SOUTHBRIDGE SCHOOL CHARTER 2018
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SOUTHBRIDGE SCHOOL
CHARTER
2018
03 324-2545
25 Hastings St
Southbridge 7602
principal@southbridge.school.nz
TABLE OF CONTENTS
_____________________________________________________________________________________
Whakatauki 3
Our school community 4
Strategic vision 5
Principles 6
Values 7
Our curriculum 9
Policy: Instruction in te reo and tikanga Māori 10
Policy: Consultation with Māori Community 11
Policy: Treaty of Waitangi 12
Inclusive practices 13
Culturally responsive practice 14
School context 15
Operational compliance 16
Strategic and annual planning 17
Strategic goals 2017 - 2019 18
Annual plan - Strategic Goal 1 20
Strategic Goal 2 21
Strategic Goal 3 22
Analysis of variance – 2017 Student achievement targets 23
Reading 24
Writing - Year 2 28
Writing - Year 6 31
Mathematics 34
2018 Student achievement targets 37
Writing 38
Engagement and wellbeing 40
Southbridge School Charter 2018 2
WHAKATAUKI
_____________________________________________________________________________________
Ka whangia ka tupu ka
puawai
That which is nurtured will
flourish and grow
This whakatauki was gifted to our school by Te Taumutu Rūnanga
Southbridge School Charter 2018 3
OUR SCHOOL COMMUNITY _____________________________________________________________________________________ “Students are provided with a wide range of interesting experiences that contribute to their learning. Most students are achieving well in reading and writing against the National Standards.” ERO report 2014 Southbridge School is a U4 rural school on the Canterbury Plains, between the Rakaia River and Te Waihora / Lake Ellesmere, about 40 kms south of Christchurch. It is a co-educational state school for children from Years 1-6. The school is rated decile 8 with a roll of 140, a teaching staff of six and a non-teaching principal. We serve the rural town of Southbridge and outlying farming districts from the Main South Road to the coast. The school was established in 1868 and has a long tradition of being an integral part of the community. Until the 1980s, Southbridge School was a District High School, the secondary school serving the entire Ellesmere District. Today we are one of three primary schools contributing to Ellesmere College in Leeston. Southbridge is well known for its arable farming; both dairy and horticultural. There are a number of thriving businesses within the township and a number of parents commute to Lincoln, Rolleston, Ashburton and Christchurch for work. The community has a strong sporting tradition. Our school values the input and involvement of parents, community and students; student voice is a feature of our school. Our productive and strong connections with our community, families and relevant agencies, improves outcomes for our students. Southbridge School is recognised for its variety or programmes, kapa haka group, student voice, community involvement, effective relationship with Te Taumutu Rūnanga and Seeds of Learning (SOL) programme. The Board of Trustees provides strong leadership and direction for the school and strives to deliver the best possible learning environment for students to make progress and achieve success. Southbridge School maintains close links with the Taumutu rūnanga and Ngāti Moki marae. In Māori the school’s title is ‘Te Kura O Te Whata’, Te Whata being the storage house of Ruahikihiki, an ancestor of Taumutu. Southbridge School Charter 2018 4
OUR STRATEGIC VISION
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Inspire, Equip, Ignite
Our vision develops naturally from our long-term strategic consultation process. For six years we followed a
‘2020VISION’ process, however we have recently converted to a more traditional strategic process.
Our vision is inspired by the New Zealand Curriculum, which invites schools to form partnerships with whānau and
community for the better education of our tamariki. Through many strands of consultation and endeavour our
vision defines our aspirations, our work and our hopes for our children.
‘Inspire, Equip, Ignite’ encompasses three major ideas. First, the purpose of schooling is much broader than an
academic curriculum. We wish to teach our tamariki to be good citizens, to protect their environment, and to
nurture their bodies and spirits as well as their minds.
Furthermore, we wish to ensure our tamariki are well equipped in terms of the learning experiences they’ve
encountered, the skills they’ve mastered, the people they’ve worked with and the equipment / devices they can
use.
Finally, each child’s motivation for learning will develop at different times. We aim to ignite our students’
enthusiasm for learning and to have set them on the path to become the lifelong learners with 21st century skills
idealised by the New Zealand Curriculum.
Southbridge School Charter 2018 5
PRINCIPLES
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“Principles put students at the centre of teaching and learning, asserting that they should experience a curriculum
that engages and challenges them, is forward-looking and inclusive, and affirms New Zealand’s unique identity.”
New Zealand Curriculum 2007, p.9.
Rationale
Principles express our local curriculum goals and link these to national goals.
Statement of Delivery
Our curriculum incorporates and strives to achieve the following principles:
1. Community partnership; our curriculum:
is a partnership between school and community. The community is engaged in constructing and
delivering the curriculum through continuous consultation and “inside out – outside in” learning;
2. Personal excellence; our curriculum:
creates a general environment and specific opportunities for all students to achieve personal
excellence. Personal excellence is realised when students strive to extend themselves in areas of
strength and to do their best in areas of need;
3. Learning for life; our curriculum:
is both wide and deep. It connects with students’ lives, interests and prior knowledge. It enables
students to become independent, lifelong learners; they learn to be team members and to reflect on
their experiences;
4. Treaty of Waitangi; our curriculum:
models the principles of the Treaty of Waitangi. It is inclusive of the needs of Māori and pākēha and
creates opportunities for all students to become bi-cultural New Zealanders; and
5. Inclusion and diversity; our curriculum:
is non-sexist, non-racist and non-discriminatory. All students have the right to individuality, to have
their talents fostered and to have their needs fulfilled. The curriculum embraces multi-cultural
contexts.
Southbridge School Charter 2018 6
VALUES
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“Values are deeply held beliefs about what is important or desirable. They are expressed through the ways in
which people think and act.”
The New Zealand Curriculum 2007, p.10.
Rationale
Values are the touchstones against which we measure our actions and outlook on life. Values guide our
decision-making. They express how we want to be and who we want to become, both as individuals and as a
community.
Development
Our school values were reviewed during 2014 and a new model created aligned to the values of Taumutu marae
and Ngā Mātāpuna o Te Waihora cluster. The new values model is firmly based on community and student voice
and was formalised at the start of 2016.
The colours of the graphic relate to each value and are designed to assist students in remembering the values
independently.
Throughout 2015 we asked parents, students and staff about suitable role models for each value. Our preference
was New Zealanders who were well known, still living, and who were easy for our students to relate to. Although
we weren’t able to fulfil all criteria for each value, we have been able to identify five New Zealanders for use as
role models and these were launched at the beginning of the 2016 school year.
Southbridge School Charter 2018 7
Southbridge School Charter 2018 8
OUR CURRICULUM
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We follow the New Zealand Curriculum through the implementation of a school-based curriculum created
following strategic consultation with our community. This document is updated regularly to reflect changes in
research / best practice and also following strategic consultation with our community. The last revision was in
December 2015.
Our curriculum includes:
● a graduate profile which provides the basis for planning learning programmes within each roopu;
● agreed expectations for the teaching of Reading, Writing and Mathematics in each classroom
(community);
● cyclic programmes in the domains of the Arts, Science, Social Studies, Health and Technology to ensure
coverage of all strands;
● a commitment to teaching tikanga Māori and te reo. A teaching programme for te reo has been
established;
● a focus on teaching the key competencies in age-appropriate progressions; and
● our school values, which were rewritten in 2014 and personalised in 2015.
Ka Hikitia emphasises the following points that are relevant to our school:
● knowing where students come from and building on this cultural capital, nurtures effective relationships
for learning;
● learning is more effective when whānau and iwi are valued partners in the education process and when
educators, whānau and iwi are open to learning from and with each other (ako);
● the importance of developing strong foundations for learning early in life; and
● increasing the professional learning and capability of teachers to maximise the effect of high-quality
teaching on student achievement.
Southbridge School Charter 2018 9INSTRUCTION IN TE REO & TIKANGA MĀORI
_____________________________________________________________________________________
Rationale
According to the principles of the Treaty of Waitangi and the expectations of the New Zealand curriculum, schools
must ensure all reasonable steps are taken to provide instruction in tikanga Māori and te reo Māori for full time
students enrolled at the school and, in particular, for Māori students. It is desirable that students develop
knowledge and understanding of te reo and tikanga Māori in order to participate fully in bi-cultural New Zealand.
Statement of Delivery
1. Southbridge School currently provides a programme of te reo and tikanga Māori at level 6 of the Ministry
of Education’s scale of Māori language learning. This is described as ‘students learn Māori songs,
greetings and simple words.’
2. We are committed to increasing the level of instruction by:
● Actively recruiting staff with strengths in te reo Māori
● Providing professional development in te reo Māori for all staff
● Using members of our community to support instruction in te reo Māori
● Upgrading teaching resources
● Having a school kapa haka group.
3. Southbridge School is currently unable to provide instruction at levels greater than level 6.
Māori Responsiveness Plan
If a whānau requests a higher level of tikanga and/or te reo than is at present evident in our school’s Māori
programme the board of trustees, staff and family will discuss and explore the following options:
● Further explain the existing programmes;
● Further extend the existing programmes if and as appropriate;
● Discuss the feasibility of combining with a neighbouring school for parts of the day/programme;
● Offer dual enrolment with the Correspondence School of New Zealand; and
● Use of community expertise or resources to help with any of the above.
Southbridge School Charter 2018 10CONSULTATION WITH MĀORI COMMUNITY
_____________________________________________________________________________________
Rationale
National Administration Goal 1 (v) states that each Board of Trustees, through the principal and staff, is required to:
“in consultation with the school’s Māori community, develop and make known to the school’s community policies,
plans and targets for improving the achievement of Māori students.”
Statement of Delivery
1. The Board of Trustees of Southbridge School will conduct annual consultation with its Māori community in
accordance with the provisions of NAG 1(v).
2. Consultation will usually happen in term two, after the review of the previous year’s Māori student
achievement target and as part of the process of identifying future targets.
3. Consultation will include one or more of the following:
● A community meeting with invitation to Taumutu Rūnanga
● A questionnaire or survey
● Meetings with individual members of the school’s Māori community
On those occasions when the Taumutu Rūnanga convenes a meeting of local schools at Ngāti Moki marae this will be
deemed to be a community meeting for the purposes of this consultation process.
Southbridge School Charter 2018 11TREATY OF WAITANGI
_____________________________________________________________________________________
Purposes
To fulfil the intent of the Treaty of Waitangi by valuing and reflecting New Zealand’s dual heritage by promoting
equitable outcomes for all children.
● All Māori pupils irrespective of tribal affiliations should have the opportunity to grow in the knowledge of
their own language and culture.
● Children need to develop an understanding of tikanga Māori, as part of their dual heritage and to equip
them for their future.
● As Southbridge School is the nearest to Ngāti Moki marae, and some of the children belong to the Taumutu
rūnanga. This policy promotes respect for and co-operation with the Taumutu rūnanga. There is a rich Māori
history in this area, which is part of the heritage of all the children of this district.
Objectives
To provide:
1. A school climate in which Māori culture and values are respected.
2. Opportunity for community participation in the Māori activities.
3. An endeavour to include the Māori dimension in all subject areas.
4. For Māori children to retain and grow in their language and the knowledge of tikanga Māori.
5. All children an opportunity to learn te reo me tikanga Māori.
6. For development of resources to support this policy.
7. Opportunities to visit the marae by children and interested parents.
8. Encouragement for all children to relate positively to one another.
Southbridge School Charter 2018 12INCLUSIVE PRACTICES
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Inclusive practice ensures that all students feel valued and involved in all aspects of school life. It involves
removing barriers to presence, participation and achievement. Through embracing the values of kotahitanga,
whanaungatanga, rangatiratanga and manaakitanga each student will experience belonging and success.
Ko te tamaiti te pūtake o te kaupapa
The child is at the heart of the matter
Guidelines
At Southbridge School teachers will practise:
Manaakitanga – the culture of care
1. Differentiation of the physical environment to meet the needs of the individual
2. Differentiation of the curriculum to meet the needs of the individual
Whanaungatanga – build and value relationships
1. Collaboration with whānau
2. Collaboration with professionals
Rangatiratanga – protect and build the mana of the student through effective teaching
1. Plan for meaningful learning experiences relevant to the student’s needs
2. Scaffolding learning experiences to ensure students achieve success
3. Utilising a variety of best inclusive practices
Kotahitanga – create a sense of belonging
1. All students will have equal opportunities to belong to the school community
Pumanawatanga – recognise that students are at the heart of our school community
1. The belief that supporting students is the responsibility of the whole school community
Southbridge School Charter 2018 13CULTURALLY RESPONSIVE PRACTICES
_____________________________________________________________________________________
Culturally responsive practice focuses on ensuring Māori students feel valued, respected and involved in all
aspects of school life.
The following examples of culturally responsive practice have been taken from ‘Kia hiwa ra! Listen to culture –
Māori students’ plea to educators’ by Professor Angus Hikairo Macfarlane. These examples are expected to be
practised in all areas of Southbridge School life. The ‘Hikairo Schema’ for the compulsory sector (primary and
secondary schools) is used by teachers to audit their practice against these and other examples.
● Whanaungatanga
o Know students’ backgrounds
o Use people in the community
o Involve parents and families
o Use cooperative learning
● Rangatiratanga
o Scan the room
o Use effective body language
o Make eye contact
o Use physical proximity
o Use assertiveness
● Manaakitanga
o Turn teaching into authentic, real life learning opportunities
o Use cultural connectedness
● Kotahitanga
o Use whole class rewards
o Do a class study on the treaty of Waitangi
o Person to person class bonding
o Celebrate and set a programme of learning for ‘Te Wiki o Te Reo Māori’
● Pūmanawatanga
o Students have the ability to make choices about and lead their learning
o Keep the student needs and best interests at the heart of teaching
Southbridge School Charter 2018 14SCHOOL CONTEXT
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Student learning
Our students are confident, motivated and engaged learners within our school context. Attendance patterns are
consistently high. National Standards data show that our Māori, Pasifika and Asian students are performing at or
above the level of the school as a whole.
We have a large number of students receiving Learning Support, including two ORS high. These students continue
to make progress and represent a significant financial, expertise and time investment on behalf of the school.
Student engagement
Our students are actively involved in their learning, particularly in our place-based education programme ‘Seeds
of Learning’ (SOL). It is part of the practice of our school to invite and value student voice, particularly in terms of
the focus of individual class inquiries.
School organisation and structures
Principal
Deputy Principal Assistant Principal
Junior roopu Senior roopu
3 classroom teachers 3 classroom teachers
Review of charter and consultation
We will continue to review our charter annually. In addition to this, student achievement targets will continue to
be reported on at mid and end of year. These targets also form the basis of four ‘data’ meetings for roopu during
the year.
We participate in an annual cluster Māori education hui held in conjunction with Ngāti Moki marae. We meet
annually with our Māori community as part of our strategic planning programme and seek community and
student input into our strategic direction, priorities and programmes. Student voice is an integral part of our
practice.
We continue to meet our obligations to consult with our community regularly regarding Health curriculum
programmes.
Southbridge School Charter 2018 15Operational Compliance
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NAG 1 – Curriculum NAG 2 – Self-review
● Maintain regular curriculum review ● Review school charter annually
● Encourage regular peer observations (including QLC) ● Continually improve school assessment procedures
● Set charter annual targets in line with community ● Review the reporting cycle and formats
consultation and government priorities
● Review School Docs policies and procedures as per
● Innovative Technology strategic plan is continued Board of Trustees timeline for review
● Local curriculum document reviewed 2015 ● Performance appraisal system in place
● Continue to improve the assessment and reporting
system
● Assess and report against National Standards
NAG 3 – Personnel / Stewardship NAG 4 – Property
● PLD programme established for the year. ● Maintain grounds and property as best possible with
available funding
● Performance appraisal system maintained for all staff
including principal and linked to Tātaiako ● Complete the upgrade of heating and electrical
infrastructure
● Peer observation schedule established for teachers
● Complete the demolition of the boiler house
● Regular meetings for staff: PLD, admin, briefings etc
● Complete monthly grounds checks and send returns to
Argest
● Meet annual audit requirements
NAG 5 – Health & Safety NAG 6 – Legislation
● Identify, minimise and eliminate hazards as they arise. ● Strategic plan and reporting requirements met
● Hold emergency evacuation drills for lock down, fire ● March 01 roll return
and earthquake each term
● July 01 roll return
● Complete monthly building safety / property checks
and send returns to Argest ● Monthly safety checks (Argest) and walkarounds
● Specialist training to meet individual students’ needs
(e.g. diabetes)
● Register of injuries and medication kept
Southbridge School Charter 2018 16Strategic and Annual
Planning
Southbridge School Charter 2018 17Strategic Goals 2018 - 2020
Inspire, Equip, Ignite
Goals 2018 2019 2020
Strategic Goal 1 1.1 Teachers create authentic 1.1 Review the school’s curriculum 1.1 Launch school’s reviewed
All students learning and reporting format reflect curriculum and reporting
enthusiastically experiences which are driven current practice and recent format.
access authentic by student voice and link these teaching and learning
and engaging to the Southbridge developments.
learning environment and also to wider
opportunities as communities online which are
evidenced by their identified by students.
progress and
achievement in 1.2 Annual Target 1 1.2 Student Target 1 1.2 Student Target 1
relation to the New - The ten Year 6 students – TBC – TBC
Zealand Curriculum who achieved below the
national standard in 1.3 Student Target 2 – TBC 1.3 Student Target 2 – TBC
writing in 2017 will move
up to two curriculum 1.4 The curriculum level of te reo 1.4 Consistent and effective
sub-levels in 2018. teaching programmes is teaching of te reo at the
increased to reflect the appropriate levels is embedded
1.3 Annual Target 2 improving ability of our students across the whole school,
- Increase the safety, in te reo. These progressions are continued support and PLD is
belonging and implemented across the school. provided to ensure ongoing
engagement for all Year 5 staff development and growth.
boys with the aim of
improving well-being and
student achievement
outcomes.
1.4 Senior roopu will be exposed
to Level 2 of Te Aho Arataki
Mārau within our learning
progressions to reflect the
improving ability of our
students in te reo. These
progressions are implemented
across the school.
Strategic Goal 2 2.1 The school’s close relationship 2.1 The school consults with the 2.1 There is a close, reciprocal and
The community is with Te Taumutu rūnanga is education committee of Ngāti positive relationship between
our extended continued through hui and Moki marae regarding provision marae and hapū and our school
classroom consultations, student visits to of a programme for school so our students are
the marae and consultation leaders similar to Māori strengthened from their
with the education committee, Achievement Collaboratives bicultural experiences.
especially regarding strategic (MACs).
review.
2.2 Students’ Science skills are taken 2.2 Strong relationships are built
2.2 Students’ Science skills are between Southbridge School
taken into the community into the community and used to
enhance Southbridge township students and specific
(Rakaia Island Revitalisation
and the Selwyn area. community groups e.g
Programme) and are used to playcentre, horticultural group,
enhance Southbridge
St James Church & sporting
community.
Southbridge School Charter 2018 18groups.
2.3 The SOL programme is grown 2.3 The SOL programme is reviewed 2.3 The SOL programme is
so that the entire senior roopu including student voice, parent re-launched.
are actively engaged and and community feedback.
participate in SOL each week
and some SOL responsibilities
are given to the junior school
to engage more students,
grow
skills and ensure sustainability.
2.4 The school takes on more 2.4 Our staff are all fully informed
2.4 The school will continue its leadership roles within the Ngā and involved with Ngā
involvement with the Ngā Mātāpuna o Te Waihora Kāhui Mātāpuna o Te Waihora Kāhui
Mātāpuna o Te Waihora Kāhui Ako and drives the Ako and our students are
Ako and support the implementation of the CoL’s experiencing direct benefits
establishment phase and strategic plan. through the actions of the CoL.
implementation of the CoL’s
new strategic plan.
Strategic Goal 3 3.1 Upgrade Coms 2 - 3 in line 3.1 Innovative and effective use of 3.1 Whole school review of how
Students lead their with the school’s flexible flexible learning spaces to best our learning spaces are being
learning. learning expectations so meet the needs of learners and used and what improvements
students have choices about provide differentiation. could be made to ensure best
how and where they learn. outcomes for student learning.
3.2 Review Linc-ed reporting, 3.2 Google Classroom is used in the 3.2 Students take ownership and
adjust where necessary and senior roopu to allow students to make informed decisions about
create Linc-Ed e-portfolios for access, collaborate, share and their learning and can create,
all senior students to share the work through learning anywhere, share and communicate their
learning with whānau. anytime and support better learning preferences, outcomes
online management of content and next steps.
for teachers.
3.3 Ensure a collaborative 3.3 Students now make appropriate 3.3 Students can articulate and
approach to teaching and choices to ensure they are decide how they learn best,
learning is offered throughout working effectively and where they learn best, who
the day to make the most of all extending their learning. supports their learning, what
participants’ strengths and they have learned, what their
interests within the learning next steps are and then can
community. communicate and share this
with their teacher/s, peers and
whānau.
Southbridge School Charter 2018 19ANNUAL PLAN 2018
Strategic Goal 1
All students enthusiastically access authentic and
engaging learning opportunities as evidenced by their
progress and achievement in relation to the New Zealand Inspire, Equip, Ignite
Curriculum.
Annual goals &
Actions to achieve Outcomes
targets
WHO WHEN SO WHAT?
Data and evidence collected to understand student All staff All year All children participate in
1.1 thoughts and attitudes towards well-being and learning authentic learning activities,
Teachers create and used to inform teaching. that help to build their
authentic and knowledge, skills, well-being
engaging learning All staff participate in PB4L PLD programme and T@I and engagement levels.
experiences to meet based on positive behaviour for learning and
the different needs of well-being and engagement. We have a school culture
their learners. where positive behaviour
and learning is a way of life.
See detailed action plan located later in this document Nicole All year The cohort of 10 Y6
1.2 students identified in the
Annual Target 1 target will show increased
confidence, engagement
The ten Year 6 and achievement in their
students who writing ability. The rest of
achieved below the the Y6 class will also
national standard in demonstrate many of these
writing in 2017 will positive outcomes from
move up to two supporting and learning
curriculum sub-levels alongside the cohort target
in 2018. group.
See detailed action plan located later in this document Nikki and All year The cohort of all Y5 boys will
1.3 Simon feel they belong and are
Annual Target 2 safe at school and are
engaged in their learning.
Increase the safety, The rest of the Y4/5
belonging and students will also
engagement for all demonstrate many of these
Year 5 boys with the positive outcomes from
aim of improving supporting and learning
well-being and alongside the cohort target
student achievement group.
outcomes.
Progressions developed in 2015 are implemented all Principal All year Te reo Māori is valued and
1.4 year, units are planned, taught and assessed. Teachers normalised, through
Senior roopu will be are supported to improve their own te reo skills All staff improved student & teacher
exposed to Level 2 of through regular professional learning meetings led by exposure, confidence and
Te Aho Arataki Mārau Tamara and Wendy. We will build on from the 2017 competence. Students feel
within our learning key targets achieved for all staff and students this year their culture is celebrated,
progressions to reflect e.g. 2x karakia, 3 waiata, mihi, basic greetings, mihi building a culturally safe
the improving ability whakatau. environment where
of our students in te students are valued & can
reo. These successfully learn.
progressions are
implemented across
Southbridge School Charter 2018 20the school.
Strategic Goal 2 2018
The community is our extended classroom.
Inspire, Equip, Ignite
Annual goals &
Actions to achieve Outcomes
targets
WHO WHEN SO WHAT?
Attend Ngāti Moki hui and invite Ngāti Moki to school All staff All year Staff develop knowledge
2.1 strategic planning. Consult with Ngāti Moki regarding and skills that demonstrates
The school’s close marae visits and liaison with marae personnel they are culturally
relationship with Te regarding matters of tikanga. responsive practitioners,
Taumutu rūnanga is including important
continued through hui knowledge & awareness of
and consultations, our local hapū & whenua,
student visits to the that we can share with our
marae and learners.
consultation with the
education committee,
especially regarding
strategic review.
Roopu identify key community personnel to involve Nicole All year A mutually beneficial and
2.2 when they plan programmes each term. meaningful relationship is
Students’ Science skills ignited and sustained
are taken into the SOL unit holders and roopu leaders will involve the between the school and our
community and are wider community in regular SOL activities. community, hapū and iwi
used to enhance that provides meaningful
Southbridge Southbridge School students are actively involved and learning experiences in the
community. contribute to the Rakaia Island Revitalisation community for our students.
Programme.
Nicole and All year Students are actively
2.3 SOL planning team make an annual action plan and Bernadette involved in meaningful and
The SOL programme distribute SOL tasks appropriately to each area of the authentic learning through
is grown so that the school. our place-based and
entire senior roopu environmental education
are actively engaged Southbridge School works towards becoming an programmes SOL and
and participate in SOL Enviroschool. Enviroschools.
each week and some
SOL responsibilities
are given to the junior
school to engage
more students, grow
skills and ensure
sustainability.
Principal All year Our school works closely
2.4 Establishment phase of CoL led by lead principal. and collaboratively with our
The school will Achievement challenges identified. All staff CoL schools to improve
continue its In and across school positions identified and outcomes and pathways for
involvement with the appointed. all students in our rohe.
Ngā Mātāpuna o Te
Waihora Kāhui Ako
and support the
establishment phase
and implementation
of the CoL’s new
Southbridge School Charter 2018 21strategic plan.
Strategic Goal 3
Students lead their learning.
Inspire, Equip, Ignite
Annual goals &
Actions to achieve Outcomes
targets
WHO WHEN SO WHAT?
BoT Throughout
3.1 Renovation of Com 2-3 cloakroom spaces into breakout the year
Upgrade Coms 2 - 3 learning spaces for the two classes. Make this space a Year 4/5
Flexible learning
in more open workable and warmer environment for teachers
environments will provide
line with the school’s students to utilise as part of their learning.
safe, warm and fit for
flexible learning
purpose options for varied
expectations so
learning activities that
students have
better engages our
choices
students.
about how and
where they learn.
SLT Reporting is ongoing and
3.2 Assessment schedules will be followed so that learning easily accessible for
Review Linc-ed posts are made as units of work are completed. Nicole & Term 1 whānau, parents know
reporting, adjust senior how their child is
where necessary and Senior Roopu students will be given log-in details and roopu progressing at all times and
create Linc-Ed will create their own e-portfolios to share & celebrate are more involved with
e-portfolios for all their own learning. Nick and aware of learning.
senior students to
share the learning All senior students have an
with whānau. individual e-portfolio that
empowers them to create
content and assess, share
and celebrate their
learning with an authentic
audience.
All staff All year Collaboration skills are
3.3 Provide opportunities for students to have choice developed growing
Ensure a collaborative about their learning and the flexibility to work where improved systems,
approach to teaching they feel comfortable. communication,
and learning is offered cooperation & teamwork.
throughout the day to Roopu collaboration will continue in the form of all unit
make the most of all planning and also when suitable/possible, classes
participants’ strengths working collaboratively together.
and interests within
the learning
community.
Southbridge School Charter 2018 22Analysis of Variance:
Student Achievement
Targets 2017
Southbridge School Charter 2018 23STUDENT ACHIEVEMENT TARGET 2017
_____________________________________________________________________________________
Reading
Strategic Goal 1.
To provide real world learning experiences for our students within and outside the classroom.
Curriculum Area: English
Annual Target Student Group
The number of Years 2 students achieving at and above the Year 2 cohort
national standard for reading is increased (achievement goal).
Baseline Data
49% (9/18) of our Year 1 students are achieving below the National Standard for reading (2016).
Action Plan
What will the school do to meet the Resources allocated to
When and Who? Review
target? meet target
Completed at Roopu meeting
28.02.2017
Identify the Year 2 students who are
February
currently achieving below the national
Students were identified and areas of
standard for reading and discuss their N/A
Principal, junior roopu testing were identified by team so
progress as a group, identifying gaps in
leader, Year 2 teacher that Literacy Leader could go ahead
learning, strengths and next steps.
with supporting Class teacher test
and analyse data
May - Completed as student’s Six year
nets completed - information shared
Analyse detailed achievement data to February
with parents during 1:1 conference
pinpoint key areas of learning for focus.
N/A and with class teacher, which allowed
Identify strategies that will assist with Junior roopu leader,
targeted and precision teaching to
instruction in these areas. teacher
occur by class teacher, TA and
supported by home.
Implement regular communication with May - completed for each student,
the parents of this group, with a focus some have maintained regular
on positive communication, early contact and others need further next
identification of any issues and the February - March steps strategies introduced now.
provision of support / ideas for reading N/A
support at home. Junior roopu leader, Regular contact was kept with some
teacher parents and this allowed the support
Invite these parents to meet teachers to at home to continually reflect and
discuss individual students and their support the teaching that was
needs. happening at school.
Implement learning programmes and May - TA support added for reading
groupings to include these strategies in support session so that she can take a
explicit teaching. February - May
group to work in Com 5, to reduce
Ensure barriers to learning (noise level, Literacy budget noise levels and interruptions to
Junior roopu leader,
group size, resources, distractions etc) teaching groups with teacher.
teacher
are minimised to allow learning to
occur. This group made better progress with
concentration, engagement and
Southbridge School Charter 2018 24progress with sentence structures
and support with increased phonics
knowledge transferring into
continuous writing.
Extra half an hour a day with Reading
Recovery teacher - to allow two
phonics groups to operate
This was an excellent strategy as it
allowed targeted phonics teaching at
two levels daily and it was reflected in
writing and reading ability
May - two observations made in
other classes. This gave the teacher
ideas of strategies which could be
implemented in her teaching.
The class teacher took on specific
feedback given during observations
by the Literacy Leader and changed
her practice accordingly.
Make observations of other teachers
taking reading lessons at this level of the
During the modelling phase, the
school or at other schools. Observation
February - March teacher also built her skills after
focus is on the strategies used by the
CRT time observing the Literacy Leader and
teacher and the students’ response to
Teacher understood how to implement some
them. The overarching question is,
teaching practices.
“How could I use this in my own
teaching of reading?
The teacher made shifts in her
practice which led to students
building more independence with the
strategies they used.
Follow up observations showed that
the teacher has maintained changes
in her practice, including the use of
data to drive her teaching
programmes.
Gather mid-year data on this group.
Discuss progress made including
attitudes towards reading. Mid-year data has been collected on
Strategies used will be critiqued, the target students and a term plan
discussed, examined and adapted June – July has been formulated to help make a
where required. shift to these students. All students
PL budget if required
If minimal progress has been made, Principal, junior roopu are making progress and most at an
external observations by a trained leader, teacher accelerated level.
literacy facilitator will be organised.
Programme adaptations and teaching
techniques will be implemented
following this intervention.
Two students have completed the
Reading Recovery programme and
another two have been taken in.
The cycle used from February – May will July - November
The students have all moved class
be reused and adapted where
N/A over the second half of the year and
necessary. These adaptations will be Junior roopu leader,
identified practices based on Reading
discussed and recorded. teacher
Recovery strategies have continued
to be implemented. Two parents are
still in regular contact and
communication through KIT books,
Southbridge School Charter 2018 25which is allowing successes to be
shared and next steps to be specific
and achievable.
As a group the progress has been very
pleasing with accelerated progress
achieved for all but two of the
Gather end-of-year data on these students.
groups. Discuss progress made including
attitudes towards reading. November The cycle of observation. specific
feedback, modelling, and further
N/A
Strategies used will be critiqued, Principal, junior roopu rounds of observation have had a
discussed, examined and successful leader, teacher very positive impacts on teaching
strategies will be adapted for future practices.
use.
The in-depth analysis of data has
made teaching targeted to the
specific needs of students.
SUMMARY
In 2016 only 51% of Year 1 students were at or above the National Standard for reading.
In 2017 59% of Year 2 students were at or above the National Standard for reading.
SOY = 49% of Y2 students were below the national standard with 51% at or above.
EOY = 41% of Y2 students are below the national standard with 59% at or above.
EOY breakdown = 6/22 (27%) are above, 7/22 (32%) are at, 9/22 (41%) are below and 0 well below.
Reasons for the acceleration of these students’ achievement include:
● Implementation of a planned specific phonological awareness programme;
● Five of the ten students have or are currently involved in the Reading Recovery programme;
● Students encouraged to talk about what they’re reading. There is a lot of talk before the lesson. Though the amount
of reading is slightly reduced, increased rich conversation about the text is having an impact on comprehension and
achievement;
● Careful analysis of data and discussion with staff as to next steps teaching;
● Re-assessing and analysis of data;
● Teaching students to find and understand vocabulary that is challenging in order to increase their word knowledge.
They are taught to source the meaning of words and understand the text rather than just ‘read the words’;
Southbridge School Charter 2018 26● Planned observations, with specific feedback, modelling, discussion, and repeat of cycle;
● Building students’ confidence and vision of themselves as learners – encouraging and supporting them to take
ownership of their learning;
● Ensuring students are ready to learn and ready to focus;
● Setting up parents to be effective teachers at home;
● Improved partnerships between home and school; and
● Discussing every 5 and 6 year old net (assessment) with the student’s parents.
Reasons for the achievement of these students not being greater include:
● A significant gap to close, even after one year;
● A number of these students had also scored low on Record of Oral Language at entry to school and so needed to
build the Oral skills to support reading; and
● Three students with other learning disabilities.
Next steps for this group include:
● Continuing the targeted phonological awareness programmes;
● Helping students make links between phonological programmes and reading texts;
● Continuing to build a work ethic in student – ‘Good enough’ is not good enough;
● Engaging students with appropriate texts;
● Providing a greater choice of reading texts – encourage reading and develop use of the library as a reading resource;
● Encouraging students to be thoughtful about their choice of independent reading activities; and
● Encouraging discussion about texts, making predictions, summarising and discussing new vocabulary.
Southbridge School Charter 2018 27STUDENT ACHIEVEMENT TARGET 2017
_____________________________________________________________________________________
Writing
Strategic Goal 1.
To provide real world learning experiences for our students within and outside the classroom.
Curriculum Area: English
Annual Target Student Group
The number of Year 2 students achieving at and above the national Year 2 cohort
standard for writing is increased (achievement goal).
Baseline Data
49% (9/18) of our Year 1 students are achieving below the National Standard for writing (2016).
Action Plan
What will the school do to meet the Resources allocated to
When and Who? Review
target? meet target
Completed at Junior Roopu Meeting
Identify the Year 2 students who are
February 28.02.2017
currently achieving below the national
standard for writing and discuss their N/A
Principal, junior roopu Students have been identified which
progress as a group, identifying gaps in
leader, Year 2 teacher has allowed for the beginning of
learning, strengths and next steps.
in-depth data gathering.
Student’s Six year nets completed -
information shared with parents
during 1:1 conference and with class
Analyse detailed achievement data to February teacher.
pinpoint key areas of learning for focus.
N/A
Identify strategies that will assist with Junior roopu leader, This has given parents some
instruction in these areas. teacher strategies to work on at home and
has identified areas for further
development with teaching practices.
Implement regular communication with Completed for each student, some
the parents of this group, with a focus have maintained regular contact and
on positive communication, early others need further next steps
identification of any issues and the February - March
strategies introduced now.
provision of support / ideas for reading N/A
support at home. Junior roopu leader,
This has helped parents understand
teacher
Invite these parents to meet teachers to the progressions with writing and to
discuss individual students and their celebrate the gains made.
needs.
TA support added for full writing
Implement learning programmes and session so that she can take a group
groupings to include these strategies in to work in Com 5, to reduce noise
explicit teaching. February - May
levels and interruptions to teaching
Ensure barriers to learning (noise level, Literacy budget groups with teacher.
Junior roopu leader,
group size, resources, distractions etc) teacher
are minimised to allow learning to Students have been focussed and
occur. engaged with learning, having a small
group has allowed students to have
Southbridge School Charter 2018 28more support and so take more risks
and try things which they may not
have done in the full class setting.
Extra half an hour a day with Reading
Recovery teacher - to allow two
phonics groups to operate
This has been an excellent strategy
which has allowed the students to
have daily phonics practice at their
level, ‘arming them with the building
blocks’ to put writing together.
Make observations of other teachers
Two observations made in other
taking reading lessons at this level of the
classes.
school or at other schools. Observation
February - March
focus is on the strategies used by the
CRT time This has given the teacher further
teacher and the students’ response to
Teacher strategies and management skills to
them. The overarching question is,
enable her to work with two writing
“How could I use this in my own
groups a day.
teaching of writing?
Gather mid-year data on this group.
Discuss progress made including Mid-year data was collected on the
attitudes towards writing. target students and a term plan was
formulated to help make a shift for
Strategies used will be critiqued,
these students in the second half of
discussed, examined and adapted June – July
the year. As yet an outside facilitator
where required.
PL budget if required has not been organised as a support
Principal, junior roopu
If minimal progress has been made, person.
external observations by a trained leader, teacher
literacy facilitator will be organised. Students attitudes in their ability has
Programme adaptations and teaching improved and are able to write
techniques will be implemented greater length of text independently.
following this intervention.
The cycle used from February – May will July - November
The analysis of data at mid year, led
be reused and adapted where
N/A to further targeted teaching in both
necessary. These adaptations will be Junior roopu leader,
phonics and writing content.
discussed and recorded. teacher
Gather end-of-year data on these Students are feeling that they have
groups. Discuss progress made including the skills to write independently.
attitudes towards writing. November
The specific use of data to drive
N/A
Strategies used will be critiqued, Principal, junior roopu teaching has had an impact on
discussed, examined and successful leader, teacher teaching, making sure it is directed to
strategies will be adapted for future student’s needs.
use.
SUMMARY
In 2016 only 51% of Year 1 students were at or above the National Standard for writing.
In 2017 54.5% of Year 2 students were at or above the National Standard for writing.
EOY = 2/22 (9%) are above, 10/22 (45.5%) are at, 10/22 (45.5%) are below and 0 are well below.
Southbridge School Charter 2018 29Reasons for the acceleration of these students’ achievement include:
● Increased phonological awareness;
● Teaching more focussed on student’s identified needs;
● Smaller group opportunities;
● Students being able to write more independently; and
● Setting personal goals, which have been reviewed regularly and shared with parents.
Reasons for the achievement of these students not being greater include:
● A low readiness to learn across the cohort;
● A low Oral language ability over the cohort, as identified by the Record of Oral Language assessment at school entry;
and
● A poor ability to work independently across the cohort meaning that teachers are less able to extend capable writers
because the remainder of the class is often unable to work effectively independently.
Next steps for this group include:
● A focus on establishing a class culture of learning from the beginning of the year – high expectations of learning,
behaviour and attitude.
● Setting aspirational and challenging class and individual goals in writing;
● Increasing the amount of talk there is about writing before the writing actually begins; and
● Introduce the Storytelling for Writing through the Junior roopu.
Southbridge School Charter 2018 30STUDENT ACHIEVEMENT TARGET 2017
Writing
Strategic Goal 1.
To provide real world learning experiences for our students within and outside the classroom.
Curriculum Area: English
Annual Target Student Group
The number of Year 6 students achieving above the national Year 6 cohort
standard for writing is increased (achievement goal).
Baseline Data
36% (8/22) of our Year 5 students are achieving below (6/8) or well below (2/8) the National Standard for writing (2016).
Action Plan
What will the school do to meet the Resources allocated to
When and Who? Review
target? meet target
Students identified and next steps
Identify the Year 6 students who are
February teaching planned based on
currently achieving at the national
analysis of e-asttle data and
standard for writing and discuss their N/A
Principal, Literacy workbooks.
progress as a group, identifying gaps in
leader, teacher
learning, strengths and next steps.
Comparisons have been made
between 2016 data and 2017 to
see if a shift in asTTle scores and
Analyse detailed achievement data to achievement has been made.
February
pinpoint key areas of learning for focus.
N/A
Identify strategies that will assist with Comparisons of mid year data and
Literacy leader, teacher
instruction in these areas. end of year data as per asTTle
assessments show that all
students in this group have made
progress throughout the year.
Implement regular communication with
the parents of this group, with a focus
on positive communication, early
identification of any issues and the N/A - as these students are the
February - March
provision of support / ideas for writing target to excel, they are not at
N/A
support at home. risk of not achieving their writing
Literacy leader, teacher
levels at the end of the year.
Invite these parents to meet teachers to
discuss individual students and their
needs.
Data analysed with Literacy
Leader and Y6 teacher, plan made
and resources and ideas for
Implement learning programmes and
teaching this shared and
groupings to include these strategies in
discussed. Links are made to
explicit teaching.
February - May weekly Writing plan and
Literacy budget references made to Sheena
Ensure barriers to learning (noise level,
Literacy leader, teacher Cameron The Writing Book to give
group size, resources, distractions etc)
guidance to teaching and
are minimised to allow learning to
learning. The group size has been
occur.
kept small to ensure that
sufficient teacher time is given to
each student.
Southbridge School Charter 2018 31Two students from the target
group were given the opportunity
to attend a two day writing
workshop as part of the cluster
with local schools, this related
directly to what we were covering
in class and extended these
students.
Make observations of other teachers As I had observed other teachers
taking writing lessons at this level of the in action last year at Year 6 level,
school or at other schools. Observation there was not a current need to
February - March
focus is on the strategies used by the do this as this reaffirmed that
CRT time
teacher and the students’ response to what I was teaching and the way I
Teacher
them. The overarching question is, was teaching was in fact the way
“How could I use this in my own is was being taught at other
teaching of writing? schools.
Gather mid-year data on these groups.
Discuss progress made including Mid-year data has been collected
attitudes towards writing. on the target students and a term
plan has been formulated to help
Strategies used will be critiqued, make a shift to these students. As
discussed, examined and adapted June – July yet an outside facilitator has not
where required. been organised as a support
PL budget if required
Principal, Literacy person.
If minimal progress has been made, leader, teacher
external observations by a trained No outside observation was
literacy facilitator will be organised. required as the students in the
Programme adaptations and teaching target group continued to make
techniques will be implemented progress.
following this intervention.
The cycle used from February – May will Students identified and next steps
July - November
be reused and adapted where teaching planned based on
N/A
necessary. These adaptations will be analysis of e-asttle data and
Literacy leader, teacher
discussed and recorded. workbooks.
Gather end-of-year data on these
groups. Discuss progress made including
attitudes towards writing. November Comparisons have been made
between 2016 data and 2017 to
N/A
Strategies used will be critiqued, Principal, Literacy see if a shift in asTTle scores and
discussed, examined and successful leader, teacher achievement has been made.
strategies will be adapted for future
use.
Southbridge School Charter 2018 32SUMMARY
In 2016 only 5% of Year 5 students were achieving above the national standard for writing.
In 2017 8% of Year 6 students are achieving above the national standard for writing.
SOY = 1/21 (5%) above, 13/21 (62%) at, 6/21 (28%) below, 1/21 (5%) well below
EOY = 2/25 (8%) are above, 15/25 (60%) at, 5/25 (20%) below, 3/25 (12%) well below
4 new children = 1 below, 2 well below and 1 at.
Reasons for the acceleration of these students’ achievement include:
● Writers’ workshop opportunity for some students to extend their writing ability and consolidate understanding of
sentence structure and punctuation;
● Small group that had sufficient 1:1 support;
● Considerable engagement within the group and providing writing opportunities that the students could relate to;
● Specific targeted teaching that identified students needs and next steps for further development; and
● Regular and meaningful feedback and feedforward.
Reasons for the achievement of these students not being greater include:
● Needs within the class that did not allow for more time to be spent with these students;
● The lower ability of other students who required a lot of teacher time and support with their writing;
● Some students lack of drive to push themselves; and
● Still areas for further development for some students are punctuation and figurative language that has held them
back.
Next steps for this group include:
● Further work on figurative language in writing; and
● Extending knowledge in punctuation across genres.
Southbridge School Charter 2018 33STUDENT ACHIEVEMENT TARGET 2017
Mathematics
Strategic Goal 1.
To provide real world learning experiences for our students within and outside the classroom.
Curriculum Area: Mathematics
Annual Target Student Group
The number of Year 5 students achieving at and above the national Year 5 cohort
standard for mathematics is increased (achievement goal).
Baseline Data
40% (8/20) of our Year 4 students are achieving below (7/8) or well below (1/8) the National Standard for mathematics (2016).
Action Plan
What will the school do to meet the Resources allocated to
When and Who? Review
target? meet target
Early in Term 1 a group of students
from Com 2 and Com 3 Year 5 were
Identify the Year 5 students who are
chosen to take part in ALiM Y2
currently achieving below or well below February
programme and identified as target
the national standard for mathematics
N/A students for maths development.
and discuss their progress as a group, Principal, Senior roopu
This smaller group made it easier to
identifying gaps in learning, strengths Leader, teachers
manage and enabled the teacher to
and next steps.
give better 1:1 support to the target
students.
Teacher knowledge and confidence
grew due to receiving PLD support
from UC maths facilitator to analyse
Analyse detailed achievement data to February and data, identify learning areas and
pinpoint key areas of learning for focus. identify key strategies. With this
N/A
Identify strategies that will assist with Senior Roopu Leader, support, our teachers were able to
instruction in these areas. teachers clearly identify what learning areas
and strategies needed to be further
developed for each individual
student.
A parent information evening was
held in March to discuss what ALiM
Implement regular communication with
is about and how it will support
the parents of this group, with a focus
their children. Support given to
on positive communication, early
parents to help develop their
identification of any issues and the February - March
understanding of the teaching of
provision of support / ideas for
N/A maths and how they can help their
mathematics support at home. Senior Roopu Leader,
child with maths at home. this grew
teachers
deeper knowledge and support
Invite these parents to meet teachers to
from our parents and resulted in
discuss individual students and their
better communication and
needs.
consistency of support from home
and school.
Fast Maths for target children in T3,
Implement learning programmes and
extra 20 mins maths per day. TA
groupings to include these strategies in
support where available to help
explicit teaching. February - May
reduce barriers to learning. This
Maths budget intervention enabled the teacher to
Ensure barriers to learning (noise level, Senior Roopu Leader,
actively support and monitor the
group size, resources, distractions etc) teachers
target students progress and
are minimised to allow learning to
resulted in a huge boost of
occur.
confidence for students as they
Southbridge School Charter 2018 34You can also read
