School Charter Strategic and Annual Plan for Tauraroa Area School 2019-21 - Principal's endorsement: Board of Trustees' endorsement
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School Charter
Strategic and Annual Plan for
Tauraroa Area School
2019-21
Principal’s endorsement:
Board of Trustees’ endorsement:
Submission date to the Ministry of Education: 27 February 2019Strategic Plan 2019 - 21
Vision Whaia te iti kahurangi, ki te tuohu koe me he maunga teite
To be the best we can be
Mission Statement All students and staff are challenged and supported to reach and extend their potential.
Our goal is for learners who are:
He ākonga ako mutunga kore/Lifelong learners
● Literate and numerate
● Critical, curious and creative thinkers
● Active seekers, users and creators of a wide range of knowledge
● Informed decision makers
Tū Māia/Confident
● Positive in their own identity
● Motivated, reliable, resourceful, resilient and responsible
Whakawhanaungatanga/Connected
● Able to relate well and communicate effectively with others
● Connected to and responsible for the land and environment
● Contributing members of whānau, communities and NZ, now and in the future
● Global citizens
Values Tauraroa Area School upholds and promotes the Cornerstone Values of
2019: Whai Tika/Duty: To do what is right or what a person ought to do
Whaka ute/Respect: To treat with courtesy; to hold in high regard, to honour, to care about yourself, others and our environment
Ngakau Atawhai / Kindness: To help, show concern for and be friendly to others
Pono-nga / Honesty and truthfulness: To show integrity by not lying, stealing or being unfair
2020 T erm 1: Kawe-nga / Responsibility: To be trustworthy and accountable for your own actions
2Term 2: Pa-te-aroha / Compassion: To help, empathise with, or show understanding and support to those who suffer
Term 3: Whakarongo / Obedience: To comply with rightful authority
Term 4: Aaro-nui / Consideration and Concern for Others: To be kind, thoughtful, and to consider the interests of others
In 2013 the school won a ‘NZ School of Character Award’ from the NZ Character Foundation recognising its work with Cornerstone
Values.
Principles The school curriculum is built upon the Principles of the New Zealand Curriculum:
● High expectations are held of all students and staff
● The Treaty of Waitangi is acknowledged, ensuring all students have the opportunity to acquire knowledge of te reo
Māori me ona tikanga
● Recognising and responding to the cultural diversity of our school community and nation
● Inclusive and non-discriminatory, ensuring the learning needs of all students are met
● Encouraging all students to reflect on their own learning processes and learn how to learn
● Engaging with students’ families, Whānau and communities
● Ensuring coherence within and across learning areas, with pathways to further learning
● Maintaining a future focus for students as they grow in awareness of sustainability, citizenship, globalisation and
enterprise.
School As a NZ state school, a Board of Trustees consisting of parent, staff and student representatives and the principal governs
Organisation and TAS. The management structure of the school includes the principal, an Associate Principal and two deputy principals,
Structures year-level deans and heads of departments.
The school has a teaching staff of approximately 40 full time equivalent teachers (49 individuals), supported by 11
Teacher Aides, a guidance counsellor, an office manager, property manager, accounts officer, groundsman, 2 office staff,
computer technician, Gateway coordinator, librarians and cleaners.
The school is located in a rural setting on 3ha of useable land (and a disused quarry of 4ha) Over the past ten years, a
large number of building projects have been undertaken to increase and improve available school facilities. Nearly all
classrooms have been renovated during this time with additional construction projects producing a new library, science
and technology block, senior block, music rooms and expanded staffroom and administration block. In early 2016, the
rebuilding of the 6 classrooms in the junior area (and toilet facilities) was completed. In 2018, the school entered into a
new 10-Year Property Plan and Five Year Agreement for school property maintenance and upgrade with the Ministry of
Education.
3Under the terms of a new 10 Year Property Plan and 5 Year Agreement (December 2018), plans are underway for the
construction of a new gymnasium ($2.5m), the extension of the drama room, extensive re-roofing and classroom
upgrades. Two transportable classrooms are to be installed on site in 2019 to address roll growth needs.
In Years 1-8, students are based in home rooms, with most teaching delivered by a home room teacher. In Years 9-13,
students are assigned to a vertical form class, within one of the 4 school ‘waka’: Tainui, Takitimu, Arawa and Aotea.
During the school year students are able to win points for their Waka through a variety of sporting, cultural and academic
competitions.
Year-level Deans have responsibility for the pastoral care and academic monitoring of students at Years 0-3, 4-6, 7-8, 9,
10, 11 and 12-13. Heads of Departments have responsibility for curriculum and support classroom teachers with student
discipline (using restorative practices).
Approximately ten Year 13 students serve as prefects. In addition, a student council, with elected representatives from
Years 4-13 meets twice a term. Senior students also serve as bus wardens, ensuring safe conduct and good behaviour on
buses. Student leadership opportunities also exist within Waka and Waka Classes.
A School and Community library based at the school is open to members of the public. The library receives funding from
the Whangarei District Council for maintaining this service.
Kahui Ako Tauraroa Area School is a member of Nga Kura mo te ako o Whangarei Kahui Ako - Group 4. In 2018, this group
(Community of developed their Achievement Challenges, embarking on a strategy to raise the standard of student writing through the
Learning) ‘Write That Essay’ approach. The second Achievement Challenge focuses on Science and the Environment. This Kahui Ako
is a member of the Whangarei Hub of schools, which shares resources and is working collectively towards improving
student wellbeing across the district, as a shared achievement challenge. In 2019, a number of across-school and
within-school teachers will be appointed to support the goals of the COL.
Review of Charter A mid-year review of progress towards Annual Goals was undertaken and presented to the Board of Trustees in August
and Consultation 2018 with a full year Analysis of Variance prepared for the 2018 Annual Report. Input into the 2019 Charter was invited
from staff and Board during Term 4 2018. Annual Goals and student achievement were discussed with Heads of
4Departments at their regular meetings with the Principal.
Community input is welcome at all times, with the Term 1 hangi, Whānau hui and PTA meetings providing direct
opportunity for consultation and engagement. Comprehensive reports from Heads of Departments provided opportunities
for input from all teachers. The Senior Management Team and Board used this data and information to further develop the
2019 Charter. The school’s Facebook page is continuing to be a popular way to interact with the school community.
Māori Dimensions ‘To be the best we can be – Whaia te iti kahurangi, ki te tuohu koe me maunga teitei’
and Cultural
Diversity In recent years, the number and proportion of Māori students on the roll has increased to 30%. Data reveal that Māori
students at Tauraroa AS achieve at levels above NZ and Northland averages in NCEA.
Learning focussed relationships, encompassing the principles of Whānaungatanga,, Manaakitanga, Ako and Mahi Tahi*
underpin learning and teaching practices in the school.
The Ministry of Education’s ‘Ka Hikitia – Accelerating Success’ informs the T
auraroa Area School Success for
Māori Plan 2017-2019
A Whānau advisory group (Te Whānau O Tauraroa) consisting of staff, parent, student and board of trustees
representatives actively promotes the needs and interests of Māori in the school community, in addition to providing
practical support for special events.
Junior and senior kapa haka groups have performed regularly and at a high standard, under the leadership of senior
students and teachers. These groups participate regularly in school events (eg Matariki celebrations, ‘TAS Creative’ concert
and powhiri or whakatau for visitors).
A dedicated whare nui, Kia Piri, is the base for teaching of Te Reo and akonga within the school.
Te Reo is taught at all levels in Years 1 to 10 and offered as an option in Years 11-13 (taken through Te Kura or Far Net in
Y13, if numbers are insufficient to run a full class).
The unique position of Māori culture is acknowledged through whakatau and mihi, which are held (as appropriate) for
visitors and new staff. Waiata are sung at assemblies and other occasions. A school community hangi is held in Term 1
5each year as a chance for Whānau to meet teachers and the school’s vision for the year to be explained. A school haka is
used by sports teams and other groups.
Karakia are used as part of junior assemblies, staff meetings and Board meetings.
* Whanaungatanga = 1. A sense of belonging to the TAS family/Whānau and 2. Strong links between TAS and students’
families/Whānau.
Manaakitanga = Acknowledging that every student is culturally located, therefore the use of te reo and tikanga as a
natural aspect of school culture is promoted.
Ako = Students and teachers learning in a reciprocal partnership
Mahi Tahi = Unity of purpose. At TAS this is student achievement; ‘Being the best we can be’.
Baseline Data
Students’ 2018 NCEA Achievement Summary Participation-based data: by gender (2017 figures in brackets)
Learning
LEVEL 1 LEVEL 2 LEVEL 3
All n= Male Female All n= Male Female All n= Male Female
NAn 6 (2) 3 3 1 (6) 1 0 9 (3) 6 3
NA% 9.7 8.1 12 2.1 (8%) 4 (9%) 0 (7%) 22.5 28.6 (0%) 15.8
(2%) (3%) (0%) (18%) (20%)
An 21 (30) 19 2 31 (39) 18 13 23 (16) 13 10
A% 33.9 51.4 8 66 72 59 57.5 62 (50%) 52.63
(47%) (53%) (39%) (62%) (76%) (44%) (53%) (53%)
Mn 27 (19) 12 15 10 (12) 4 6 4 (4) 2 2
M% 43.5 32.4 60 21.3 16 27.3 10 9.5 (50%) 10.5
(33%) (30%) (36%) (20%) (15%) (26%) (24%) (20%)
En 8 (11) 3 5 3 (6) 2 3 4 (1) 0 4 (1)
E% 12.9 8.1 20 6.4 8 13.6 10 (6%) 0 (0%) 21 (7%)
6(19%) (13%) (25%) (10%) (0%) (22%)
Total 56 (60) 34 22 47 (62) 25 22 40 (21) 15 16
A+M+E
Total 90.3 91.9 88 97.8 96 100 97.5 71.4 84.2
A+M+E (98%) (96%) (100) (92%) (91) (93) (82%) (100%) 80%
%
80 (95) 82.9 75.9 85.2 85.7 84.6 67.4 68.2 66.7
Roll-bas (96.7) (96.6) (83) (83.3) (83.3) (61) (33.3) (72.2)
ed %
An additional 2 Year 12 Students and 3 Year 13 students gained NCEA L3 through the school’s Vocational Primary Industries course
2018 NCEA Achievement Summary Participation-based data: by ethnicity (2017 figures in brackets)
LEVEL 1 LEVEL 2 LEVEL 3
Other n= Māori n= Other n= Māori n= Other n= Māori n=6
NAn 6 (0) 4 (2) 1 (4) 0 (1) 8 (2) 2 (1)
NA% 14 (0) 19 (5) 3.1 (9) 0 (6) 26.7 (18) 20 (17)
An 13 (12) 6 (16) 19 (24) 12 (13) 15 (4) 7 (5)
A% 30.2 (32) 28.6 (71) 59.4 (56) 80 (76) 50 (37) 70 (83)
Mn 18 (15) 9 (4) 7 (9) 3 (3) 3 (4) 1 (0)
M% 41.9 (41) 42.9 (19) 21.9 (21) 20 (18) 10 (37) 10 (0)
En 6 (10) 2 (1) 6 (6) 0 (0) 4 (4) 0 (0)
E% 14.0 (27) 9.5 (5) 15.6 (14) 0 (0) 13.3 (9) 0 (0)
Total 37 (37) 19 (19) 32 (39) 15 (16) 22 (9) 8 (5)
A+M+E
Total 86.1 81 (95) 96.9 (91) 100 (94) 73.3 (82) 80 (83)
A+M+E % (100)
Roll-based 85.5 66.7 90.5 82.4 71.1 66.7
% (95) (91) (83) (84) (61) (56)
72018 Writing data summary
Diagnostic Writing Test: Composition Skills Index (CSI)
Under the auspices of our Kahui Ako’s (Community of Learning) achievement challenge in writing, TAS is adopting the ‘Write That Essay’
approach to to teaching writing at all year levels.
In October 2018, a Composition Skills Index (CSI) Exercise was conducted by Advanced Learning (Write That Essay), providing an
analysis of students’ writing. All students in Years 3-11 were tested. A detailed report has been received, with the following significant
points:
● Diagnostic Writing Test completed by: 376 students
● Writing Output: average was 221 words (with a range of 5 - 733 words). Median of 206 words. 85.9% of students were within
an acceptable range of age-related output, 7% had ‘borderline’ output and 7% were underperforming
● 4112 sentences analysed. 3035 complete sentences (74%); 1077 incomplete sentences (26%)
● Average sentence length: 27 words (elevated)
● Average paragraph length: 103 words
● Fluency Capacity (sentence style range): mode was 3 (low result)
● Struggling Writers: 35% of students were struggling writers (50% or more of their writing was incomplete sentences). This is a
significant area of concern. Key intervention required.
● Expansion of ideas: 66% expanded ideas across 3 sentences. Acceptable result—some room for improvement.
● Logic skills (coherence): was 32% lower than expansion.
● Repetition rate: 3% repeated ideas. A positive result.
● Precision rate: 72% showed low precision capacity
A very detailed analysis, with a breakdown of individual student results is informing planning for lifting writing performance across the
school.
8Student Overall attendance 2018: 90.81%; Boys: 90.59%; Girls: 91.01%; Maori: 85.06%
Engageme 52% of students attended 90% or more (data includes students that have left during the academic year)
nt 93% of students attended 65% or more (data includes students that have left during the academic year)
The Wellbeing @ School survey (October 2018) revealed a number of trends (positive and negative) that will be addressed with student
involvement.
Part III: Strategic Plan 2019-2021
National Administration Guideline 1: Students’ learning
Each board of trustees is required to foster student achievement by providing teaching and learning programmes which incorporate The
National Curriculum, as expressed in The New Zealand Curriculum (2007)
Strategic Goals Core Strategies for Achieving Goals
2019-21
Students’ At least 85% of school leavers to ● Clear, challenging, achievable and relevant learning pathways for all
Learning achieve NCEA L2. students
● Maintain highly skilled and motivated teaching staff, working collaboratively
in an environment where learning-focussed relationships are established
and teaching as inquiry processes are authentically embedded
Increased equity in student
● Priority and At Risk learners are identified and supported to succeed,
achievement
including special assessment support (SACs), ICT, learning support IEPs,
RTLB, teacher aides and other supports funded by Ministry of Education and
9supported by school initiatives.
33% of NCEA candidates to
achieve Merit or Excellence ● Strong literacy skills are developed by all students as a foundation for
endorsement at Levels 1, 2 and 3. learning
Students of all year levels and
● Accelerating progress of boys and Māori through increased engagement and
abilities to progress at their full
learning success
potential.
● Strategies to increase the engagement and learning success of Māori and
boys will continue to be implemented
● Effective career education and guidance will be provided to students in
Years 7-13
Students to be supported to ● Eight Cornerstone Values are to be integrated, as far as practicable, into all
develop strong and positive aspects of school life: Consideration, Responsibility, Duty, Compassion,
personal values. Obedience, Honesty, Kindness, Respect. These underpin our school vision
of ‘being the best we can be’
Māori students enjoy success as ● Learning at TAS is linked closely with our community, history, locality and
Māori, developing the skills to environment
navigate ‘both worlds’ (mana ● The recognition and study of positive Māori role models in appropriate
tangatarua) with the learning and contexts
social experiences of all students ● Māori success strategies, as outlined in Ka Hikitia are adopted and practiced
being enhanced by this. in the school.
● Learning experiences and opportunities through Gateway, STAR. Vocational
Pathways and Trades courses to engage students of all abilities and
interests.
80% of Year 3-13 students to be ● ‘Write That Essay’ approach to assessment, diagnosis and improving writing
writing at or above expected skills is adopted
curriculum levels.
● High quality, relevant and ongoing professional learning and development
The quality of teaching and
10learning to be uniformly excellent opportunities are to be available to all staff
across the school
Improve collaboration with other ● Participate in and contribute to Kahui Ako and Whangarei Hub
schools, sharing good practice and
● Participate in and contribute to across-school moderation, subject
supporting each other to reach
associations and professional development opportunities
common goals
Student Students are motivated, ● Students contribute to personal goal setting, planning and assessment of
Engagement self-managing and actively learning
involved in their own learning. ● Strong pastoral care systems, encompassing a restorative approach to
They each contribute positively to student discipline
the school community. ● Effective use of ICT in learning and teaching, supported by a reliable and
high quality infrastructure.
● Participation in co- and extra-curricular activities is encouraged, supported
and recognised
Average attendance of at least ● Good attendance is directly linked to student achievement
93% ● Close communication with whanau/families when a child is absent
75%+ of students to attend at ● Promote the importance of excellent attendance in school communications
least 90% of all half days ● Reward excellent attendance
National Administration Guideline 2 - Review and Documentation
Goals Strategies
Planning and Report to students and their ● Use good quality assessment information, drawing on a range of evidence
reporting parents on progress and to evaluate the progress and achievement of students and build a
achievement comprehensive picture of student learning across the curriculum
● Report in plain language, in writing twice a year, covering all learning areas
11in Years 1-10 and NCEA subjects in Years 11-13
● Allow ‘real-time’ access to student assessment information through Edge
parent portal, ‘See-saw’ app and other electronic means
● Teachers to maintain close contact with parents via email, phone calls,
student led conferences and other appropriate means
● Student led conferences to address Key Competencies in addition to subject
specific achievement.
Consultation Maintain and improve clear lines of ● Regular review of the effectiveness of established school systems (eg
communication, consultation and Vertical Forms/Waka Classes implemented 2016)
decision making. ● Further improve communication with the school community through
website, Facebook page, electronic Daily Notices, emails, newsletters and
text messages
● Involve whanau and community in special events, such as TAS Creative,
Matariki, Term 1 Hangi, Country Day, leavers dinner, Trades/Gateway
Celebration evening, sports days and camps
● Provide opportunities for students, staff, parents, Whānau and community
to contribute to school decision making and direction
Review of Regular review of teaching ● Maintain school self-review with reference to appropriate practices, policies
school and effectiveness and board function and ERO publications
board ● Review of board practices through documented procedures and policies
effectiveness ● Annual reports, including Analysis of Variance, are to report on the overall
functioning of the school, with a focus on student progress and
achievement.
National Administration Guideline 3 - Personnel
According to the legislation on employment and personnel matters, each board of trustees is required in particular to:
1. develop and implement personnel and industrial policies, within policy and procedural frameworks set by the Government from
time to time, which promote high levels of staff performance, use educational resources effectively and recognise the needs of
students.
12Goals Strategies
Personnel Maintain a high quality professional ● Foster a strong sense of teamwork and commitment based on a shared
teaching and support workforce vision for the school, within an enjoyable, collegial and ambitious
environment
● Provide high quality and relevant professional development opportunities
Apply all relevant board policies, ● Appoint staff of the highest quality
meet legal requirements in terms ● Follow board policy review schedule to ensure ‘good employer’ requirements
of employment matters are being upheld
● Provide staff with the opportunity to negotiate their roles to allow for
professional and personal growth and changing personal circumstances
Be a good employer as defined in
the State Sector Act 1988 and ● Comply with all legislative and Collective Agreement responsibilities for all
comply with the conditions staff
contained in employment contracts
applying to teaching and
non-teaching staff.
Appraisal Teachers Council (TC) Code of ● Teaching staff are to complete school appraisal process, meeting all
Professional Responsibility and attestation requirements
Standards for the Teaching ● Appropriate support and PLD is to be offered in cases where standards are
Profession are to inform teacher not met
appraisals
Child Ensure all police vetting ● Actively maintain vigilance to protect children in all school-related
protection requirements are met for staff and circumstances.
parent volunteers on school camps ● Follow up on any disclosures of abuse or neglect reported by children, in
accordance with Oranga Tamariki guidelines
13National Administration Guideline 4: Finance and Property
Goals Strategies
Finance Maintain a healthy financial ● Allocate funds to reflect the school’s charter priorities
position for the school ● Budgeting to remain within the constraints of school income
● Monitor and control school expenditure and ensure that annual accounts are
prepared and audited as required by the Public Finance Act 1989 and
Education Act 1989
● Maximise return on investment income through the judicious use of term
deposits of quarterly grants and accumulated funds.
● Applications are to be made for funding from relevant trusts and funds to
support student learning and wellbeing
● An international student programme is to be maintained for short term
groups and long term individual students
● Banked staffing is to be carefully managed to ensure the school is not
staffed beyond available resources
Asset An accurate record is kept of ● An up to date asset register is maintained.
Register assets held by the school, ● Ongoing review of asset renewal and replacement is to ensure good quality,
including their depreciated value, safe and functioning facilities and equipment
condition and location
Property Maintain and improve existing ● Continue maintenance programme to ensure that the school’s buildings and
property infrastructure facilities provide a safe, healthy learning environment for students.
Develop new facilities ● Actively engage in the development and delivery of 10 Year Property Plan
and 5 Year Agreement to maximise the long term benefits of these
programmes
● Through board reserves and grant applications, progress the construction of
primary outdoor learning environment
● Continual improvement of school environment through careful planting and
minor projects
14National Administration Guideline 5: Health and Safety
Each board of trustees is required to:
1. provide a safe physical and emotional environment for students;
2. promote healthy food and nutrition for all students; and
3. comply in full with any legislation to ensure the safety of students and employees.
Management The school will comply with the ● Health and safety remains a fixed item on BOT and staff meeting agendas.
of risk requirements of Health and Safety ● School policies and procedures will be effectively and authentically
in the Workplace Act (2016) and implemented and reviewed triennially
other legislation. ● ‘Safety Monitor’ app will be used to log all health and safety actions
All staff and students will actively ● Fire or lockdown drills will be run once a term, with a review undertaken by
take responsibility for the safety of SMT each time
themselves and others ● A health and safety committee will meet once a term to review school
incidents and practices
● A Health and Safety Officer will be elected by staff and appointed
● Input from staff, students and community on matters relating to health and
safety will be welcome at any time.
● Staff will be encouraged to maintain current ‘Workplace First Aid’
accreditation, with training provided by the school
● All electrical equipment will be tested regularly, in accordance with NZS3760
and logged
Bullying Tauraroa Area School is a safe ● All students and staff are expected to contribute to a community where
environment for all students. everyone feels valued and welcomed.
Bullying and violence in any form ● The Health curriculum will promote positive relationships and strategies to
is not tolerated. prevent students to become perpetrators or victims of bullying
● Cornerstone Values will be actively promoted
Cyber Safety Internet access will be monitored ● School internet access will be filtered and managed via N4L (Network for
and filtered to reduce the chance Learning) and Google applications
15of exposure to inappropriate ● Netsafe strategies will be implemented
material. ● Teachers will be aware, as far as possible, of student computer usage
Students will be aware of the through physically or electronically actively monitoring activity
negative implications and risks of
cyber bullying
Student Student wellbeing is ● Link with Kahui Ako Achievement Challenge (see appendix, p16), with
Wellbeing acknowledged as impacting effective responses to the areas of mental health, attendance and transience
student achievement. The school ● A working party of students and staff respond to the findings from the
will work with other schools in our Wellbeing@School survey (Oct 2018)
Kahui Ako and across the ● The promotion of Cornerstone Values will continue to teach and empower
Whangarei Hub to address issues students to act with thoughtfulness and kindness towards others, taking
caused by poor attendance, responsibility for their own behaviour.
mental health issues and
transience.
Staff The physical and emotional ● All staff members are encouraged to seek support when feeling unwell or
wellbeing wellbeing of staff is essential for a overwhelmed.
successful school ● The culture and practices of the school will empower all employees to raise
issues of concern with school management
● All dealings with staff will be in accordance with law and agreements and
undertaken in a setting of courtesy and respect.
National Administration Guideline 6
Each board of trustees is also expected to comply with all general legislation concerning requirements such as attendance, the length of the
school day, and the length of the school year.
National Administration Guideline 7
Each board of trustees is required to complete an annual update of the school charter for each school it administers, and provide the Secretary
for Education with a copy of the updated school charter before 1 March of the relevant year.
16National Administration Guideline 8
Each board of trustees is required to provide a statement providing an analysis of any variance between the school’s performance and the
relevant aims, objectives, directions, priorities, or targets set out in the school charter at the same time as the updated school charter provided
to the Secretary for Education under NAG7
Finance Operate school within available funding ● Rigorous planning, careful spending and clear accountability for
while minimising costs to parents and all school spending.
complying with legislative requirements ● Careful management of banked staffing
● Maintain or grow school roll
● Attract fee paying international students
● Maintain operating capital levels of at least $400 per student
ADMINISTRATION
Review NZQA Review 2017/18 QMS document. Updated document meets all NZQA requirements, including
documentation formal MNA audit
and systems
To effectively Principal and executive officer monitor staff School staffing entitlement is fully used (but not
manage school usage through fortnightly ‘SUE’ reports significantly over drawn).
staffing
entitlement
172019 Annual Goals
1. Maori Achievement - Māori to achieve Merit or Excellence NCEA endorsement at a comparative rate to non-Māori (being at
least 25%)
2. Writing - 75% of Year 5 to 10 students to working at or above expected curriculum levels
Strategic Goal At least 85% of school leavers to achieve NCEA Annual Goal M āori to achieve Merit or Excellence
L2. endorsement at a comparative rate to non-Māori (being at
least 25%)
Baseline data – Since 2013, Maori have achieved Merit and Excellence endorsements at a lower rate than non-Maori (%)
2014 2015 2016 2017 2018
Endorsements M E M E M E M E M E
Māori 18 5 33 6 22 3 16 2 28 4
Non-Māori 30 11 32 8 23 12 23 12 31 18
Key Improvement Strategies
● Continue the implementation of the Success for Māori Plan (2017-2019), embedding principles of Ka Hikitia and Tātaiako
to support Māori achievement
● Continue to increase student voice and attendance
● Hold high expectations for student progress
● Literacy skills reinforced in all areas
● Offer courses accessible to students of all abilities
18● Study and career pathway options are clear to students to make informed decisions
What (examples) Who Indicators of Progress
Refer to Success for Māori Plan (Refer Appendix 1) Teachers Target students are individually identified; strategies are
implemented, regularly monitored and supported by all
Increase student agency – using their input in decision making about teachers.
curriculum provision and learning pathways
Teachers / Student voice and reflections informs next steps for
High expectations for the progress and learning of all students. students learning, curriculum and provides feedback to teachers on
effective pedagogy.
Students are motivated and confident to meet learning
Learning tasks to be varied and relevant, including learning experiences challenges.
HODs /
through STAR and Gateway enhancing achievement; Offer courses
Teachers
accessible to students of all abilities Teachers inquire into student motivation. Expectations are
clearly articulated by students and teachers.
Community resources/settings/people are used to increase
Literacy skills reinforced in all learning areas the relevance of classroom learning and teaching.
Ensure Achievement Standard and Unit Standard credits are entered on All students meet NCEA Literacy requirements.
MUSAC Edge and internal summary records (‘Secondary Student
Achievement’) updated promptly and accurately throughout the year Students, caregivers and teachers have access to an
ongoing summary of achievement through school records
Embed principles of Ka Hikitia to support Māori achievement at all levels
Māori students’ progress and achievement meets goals.
Identify students at risk of leaving school without NCEA L2 and Māori culture is valued and embedded in school practices
implement personalised strategies identified through Academic
Counselling. All teachers actively developing pedagogical strategies to
strengthen learning focused relationships, improved use of
. formative assessment and increased levels student
engagement.
Ongoing curriculum review and development will ensure
students learning needs are being met. Academic
counselling to be provided as required, to clarify goals,
deadlines, course requirements and strategies to enable
19Students are supported in choosing courses of study that match their success.
abilities, aspirations and interests
Effective pedagogy and well-organised course delivery and effective All students are mentored and advised as to the most
assessment engage students and support their preparation to meet suitable courses of study. Year 10 students demonstrate
NCEA requirements. understanding of NCEA courses and assessment methods
Students are motivated and well supported in meeting all
assessment requirements in a timely manner. Students
demonstrate increasing responsibility for their own
learning and assessment. Ongoing, high quality feedback it
provided to students. Student achievement information –
reporting shifts in students’ learning outcomes throughout
the year, address students’ learning needs and accelerate
Achievement pathways and strategies needed by students to achieve at their progress.
this level be clearly identified and promoted by teachers.
Academic excellence is a valued aspect of school culture;
Interventions put in place prior to Year 11 (and through Y11-13) to
all students work to their potential in academic
identify and support priority and ‘at risk’ students.
endeavours.
Cornerstone Values are articulated and integrated into all school Students enter Y11 well prepared for the demands of
programmes NCEA and with necessary support (eg Special Conditions
Assessment, Counselling). Timely results are available to
Waka teachers, deans, parents
Students demonstrate Cornerstone Values in their
interactions with others
Monitoring Teachers complete assessment and load results in SSA spreadsheet (Y11-13) and into Edge in a timely manner. Teacher reflection –
including student feedback – recorded on unit plans to inform next steps and future use of unit. Emerging knowledge of students and their progress is shared
across departments. ‘Academic Counselling’ (and/or other strategies) implemented as required. HODs report progress and achievement data (and responses
to it) to principal. Mid year report and end of year analysis of variance from principal to board
20Strategic Goal - Writing Annual Goal 7 5% of Year 5 to 10 students to working at or above
expected curriculum levels
Baseline data: 2018 WTE Diagnostic Writing Test: Years 3-12. Composition Skills Index (CSI) identifies how students write, locates key
areas of strength and weakness, and diagnoses specific areas for intervention to raise school performance.
Writing Snapshot: Tauraroa Area School Report completed by: 376 students, analysed for:
● Writing Output: average was 221 words
● 4112 sentences analysed. 3035 complete sentences (74%); 1077 incomplete sentences (26%)
● Average sentence length: 27 words (elevated)
● Average paragraph length: 103 words
● Fluency Capacity (sentence style range): mode was 3 (low result)
● Struggling Writers: 35% of students were struggling writers (50% or more of their writing was incomplete sentences). Significant
area of concern. Key intervention required.
● Expansion of ideas: 66% expanded ideas across 3 sentences. Acceptable result—some room for improvement.
● Logic skills (coherence): was 32% lower than expansion.
● Repetition rate: 3% repeated ideas. A positive result.
● Precision rate: 72% showed low precision capacity
There is a strong shift into Level 2 for Year 3 writing results. Boys do seem to lag behind girls however there has been steady progress in
their results. Maori students are still not achieving at a comparative rate to non Māori. In Year 4 teachers aim to have the majority of
students working well within Level 2 of the NZC by the end of the year. Year 4 girls are operating well ahead of the boys. In Year 5 many
boys are still behind the girls as they move into Level 3 of the NZC. Strong improvements in Māori results at this year level. A broader set
of results in Year 6. The Year 7 results show a very healthy move to at or above curriculum levels. In year 8 the results are more
widespread. It is interesting to note that boys and Māori students are underrepresented at the upper levels.
Key Improvement Strategies
● ‘Write That Essay’ approach fully adopted and implemented across all year levels and subject areas, with continued professional
development and resourcing
● A clear and sustained focus on student p
rogress will be prioritised over attainment.
21● Professional development focus for teachers with strategies and resources shared with team
● Accelerated Learning In Literacy (ALL) strategy implemented in Y7/8 for targeted students
What (examples) Who Indicators of Progress
Student progress is acknowledged and celebrated Teachers Student are recognised for progress in writing within class,
wider school and communication with home
Consistent, high quality feedback to be provided to learners through the Progress will be evident in individual and cohorts,
use of marking rubrics targeting the qualities of effective writing. reflecting improved sentence structure, length, use of
paragraphs and punctuation.
Individual and peer editing strategies to be used Students will proofread and share ideas on the next steps
in their own and peers’ writing efforts.
Teachers will share student achievement information and
Collaborative teaching practices respond to this by jointly developing strategies to
maximise student progress.
Teachers are committed to ensuring the progressions from Year to Year All students will demonstrate at least one year’s
in writing are well understood and clearly articulated. improvement in their writing skills of at least 1 year
Students will be aware of their levels of achievement and have specific Students will be able to describe their progress,
goals for progression and improvement. achievement and next steps to teachers and parents.
The development and demonstration of good quality writing skills will be Improved writing practices in all subject areas will be
a priority for all subject areas. evident.
Innovative strategies and programmes will be used to motivate and Professional Development ideas/best practice will be
extend students of all abilities, namely, ‘Write That Essay’ and shared, developed, implemented and impact reviewed.
‘Accelerated Learning In Literacy’.
Students will be supported by teachers to produce
An extra emphasis will be placed on supporting writing, including using portfolios of writing from across the curriculum and using
diagnostic assessment and teacher observation to identify students with many genres. Students will receive feedback about their
learning disabilities. Data and knowledge of students from previous writing, including next steps.
teachers will also be shared.
22Teachers will collaborate to identify weaknesses in
Teachers will share best practice and participate in professional student performance, suggest useful approaches to
development in this area. address these, trial them and report back to colleagues.
Ideas from ‘The Writing Workshop’ PD (2016) will be
embedded
Teachers will have opportunities for ongoing professional
Resourcing (included Professional Development) will be made available development
as required. Principal /
BOT
Monitoring
● Ongoing, high quality formative assessment will be provided to students through the consistent use of the Write That Essay marking rubric.
● Year 3-11 students’ writing will be formally tested and analysed in Term 4 to monitor progress against 2018 Write That Essay data
Other Goals
2019 Goals Strategies Personnel Indicators of Progress
Average attendance to Full attendance to be actively promoted by staff. All teachers, 90%+ average attendance in all classes;
be at least 93% a nd RMC sustained levels of student engagement and achievement
75% of students to be Teachers comply with Handbook procedures,
attending for at least including timely follow up of absent students.
90% of half days
Incentives and recognition for students with
outstanding (95%+) attendance.
Support will be quickly targeted when poor
attendance is noticed.
23NCEA attainment of Students achieving Merit or Excellence NCEA HODs, teachers Students and teachers will see Merit and Excellence attainment as a
90% at Levels 1, 2 and endorsement in 2018 to be recognised by school Yrs 10-13 worthwhile goal and high priority.
3. At least 25% of through newsletters, assemblies and ‘Academic’ A culture of striving for excellence will exist at all levels of the school.
students at each level badge awards.
to gain ‘Merit’ or Students will seek to submit high quality work in all assessments,
‘Excellence’ certificate Meeting ‘Excellence’ criteria will be the goal of task working to their potential and meeting deadlines.
endorsement. completion at Levels 1, 2 and 3
Recognition of excellent performance and intervention with students at
Deans and waka class teachers to monitor progress risk of not achieving will support student achievement
of NCEA students and trigger interventions when
necessary.
100% of NCEA Level 1 Courses offered to NCEA candidates to support them Year 11 Students complete NCEA numeracy requirements successfully.
candidates to meet to meet Numeracy and Literacy requirements teachers, Dean, Appropriate Standards are identified in the Year 11 Handbook
Numeracy and Literacy Course outlines clearly show which credits are HODs Students and their parents have a clear understanding of requirements.
requirements available for Numeracy and Literacy requirements in Support (eg advice, study & time management strategies, attendance,
all subjects. Special Conditions Assessment, extra tuition, Lexia) to be provided as
Student achievement data to be monitored via SSA required by students
spreadsheet, fed back to students, faculty meetings
and Waka Class teachers.
Academic counselling to be initiated by Y11 Dean for
targeted students.
Extra support provided where required, including
SPEC course for special needs students.
Science and the TAS fully supports the Science and Environment RH, Primary and Improved scientific thinking, literacy and knowledge.
Environment achievement challenge as developed by Nga Kura mo science teachers NZCER ‘Thinking with Evidence’ testing to be used to monitor progress.
te ako o Whangarei (Group 4) Stronger links with our school environment.
Please refer to Appendix 3 (Achievement Challenges) for further details.
Performance Music Increase the number of music lessons with specialist DH Y4-6 classes to receive 2 hours per week instruction, based on the Orff
music teachers in Years 4-7, providing all students approach to music education.
with experiences in performance music Year 7 music (2 terms each class) to be based on a concert band format,
with every student learning an instrument.
A junior concert band and recorder group will be established to provide a
pathway in performance music. Students will have opportunities to
participate in jazz band, choir, rock bands and music lessons.
Parents, Whānau and Implementation and use of MUSAC Edge parent RMC Improved communication with, and support from, parents and Whānau
students to have portal for students.
access to up to date
achievement and Caregivers informed promptly of significant pastoral
pastoral information concerns.
Gifted & Talented Identify gifted and talented students and implement AR, classroom Gifted and talented students achieve to their potential in their areas of
Education: appropriate learning and teaching strategies through teachers ability.
24Continue and grow differentiation and fostering of higher thinking skills.
strategies to meet the
learning, Support identified students to prepare for taking NZ Gifted & talented students are successfully engaged in learning.
developmental and Scholarship exams (pending timetable constraints)
social needs of gifted and/or gain NCEA ‘Excellence’ endorsements. Academic, sporting and artistic/cultural excellence to be valued and
and talented students Teachers celebrated within the school culture and wider community.
Provide opportunities for students to excel through Gifted and Talented students to have opportunities to extend their
ICAS competition, Science Fair, Wearable Art, abilities and express themselves in enjoyable and challenging contexts.
Mathex, music exams and performance, sport and
other opportunities.
HODs, Teachers To prepare students to undertake Scholarship mathematics papers
Provide accelerated learning pathways for identified
Y9-12 students through an extension Mathematics
programme
Maintain commitment One Cornerstone Value each term is highlighted. GB all staff All students and staff to be familiar with the meaning and application of
to Cornerstone 2019: Duty, Honesty, Kindness, Respect. the identified values.
Values approach to The values are to be evident in interactions within the school community.
learning and teaching Displays on campus will highlight and promote CVs
Through the use of Ensure that VPI, Trades Academy and Gateway AC, S Saunt Contractual obligations with funders met or exceeded.
Gateway, STAR and outcomes reflect meaningful coherent credit course School leavers transition into appropriate employment or further training
Youth Guarantee options that enhance opportunities for students’
programmes provide future employment or training
vocational learning
experiences for senior Provide suitable work experience and learning
students, meeting or opportunities through Gateway programme.
exceeding TEC 2019 contract 50 students (20 credits each).
agreement
requirements Provide agriculture-based ‘Vocational Pathway in AC Students to gain L2 and L3 qualifications in a range of practice based
Primary Industries’ programme for appropriate Y12 skills and knowledge.
students.
Through liaison with NorthTec (and other providers)
provide learning and qualification opportunities for
students in other appropriate Vocational Pathways
Career development Year 10 to have one hour per week timetabled for JC, SMT Students to optimize flexibility and relevance in courses of study.
and education to be study pathway and career development.
included at all year Students are well informed about study and career pathways.
levels (7-13). Y7 Careers programme to be integrated into a range
of curriculum areas. To provide students with appropriate information and skills to facilitate
entry to tertiary education and/or employment through school-wide
Y 8 Careers programme to be implemented. careers and transitions programmes.
25Individual career counselling for all Y11-13 students
to be provided.
Year 9 to complete a programme discovering their
personality type and career prospects related to this.
Continue to provide EOTC experiences to be included in programmes at AWM, all All students have the opportunity to experience high quality EOTC
opportunities for all year levels. teachers activities that support self-confidence, appreciation of the environment
Education Outside the and social skills.
Classroom in a safe The Duke of Edinburgh Hillary Award Scheme to be
environment. offered to students Student self-confidence and leadership skills are developed
Student wellbeing Respond to the following findings of the ‘Wellbeing @ AP, GB, all A working party consisting of students and staff is to be established in
School’ survey undertaken Oct 2018: teachers Term 1 to consider ways in which the school can address issues raised in
the ‘Wellbeing @ School’ survey.
Positives: Students overwhelmingly agree that -
Trained senior students (Y12 students trained Dec 2018) to offer peer
I feel I belong at school, people accept me for who I mediation services.
am, I feel safe, bullying is NOT ok at school, students
get on well with others from different cultures, I am Full commitment to the professional learning opportunities and strategy
taught what behaviours are OK and not OK, my development offered through our Community of Learning and Whangarei
whanau always feels welcome at school, I feel safe COL Hub.
when going to or from school, students look after
others who are new at school. They reported that the
following seldom or never happens:
Being pushed or hurt in a mean way, being
threatened, having things taken or broken, use of
cellphones or internet to be mean or spread rumours,
say sexual things you don’t like or touch you in a way
that makes you feel uncomfortable, bullied by other
students.
However, a significant number (50%+) disagreed
that:
Everyone thinks our school values are important,
teachers are interested in my culture or family
background, teachers make learning interesting,
students treat each other with respect, students
26always stand up for others if someone is hassling
them, students include others who are being left out
or ignored, I can say how I’m feeling when I need
to, if I have a problem with another student, I feel I
can ask teachers for help.
They reported that the following sometimes happens:
other students put you down, call you names or tease
you in a mean way.
PROPERTY and Action Personnel Indicators of progress
FINANCE
To maintain a positive Sound financial management by budget holders, BOT GB, AL, BOT School financial position continues to remain sound
working capital ratio and senior management avoiding overspending
2018-22 - 5 Year Building and renovation projects to proceed according GB, GW. BOT Gym renovation complete advanced; all school facilities maintained to
(property) plan to be to developed timeline, following consultation with high standards.
actioned staff and appropriate planning / consent / MoE
approval procedures
School property, Maintenance and cleaning to be well resourced and GB, GW, School property is well maintained and continually improved
including grounds, carried out in an effective and timely manner. cleaners,
equipment, rental School buildings to be repainted under terms of Programmed
houses and school Programmed Maintenance. Property
buildings to be well School signage to be displayed to reinforce school Services
maintained values and motivation
HEALTH AND SAFETY
Ensure a safe working Health and Safety Committee continues to meet GB, BOT, NH, A safe school environment is maintained
environment for all regularly to monitor and respond to H & S issues. DK, GW Health and Safety representative (NH) and property manager (GW) to
students and staff, proactively develop improved systems and school environment, and liaise
fully compliant with closely with principal.
Health and Safety Health and Safety is maintained as an agenda item at all BOT and staff
legislation meetings.
A Health and Safety register is kept up to date and regularly monitored
27Electrical equipment Test all electrical equipment and maintain equipment DK, GW All electrical equipment tested to comply with NZ3760
tested and maintained log.
NZ3760 standard
All staff to be offered Staff able to undertake first aid training course SH/AR All staff successfully complete First Aid training course. Essential for
the opportunity to hold through accredited provider (certificates valid for 2 those involved in EOTC and sporting activities
a current First Aid years)
Certificate
ADMINISTRATION
Review NZQA Review 2017/18 QMS document. RMC Updated document meets all NZQA requirements, including formal MNA
documentation and audit.
systems Check that all requirements and undertakings are being fulfilled
To effectively manage Principal and Admin Manager monitor staff usage GB, EP School staffing entitlement is fully used (but not significantly over
school staffing through fortnightly ‘SUE’ reports drawn).
entitlement
All teachers to be Run school based training sessions for staff. RMC All staff are competent and active in using MUSAC Edge
competent in the use Computer hardware to reliably run the program
of MUSAC Edge and
related programs
Maintain and develop Continue development of school web site and RMC Reliable, easy to navigate and informative website is maintained.
an attractive, updating of Facebook page
informative and up to
date school website
and Facebook page
Maintain accreditation TAS will remain equipped to cater for the needs of GB, JB Maintain links with local agents in the Whangarei area.
for enrolling any foreign students. Ensure any foreign student is well supported and has a positive
International Students. experience.
Keep informed with developments in the International student market.
Accreditation documentation to be kept up to date
28POLICY AND DOCUMENT REVIEW SCHEDULE – THREE-YEAR CYCLE
2019
February March May June
● Charter ● Sun smart ● Education Outside the
● Annual report ● Finance and Admin
● Appoint BOT officers procedures Classroom
● Staff Handbook ● Financial Management ● Principal’s appraisal
● Delegation of
Principal’s Authority
29August September December
October
● Mid-year review ● Board Governance
● Appointments ● Board of Trustees meeting
● School House ● Annual Review of Compliance ● Board Induction
● Learning Support with the Code of Practice for ● Reporting to the board
● Student Conduct and the Pastoral Care of ● Trustees Code of Conduct
behaviour International Students ● Board of Trustees Committee
● Gifted and Talented Education ● International Student Fee ● Responsibilities of the Principal
(GATE) Protection Policy ● Chairperson’s Role
● International Student Policies ● Staff and student Trustees
and Guidelines Board of Trustees Expenses
● International Students
Strategic Plan
2020
February March May June
● Charter ● Engagement with the
● Passwords and Security
● Annual report Community
● Treaty of Waitangi
● Appoint BOT Officers ● Professional Development
● Staff Handbook
● Delegation of Principal
Authority
August September October December
● Physical restraint and seclusion
● Code of practice ● Healthy Eating ● Complaints
● Mid-year review ● Protected disclosures ● Uniform
● Media
● Travel
302021
February March May June
● Charter ● Moderation ● Equal Opportunity
● Annual report ● Curriculum
● Timetable ● Assessment ● Digital Technologies
● Appoint BOT Officers ● Sexual harassment
● Staff handbook ● Policy Appendix
● Staff Conduct and Discipline
● Delegation of Principal
Authority
August September October December
● Entertainment
● Child Protection ● National Standards ● Occupational Health and ● Pay
● Mid-year Review Safety ● Privacy
● Occupational Health and safety
procedures
● Performance appraisal
Board of Trustees Almanac 2019
Month Description Responsibility
February 11 Finance Committee Finance
19 B
usiness Meeting BOT
31March Annual finance report to auditor Finance
11 Finance Committee Finance
18 B
usiness Meeting (Returning officer apt) BOT
May 6 Finance Meeting Finance
13 B
usiness Meeting BOT
June 10 Finance committee Finance
17 B
usiness Meeting BOT
July Fix date for student election (Sept) BOT
Mid Year Annual Plan Review Principal
29 Finance Committee Finance
August 5 Business Meeting BOT
21-23 August NZ Area Schools Conference, Wellington
September Student representative election BOT
9 Finance Committee Finance
16 B
usiness Meeting BOT
October Budget prep – budget holders’ reports Finance
21 Finance Committee Finance
29 Business Meeting BOT
November Draft 2019 budget prep Finance
Principal appraisal BOT Chair
Annual asset check BOT / EO
Support staff agreements reviewed Principal / BOT
25 Finance Committee Finance
32December 2 Business Meeting BOT Note – Discipline, Appointments and Property subcommittees will meet as required throughout the year The following areas will have meetings scheduled as required during the year: Policy Review (Staff / BOT / PTA) Strategic Planning (Staff / BOT ) School self review (Staff / BOT / PTA) BOT self review (BOT) Curriculum development (Staff / BOT) Staff appraisal (Staff / Principal) Uniform (Staff / BOT / PTA / Students) Tertiary Charter A Tertiary Charter, Tertiary Profile and Gateway Schedule is held at the school and is updated as required in accordance with TEC criteria. Appendices ● 1: Tauraroa Area School Success for Maori Plan 2017-19 ● 2: 2019 approved budget ● 3: Nga Kura mo te ako o Whangarei (Group 4) Achievement Challenges 33
APPENDIX 1:
Tauraroa Area School Success for Māori Plan 2017-2019
‘To be the best we can be – Whaia te iti kahurangi, ki te tuohu koe me he maunga teitei’
The November 2016 ERO review acknowledged high achievement rates of Māori at Tauraroa Area School, while identifying three areas for further
development:
● extending collaborative partnerships with whānau Māori so their goals and aspirations contribute to the school’s Success for Māori plan.
● promoting culturally responsive practices for teaching and leadership.
● evaluating the effectiveness of the school’s Success for Māori Plan to ensure identified actions are achieved.
Since 2007, the number and proportion of Māori students on the roll has increased from 24% to 29% (158/538 in October 2017). Data revealed that Māori
students at Tauraroa Area School achieve at levels above NZ and Northland averages on many measures.
Ka Hikitia – Accelerating Success 2013–2017 is the Government's strategy to rapidly change how education performs so that all Māori students gain the
skills, qualifications, and knowledge they need to enjoy and achieve education success as Māori. When the vision is realised, all Māori students will:
● have their identity, language and culture valued and included in teaching and learning in ways that support them to engage and achieve success
● know their potential and feel supported to set goals and take action to achieve success
● experience teaching and learning that is relevant, engaging, rewarding and positive
● have gained the skills, knowledge and qualifications they need to achieve success in te ao Māori, New Zealand and the wider world
Using the ‘teaching as inquiry’ model teachers build upon meaningful formative assessment and strong teacher/student learning focussed relationships – as
discussed in Absolum’s ‘Clarity in the Classroom’ text (2006, pub Hodder Education), gave a very clear and workable blueprint for TAS to follow.
Using the advantage of smaller classes and long term attendance at the school, we are able to build strong relationships with students and their whānau.
This has been enhanced through the introduction of Waka classes (vertical forms) in 2016.
All departments collect and respond to data on Māori student achievement. In 2015 - 2017 this has been supported and developed through the use of
Academic Counselling and NCEA credit tracking. Links between Ka Hikitia and TAS Success for Māori Plan:
Culturally responsive effective teaching for Māori learners
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