PAIHIA SCHOOL CHARTER 2016 2018
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PAIHIA SCHOOL CHARTER
2016 – 2018
History
The current school roll is comprised 56% Maori, 33% NZ European, 3% Pasifica, 2% Asian, and 6% other ethnicity. Paihia School
is a Decile 4 school.
Children attending the school come from a wide variety of social and economic backgrounds, due to the unique nature of the
population in the Paihia School area. This in turn provides for a wide range in pupil achievement and readiness for school entry.
Our children come from the Paihia, Waitangi, Te Haumi, Opua and Haruru Falls areas.
There are 9 teaching positions to begin with in 2016. As a result of exploring research around quality teaching and visible learning
in 2015 teachers at Paihia School are now most often referred to as Change Agents (CA’s). There are a large number of junior
students currently enrolled. The school has a SENCO to plan, support and co-ordinate children with special education needs.
Paihia School has several staff in teacher support roles with a range of responsibilities from managing the school office, leading
kapa haka and running the library. The school has a Library, Wharenui, Wharekai, Solar heated swimming pool, a corner of
dreams, adventure playgrounds and large playing field.
Paihia School - 1927
Principals’
endorsement:
Jane
Lindsay
Board
of
Trustees’
endorsement:
Wayne
Smith
Submission
date
to
Ministry
of
Education:
1st
March
2016
Paihia School Mission statement:
To cater for the whole child by respecting cultural differences
and providing the best learning environment in partnership with parents and whānau
so every child achieves to their highest ability
and is prepared for their future.
Paihia School Vision statement:
Kia hui ako tahi tātou hei kawenga atu mo ngā ra e tu mai nei
Together we learn and prepare for the future
Paihia School Values:
Manaakitanga – Respect
Kaha – Doing our best
Whanaungatanga – Helping others
Tu maia – Resilience
Cultural Diversity and Maori Dimension 2016
New Zealand’s unique cultural dimension is reflected in The unique position of the Māori culture is a key element as 56%
Paihia School’s composition: our students are of Māori descent. Great value is placed on our
African 1% Fijian 1% tangata whenua as Paihia is situated by the birthplace of our nation,
Filipino
1% Hispanic 1% Waitangi. Many of our families have inter-generational association
British
2% Indian 2% with Paihia School. There is a strong commitment to develop
Cook
Island 1% Other 2% whanaungatanga.
NZ European 33% Māori 56%
What
reasonable steps will the school take to incorporate tikanga Māori (Māori culture and protocol) into the school’s
curriculum?
Through
close consultation with staff, students, parents and whānau Ka Hikita, and the New Zealand Curriculum will be the basis for
curriculum
development and implementation throughout Paihia School. All students will be involved in pōwhiri, kapa haka, karakia, and
waiata.
It is the kaupapa of the school. Teaching and learning will be inclusive of te reo me ngā tikanga o Ngāpuhi.
What will the school do to provide instruction in te reo Māori (Māori language) for full time students whose parents ask for it?
Our classes provide instruction in te reo Māori at Level 4. (2001 Education Standards Act Section 61, (3), (a), (ii). Paihia School is
inclusive of the teaching of te reo Māori and is developing a school wide programme to ensure there is continuity and equity in the
provision of learning te reo Māori.
What steps will be taken to discover the views and concerns of the school’s Maori community?
Paihia School is committed to a partnership between home and school. Communication is always welcome and invited through our open
door policy, informal discussions, whānau days, parent meetings, newsletters, questionnaires, and hui. As per Ka Hikitia and Tataiako all
staff will be proactive in effective and timely communication with members of the school community kanohi ki te kanohi, verbally, in
writing, and by listening. Community engagement with whānau will take place regularly each year at school and/or our local marae.
Baseline Data or School Context
Students’ In 2015 we did not reach our target of 80% of all students being at or above in reading writing and maths measured against the
Learning National Standards. In all three areas it is our Māori students who are underachieving, especially boys in writing. Our
European/Pakeha are achieving a lot more success, as are girls. Our ORS children are making exciting progress towards their
personal goals. These students are well supported by regular contact with parents and whānau and quality teacher aide support.
ESOL are making progress although there is a wide diversity of language needs amongst these students. Self review staff
meetings regarding progress and achievement and next steps of specific students who are below or well below will be held three
times every term in 2016. All students will develop their own learning map to identify who helps them to learn and how they learn
best, plus set goals for their learning. These will be revisited and refined throughout the year. Gifted and talented students will be
monitored to ensure we are providing the best learning environment for them.
Student Our senior students in Years 4 – 8 are a lot more engaged in their learning due to the introduction of Chromebooks. All students
Engagement in Years 5 – 8 have the opportunity to purchase a Chromebook by paying $3.75 per week over three years. The majority of
whānau have chosen to support their child’s learning and prepare then for their future by buying the Chromebook. It is important
to us that we provide equitable access to digital devices so students can share their learning with each other and their parents
and whānau, plus learn in a blended e-learning environment. All Year 4 students use school owned Chromebooks. These were
introduced in 2015 and have resulted in fundamental change. All junior students have multiple Ipads in their classes. A further
twenty Ipads will be available in 2016.
We work hard to provide as many different learning experiences as possible to cater for the whole child. Examples of this are
waka ama, netball, cross country, swimming, rippa rugby, touch rugby, soccer, softball, kapa haka, powhiri, talent quests,
speech competitions, involvement with the Waitangi Treaty Grounds, Matariki, Pet Day, Waimate North Show art exhibits,
camps, tree planting, caring for our local stream and waterways, beach clean ups, etc.
School There are nine classrooms open from the beginning of 2016 due to the number of junior children we have enrolled and the Board
Organisation and of Trustees commitment to providing small class sizes for optimum learning. Paihia School has several staff in teacher support
roles with a range of responsibilities from managing the school office to helping students to maintain school and community
Structures
vegetable gardens. Leadership is distributed with staff having opportunity to utilise their strengths to support others. There is now
a strong sense of unity and collaboration amongst Change Agents (CA’s) otherwise known as teachers. Syndicates have been
abandoned as they were having little impact plus working as one team has become a high priority. There is a very proactive PTA
that holds events (eg mini gala and talent quest). The PTA has recently raised nearly $30,000 and are in the process of finalising
the new senior adventure playground. Our school is participating in blended e-learning professional learning development and
student learning maps through our Kaikohekohe Education Network (KEN) and we are a Manaiakalani Outreach cluster school.
We are continuing to positively manage behavior through PB4L.
Review of Charter The current Charter and Strategic sections were reviewed and revised in 2015. National Education Goals and Priorities: All
and Consultation programmes will be based on the New Zealand Curriculum framework and curriculum documents, with an emphasis on our local
goals. The school will engage with and report to the community on the achievement of students in reading, writing and maths
based on overall teacher judgements measured against the National Standards. The school will provide a safe physical and
emotional environment particularly implementing our PB4L plan. Programmes will be supported by the school’s policies,
procedures, maintenance and financial plans, job descriptions, performance management systems, and health and safety
strategies.Strategic Section
Strategic Goals Core Strategies for Achieving Goals 2016 - 2018
1
Create and inclusive learning Assessment data gathered as part of whole school assessment plan for each year. Moderation of overall
environment with and teacher judgements(OTJ) and administration of assessment resources. Cohorts of concern (special needs,
expectation of high student Māori, boys, ESOL, students below or well below the National Standards) monitored closely throughout the
achievement and progress year. Analysis of variance to identify targets reached. Cater for our Māori tamariki to succeed as Māori through
sustained in reading, writing and appropriate resources, contexts, involvement of whānau, te reo me ngā tikanga Māori. Cater for our special
maths for all students measured needs, low achievers and ESOL students through inclusive programmes, appropriate resources, and co-
against the National Standards.
constructed goals and learning opportunities with whānau involved. Cater for our gifted and talented. Monitor
the effectiveness of teaching regularly. Adopt learn, create, share inquiry based learning.
2
Catering for the whole child Access a range of experiences including academic, sporting, cultural, leadership, EOTC, community, problem
through a wide range of learning solving, and the arts each year. Students learn, create and share. Actively pursue but evaluate opportunities.
experiences. Monitor this as part of our annual review. Budget reflects support for the provision of a range of learning
opportunities in order to cater for the whole child.
3
Future focused teaching and On going development of blended E-learning to improve teaching and learning opportunities. Parents have
learning resources and access to blogs and Parent Portal to support and be actively involved in their child’s learning. All students have
environment provided to equip equitable access every day to devices to equip them for the 21st Century and develop global citizenship skills.
our students for their future.
These devices available for senior students out of school hours so learning is not confined to just the school
day but at home too. Development of learn, create, share pedagogy in a modern learning environment.
4
Provide culturally responsive Provide culturally responsive learning experiences for Māori students on a daily basis. Implement a school wide
learning environment so our te reo Māori programme. Develop a transparent relationship with whānau so there is a partnership between
Māori students succeed as home and school in order to support student well-being and co-construct learning. Everyone actively involved in
Māori.
karakia, himene, mihimihi and waiata. Whole school participation in kapa haka each week. Positively manage
behaviour through our waka hoe and embed them as our values (illustrated as hoe). Learn more about waka,
our Wharenui Awhina and tupuna within. Have noho marae, wananga, hui, and/or whānau days each term.
5
To develop an awareness of our Continue to be kaitiaki of the vegetable gardens at William House. Maintain and grow vegetables in the school
responsibility within our gardens. Continue to do regular beach clean ups. Be available for pōwhiri and kapa haka at Waitangi and/or for
community and to participate cruise ships. Investigate caring for our environment eg local stream that runs by the school plus the bush track
actively within our community up school road, marine reserve, bird life, tree planting, etc. Be involved in the local bird corridor. Participate in
and be kaitiaki of our local community events, eg annual Christmas Parade.
environment.
6
Strong sense of friendly, family Parents regularly commenting and giving feedback on student work displayed on class and/or student Blogs in
culture so parents and whānau a way that supports further learning and progress. Parents able to discuss where their child is at and where to
are actively involved in a next and how they can help. Parents learning through and with their children particularly through the senior
partnership between home and classes via Chromebooks - modules offered. Parents part of learning maps process. Whanaungatanga
school to support student promoted through our waka mode (PB4L). Promote the welcoming and friendly nature of our school. Open door
learning - Whanaungatanga. policy – a place for parents too, not just children.
Annual School Improvement Plan 2016 – SUMMARY
Domain Strategic Goal Target Short Report
Student High student achievement 85% of all students to be at or above the National Standard in reading, Student achievement and
Achievement and progress sustained in writing or maths. All students to make progress, some accelerated. All progress was unsatisfactory
reading, writing and maths students who are currently below or well below to make more than in 2015. Targets were not
measured against the one years progress to in relation to the National Standards for reading, met. We have a clear plan
National Standards. (NS) writing and/or maths, especially Māori and Māori boys. to address this once and for
(see Targets for 2016) all in 2016. Exciting.
Whole child Catering for the whole child A range of experiences including academic, sports, cultural, It is important to provide a
through a wide range of leadership, EOTC, community, problem solving, and the arts provided range of opportunities given
learning experiences. for all year levels catering for all children including our special needs, the unique make up and
Maori and Pasifika. Students learning with and from each other, location of our school
creating and sharing with others within and outside of the school, community.
including whānau. Budget reflects support for the provision of a range
of learning opportunities in order to cater for the whole child.
Parents and Parents and caregivers are At least 50% parents commenting on student blogs to support student 10% (few) parents are
whānau actively involved in a learning. All parents of senior students have set up access to the actively commenting on the
partnership between home Parent Portal. 100% parents and caregivers are actively involved in a blogs however 45% are
and school to support partnership between home and school to support student learning eg checking the blogs.
student learning attending interviews, whānau days, visiting the school, supporting
sporting or EOTC events.
Blended Future focused teaching 100% of all students - senior have access to a digital device and Most students have access
E-Learning and learning resources and blended learning every day and at home; junior access to a device to a digital device at some
environment provided to every day at school. Parents have access to their child’s learning stage each day.
equip our students for their through technology. These devices available out of school hours so
future. learning is not confined to just the school day but time at home too.
Community To develop an awareness Students actively identify an issue or problem within the community Our unique location
Involvement of our responsibility within that they can solve. Students access expertise within the community provides great opportunity
our community and to to support them. All students have the opportunity to be involved in that is currently
participate actively within caring for and being part of the community. underutilised.
our community as kaitiaki of
our local environment.
Te Reo me Provide culturally Nga tikanga Māori embraced across the school. Whole school Not all staff understand the
Ngā Tikanga responsive learning participation in kapa haka each week. Have noho marae, wananga, key concepts of taha Māori
Māori environment so our Māori hui, and/or whānau days each term. All whānau engaged in their in order to apply culturally
students succeed as Māori. child’s learning.100% of CA’s implement the schoolwide te reo Māori responsive learning
programme. Baseline and end of year assessment data gathered. experiences for Māori to
100% of all students make progress in speaking, listening to, reading succeed as Māori.
and writing te reo Māori.Other 2016 Key Improvement Strategies to Achieve Strategic Vision
Property Short Report Finance Short Report
Upgrade student toilets. The 5YA is due to be Ensure budget is spent on planned areas The school remains in a
PTA put in the new senior adventure renewed in 2017. of need. healthy position.
playground. Parking is an urgent issue, as Use savings in a prudent manner.
Bike track to be put in. is the access to the Continue to invest a percentage of the
Old sandpit to be resurrected. staffroom. Operations Grant for a limited time if it is
Lack of parking available at the school to prudent to do so.
be resolved.
Asbestos lined buildings need to be
removed and rebuilt.
Personnel Short Report Community of Learners Short Report
Use Operations Grant to employ teacher Support staff ie Teacher Continued involvement in the We have been part of this
aides to assist teachers to support our Aides employed to support Kaikohekohe Educational Network (KEN) cluster (KEN) since 2014. We
special needs children, cohorts of teachers but also students in and Manaiakalani Outreach (MO) to have regular toolkits, PLG’s
concern, ESOL, and Māori tamariki. their learning. develop the learn, create, share teaching combined staff meetings,
Provide professional development where Monitor roll to ensure we are as inquiry and allow our parents to combined BOT meetings.
needed so staff have the skills and adequately but not over become involved in their child’s learning Principals meet every term.
knowledge they need. Employ an extra staffed. Most classes have anywhere, anytime. We became a MO school last
teacher to allow small classes. less that 25 students and our year with our KEN schools.
new entrant classes have
less than 16.Improvement Plan for Reading
School Strategic Learning Goal: High student School Annual Learning Target: To increase the number of students achieving at or
achievement and progress sustained in reading, writing and above the National Standards in reading.
maths measured against the National Standards (NS)
Baseline data: 69% of all students finished 2015 at or Target: By the end of 2016 85% of all students to be at or above the National
above the National Standards. 87% of European/Pakeha Standard in reading.
students were at or above. Of the 52 students who finished By the end of 2016 all students, especially Māori, Pasifika and Asian who are currently
the year below or well below 38 of them are Maori. There below or well below to make accelerated progress of more than one years progress in
was little difference in terms of gender in the below and well relation to the National Standards.
below cohorts. Of the target 12 students who had been at By the end of 2016 all 29 students in all year levels who are currently below make
school for one year 8 of them remain below – 5 well below accelerated progress of more than one years progress to be at in relation to the
and 3 below. The target Year 7 students made progress National Standards.
with 5 of them becoming at the standard, 2 below and 2 well By the end of 2016 all 6 students in Year 6 this year and all 5 students who are
below. On average over the year 68% of students made currently well below after two years at school to make accelerated progress of more
progress, 25% made limited progress and 7% regressed. than one years progress in relation to the National Standards.
Key Improvement Strategies
When What Who Indicators of Progress
TOD January Teaching as inquiry process started through Principal, senior There is a sense of urgency around student achievement.
2016 the development of a professional learning management and Assessment data has been analysed and used to form an
team of Change agents (CA’s). all CA’s. inquiry goal. Structure in place for CA’s to gather evidence to
support their inquiry.
January 2016 Refine appraisal process to support and Principal and all Change agents gather qualitative and quantitative evidence,
improve Change agent practice. CA’s. ownership and improvement towards the Practicing Teachers
Criteria. CA’s develop their own inquiry and goal based on
student achievement.
Commencing CA planning and related material to support All CA’s. Led by Students, parents and whānau have access to learning
learning will be visible through their Google Chrissy. anywhere, anytime. CA’s have planned and implemented an
Term 1
site. appropriate reading programme.
By Week 2 IEP’s written for all cohorts. These are living Principal, senior IEP’s in place for all students who require one (either for
documents that are shared and discussed management and extension or extra support). Staff meetings held every term re:
Term 1
at staff meetings regularly. all CA’s cohorts of concern. There is a sense of urgency around student
achievement.
Term 1 Develop a system for making accurate OTJ Principal, senior There is minimal difference when making OTJ and there is
in reading measured against the National management and evidence supporting the OTJ.
Standards. all CA’s
Ongoing All classes have displays that are kept up to All CA’s Change agents and students able to explain how their
date and support student learning in classroom displays support learning in reading.
reading, and students actively refer to.Every term Collaborative support for each other to Principal, senior Staff meetings held every term re: cohorts of concern. CA’s
improve practice in a transparent learning management and engaged in open and reflective learning conversations related to
environment. all CA’s. their practice in order to accelerate student achievement.
Formalised system.
Ongoing All Change agents use the same All teachers Assessment is accurate and does not need to be adjusted when
throughout assessment tools in the same way. checked by principal or moderated. All assessment data is
the year complete on time.
Term 1 Learning maps created by all students to set All students Students able to talk about their learning and set goals.
ongoing goals and consider how they learn and from Students share and discuss their map with parents and whānau.
whom they learn best.
Ongoing All teachers using LI, SC, exemplars, All teachers Appraisal process, student work, displays will confirm effective
throughout personalised learning and plenary in pedagogy individually and across the school. Students are able
the year partnership with students. to say what they are learning and how they will be successful at
any time of the day in any lesson.
Ongoing Resources are used that support our All teachers There will be orderliness about the resources. All change agents
throughout students, especially our Maori, Asian and will be aware of the resources within the school. Resources will
the year Pasifika. be used effectively to support learning. The context of new
resources will especially support all Māori students.
Term 4 Develop a system for making accurate OTJ Principal, senior There is minimal difference when making OTJ and there is
in writing measured against the National management and evidence supporting the O.T.J. Change agents become more
Standards and introduce the PaCT tool. all teachers. confident and O.T.J .more valid and reliable.
Chrissy to lead.
End of year Analysis of end of year data to inform Principal, senior End of year progress and achievement results will inform where
progress, planning and resourcing for 2017 management to next.
Monitoring:
Reporting to the Board of Trustees every term progress and achievement in reading measured against the National Standards.
Self review staff meetings regarding progress and achievement and next steps three times every term working as a collaborative team.
Teachers gather evidence towards their inquiry around their practice and also teacher inquiry goal based on student data.
Staff meetings held each term to monitor progress and achievement of cohorts of concern.
Work with Woolf Fisher to monitor progress and achievement.
Resourcing:
Utilise expertise within staff to support teachers.
$25,000 has been set aside for extra teacher.
$12,000 has been set aside for release and professional development for teachers.
$109,800 has been set aside for teacher aides and learning support teacher aide.Improvement Plan for Writing
School Strategic Learning Goal: High student achievement School Annual Learning Target: To increase the number of students achieving at
and progress sustained in reading, writing and maths or above the National Standards in writing.
measured against the National Standards (NS)
Baseline data: Target of 80% not met. Only 60% of all Target: By the end of 2016 85% of all students to be at or above the National
students finished 2015 at or above. Four of seven Asian Standard in writing. By the end of 2016 all students, especially Māori boys who are
students remain below or well below. One of the two Pasifika currently below or well below to make accelerated progress of more than one years
students remains below. Of the 12 students who had been at progress in relation to the National Standards.
school for two years one remains well below and 4 below. The By the end of 2016 all 37 students in all year levels who are currently below make
rest moved to at. Only 14 Year 7’s returned to Paihia School accelerated progress of more than one years progress to be at in relation to the
(not 20). Eleven of them finished the year below or well below National Standards.
(8 of them are well below). One of the Year 8 students moved By the end of 2016 all 8 students in Year 6 this year, all 5 students in Year 7 this
to at, 1 finished below and the rest remain well below. In terms year, and all 8 students in Year 8 this year who are currently well below to make
of progress on average 44% students made progress and 46% accelerated progress of more than one years progress in relation to the National
stayed the same, while 10% regressed over the year. Standards.
Key Improvement Strategies
When What Who Indicators of Progress
TOD January Teaching as inquiry process started Principal, senior There is a sense of urgency around student achievement.
2016 through the development of a management and all Assessment data has been analysed and used to form an inquiry
professional learning team of Change CA’s. goal. Structure in place for CA’s to gather evidence to support
agents (CA’s). their inquiry.
January 2016 Refine appraisal process to support and Principal and all CA’s. Change agents gather qualitative and quantitative evidence,
improve Change agent practice. ownership and improvement towards the Practicing Teachers
Criteria. CA’s develop their own inquiry and goal based on
student achievement.
Commencing CA planning and related material to All CA’s. Led by Students, parents and whanau have access to learning anywhere,
support learning will be visible through Chrissy. anytime. CA’s have planned and implemented an appropriate
Term 1
their Google site. writing programme.
Introduced Toolkit for supporting CA’s in teaching Led by Anne-Maree. CA’s demonstrate evidence of use of effective teaching practices
T1 writing All CA’s. and using resources that are useful in raising student
achievement.
Week 4 Term Release Change agent with specific Denise, supported by Change agents have promoted a collaborative, supportive and
1 and then area of expertise in accelerating writing Chrissy, David and inclusive learning environment. Experts are working alongside
every week to work with colleagues. Change agent Jane observing, modeling, giving feedback and supporting change
thereafter inquiry developed, agent inquiry and goal setting. Formalised system.
Three times Collaborative support in a transparent Principal, senior Staff meetings held three times every term re: cohorts of concern.
every term learning environment for each other to management and all CA’s engaged in open and reflective learning conversations
improve practice. CA’s. related to their practice in order to accelerate student
achievement. Formalised system.Term 1 Learning maps created by all students All students Students able to talk about their learning and set goals. Students
ongoing to set goals and consider how they share and discuss their map with parents and whanau.
learn and from whom they learn best.
Term 1 Develop a system for making accurate Principal, senior There is minimal difference when making OTJ and there is
OTJ in writing measured against the management and all evidence supporting the O.T.J. Change agents become more
National Standards and introduce the CA’s. Chrissy to lead. confident and O.T.J .more valid and reliable.
PaCT tool.
In place Term All classes have displays that are kept All CA’s Change agents and students able to explain how their classroom
1. Ongoing up to date and support student learning displays support learning in writing.
throughout in writing, and students actively refer to
the year them and can discuss them.
Consistency across the school.
Ongoing All Change agents have a sound and All CA’s Assessment and analysis of writing using E-AsTTle is accurate
throughout consistent understanding of how to use and does not need to be adjusted when checked by principal or
the year E-AsTTle rubric accurately. moderated. All assessment data is complete on time.
Ongoing All Change agents using LI, SC, All CA’s Appraisal process, student work, displays will confirm effective
throughout exemplars, personalised learning and pedagogy individually and across the school. Students are able to
the year plenary in partnership with students. say what they are learning, their audience, purpose, and how they
will be successful at any time of the day in any lesson.
Ongoing Contexts for writing are engaging and All CA’s Students will be engaged in writing tasks and have the vocabulary
throughout motivating, meaningful and relevant for to support them in their writing. Change agents will provide a wide
the year our students, especially our Māori, range of experiences and appropriate contexts for students to be
Pasifika, Asian and boys. motivated and engaged so they write with enthusiasm and
success.
End of year Analysis of end of year data to inform Principal, senior End of year progress and achievement results will inform where to
progress, planning and resourcing for management next.
2017.
Monitoring:
Reporting to the Board of Trustees every term progress and achievement in writing measured against the National Standards.
Self review staff meetings regarding progress and achievement and next steps three times every term working as a team. Led by Denise, Chrissy,
David and Jane.
Teachers gather evidence towards their inquiry around their practice and also teacher inquiry goal based on student data.
Staff meetings held at least three times each term to monitor progress and achievement of cohorts of concern.
Moderation of writing to take place every term as a staff, plus with our KEN schools. Work with Woolf Fisher to refine moderation process.
Resourcing:
Utilise expertise within staff to support teachers. Time has been allocated for in class visits or personal support every week.
$25,000 has been set aside for extra teacher.
$12,000 has been set aside for release and professional development for teachers.
$109,800 has been set aside for teacher aides and learning support teacher aide.Improvement Plan for Maths
School Strategic Learning Goal: High student achievement and School Annual Learning Target: To increase the number of students
progress sustained in reading, writing and maths measured against the achieving at or above the National Standards in maths.
National Standards (NS)
Baseline data: Target of 80% not met by the end of Term 4 2015. Only Target: By the end of 2016 85% of all students to be at or above the
60% of all students finished the year at or above. National Standard in maths.
Of the 66 students who finished the year below or well below 47 of them By the end of 2016 all students, especially Māori boys who are currently
are Maori. Of the 43 students who are below or well below 28 of them are below or well below to make accelerated progress of more than one
Maori. Similarly of the 43 students who are below or well below 28 of years progress in relation to the National Standards.
them are boys (16 of these boys are Maori). Of the target 11 students By the end of 2016 all 43 students in all year levels who are currently
who had been at school for three years one left, 7 are at, 1 well below below make accelerated progress of more than one years progress to be
and 2 are at. All of the target Year 8 students who were below or well at in relation to the National Standards.
below remain so. Only 14 Year 7 students returned (not 21). Nine of the By the end of 2016 all 5 students in Year 6 this year, all 4 students in
14 finished below or well below. Seven of the Year 6 cohort of 10 Year 7 this year, and all 5 students in Year 8 this year who are currently
students finished below or well below. In terms of progress on average well below make accelerated progress of more than one years progress
54% students made progress and 38% stayed the same, while 8% in relation to the National Standards.
regressed over the year.
Key Improvement Strategies
When What Who Indicators of Progress
TOD January Teaching as inquiry process started Principal, senior There is a sense of urgency around student achievement. Assessment
2016 through the development of a management data has been analysed and used to form an inquiry goal. Structure in
professional learning team of Change and all CA’s. place for CA’s to gather evidence to support their inquiry.
Agents (CA’s).
January 2016 Refine appraisal process to support Principal and all Change agents gather qualitative and quantitative evidence, ownership
and improve Change agent practice. CA’s. and improvement towards the Practicing Teachers Criteria. CA’s
develop their own inquiry and goal based on student achievement.
Commencing CA planning and related material to All CA’s. Led by Students, parents and whānau have access to learning anywhere,
support learning will be visible through Chrissy. anytime. CA’s have planned and implemented an appropriate maths
Term 1
their Google site. programme.
By Week 2 IEP’s written for all cohorts. These are Principal, senior IEP’s in place for all students who require one (either for extension or
living documents that are shared and management extra support). Staff meetings held every term re: cohorts of concern.
Term 1
discussed at staff meetings regularly. and all teachers There is a sense of urgency around student achievement.
Every term Collaborative support in a transparent Principal, senior Staff meetings held every term re: cohorts of concern. CA’s engaged in
learning environment for each other to management open and reflective learning conversations related to their practice in
improve practice. and all CA’s. order to accelerate student achievement. Formalised system.Term 2 Develop a system for making accurate Principal, senior There is minimal difference when making O.T.J. and there is evidence
OTJ in maths measured against the management supporting the O.T.J. Change agents become more confident and
National Standards and introduce the and all O.T.J. more valid and reliable.
PaCT tool. teachers.
Chrissy to lead.
Ongoing All classes have displays that are kept All teachers Teachers and students able to explain how their classroom displays
throughout the up to date and support student support learning in maths.
year learning in maths, and students
actively refer to them and can discuss
them.
Ongoing All teachers use the same assessment All teachers Assessment is accurate and does not need to be adjusted when
throughout the tools in the same way. checked by principal or moderated. All assessment data is complete on
year time.
Ongoing All teachers using LI, SC, exemplars, All teachers Appraisal process, student work, displays will confirm effective
throughout the personalised learning and plenary in pedagogy individually and across the school. Students are able to say
year partnership with students. what they are learning and how they will be successful at any time of
the day in any lesson.
Ongoing Resources are used that support our All teachers There will be orderliness about the resources. All teachers will be aware
throughout the students, especially our Māori boys. of the resources within the school. Resources will be used effectively to
year support learning. The context of new resources will support our Māori
boys.
End of year Analysis of end of year data to inform Principal, senior End of year progress and achievement results will inform where to next.
progress, planning and resourcing for management,
2017 BOT
Monitoring:
Reporting to the Board of Trustees every term progress and achievement in Maths measured against the National Standards.
Change agents gather evidence towards their inquiry around their practice and also teacher inquiry goal based on student data.
Staff meetings held at least three times each term to monitor progress and achievement of cohorts of concern.
Moderation of maths to take place twice per year. Work with Woolf Fisher to refine moderation process.
Resourcing:
Utilise expertise within staff to support teachers. Time has been allocated for in class visits or personal support every term.
$25,000 has been set aside for extra teacher.
$12,000 has been set aside for release and professional development for teachers.
$109,800 has been set aside for teacher aides and learning support teacher aide.Improvement Plan - Domain: Priority Learners
Strategic Goals: High student achievement and progress sustained in reading, writing and maths measured against the National Standards. (NS)
Annual Goal: To increase the Annual Target:
number of students achieving By the end of 2016: 85% of all students (boys and girls) to be at or above the National Standard (NS) in reading,
at or above the National writing and maths. 95% make progress each term in reading, writing and maths.
Standards in reading, writing Māori: Sustain the progress and achievement of all Māori students who are at or above the NS. Ensure 85% of our
and maths, catering for all Māori students, (especially the boys) are at or above the NS in reading, writing and maths.
learning needs and Pasifika: Ensure all Pasifika students are at or above in reading, writing and maths.
empowering students to learn Special Needs: All ORS and special needs students with IEP’s meet their personal short and long term goals.
from each other.
Baseline data: ORS students made exciting progress in 2015 towards meeting their personal goals. Our special needs students did not make the
accelerated progress they needed. Targets have not been met. Our ESOL students are making satisfactory progress but there is room for
improvement in the deliberate teaching of ESOL students especially those with high needs. Teacher aides are employed and timetabled to support
our ORS, ESOL and special needs students.
Key Improvement Strategies
When What Who Indicators of Progress
January Refine appraisal process to support and improve Principal and all Change agents gather qualitative and quantitative
2016 Change agent (CA) practice has an unrelenting CA’s. evidence, ownership and improvement towards the
focus on accelerating achievement based on Practicing Teachers Criteria. CA’s develop their own inquiry
analysed data. and goal based on student achievement.
Commencing CA planning and related material to support learning All CA’s. Led by Students, parents and whānau have access to learning
Term 1 will be visible through their Google site. Chrissy. anywhere, anytime. CA’s have planned and implemented
an appropriate learning programme to cater for all students.
Ongoing IEP’s written for all students with learning needs with SENCO, Progress and achievement monitored throughout each
teacher, SENCO and parents contributing. teacher, parents term. IEP evaluated at the end of every term.
Ongoing Teacher allocated a management unit to develop ESOL and ESOL students tracked and monitored every term by
ESOL support cross the school. principal teacher in charge of ESOL.
Term 1, as Staff meetings to teach teachers and teacher aides ESOL teacher, Resources used and programmes developed by teachers
needs arise how to support our ESOL students, where to access teachers and with teacher aides to support ESOL students. Goals
suitable resources, and how to use them to support teacher aides monitored. Staff involved in 10 week module.
student learning.
Ongoing Resources and contexts of learning support Maori SENCO, Planning and appraisal shows that these students’ needs
and Pasifika students, especially boys. Students principal, are being met. Needs identified and then addressed in a
learning, creating and sharing with others and their teachers timely manner. Culturally appropriate programmes in place.
whānau. Use our SAF plan as a model for all areas.Term 1 Students involved in developing their own learning Lead Teachers, Students able to talk about their learning. Learning maps
Ongoing maps and reflecting on their learning. Student CA’s indicate student ownership of their learning and partnership
learning maps will empower students to reflect with with parents and whānau.
their whānau on how they are learning and whom
they are learning from.
Ongoing SENCO and classroom teachers communicate SENCO, CA’s Regular meetings documented showing reflection and
each term regularly with parents and whānau – work together with parents and future goal setting together. What is working and why?
to support the learners. whānau Where to next?
On going SENCO and classroom teachers communicate SENCO, CA’s Regular and timely transparent communication amongst all
regularly with parents and whānau – work together with parents and stakeholders around the needs of our priority learners.
to support the learners through the resources and whānau
support available from external agencies eg RTLB,
RTLit, GSE, STAND, etc
Monitoring:
Reporting to the Board of Trustees every term progress and achievement in reading, writing and maths measured against the National Standards.
Self review staff meeting regarding progress and achievement and next steps every term of cohorts of concern, special needs, ESOL, Māori and
Pasifika.
Resourcing:
Special Education Grant contributing put towards personnel to support priority learners.
$500 budgeted for Special Education.
$25,000 has been set aside for extra teacher.
$12,000 has been set aside for release and professional development for teachers.
$109,800 has been set aside for teacher aides and learning support teacher aide.Improvement Plan - Domain: Blended E-Learning
Strategic Goals: Future focused teaching and learning resources and environment provided to equip our students for their future.
Annual Goal: Our students are equipped to learn, share Annual Target: All students are confidently and actively learning from and with each
and create from and with each other, other schools, their other using future focussed resources. All parents actively involved in supporting and
whānau and the world. Raise student achievement through being part of their child’s learning. Feedback on blogs supports next learning steps.
learning together, providing a modern learning Students develop global citizenship skills and etiquette. Students take more
environment in partnership with parents and whānau. responsibility for and control of their own learning. Visible teaching.
Baseline data: Students are more engaged with their learning due to digital device. We are part of the Kaikohekohe Educational Network (KEN) and
also a Manaiakalani Outreach (MO) school. In May 2015 Chromebooks became available for parents to lease so all senior students had equitable
access to digital devices to share their learning with each other and their parents and whānau, plus learn in a blended e-learning environment. In
Term 4 2015 some students began to take their device home as their parents had attended training modules. Our junior students have access to
multiple ipads in their classes. A very small number of parents are commenting on class Blogs.
Key Improvement Strategies
When What Who Indicators of Progress
Week 2 Ensure all learners have access to suitable Principal and All students using Chromebooks in the senior classes Years 4-8 and
Term 1 digital technologies within a technology-rich, all Change Ipads in junior classes to support learning, progress and achievement.
cyber-safe learning environment. agents (CA’s)
On going Continue to teach all students about being Teachers and Kawa of care displayed and practiced in all classes. All students do a
cyber smart and develop kawa of care for students digital dig and track their digital footprint. New teachers to 1:1 devices
ipads and Chromebooks, plus their role in engage in weekly PLD with MO Facilitator. Students do not change
being a global citizen. their passwords.
On going Promote collaborative learning opportunities All CA’s and Students commenting and sharing their work, Blog posts, etc with one
so students can learn from each other. students another for feedback and feedforward.
On going Students can access and share their LT, Principal Parent modules run for parents to learn cybersafety, how to care for
learning safely anywhere, anytime plus and parents and use the Chromebook, and also how to give feedback to their
create opportunities for parents to learn and children in order to support further learning orally and via their blog. All
access their child’s learning. parents attend modules prior to their child bringing home a
Chromebook. Parents and whānau regularly commenting on their
child’s blog to support their learning.
On going Provide opportunities for teachers and Principal, LT All CA’s proactively involved and reflecting on their learning.
students to learn from each other. and all CA’s Reflection of learning gathered over the year. Participate in all PLG,
combined SM, TOD, Toolkits through KEN. Students and teachers
participate in the KEN E-Learning Symposiums and Movie night.
On going Ensure facilitators (MET and KEN) respond Principal, CA’s Record activities and reflection, plan where to next via Google docs.
to the needs of staff and studentsTerm 1 and Invest in regional network of educators to Principal, LT Attendance of all meetings as required. Participate and contribute.
on going create, foster and spread innovative and all CA’s Budget to reflect commitment to achieving goals. Work with Woolf
practice (KEN and MO). Fisher gathering assessment data, in class observations occur,
reflection.
Monitoring: As per our KEN and MET self review. Student and teacher reflections.
Resourcing: $15,000 was budgeted for computer equipment.
$12,000 was budgeted for professional development.
$400 per FTTE budgeted for contribution to our Kaikohekohe Education Trust (KET)Improvement Plan - Domain: Te Reo me ngā tikanga Māori
Strategic Goals: Provide a culturally responsive learning environment so our Māori students succeed as Māori.
Annual Goal: Provide culturally responsive learning Annual Target: Nga tikanga Māori embraced across the school. Whole school
experiences for Māori students on a daily basis. Implement a participation in kapa haka each week. Have noho marae, wananga, hui, and/or
school wide te reo Māori programme. Develop a transparent whānau days each term. All whānau engaged in their child’s learning.100% of
relationship with whānau in order to support student well-being CA’s implement the schoolwide te reo Māori programme. Baseline and end of
and co-construct learning. year assessment data gathered. 100% of all students make progress in speaking,
listening to, reading and writing te reo Māori.
Baseline data: There is no school wide te reo Māori programme. Not all classes starts the day with karakia, himene and mihimihi. In assembly each
week only one student is kai karakia. Only a small handful of the same students play a role in pōwhiri as kaea or kai karanga. There is room for
improvement in whanaungatanga.
Key Improvement Strategies
When What Who Indicators of Progress
On-going Develop an understanding and knowledge of All staff Everyone actively involved in karakia, himene, mihimihi and waiata
Tikanga Māori for our school. in class and assembly or powhiri. All students and teachers
participating in tikanga Māori within our school.
Start Have noho marae, wananga, hui, and/or whānau All staff CA’s will have a better understanding of what it means to be Māori.
Term 1 days each term. Whanaungatanga developed/ relationships are strengthened. All
whānau engaged in their child’s learning. Staff and students know
more about waka, our Wharenui Awhina and tupuna within.
On-going Parents and whānau are well informed and engaged All staff CA’s are proactive in finding and meeting the needs of their Māori
in their child’s learning students. Two-way communication in plain language in partnership
between home and school.
On-going Positively manage behaviour through our waka hoe All staff Student behaviour is respectfully managed in a consistent manner
and embed them as our values (illustrated as hoe). across the school. Students and CA’s can explain and demonstrate
the visual representations in all classes and around the school to
reinforce our waka hoe.
On-going Agree on strategies for managing behavior positively All staff Teachers and staff will use te reo Māori in commands and
and with cultural respect. acknowledge taha Māori when supporting tamariki in their behavior.
Term 1 Develop a school wide programme for teaching te Principal CA’s planning reflects student learning using available resources.
then reo Māori using resources such as Te Reo Māori – and all CA’s CA’s will respond effectively to the divers language and cultural
on-going Kura Auraki, He Reo, He Reo Ora, etc. Baseline experiences, strengths and interests of students. CA’s will feel
assessment gathered to inform teaching and comfortable and supported in their use of te reo Māori.
learning.Term 2 Unpack implications of Ka Hikitia, and Tataiako Principal Teachers familiar with resources. Teachers identify their personal
and all CA’s baseline stance in terms of allowing our Māori students to succeed
as Māori.
Term 4 Evaluate the effectiveness of the school wide Principal in Adjustments are made if necessary as a result of the analysis and
programme. consultation progress made by tamariki.
with
whānau and
tamariki
Monitoring: Senior management check teachers’ planning and gather evidence of the programme being delivered via appraisal or walkthroughs.
Reporting to the Board of Trustees every term progress and achievement in implementing the programme across the school and level of whānau
engagement. Self review staff meeting at the end of each Term. Student and whānau voice gathered.
Resourcing:
Utilise expertise within staff to support teachers.
$12,000 has been set aside for professional development for teachers.
$1,000 has been set aside for te reo Māori resources.
$34,900 for two teacher aides employed to lead kapa haka.
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