement in the NLC.
throughs utilising staff knowledge and strengths. 2013 was definitely a setup year with little
Teacher inquiry set up for two students for six 2012 2013
direct involvement from staff, students or
weeks at a time- strengths identified and specific Particular focus on boy’s learning- utilising visual
Well below 16.1% (5) 6.3% (2) parents except for gathering anecdotal data
goals to work on set. Teachers reported back on strategies, appropriate topic to capture their inter-
and OTJs.
this and kept a record of progress in staff Below 41.9% (13) 43.8% (14) est, scaffolding and beginning to challenge them
meetings. A further two students chosen to focus to take ownership of learning with clearly seen Despite this we have seen a pattern of im-
At 35.5% (11) 31.3% (10)
on if intervention was successful or specific goals steps of progress celebrated. provement especially in 2013. We will contin-
modified. Male students were a priority in this Above 6.5% (2) 18.8% ( 6) ue to sharpen our focus on the priority stu-
Improved staff knowledge of what is involved in
process. dents with a focus on building student agency
Movement occurred across all levels of teaching and learning writing. Deepening their
to monitor and reflect on their own learning.
Whole school PD focused on boys learning both in achievement from well below to above with pedagogical knowledge and providing opportuni-
Other priorities identified include developing
general and especially in writing. Jacqui Clayton the most significant increases happening for ties to try different strategies. teacher’s knowledge of future focused peda-
ran a school workshop specifically focusing on students from well below to below and above
Extra insight into cognitive differences especially gogy and also building more effective learning
accelerating underachievement. Staff readings and the standard.
for at risk students. Working on attitude and mind- conversations and partnerships with parents.
discussions organised by Principal. ‘Walk throughs Of the 7 boys targeted through the additional A focus for principals is to build systems that
set.
in writing; sharing of good practice and recom- STEPS programme 1 student moved from Well can sustain the learning and progress we
mendations for improvement. Target was aspirational- analysis of data going make in all three areas.
Below in 2012 to Below, two students re-
back to 2011 shows some interesting patterns.
STEPS (http://www.learningstaircase.co.nz/) inter- mained at Well Below but made significant
vention programme set up for a group of senior progress within the standard. 4 other students
boys achieving well below the standard in both remained below, again making significant pro-
reading and writing. 4 students received two half gress within the standard.
hour sessions a week with a trained tutor with
specific knowledge of dyslexia. Two other times a 2011 2012 2013
week these students worked with a teacher aide
At/Above All 70% 61.9% 65.1%
on computer based activities or follow up activi-
ties. 3 other boys followed the programme At/Above Males 65% 42% 50.1%
through with the teacher aide only utilising work
books and computer programme. Programme Possible reasons for the drop in achievement in
lasted 20 weeks and replaced reading in children’s could be as follows
class programme.
Staff changes- 2008-2009 we were involved in a
Principal involved in Learning and Change Network literacy contract. Since this time nearly 100% of
contract in planning and data gathering phase in the staff has turned over with one staff remaining
2013 with Tasman, Mahana, Upper Moutere and who arrived in 2009. Such a high turnover of staff
Ngatimoti schools principals. Attended workshops in a small school can impact the sustainability of
and PD sessions. Context for improvement is improvement. It is encouraging to see that once
writing. Agents to change identified for 2014. again we are building achievement especially for
our boys.28 Analysis of variance writing School name and number Tasman Bay Christian School 1178 Planning for next year: Develop strategy for accelerating learning in writing for priority students utilising the strengths and abilities of all 5 schools in our local LCN. Identify priority learners and moni- tor progress closely. Investigate ways to engage parents of priority learners in learning conversations – providing them with the tools to be able to help their children reflect on their writing. Investigate the concept of future focused learning pedagogy and the impact this could have on teaching writing.
29 National Standards NAG2A(b) reporting template For schools with students in Years 1 to 8 that use The New Zealand Curriculum and/or Te Marautanga o Aotearoa to set teaching and learning programmes. School name and number: Tasman Bay Christian School 1178 NAG2A (b) Schools are required to report school-level data on Ngā Whanaketanga Rumaki Māori and/or National Standards under four headings: i. School strengths and identified areas for improvement ii. The basis for identifying areas for improvement iii. Planned actions for lifting achievement iv. How students are progressing in relation to Ngā Whanaketanga Rumaki Māori and/or National Standards. NAG2A (b)(i) Areas of strength National Standard subjects: Maths and writing Discussion: 80.6% of our girls are progressing and achieving in line with the National Standards in Writing with 12 students achieving at and 13 students achieving above. This year we have begun a cluster wide initiative to raise achievement in writing utilising the Learning and Change Network professional development. Data has been gathered from students, teachers and families and achievement challenges have been identified. Staff have also received targeted professional development in writing pedagogy and delivery. 75% of our Maori students are progressing and achieving in line with National Standards in Writing. This has also been an outworking of our involvement in the LCN contract. 2013 saw 10% improvement in maths across National Standards areas. A comparison of 2012 data with 2013 is as follows. 2012 WB- 7.9%, 2013 WB-3.2%. 2012 B- 28.6%, 2013 B- 23.8%, 2012 A- 46%, 2013 A- 46%. 2012 Ab- 17.5%, 2013 Ab- 27%. School wide target was set in maths which has brought our achievement closer in line with National Standards.
30 NAG2A (b)(i) Areas for improvement National Standard subjects: Reading, Writing, Maths Discussion: Reading achievement is at 70% of students at or above the standard in reading. This is a drop of 6% from 2012 (76.2%). 50% of our Maori students are achieving below the standard in reading.2012 saw 21.4% of Maori students were achieving below or well below the standard. Majority of current below students are in Years 1-3. Data we have gathered using JOST shows some students are coming to school with lower levels of vocabulary. Analysis of 6 year net data for the last three years for Maori students shows lower scores in concepts about print. Children on average are also at a lower reading level than their peers after one year at school. 50% of boys are achieving below or well below national standards in writing. This is an improvement from 2012 (58%) but continues to be a concern. We have seen progress in terms of boy’s attitude and engagement to writing- they see a purpose for writing. Aspects of surface and deeper features continue to be an area to focus on. Whole school achievement in maths is improving (73% at or above) but 23% of students are below National Standard with 33% Maori children are represented in this num- ber. NAG2A (b)(ii) Basis for identifying areas for improvement Discussion: Drop in reading achievement unexpected especially for Maori students. Gains are being made in writing but our boys are still underachieving. We are wanting to follow through with LCN contract to see if we can accelerate progress. Gains have also been made in maths but there is still a need to accelerate progress for a group of children who have been below for some time. NAG2A (b)(iii) Planned actions for lifting achievement Discussion: Our Board have considered and discussed National Standards data from 2013. The Board has also reviewed areas of improvement from the analysis of variance in writing and maths. Although Reading has ‘popped up’ as an area of concern, we are continuing to focus on raising achievement in maths and writing with the intention of seeing our achievement raised to be in line with National achievement rates. We have begun some valuable work through the LCN contract and wish to follow that through by set- ting targets in writing and addressing achievement challenges in building strong relationships between staff and families, building future focussed pedagogy with our teach- ers and implementing effective systems to support this. The Board will also focus closely on raising achievement for students in Maths through participation in ALiM. This will further equip us as teachers and our students also with a deeper understanding of how acceleration can occur through in-school intervention. We will also set a target round maths as well. As a small school we are only able to sustain an in-depth focus in two areas. Our decision not to go in-depth in reading is influenced by the demographics of our school for 2014; 10 of the 19 students below or well below will have moved on to other schooling. We will monitor reading progress very closely and continue to utilise STEPS for students with specific difficulties with dyslexia.
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