CHARTER - Gisborne Intermediate School
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CHARTER 2020
THE SCHOOL CHARTER
INTRODUCTORY SECTION
A Gisborne Intermediate student shows lifelong learning through a growth mindset which is supported by our values of
Respect, Integrity, Self-Management and Excellence. At Gisborne Intermediate we encourage all learners in our community to
strive for excellence and become great people.
Gisborne Intermediate values are all integral to growing great people who reach their full potential.
RESPECT - Whakaute
Î Respecting our language, culture, environment, ourselves, growth, and each other
INTEGRITY- Ngākau Tapatahi
Î Being honest, trustworthy, ethical, responsible and accountable for our actions.
SELF-MANAGEMENT - Nga Ture
Î Taking responsibility for being honourable within the way we choose to act and making sure we are prepared in order to
give ourselves the best chance for success.
EXCELLENCE - Hiranga
Î To be the best you can be and to strive for excellence through perseverance.
These values are part of what make people great and we desire for all Gisborne Intermediate students to grow into great
people.
Gisborne Intermediate has enjoyed continual roll growth to the point where we now have an enrolment scheme to avoid
overcrowding. There is a genuine learning culture based around collaboration and the promotion of strong values. There exists
a determined belief that all students will meet with success and are valued for who they are and are supported to aspire to their
full potential.
RESPECT
INTEGRITY
SELF MANAGEMENT
EXCELLENCE
02 | GISBORNE INTERMEDIATE SCHOOL | 2020 CHARTER
THE GISBORNE INTERMEDIATE
TEAM
BOARD OF TRUSTEES SUPPORT STAFF
Tanya Hohepa Chairperson Debbie Ross Office Administrator
Tracey Clare Lynise Craill Office Administrator
Anna Holdsworth Susan Yuile Office Administrator
John Moetara Kay Bermingham Financial Administrator
Nathan Whitley
Kat Swann Teacher Aide
Glen Udall (Principal)
Shane’h Williams Teacher Aide
Kaytlin Walters (Staff Rep)
Andrew Ingoe Teacher Aide
Peips Stone Teacher Aide
TEACHING TEAMS Fee Martin Teacher Aide
Debbie Horsfall Teacher Aide
Tangaroa Regan Hapi Teacher Aide
Alicia Lasenby LH1
Wayne Ensor LH2 Dale Robertson Property Manager
Quentin MIll LH2 Chris Underdown Property Manager
Kaytlin Walters Lead/LH3
Barry Huhu LH3 STUDENTS
Rehua Total Students 645
Anna Devery Lead/LH4 Year 7 323
Tracey Maynard LH4 Year 8 322
Rapiata Ria LH4 Student Ethnicity
Puri Hauiti LH4 NZ European 49%
Wendy Wallace LH5 Māori 43%
Tanemahuta Pasifika 3%
Emily Willock LH6 Other 5%
Jodie Leach Lead/LH7
Dylan Babbington LH8
Paige Bennett LH9
Charlotte Mossman LH10
Nga Taumata Rau
Amber Church Lead/LH11
Michaela Parker LH11
Shawn Norris LH12
Jess Hughes LH13
Rebecca Schultz LH14
Team Tech Arts
Raewyn Hunt Lead | Music
Bryan Notting Art
Jamie Ashman Industrial
Tina Swann Food
Conrad Smith STEM
Anna de Lautour Horticulture
Reg Namana Hauora
Leaders of Learning
Carrie Barclay Numeracy
Glenda Sambrook Literacy
Julie Joll Additonal Educational Needs
2020 CHARTER | GISBORNE INTERMEDIATE SCHOOL | 03
DESCRIPTION OF THE
SCHOOL & COMMUNITY
Gisborne Intermediate School has a roll
of 645 students.
Gisborne Intermediate School has a mix of old and
refurbished classrooms, comprising of 14 learning hubs in all.
In addition to the classrooms and administration block, there
is a Library and a Tech Arts Centre (Music, Dance/Drama,
Food Tech, Hard Materials, STEM, Horticulture, Hauora and
Art), hall and swimming pool. The school grounds are both
sealed and grassed and prove to be adequate for the needs
of the school. Comprehensive adventure playgrounds are
installed and prove to be favourite meeting places for many
of the students. The School Administration block includes Gisborne Intermediate participates in the Poverty Bay / Bay
school offices, medical rooms, staff room, resource room, of Plenty intermediate schools sports competitions in a wide
Principal and DP offices. The school has a comprehensive variety of sports, where the students travel out of district to
computer network system with each classroom having TV compete. There are also a number of students who compete
screens. All classrooms, the library, and school offices have in the AIMS GAMES in Tauranga or at other regional events
computers and the school has wireless internet throughout. representing Gisborne Intermediate throughout the year.
We have many great successes within our sporting codes
The School is organised into five and the students shine when given these opportunities.
education teams: They also participate in an annual exchange with Whakatane
Intermediate in sporting and academic fields.
Tanemahuta (Learning Hubs 1, 2, 3)
Rehua (Learning Hubs 4, 5) Gisborne Intermediate is strongly represented in the
Tangaroa (Learning Hubs 6, 7, 8, 9, 10) performing arts with a range of school groups. Every year
Nga Taumata Rau (Learning Hubs 11, 12, 13, 14) we have performance groups who perform at a variety of
Team Tech Arts (Music, Arts, Food Tech, events.
Industri-Tech, STEM, Horticulture, Hauora) The school web site (www.gisint.co.nz) is a portal to what
The school has all of its classrooms digitally enhanced with is happening at Gisborne Intermediate and we use a
TVs and chromebooks. LSH is our special needs room where school Facebook page which offers weekly updates of
our identified students with additional needs are able to events, sporting successes and is the preferred method of
work with their teacher’s aides. The room is also the base for contacting promoting school events. A quick view of the
our special needs teacher of ORS students. term calendar highlights all that is being offered for the
Although the Principal has overall responsibility for all areas, students from school camps to sporting events to reporting
the Deputy Principal and Lead Teachers have delegated timelines so parents are kept well informed of what is
responsibilities respectively. All classes are multi year groups, coming up in a very busy year. Teachers have also created
years 7&8. hub facebook pages to keep parents up to date with what is
happening specifically in their classrooms.
The contributing population to Gisborne Intermediate
School is multicultural; with a 43% Māori group and a small
immigrant group from a wide selection of Australia, Britain,
Asia and the Pacific Islands.
The community has quite high expectations of the
school. There is a strong indication that parents support
the education their children are receiving. The school
calendar highlights a number of events parents may wish
to become involved in. In 2020 our key Curriculum Goals
include: Teaching as Inquiry, Local Curriculum, Literacy and
Numeracy.
04 | GISBORNE INTERMEDIATE SCHOOL | 2020 CHARTER
WHAT INCLUSIVENESS LOOKS LIKE AT
GISBORNE INTERMEDIATE
Gisborne Intermediate is an inclusive school where students
with special education needs are participating and engaged in
the school classrooms. The students are learning material at their
appropriate level and they are achieving success with the school
curriculum. These students feel valued as active members of their
classroom and they are fully integrated into the school teaching
and learning programme.
Gisborne Intermediate works very carefully on the placement of
students with the best possible teacher to match their individual
social and learning needs. Considerable thought and care is taken
in this process to maximise the transition into successful two years
at Gisborne Intermediate. The school has extensive systems and
processes in place to support learners with special educational
needs. This includes the use of quality teachers’ aides, school
special needs teachers, and liaison with external agencies such as;
RTLB, RTLiT, SE, CAMHs, etc.
Parents are welcomed into the school and are an integral part of
the learning process. We take an active role to encourage parental
participation in school events and the classroom programme.
2020 CHARTER | GISBORNE INTERMEDIATE SCHOOL | 05
NATIONAL EDUCATION
PRIORITIES
Success for all Improving Māori student outcomes
Gisborne Intermediate is committed to improving the Gisborne Intermediate has a Māori roll of 43% of the total roll.
educational outcomes for all of its students. We look for We have a dedicated team of teachers who have developed
continual school improvements in how we meet the programmes for engaging with our Māori students. There
learning needs of all learners through delivering quality are extension and enrichment programmes for students in
learning programmes based around the quality data that we Te Reo Māori and Tikanga Māori. The school receives Māori
have gathered and reported to the BOT. Language Resource funding at Level 3 for 150 learners. The
school continues to self-review its performance in lifting
A safe learning environment Māori achievement and is developing a culturally responsive
Gisborne Intermediate provides a safe structured learning education where Māori can succeed as Māori.
environment for all of its students. The classrooms are well
resourced and mobility access is provided to all classrooms. Providing career guidance
Gisborne Intermediate has a SWIS worker on site who (Year 7 and above)
works with students and their families. The SWIS worker Gisborne Intermediate provides career guidance for its
supports students through targeted programmes and liaises students through the integration of careers within the
with other agencies to ensure that all students receive classrooms major unit studies when appropriate.
appropriate assistance.
Reporting
Improving literacy and numeracy Gisborne Intermediate reports twice a year in writing to
Gisborne Intermediate is committed to improving the parents on their student’s progress towards curriculum
Literacy and Numeracy attainment levels for all students, levels. These reports are written in plain English to ensure
with a value added approach (all students will make progress that parents gain a clear understanding of where their
relative to the entry level to Gisborne Intermediate). The students are in relation to curriculum levels. Students with
school has recently been part of MoE funded ALiM & ALL special needs will have their progress reported against their
MST projects which are designed to (up skill) staff in their individual IEP/IBP learning goals, this will form the basis of
delivery of high quality teaching and learning programmes. their reports.
Better use of student achievement
information
Gisborne Intermediate reviews its data collection processes
yearly to better gain accurate information that is then cross
referenced with data from a variety of sources to ensure
that the teachers OTJ is as balanced as it can be. There is an
assessment schedule that is produced every year outlining
the formal and informal methods used to collect student
data information. These range from: PAT tests, e-asTTle,
GLOSS,IKAN and student evidence of learning. This data is
then compiled into MUSAC Edge where it can be analysed
and progress can be tracked over time.
Improving outcomes for students at risk
Gisborne Intermediate has clear procedures for identifying
students at risk. This begins before the students start at
Gisborne Intermediate, where their previous school and
teacher are consulted around the educational needs of the
student. Once identified the student is then placed with the
most qualified teacher to support them in their learning.
Through the use of outside agencies like: CAMHS, RTLB,
RTLiT, Special Education, SWIS the students are given access
to high quality learning support and programmes to best
meet their identified learning needs.
06 | GISBORNE INTERMEDIATE SCHOOL | 2020 CHARTER
CULTURAL
DIMENSIONS
Cultural Perspectives
Gisborne Intermediate School’s curriculum
recognises the unique position of Māori within
New Zealand society. It provides students with
experiences and understandings in cultural
traditions, language and local and national histories.
Tikanga Māori and Te Reo Māori
Gisborne Intermediate School takes all reasonable
steps to provide learning opportunities in tikanga
Māori and Te Reo Māori for full time students
whose parents ask for it. For parents indicating
their intention to enrol their children at Gisborne
Intermediate School, a discussion will be held to
share/inform the parents of the current level of
teaching of tikanga Māori and Te Reo Māori and
possible future developments considering financial,
human and physical resourcing. Existing parents
of Māori children attending Gisborne Intermediate
School have the opportunity to participate in
discussions on any issues, concerns or matters
of interest concerning Māori and Māori student
achievement.
Consultation with Māori
An annual survey is held. All families with a Māori BOARD’S
child/ren attending Gisborne Intermediate School
are invited to submit responses to a survey. Ideas UNDERTAKINGS
agreed on within the survey are incorporated in the
school’s Action Plan for the forthcoming year.
Consultation
The Gisborne Intermediate School Board consults
Consultation with Pasifika annually with the Mäori community and wider
An annual survey is held in November following community. Processes for consultation include
the distribution of a School Questionnaire to the School Newsletters and Board Meetings, Parent
community. All families with Pasifika children Teacher Interviews, Curriculum Evenings, annual
attending Gisborne Intermediate School are invited hui, and kanohi ki te kanohi (face to face with
to submit responses to this survey. Ideas agreed on parents and family).
within the survey are incorporated in the school’s
Action Plan for the forthcoming year.
Planning Year
Gisborne Intermediate School’s planning year is
January 1 to December 31. The implementation
of the school’s plans is from the beginning of the
new school year.
School’s Charter
The Gisborne Intermediate School Board sends
a copy of the School Charter to the Ministry of
Education annually by March 1.
Annual Report
The Gisborne Intermediate School Board sends
a copy of the Annual Report to the Ministry
of Education annually by May 31. This report
outlines the previous year’s operations, including
a financial report and a report on student
achievement.
2020 CHARTER | GISBORNE INTERMEDIATE SCHOOL | 07
CORE VALUES
GUIDING PRINCIPLES
& BELIEFS Î Put students welfare and learning at
vision
the centre of all our decisions.
Î Build relationships with our school
whānau and community.
Î Prepare students with core skills and
Growing Great People | Te Whakatipu Iwi Nui values.
mission
Î Develop high performing teachers.
Î Respect our social, cultural and
physical environment.
Î Demonstrate effective governance.
Create personalised learning opportunities for our tamariki
with connections to the world around them through powerful
partnerships between students, teachers and whānau.
values
Our beliefs mean we employ and develop Our beliefs mean we aspire to create learners
teachers who: who are:
Î Meet individual student needs with consideration of a Î Well rounded people who fulfill their potential.
futures perspective. Î Aware of their next learning steps and set challenging but
Î Live the school values and are prepared to be learners achievable academic goals.
themselves. Î Curious innovators who take responsibility for themselves
Î Are prepared to be accountable and have challenging and demonstrate a sound work ethic.
conversations around evidence of learning. Î IT savvy and globally connected contributors who are
Î Have high expectations of themselves and their students future focused.
but have some fun in the quest for success. Î Empathetic team players with good manners and show
Î Have an expectation that everyone reaches their full appreciation.
potential by supporting cultural aspirations. Î Brave and resilient in the face of challenge and
Î Are highly professional in working with all stakeholders to disappointments.
achieve maximum impact.
08 | GISBORNE INTERMEDIATE SCHOOL | 2020 CHARTER
IN ACCORDANCE WITH OUR
SCHOOL CHARTER & STRATEGIC PLAN
OUR VISION/ OUR OUR
MISSION VALUES TEACHING
GROWING GREAT EXCELLENCE IN BELIEFS
PEOPLE BY: TEACHING AND
LEARNING WHICH Î Every child is an individual
Creating personalised learning
PROMOTES: Î Children will work at their
opportunities for our tamariki own level of learning
Î High levels of
with connections to the world achievement for all Î A child’s strengths and
around them through powerful interests will be identified
Î Individual strengths and
partnerships between students, potential and nurtured
teachers and whanau. Î Commitment to a Î Children will work in
Our focus is always on pedagogy, partnership between a stimulating caring
school and community environment
methodology and best practice for
Î Staff as our most valuable Î Children will be provided
the emerging adolescent.
resource with robust appropriate
teaching programmes
Î A safe, healthy, secure
and inclusive learning Î Each child will be
environment for all staff encouraged to reach their
and students potential
Î Pedagogy and methodology
suited for the emerging
adolescent
OUR CURRICULUM APPROACH IS NURTURED BY
CONSIDERING THESE 3 AREAS:
WHO HOW WHY
Î Students Î Te Wiki o Te Reo Māori Î Whanaungatanga – Relating
Î Whanau/family Î Local significant historical to each other, kinship, family
sites - Turanganui a Kiwa connections
Î Teachers
Heritage Trails Î Manaakitanga – how we
Î Guest Speakers treat each other
- Local & Global Î Tairawhiti Museum Lessons
- Expert areas Î Legends Î Kaitiakitanga – showing
care and respect for all
Î Te Runanga o Turanganui Î Culture / Tikanga things around us
a Kiwa Î Karakia Î Poutama – steps to
Î Turanga Health Î Marae stay excellence
Î Local Agencies Î Kapa haka – from this area Î Greater student
Î RTLB, SE Î Powhiri engagement
Î Support services, STAND, Î Hauora – who we are and Î Celebrate the unique
Strengthening Families, where we come from culture of the area
CYFS, etc Î 58% of students are of
Î Ka Hikitia
Î Culturally responsive Māori descent
teaching – Tataiako Î Empowering the students
Î E-Learning – Mind Lab by having successful Māori
role models
Î Matariki
Î Students can make a
Î Kaimoana / Hunting connection between their
Î Te Reo Māori local community and the
Î Clear Māori component to wider worlds
the physical aspect of the Î Sense of belonging/
school environment achievement
Î Waiata - local
2020 CHARTER | GISBORNE INTERMEDIATE SCHOOL | 09
2020-2022
STRATEGIC GOALS
GOAL 1
STUDENT
LEARNING
Better
Achievement
To raise student achievement in Numeracy & Literacy
whereby each learner exceeds a years progress annually
with a particular focus on Māori learners. 01
GOAL 2
POWERFUL
PARTNERSHIP
Better
Connections
The school will increase levels of collaboration with
parents, iwi, other schools and community organisations
to develop well rounded students who demonstrate our
RISE values
02
GOAL 3
PERSONNEL
DEVELOPMENT
Better
Skills
To enhance the skill sets of all employees within the
school to grow a highly effective organisation and
create valuable partnerships which meet each learner’s
personalised educational needs.
03
GOAL 4
STUDENT
WELLBEING
Better Hauora
To attend to the health and wellbeing of all students
through the implementation of robust systems and
support mechanisms to monitor and improve their
hauora.
04
10 | GISBORNE INTERMEDIATE SCHOOL | 2020 CHARTER2020-2022
ANNUAL GOALS
GOAL 1
STUDENT
LEARNING
Better
Achievement
A school wide focus on assessment will provide
improved reliability in identifying current student
achievement and identify next learning steps in order to
create personalised learning.
01
GOAL 2
POWERFUL
PARTNERSHIP
Better
Connections
The school will develop expectations around the amount
of home contact required to inform parents on progress
at school and engage whānau in student learning. 02
GOAL 3
PERSONNEL
DEVELOPMENT
Better
Skills
Systems to support inquiries into the impact of
teaching and learning approaches will be developed
across the school. 03
GOAL 4
STUDENT
WELLBEING
Better Hauora
Systems for gathering student voice will be refined to
track trends and identify concerns that may emerge.
04
2020 CHARTER | GISBORNE INTERMEDIATE SCHOOL | 112020-2022
STRATEGIC PLAN OVERVIEW
GOALS
PRIORITY AREAS 2020 2021 2022
Raising student achievement Assessment focus Numeracy focus Literacy focus
Developing powerfulpartnerships Developing relationships with Engagement in the regional communities of learning
whānau
Building staff capabilities Consolidate the use of Develop comprehensive digital Building on bank of quality
professional dialogue systems professional learning journals evidence indicators of teaching
and learning
Attending to student hauora Using effective PB4L strategies Responding to wellbeing surveys Exposing learners to healthy
eating options through a school
garden
2020 ANNUAL GOALS
SELF REVIEW SCHEDULE
GOAL TERM 1 TERM 2 TERM 3 TERM 4
Raising student Term reports on target Term reports on target Term reports on target Term reports on target
achievement students & priority students & priority students & priority students & priority
learners learners learners learners
Report to BOT Report to BOT
Developing powerful Parent surveys at 3 Way Random parent surveys School wide parent Random parent surveys
partnerships with whānau Conferences surveys
and the wider community
Building staff capabilities Lead team review of Staff review of Review of professional Formation of an Action
professional dialogue professional dialogue dialogue system Plan around professional
system system conducted by principal dialogue systems for 2020
and external facilitator
Improving student Analysing hub behaviour management strategies and exploring best practice
wellbeing
PROFESSIONAL LEARNING AT GISBORNE INTERMEDIATE IS:
Î targeted to teacher needs.
Î driven by strategic and annual goals.
Î collaborative where staff share what they have learned through PD opportunities.
Î about encouraging all staff to lead learning and share their expertise.
Î a reflective process which requires teachers to inquire into their practice.
Î a process that never stops.
Î within allocated budgets set for the year.
12 | GISBORNE INTERMEDIATE SCHOOL | 2020 CHARTER2020
SCHOOL OPERATIONS, GOVERNANCE & MANAGEMENT
Key school documents that inform the Gisborne Intermediate School
Charter relating to curriculum include:
01
NAG 1 Î New Zealand Curriculum Framework
STUDENT Î Teaching as Inquiry
ACHIEVEMENT Î School Curriculum; intentions to meet requirements of the NEG’s, NAG’ and
National Education Priorities.
Î Curriculum Achievement Action Plans
Î Student Assessment schedule
Î Student Individual learning journals
Î Associated Policies
Î Gisborne Intermediate School Annual Plans
Key school documents that inform the School Charter relating to self-
review include:
02
NAG 2 Î Strategic goals based on strategic, regular and emergent self reviews
SELF Î Job Descriptions
REVIEW Î
Î
Performance Agreements
Staff appraisals & attestation
Î Education Council Practising Teacher Criteria
Î Professional dialogue sessions
Î Teaching as Inquiry
Î Accidents & Medical register
Î Gisborne Intermediate School Annual Plans
Key school documents that inform the School Charter relating to
personnel include:
03
NAG 3 Î Job Descriptions
PERSONNEL Î
Î
Performance Agreements
Staff Appraisals
Î Education Council Practicing Teacher Criteria
Î Staff Handbook
Î School Prospectus
Î Staff Professional development Programme
Î Roles & Responsibilities Schedule
Î Accidents & Medical Register
Î Personnel & Curriculum Policies
Î Gisborne Intermediate School Annual Plans
2020 CHARTER | GISBORNE INTERMEDIATE SCHOOL | 132020
SCHOOL OPERATIONS, GOVERNANCE & MANAGEMENT
Key school documents that inform the Gisborne Intermediate School
Charter relating to finances include:
04
NAG 4 Î Annual Budget
FINANCE/ Î 10 Year Property Plan
PROPERTY Î
Î
5 Year Property Schedule
SUE Reports
Î Assets Register
Î Auditors Reports
Î Maintenance Schedule
Î Hazard’s Register
Î Health and Safety Procedures
Î School Lockdown & Evacuation Procedures
Î Plant & Machinery Practices & Procedures
Î Insurance
Î Associated Policies & Procedures
Î Gisborne Intermediate School Annual Plans
Key school documents that inform the Gisborne Intermediate School
Charter relating to health and safety include:
05
NAG 5 Î Strategic Plan
HEALTH & Î Operational Plan
SAFETY Î
Î
Hazard’s Register
Maintenance Schedule
Î Emergency Plan / Pandemic Plan / Evacuations Procedures/ School Lockdown
Procedures
Î Student Support Programmes and Procedures
Î School Health & Safety Management System
Î Vulnerable Children’s Act
Î Associated Policies
Î Gisborne Intermediate School Annual Plans
14 | GISBORNE INTERMEDIATE SCHOOL | 2020 CHARTER2020
DISTRIBUTED LEADERSHIP ROLES
Gisborne intermediate leaders are expected to operate in a collaborative environment where distributed leadership impacts on
student outcomes. We are committed to growing the leadership capabilities of staff who are accountable for effective teaching
and learning throughout the school.
We try not to rely on a hierarchal model which is top down, but utilise considerable skill sets that exist across the school. A clear
leadership profile has been designed to support leaders to provide clarity around their role as a leader in our school.
We are committed to delivering equity and excellence within a philosophy of success for all. This requires outstanding
leadership through high level leadership capabilities.
CoL WSTs SENCO
Kaytlin, Barry, Julie
Puri
CURRICULUM LEADERS OF
LEADERS LEARNING
Ana, Conrad, Carrie, Glenda, Carrie
Glenda, Raewyn
CULTURAL MENTORS
LEADERS TO PCTs
Rapiata, Puri IMPACTING Glenda, Carrie,
Dylan, Barry
STUDENT
OUTCOMES
rough equity
MANAIAKALANI & exceence PRINCIPAL
LEADER Glen
Barry
TEAM
LEADERS DP / ACTING
Ana, Jodie,
Amber, Kaytlin, BOARD PRINCIPAL
Raewyn MEMBERS TBC
John, Nathan,
Tanya, Anna,
Tracey
2020 CHARTER | GISBORNE INTERMEDIATE SCHOOL | 15ASSESSMENT SCHEDULE 2020
Refer to the Assessment Tools handbook for the administration guidelines.
WK TERM 1 TERM 2 TERM 3 TERM 4
1 Long Term Plan due to LEAD Long Term Plan due to LEAD Long Term Plan due to LEAD Long Term Plan due to LEAD
24 Jan 27 April 20 July 12 Oct
TECH reports due on MUSAC for TECH reports due on MUSAC for TECH reports doe on MUSAC for
cycle 1&2 cycle 3&4 cycle 5&6
2 PR1ME Placement Assessment IKAN Test 2 ( optional) to be IKAN Test 3 ( optional) to be IKAN Test 4 ( optional) to be
(Year 7s) administered. Loaded into administered. Loaded into administered. Loaded into
MUSAC for your tracking MUSAC for your tracking MUSAC for your tracking
IKAN Test 1 ( optional) to be PROBE (one year or more PROBE (one year or more
administered. Loaded into below – start administering) below – start administering)
MUSAC for your tracking
3 WRITING SAMPLEadministered WRITING SAMPLE administered WRITING SAMPLE administered
(weeks 3-5) genre = explanation (teacher choice of genre) (weeks 3-5) genre = explanation
4 PROBE (one year or more PROBE (one year or more
below – start administering) below – start administering)
5 PAT - READING / PAT MATH GLOSS Interview 2 ASSESSMENT
(administered weeks 5-7) to be administered for all
Maths PAT timetable students
Reading PAT timetable
6 PAT - READING / PAT MATH
(administered weeks 5-7)
GLOSS data due on MUSAC
Friday 27 Nov
7 WRITING data due on MUSAC WRITING data entered E-asttle
15 June 27 Nov
GLOSS data due on MUSAC 27
Nov
PAT Reading and Maths data
loaded onto NZCER 27 Nov
Term 4 Achievement Wall data
due 27 Nov
PROBE data due 27 Nov
8 PAT Maths and Reading data TECH reports due on MUSAC for
loaded on NZCER 23 March cycle 7 (start of week 8)
WRITING d
ata due on E-asttle EOY reports to lead teacher
by 23 March (end of week 8)
9 PROBE Data due 23 March. Term 3 Achievement Wall data
Loaded onto MUSAC due 16 Sept
GLOSS (Interview 1) Term 3 data d
ue on MUSAC 16
ASSESSMENT to be Sept
administered for Year 7 students
10 Term 1 Progress Report goes Term 2 Achievement Wall data Action Week EOY Reports go home 14
home Thursday 6 April due 29 June December
Term 2 Mid Year 2020 data on
MUSAC 29 June
11 GLOSS loaded on MUSAC due
9 April
Term 1 Achievement Wall data
due 9 April
Term 1 2020 data on MUSAC 9
April
16 | GISBORNE INTERMEDIATE SCHOOL | 2020 CHARTERGOAL 1 | STUDENT LEARNING
MATHS
STRATEGIC GOAL BASELINE DATA:
To raise student achievement in Numeracy & Literacy At the end of the 2019 academic year 251 students (Year 7
whereby each learner exceeds a years progress annually with and Year 8’s) were below or well below expected levels in
a particular focus on Maori learners. maths. This included 136 Maori and 14 Pasifika students.
ANNUAL GOAL YEAR 8 STUDENTS BEGINNING 2020
A school wide focus on assessment will provide improved Î Total below: 108 (Maori 55, Pasifika 5, NZ European 48)
reliability in identifying current student achievement and Total well below: 19 (Maori 10, Pasifika 1, NZ European 8)
identify next learning steps in order to create personalised YEAR 7 STUDENTS BEGINNING 2020
learning. Î Total below: 71 (Maori 35, Pasifika 6, NZ European 25,
Other 5)
ANNUAL AIM Î Total well below: 47 (Maori 34, Pasifika 1, NZ European
Students will be engaged in their learning to enable them 11, Other 1)
to be at or above the curriculum expectations in Maths. ACADEMIC TARGETS FOR OUR
Classroom programmes will provide students with relevant PRIORITY LEARNERS 2020
strategies to identify their next learning steps in order to Î The 108 Year 8 students who are below expectation in
create personalised learning. In the case of students with maths, will make accelerated progress and be working
special educational needs, actions which are specific to their at level 4 of the curriculum by the end of the academic
needs will be identified through IEPs and or IBPs. year. Progress will be monitored to ensure that there is no
disparity between Maori and non-Maori students.
ANNUAL INITIATIVES Î The 19 Year 8 students who are working at well below
expectation in maths will make more than a year’s
Î Assessment: To focus on assessment practices by progress and be approaching upper level 3 by the end of
using data to change practice and improve student the academic year.
achievement. Î The 71 Year 7 students who are below expectation in
Î Target groups: To identify students just below maths, will make accelerated progress and be working at
curriculum expectations and require teachers to Early level 4 of the curriculum by the end of the academic
collaborate with colleagues around getting these groups year. Progress will be monitored to ensure that there is no
of students to the expected curriculum level. disparity between Maori and non-Maori students.
Î Evidence of Learning: to have teachers and students Î The 47 Year 7 students who are working at well below
keep evidence of learning needs and progress being expectation in maths will make more than a year’s
made. progress and be approaching early level 3 by the end of
INITIATIVE MEASURES the academic year.
Î Assessment: Improvement in school-wide student Î All students with special learning needs and those who
achievement in literacy and numeracy. require learning support will make accelerated progress.
Î Target groups: Shifts in teacher practice identified
through capability assessments.
LINKS TO STRATEGIC PLAN -
BETTER ACHIEVEMENT FOR
STUDENT LEARNING
Raise student achievement in literacy and numeracy
whereby each learner exceeds a year's progress annually
with a particular focus on Maori learners.
2020 CHARTER | GISBORNE INTERMEDIATE SCHOOL | 17GOAL 1 | STUDENT LEARNING
READING
STRATEGIC GOAL YEAR 8 STUDENTS BEGINNING 2020
To raise student achievement in Numeracy & Literacy Î Total below: 52 (Maori 28, Pasifika 2, NZ European 22)
whereby each learner exceeds a years progress annually with Î Total well below: 40 (Maori 22, Pasifika 5, NZ European
12, Other 1)
a particular focus on Maori learners.
YEAR 7 STUDENTS BEGINNING 2020
ANNUAL GOAL Î Total below: 37 (Maori 17, Pasifika 2, NZ European 18)
A school wide focus on assessment will provide improved Î Total well below: 41 (Maori 22, Pasifika 1, NZ European
reliability in identifying current student achievement and 16, Other 3)
identify next learning steps in order to create personalised ACADEMIC TARGETS 2020
learning. Î The 52 Year 8 students who are below expectation in
reading, will make accelerated progress and be working
ANNUAL AIM at level 4 of the curriculum by the end of the academic
Students will be engaged in their learning to enable them year. Progress will be monitored to ensure that there is no
to be at or above the curriculum expectations in Reading. disparity between Maori and non-Maori students.
Î The 40 Year 8 students who are working at well below
Classroom programmes will provide students with relevant expectation in reading will make more than a year’s
strategies to identify their next learning steps in order to progress and be approaching upper level 3 by the end of
create personalised learning. In the case of students with the academic year. Progress will be monitored to ensure
special educational needs, actions which are specific to their that there is no disparity between Maori and non-Maori
needs will be identified through IEPs and or IBPs. students.
Î The 37 Year 7 students who are working at below
ANNUAL INITIATIVES expectation in reading, will make accelerated progress
and be working at early level 4 of the curriculum by the
Î Assessment: To focus on assessment practices by end of the academic year. Progress will be monitored to
using data to change practice and improve student ensure that there is no disparity between Maori and Non
achievement. Maori students.
Î Target groups: To identify students just below Î The 41 Year 7 students who are working at well below
curriculum expectations and require teachers to expectation in reading, will make more than a year’s
collaborate with colleagues around getting these groups progress and be approaching upper level 3 by the end of
of students to the expected curriculum level. the academic year. Progress will be monitored to ensure
Î Evidence of Learning: to have teachers and students that there is no disparity between Maori and Non Maori
keep evidence of learning needs and progress being students.
made. Î All students with special learning needs and those who
INITIATIVE MEASURES require learning support will make accelerated progress.
Î Assessment: Improvement in school-wide student
achievement in literacy and numeracy.
Î Target groups: Shifts in teacher practice identified
through capability assessments.
BASELINE DATA:
At the end of the 2019 academic year 179 students (Year 7
and Year 8’s) were below or well below expected levels in
reading. This included 99 Maori and 14 Pasifika students.
18 | GISBORNE INTERMEDIATE SCHOOL | 2020 CHARTERGOAL 1 | STUDENT LEARNING
WRITING
STRATEGIC GOAL YEAR 8 STUDENTS BEGINNING 2020
To raise student achievement in Numeracy & Literacy Î Total below: 61 (Maori 19, Pasifika 1, NZ European 39,
whereby each learner exceeds a years progress annually with Other 2)
Î Total well below: 72 (Maori 37, Pasifika 7, NZ European
a particular focus on Maori learners. 25, Other 3)
ANNUAL GOAL YEAR 7 STUDENTS BEGINNING 2020
A school wide focus on assessment will provide improved Î Total below: 64 (Maori 29, Pasifika 3, NZ European 30,
reliability in identifying current student achievement and Other 2)
Î Total well below: 74 (Maori 36, Pasifika 3, NZ European
identify next learning steps in order to create personalised
31, Other 4)
learning.
ACADEMIC TARGETS 2020
ANNUAL AIM Î The 61 Year 8 students who are below expectation in
Students will be engaged in their learning to enable them writing, will make accelerated progress and be working
to be at or above the curriculum expectations in Writing. at level 4 of the curriculum by the end of the academic
year. Progress will be monitored to ensure that there is no
Classroom programmes will provide students with relevant disparity between Maori and non-Maori students.
strategies to identify their next learning steps in order to Î The 72 Year 8 students who are working at well below
create personalised learning. In the case of students with expectation in writing will make more than a year’s
special educational needs, actions which are specific to their progress and be approaching upper level 3 by the end of
needs will be identified through IEPs and or IBPs. the academic year
Î The 64 Year 7 students who are below expectation in
ANNUAL INITIATIVES writing, will make accelerated progress and be working at
early level 4 of the curriculum by the end of the academic
Î Assessment: To focus on assessment practices by year. Progress will be monitored to ensure that there is no
using data to change practice and improve student disparity between Maori and Non Maori students.
achievement. Î The 74 Year 7 students who are working at well below
Î Target groups: To identify students just below expectation in writing, will make more than a year’s
curriculum expectations and require teachers to progress and be approaching upper level 3 by the end of
collaborate with colleagues around getting these groups the academic year. Progress will be monitored to ensure
of students to the expected curriculum level. that there is no disparity between Maori and Non Maori
Î Evidence of Learning: to have teachers and students students.
keep evidence of learning needs and progress being Î All students with special learning needs and those who
made. require learning support will make accelerated progress.
INITIATIVE MEASURES
Î Assessment: Improvement in school-wide student
achievement in literacy and numeracy.
Î Target groups: Shifts in teacher practice identified
through capability assessments.
BASELINE DATA:
At the end of the 2019 academic year 262 students (Year 7
and Year 8’s) were below or well below expected curriculum
levels in writing. This included 123 Maori and 14 Pasifika
students.
2020 CHARTER | GISBORNE INTERMEDIATE SCHOOL | 19GOAL 1 | STUDENT LEARNING
SPECIAL EDUCATION NEEDS
STRATEGIC GOAL RESULTS IN IEP OR IBP LEARNING
To raise student achievement in Numeracy & Literacy NEEDS
whereby each learner exceeds a years progress annually with 100% students with special educational needs achieved 90%
a particular focus on Maori learners. of their learning outcomes for their IEP or IBP.
ANNUAL GOAL 2020 TARGETS
A school wide focus on assessment will provide improved In 2020 we have 6 children receiving ICS support, 8 students
reliability in identifying current student achievement and receiving ORS support and 1 students receiving HCN
identify next learning steps in order to create personalised support.
learning.
Specific targets:
ANNUAL AIM Î 100% students with special educational needs will
Students will be engaged in their learning to enable them achieve 90% of their learning outcomes for their IEP or IBP.
to be at or above the curriculum expectations in Maths.
Classroom programmes will provide students with relevant
strategies to identify their next learning steps in order to
create personalised learning. In the case of students with
special educational needs, actions which are specific to their
needs will be identified through IEPs and or IBPs.
ANNUAL INITIATIVES
Î Assessment: To focus on assessment practices by
using data to change practice and improve student
achievement.
Î Target groups: To identify students just below
curriculum expectations and require teachers to
collaborate with colleagues around getting these groups
of students to the standards.
Î Evidence of Learning: to have teachers and students
keep evidence of learning needs and progress being
made.
BASELINE DATA
2019 we had 7 students receiving ICS support, 6 students
receiving ORS support, 13 students receiving RTLB/SE/CYF/
CAMHS support.
20 | GISBORNE INTERMEDIATE SCHOOL | 2020 CHARTERGOAL 1
ANNUAL PLAN
WE WILL DELIVER ON... BECAUSE WE WILL... SO THAT...
STUDENT Focus professional learning on assessment
practices. Student
LEARNING achievement
Better Achievement Develop teacher coaching to target outcomes are
Raising student achievement in students below the expected curriculum enhanced through
literacy & numeracy whereby each level. transformed
learner exceeds a years progress practices.
annually with a particular focus Enable fully engaged digital citizenship
on Māori learners. which makes learning visible through
LEARN, CREATE, SHARE.
2020 INITIATIVES ACTIONS WHO TERM SUCCESS INDICATORS RESOURCING
Provide focused Unpack assessment schedule Assessment 1 • Consistency of • Staffing
professional learning with staff team assessment data » Fully released
on assessment • Accurate OTJs leaders of learning -
practices Schedule team meeting Lead teachers 1-4
time to discuss assessment referenced with Numeracy
practices evidence » Fully released leaders
• Learners identifying of learning - Literacy
Build assessment practice Leaders of 1&4
where they are at in » Fully released SENCO
dialogue into scheduled learning,
their learning and what • CoL Funding
professional learning mentors
their next steps are
conversations and teaching » 3 Within School
as Inquiry • Culturally responsive Teachers
assessment practices
In-school literacy leader to Glenda 1&4 formulated • Curriculum Budget
work with teachers around
e-asTTle writing assessment
Schedule team and staff Team teachers 1-4
meetings around overall & assessment
teacher judgments team
Nga Manu a Rehua will Nga Manu 1-4
explore assessment practices a Rehua, Ka
which are culturally response Hikitia team
for Maori learners.
Teacher coaching Tracking progress of PLC team 1-4 • Evidence teachers • Staffing
to target students individual students in PLCs are tracking target » 1.5 FTTE (tech
below the expected and team meetings students and have teachers) to allow
curriculum level used deliberate acts of 1.5 hours release per
Scheduled professional Leaders of 1-4 teaching in an effort to
learning sessions with learning week per teacher to
accelerate progress facilitate coaching
leaders of learning using
GROWTH coaching and TAI • Achievement data and follow up
approaches identifies improved sessions
movement trends
Observations and modelling Leaders of 1-4
with in-school literacy and learning
numeracy leaders
Discussions around target Lead, mentor, 1-4
templates at team meetings, leaders of
staff meetings, PLCs and PRT learning,
meetings Brendon
Educate teachers around Puri, Rapiata, Ka 1-4
approaches to engage Māori Hikitia team
learners
Leverage off Engage 10 classroom Pilot 1-4 • Staff take on additional • Regular release time for
Manaiakalani teachers to receive teachers and learning opportunites school leader
Outreach programme facilitation as pilot teachers Manaiakalani to learn about the • Release time for pilot
to explore visible in the Manaiakalani Outreach personnel LEARN CREATE SHARE teachers to attend the
learning through the Programme delivery approach to teaching PLD opportunities
LEARN CREATE SHARE and learning
approach to teaching Create opportunities for Emily 1-4
programme leaders, pilot • Visible learning
and learning approaches more
teachers and school leader to
inform and educate teachers prominent in
around ways to make classrooms across the
learning visible school
2020 CHARTER | GISBORNE INTERMEDIATE SCHOOL | 21GOAL 2
POWERFUL PARTNERSHIPS
STRATEGIC GOAL BASELINE DATA
To build powerful relationships with whanau and the wider Anecdotal feedback from parents indicated that too many
community to maximise opportunities for learners to reach whanau did not feel well informed around the academic or
their full potential. social progress of their child. A survey was held in 2018 to
generate data around parental satisfaction in relation to the
ANNUAL GOAL quality of education being delivered to their child with a
The school will increase levels of collaboration with parents, specific focus on feedback given by teachers.
iwi, other schools and community organisations to develop
well rounded students who reach their full potential. 2020 TARGET
90% of parents who return a survey are satisfied with
ANNUAL AIM the quality of education being delivered by Gisborne
Strong partnerships with whanau, iwi, other schools and Intermediate School and the level of communication
community organisations will be fostered throughout the received around their child’s academic and social progress.
year.
ANNUAL INITIATIVES
Î Home contact: to build relationships with whanau
through regular contact and provide opportunities for
them to contribute to their child’s education.
Î Community of Learning: to an active member of the
regional community of learning which clusters a pipeline
of educational institutions from early childhood through
to secondary schooling.
Î Local Iwi: to consult with iwi on their aspirations for local
Māori students.
INITIATIVE MEASURES
Î Home contact: Improvement in regularity of home
contact from teachers.
Î Community of Learning: Increased engagement
with primary and secondary schools around learning
pathways.
Î Local Iwi: Improvement in student achievement data as
a result of Runanga support.
22 | GISBORNE INTERMEDIATE SCHOOL | 2020 CHARTERGOAL 2
ANNUAL PLAN
WE WILL DELIVER ON... BECAUSE WE WILL... SO THAT...
POWERFUL Build relationships with whanau through
Stakeholders work
PARTNERSHIPS regular contact with home.
in partnership with
Better Connections a shared sense of
Increasing the level of collaboration Have activite membership in the regional
community of learning (Kahui Ako). purpose
with parents, iwi, other schools
and community organisations to Engage with local iwi around a culturally
develop well rounded students who responsive local curriculum and pedagogies.
demonstrate our RISE values.
2020 INITIATIVES ACTIONS WHO TERM SUCCESS INDICATORS RESOURCING
Regular home Survey families for preferred Teachers 1 • Parent satisfaction with • Budget for food at
contact with whanau methods of home contact levels of home contact whanau evenings -
around learning • Attendance rates at Manaakitanga
Set up class Facebook pages to Teachers 1
post updates around what is information sessions
happening in each learning hub • Teachers having more
than 6 contacts per year
Hold parent information Teachers 2&3
with whanau around
sessions around learning
learning for each
Digitally track home contact of Lead 1-4 student
teachers teachers
Hold staff meetings to explore Nga Manu 1-4
the importance of authentic a Rehua,
whanau engagement to Kahikitia
support Māori learners team
Active membership GisInt Principal to lead Kahui Glen 1-4 • Collaboration with • WST release to attend
of regional Ako as one of three regional other schools is PLD opportunities
Communities of lead principals initiated • PLD Budget
Learning (Kahui Ako) • Participation in CoL PLD
GisInt Within School Teachers Kaytlin, Jan
to attend regional professional Emily, Julie • GisInt teachers seek
learning and look for appointment to Across
networking opportunities with School Teacher roles
other schools in the region once advertised
Board informed of decisions Glen 1-4 • Within School Teachers
and progress share learning from
their inquiries with staff
Seek engagement with Across Glen Kaytlin, 1-4
School and Within School Emily, Julie
Teachers to understand
collective inquiries to target
accelerated achievement
Send staff to Kahui Aki PLD Glen, 1-4
coordinated by lead principals Brendon
Seek feedback Partner with Te Runanga o Glen 1-4 • High level of active • Māori Language
from Te Runanga o Turanganui a Kiwa to review engagement from Resourcing fund
Turanganui a Kiwa the Kahui Ako strategic plan whanau around
and Māori whanau and explore clear links with offering feedback on an
around delivering an this document and the GisInt education which meets
education that meets strategic plan which will deliver their aspirations
their aspirations for aspirations for Māori learners • Assessments for
Māori learners measuring student
Survey parents for their Glen 1-4
perspectives wellbeing and
achievement provides
Invite iwi and parents to Nga Manu 1-4 evident of happy and
larticipate in educating Māori a Rehua, engaged learners who
learners at GisInt Kahikitia experience academic
improvement
Use Māori Language Resource Nga Manu a 1-4
funding drive culturally Rehua
responsive practices for Māori
learners
2020 CHARTER | GISBORNE INTERMEDIATE SCHOOL | 23GOAL 3
PERSONNEL DEVELOPMENT
STRATEGIC GOAL BASELINE DATA
To enhance the skill sets of all employees within the school PLCs identified that not all personal goals were being
and parents to grow a highly effective organisation and achieved.
create valuable partnerships which meet each learner’s
personalised educational needs. 2020 TARGET
90% of teachers achieve their personal goals set out within
ANNUAL GOAL performance management processes.
Systems to improve communication with employees around
their professional learning and in educating parents will be
developed across the school.
ANNUAL AIM
To increase levels of communication with parents around
emerging adolescence and to better support staff to inquire
into their professional practice in order to improve outcomes
and student achievement.
ANNUAL INITIATIVES
Î Leadership PLD: to invest in leaders by encouraging
their involvement to grow their leadership capabilities.
Î Teachers: to support teachers to inquire into their
pedagogy through regular dialogue to improve
educational outcomes for students.
Î Support Staff: to encourage support staff to take up
professional learning opportunities.
INITIATIVE MEASURES
Î Leadership PLD: Improvement in leadership capabilities
which impact on student achievement.
Î Teachers: Shift in teacher practice as a result of
scheduled Professional Learning Conversations (PLCs).
Î Support Staff: Shifts in practice as a result of professional
learning.
24 | GISBORNE INTERMEDIATE SCHOOL | 2020 CHARTERGOAL 3
ANNUAL PLAN
WE WILL DELIVER ON... BECAUSE WE WILL... SO THAT...
PERSONNEL Increase leadership capabilities of the
Every member
DEVELOPMENT school leadership team
of our learning
Better Skills community is
Enhancing the skillset of staff Support teachers to inquire into their
practice through regular dialogue enthused, engaged
through effective coaching which and passionate
results in professional growth and Appraise support staff and facilitate about learning
improvement in performance. professional learning opportunities
2020 INITIATIVES ACTIONS WHO TERM SUCCESS INDICATORS RESOURCING
Develop leadership Send remaining Brendon 1 • PLCs identify growing • Principal's budget for
team as coaches management personnel to capabilities of coaching leadership breakfasts
“Introduction to Leadership skills of leaders
Coaching Workshop” • Leadership breakfasts
Implement ideas from Brendon 2-4 result in greater
Growth Coaching understanding of
framework educational leadership
capabilities
Hold termly leadership Brendon 1-4
• Coaching observations
breakfasts
result in opportunities
Schedule observation Brendon 1-4 for reflection and
sessions of leaders in a growth
coaching scenario • Teacher voice data
Leaders goal-setting for Leadership team 1 identifies positive
development of coaching feedback around
skills leadership capabilities
of those in leadership
Schedule Leadership PLCs Brendon 1-4 roles
Professional Learning Continue to schedule Brendon 1-4 • PLC meetings result in • Staffing
Conversations (PLCs) termly PLCs actions with outcomes » 1.5 FTTE (tech
Embed inquiry model Brendon, leaders 1-4 • Teaching As Inquiry teachers) to allow
approach to support of learning model used by staff 1.5 hours release per
teachers inquiring into • Target group templates week per teacher to
their practice used by all teachers facilitate coaching
and follow up
Track student data Brendon, leaders 1-4 • Accelerated progress sessions
information of target of learning achieved with learners
groups through Teaching previously below
As Inquiry expected curriculum
levels in literacy and
Build conversations around Brendon, leaders 1-4 numeracy (particularly
culturally responsive of learning priority learners)
pedagogies into PLCs
Support staff Engage support staff in a Glen, Brendon, 1-4 • Teacher aide training • School PLD Budget
appraisals process to reflect on their Julie, board available on a needs
performance representative basis
Require support staff to 1-4
identify opportunities for
growth and improvement
in their role
Facilitate support staff 1-4
engaging in professional
learning
2020 CHARTER | GISBORNE INTERMEDIATE SCHOOL | 25GOAL 4
STUDENT WELLBEING
STRATEGIC GOAL BASELINE DATA
To improve the health, safety and well being of all students Data gathering mechanisms do not currently exist for
through the implementation of robust systems and student well being which is why this features as part of the
procedures, and the creation of a variety of data gathering goals and outcomes. Behaviour data from 2018 identifies
mechanisms. that 907 incident reports were filed to flag behaviours of
concern. Through coordinated actions addressing the health
ANNUAL GOAL and wellbeing of students we plan to monitor the rates of
A thorough review of Health & Safety practices will be incident reports that are filed in 2020.
undertaken with recommendations to align with best
practice implemented and a child protection policy/ 2020 TARGET
procedures created. To reduce the number of incident reports filed by staff by
20%.
ANNUAL AIM
Data around student health and wellbeing will be tracked
and reported on with analysis of contributing factors
identified.
ANNUAL INITIATIVES
Î PB4L: Use effective strategies to manage behaviour
of students and which promote positive behaviour for
learning.
Î Wellbeing Surveys: Conduct surveys on student
wellbeing and take recommendations from students,
parents and staff in ways the school can improve student
wellbeing.
Î Community Garden: Promote sustainable and healthy
eating options.
INITIATIVE MEASURES
Î PB4L: Decrease in the number of incident reports, stand
downs and exclusions.
Î Wellbeing Surveys: Improved data outcomes in
wellbeing survey.
Î Community Garden: More learners exposed to growing
and eating healthy food options.
26 | GISBORNE INTERMEDIATE SCHOOL | 2020 CHARTERGOAL 4
ANNUAL PLAN
WE WILL DELIVER ON... BECAUSE WE WILL... SO THAT...
STUDENT Promote positive behaviours for learning to
Learners are safe,
WELLBEING support our RISE values.
happy, healthy,
Better Hauora confident and
Attending to the health and well Improve students well being by responding
to student voice. successful
being of all students through the
implementation of robust systems Develop healthier eating options at school.
and support mechanisms to monitor
and improve their hauora.
2020 INITIATIVES ACTIONS WHO TERM SUCCESS INDICATORS RESOURCING
Implement Positive PB4L lesson plans created School 1-4 • Consistency of PB4L • Curriculum Budget
Behaviour For and taught leadership team lessons explicitly taught
Learning (PB4L) PLD • Reward systems
Whole staff PLD 1-4
reviewed and updated
Reward systems reviewed 2-3
• Fewer major incidents
and tweaked
attributed to rewards
for positive behaviour
which are attractive to
learners
Continue to gather Brendon and leaders of Brendon, leaders 1-4 • Student voice interview • Staffing
student voice learning gather student of learning data » 1.5 FTTE (tech
voice to inform scheduled • Survey data impact teachers) to allow
PLC's analysis shared 1.5 hours release per
Conduct student wellbeing Brendon, Carrie 4 • School wellbeing values week per teacher to
surveys across the school actioned facilitate coaching
and follow up
Investigate wellbeing Glen/Brendon 1-4 • Assessment tool sessions
values as part of Health designed to measure
Promoting Schools wellbeing of students
(HPS) indicators (Ako • Pasifika voice being
Tahi) Whanaungatanga, heard
Manaakitanga, Mahi Tahi)
Develop an assessment Nga Manu a 1-4
tool to evaluate wellbeing Rehua
of Māori learners
Develop approaches to Pasifika team 1-4
capture well being data of
Pasifika learners
Promote healthy Facilitate student driven Anna, Tina 1-4 • Healthy food options • Curriculum Budgets
living and eating impact projects with a produced and prepared » Food Tech
choices through Food focus on healthy living and at school through the
» Horticulture
Tech and Horticulture eating choices community garden
specialists subjects project » Extension
2020 CHARTER | GISBORNE INTERMEDIATE SCHOOL | 27You can also read
