Argyll East School Charter 2020 - School Number 2542
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Argyll East School
School Number 2542
Charter
2020
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Contents
1. Introduction section
- Motto, Mission, Values, Goals, Compliance, Unique Environment
- Vision
- Argyll East School and Community
2. Strategic section
- Strategic Plan: Strategic Goals - Annual Aims – 2020 Targets
- Core Strategies for Achieving Goals 2020-2022
- Cultural Diversity
3. Annual Section
- Annual Plan
- Improvement Plan (Target 1)
- Improvement Plan (Target 2)
- Other 2020 Key Improvement Strategies to Achieve Strategic Vision
- BOT Self Review Schedule 2020
- Analysis of Variance 2019
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Mission Statement: Argyll East School Argyll East Values:
A caring, country school To actively promote and
growing student potential Charter encourage:
through challenge, creativity 2020 - Respect
and play – every child, every School Motto: Achieve and Succeed - Perseverance
day. - Integrity
- Creativity
Goals: Argyll East Habits (Key Competencies)
1. To provide interesting, high quality programmes with an emphasis upon Literacy and Numeracy, To actively promote and encourage:
that challenge all our children, and meet their individual needs - Managing self
2. To welcome all learners in our community. We are committed to their engagement in all school - Thinking
activities and to their achievement - Relating to others
3. To encourage our children to take an increasing responsibility for their own learning - Participating and contributing
4. To promote strong partnerships between home and school - Using language, symbols and texts
5. To develop an awareness of our local area and utilise the local environment
6. To retain the traditional features of our school
7. To foster a sense of pride in and belonging to, Argyll East School
8. To achieve excellence in all we do and celebrate student achievement Compliance:
9. To be a progressive and constantly improving school Argyll East School is obligated and
committed to:
- Fulfilling all the requirements set out in
the National Education Goals
- Administering the School according to
the National Administration Guidelines
Unique School
10. To foster Environment:
respect, integrity, perseverance and creativity - Delivering the curriculum to all students
To make use of our environment, that includes the school farm, wetland/dryland area, creek, to in a balanced programme as outlined in
drive learning programmes and provide authentic learning experiences for our children.
the New Zealand Curriculum4
Argyll East School Vision 2020
Teachers: A caring, country school growing student potential Board of Trustees:
• Deliver the NZ curriculum competently through challenge, creativity and play – every • Consults effectively with the
focusing on literacy and numeracy child, every day. community
• Are enthusiastic, foster a love for • Meets requirements of NEGS and
learning and celebrate learning Children: NAGS
• Communicate the purpose of learning • Take increasing responsibility for their actions and • Is a good employer
• Receive appropriate support learning • Stays well informed
• Are committed to professional • Are respectful and creative and display integrity • Works alongside staff
growth and perseverance • Ensures all resources are effectively
• Have high expectations • Are proud of their school managed
• Demonstrate caring and supportive • Feel safe, are respected, listened to and cared for •Parents:
Plans for the future
• interpersonal skills • Are encouraged and challenged to set goals and • Feel welcomed and included
• Provide needs based programmes know their next learning steps • Are well informed
• Work in partnership with parents and • Take pride in their achievements and others • Encourage children in their schooling
keep them informed • Are confident • Respect the professional judgement of
• Are positive and professional the staff and work in partnership with
Curriculum Programmes:
them
Leadership: • Are delivered in a balanced and interesting
• Gives high quality leadership to the • Are supportive of the Board, staff and
manner
school
school • Emphasise Literacy and Numeracy
• Supports, values and empowers others • Meet the needs of all children Policies and Procedures:
• Maintains effective communication • Are regularly reviewed and updated • Are developed through consultation
between home and school • Fulfil New Zealand Curriculum requirements • Are clearly stated and understood
• Ensures quality teaching and learning is • Prepare our students for tomorrow • Facilitate school organisation
paramount • Are accessible to everyone
• Plans for tomorrow • Are regularly reviewed
• Monitors progress towards meeting Support Staff:
school goals • Are supportive of the school and its aims Environment:
• Feel valued, and part of the team • Is inviting and attractive
Home and School: • Care for the students • Supports learning programmes and
• Supports the school in numerous ways
• Are positive and professional play
• Is acknowledged for its work by the BOT
• WorkEast
Argyll School
alongside and
teachers ourstudents
to help Community
meet • Is safe and well maintained
and staff their goals • Promotes sustainability5 ABOUT OUR SCHOOL….. Argyll East School is a primary school, catering for students from Year 0 – Year 8. It is situated in the rural community of Argyll East and has a small farm attached to the grounds. The school will start 2020 with 74 children and at least 5 new entrants are expected throughout 2020. Children come from the Argyll East community and from the townships of Otane, Waipawa and Waipukurau. There are 2 bus runs, which bring the students to and from school daily. Our staff consists of our principal who is also the Lead Principal for the Te Angiangi Kãhui Ako, three full-time teachers, two part-time teachers, two teacher aide and a school secretary. Argyll East School is warm and welcoming and the children enjoy good relationships with their peers and teachers. We welcome all students and we are committed to their engagement in all school activities and to their achievement. The school’s culture is founded on our values of respect, integrity, perseverance and creativity. These values are evident throughout the school. Our motto is ‘Achieve and Succeed’ and we do our best to ensure all students reach their full potential. There are many opportunities for extracurricular activities and students are encouraged to ‘have a go’ in many areas. The school community is supportive of the school, its programmes and activities with families and children enjoying the close community nature of the school and the rural environment. Parents are encouraged to become actively involved in their child’s education. Argyll East School was opened on July 17th 1905 and currently has four-classrooms and administration block, a library/resource centre, swimming pool, adventure playground, tennis/netball/basketball court, cricket nets and a large playground area. Since 1905 Argyll East School has been at the heart of the Argyll Community, ensuring country values and farming contexts have been included in the school curriculum and part of school life. In 2011 the Board of Trustees, staff and students decided to head back to our country roots, using the school farm to help provide rich and meaningful learning contexts to enrich student’s learning as well as allowing our parents and community to get more involved in school life. This is an ongoing process. Argyll East School has a very supportive parent body, community and an active Home & School Association. The Home & School Association runs fundraising activities and helps out at school events. Families are kept informed of what is going on at the school with a weekly newsletter, which is also delivered to the local community along with a website and facebook page. In 2017, teachers introduced Seesaw to their classrooms to promote communication of learning with parents and whanau. We continue to use Seesaw to keep parents up-to-date on events at the school. The school continues to develop and implement the Argyll East School curriculum– ‘What Learning Looks Like at Argyll East School’. This is a very comprehensive document that is unique to our school. Community consultation at the end of 2019 has given us direction for teaching and learning in 2020. The improvement foci for 2020 will continue to be to improve maths levels and to increase self- management, leading to an increase in student agency. We will continue using Seesaw as a tool to increase communication between home and school. The Argyll East School and wider community continue to improve the natural environment with an eye to future environmental and sustainability developments. We will develop our school edible gardens as well as continuing to offer lunchtime music lessons, rotations in a variety of fields, a mathletics club and other initiatives all aiming to provide a broad and comprehensive learning programme for all students.
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Argyll East School Strategic Plan
Strategic Goals Annual Aims 2020 Targets
Strategic Goal 1: 1 To increase the number of students 1 That 85% of our students will be at or above their Curriculum Level in Maths. (currently
All students are able to access the New achieving at or above their 78.6%). This goal is supportive of the Te Angiangi Kahui Ako goal shared across the CHB
Zealand Curriculum as evidenced by Curriculum Levels in Mathematics. district.
progress and achievement in relation to 2 To increase self-management in students who are not achieving at their required levels in
the New Zealand Curriculum. Students reading, writing and maths. Again, this goal reflects the goals of the Te Angiangi Kahui Ako .
are high achievers who understand and 2 To increase the number of students (Strategic goals 1,2,3& 4)
utilise our school habits and values to achieving at or above their level in
be life long and self-directed learners. core subject areas through the
development of self – management.
Strategic Goal 2:
High quality BOT and staff enable and
support students to be high achievers.
Strategic Goal 3:
Relationships within and beyond our
school community support students to
be high achievers.
Strategic Goal 4:
Our learning environments support
students to be high achievers.8
CORE STRATEGIES FOR ACHIEVING GOALS 2020 - 2022
Strategic Goal 1: All students are able to access the New Zealand Curriculum as evidenced by progress and achievement in relation to
the New Zealand Curriculum. Students are high achievers who understand and utilise our school habits and values to be life long and
self-directed learners.
• AES curriculum is implemented capably and reviewed regularly
• Equity and excellence are priorities.
• Habits and values are evident in all areas of curriculum, teaching and learning environs
• School focus is reflective of student needs and data
• Professional development is available in areas of focus and aligned to student/teacher needs and strategic direction
• Comprehensive Raising Achievement Plans (RAPs) are developed annually to support student needs
• Habits, values, learning pit, performance management, conferences and reporting to parents are reviewed regularly and adjusted as
required
• Whole school and teacher inquiry (using “The Spiral of Inquiry” model) used to reflect on strengths and weaknesses of teaching practice
with clear positive actions as a result
• Greater student ownership and leading of their learning is developing and supported by assessment for learning practices, digital literacy
skills, emphasis on student voice and trialling and adopting of modern learning pedagogies.
• Students are independent and highly motivated. They can discuss their learning with confidence.
• Relationships with whanau support student achievement - e.g. use of Seesaw, information and sharing sessions, hui etc
• Data is used productively at BOT, management and classroom levels
• Students are able to access learning anywhere, anytime through the use of Google docs, drive, forms etc
• Transitions within and across education sectors are well supported
• Learning is enhanced by curriculum programmes that are adaptive, responsive, relevant and engaging.
• Cultural responsiveness is evident in curriculum planning
• The success of previous students is celebrated
Strategic Goal 2: High quality BOT and staff enable and support students to be high achievers.
• Performance management and appraisal improves teaching practice
• Strengths are utilised at all levels
•
-
Teaching as Inquiry (TAI) and peer observations strengthen teaching and learning
• Ka Hikitia and Tataiako principles and competencies are embedded in practice
• Staff enjoy their work and demonstrate passion for their students and the profession
• Staff and BOT actively promote our school mission, values and habits in all that they do
• Programmes are developed alongside students and are engaging and challenging
• Students are happy, engaged and achieving appropriately
• Staff and BOT are reflective, open to development and change and responsive to the needs of students and community
• Staff are positive, happy and feel valued and supported
• Staff ensure that their students are able to learn in a safe and trusting environment
•9
Strategic Goal 3: Relationships within and beyond our school community support students to be high achievers.
• We know our students and their families and have respectful relationships with each other
• Our school is the centre of a supportive community
• We celebrate diversity within our school
• All stakeholders have a sense of belonging and engage in school activities
• Regular consultation with community ensures that all voices are heard and acknowledged and that local curriculum is
developed accordingly
• Whanau gain greater understanding and knowledge of the curriculum through quality information sharing
• Our Home and School group receive strong support from the school and community
Strategic Goal 4: Our learning environments support students to be high achievers.
• Our school is aesthetically pleasing and celebrates student learning through display of student work
• Learning environments are modern and support current learning pedagogies
• We have ICT resources and capability that support learning in all curriculum areas
• Health and safety is a priority
• Property projects enhance learning and the school environment
• Classrooms and the outdoor environment are stimulating10
Argyll East School and Cultural Diversity
New Zealand Cultural Diversity The Unique Position of the Maori Culture
• All cultures within the school are valued, accepted and • All staff members are expected to develop an awareness of Tikanga Maori (Maori culture and protocol) and Te Reo Maori
celebrated through active encouragement of an inclusive school (Maori language): and incorporate these into classroom programmes.
culture and values. • Argyll East School will provide the means of fostering better cultural understanding consistent with the Treaty of
• Staff members ensure that students from all cultures are treated Waitangi.
with respect and dignity, and actively work towards maximising • We report as part of our annual reporting process to the BOT on the achievement of our Maori students in literacy and
the potential of each student irrespective of cultural numeracy
backgrounds. • We continue to build and maintain our Maori resources to support our learning
What reasonable steps will the school take to incorporate Tikianga Maori (Maori protocol
and culture) into the school’s curriculum?
What steps will be taken to discover the views and concerns of the school’s Maori • Development of Matauranga Maori ki Argyll East - cultural learning and teaching
community? progrmmes relating to te ao Maori
• Maori community consulted in various ways • Daily programmes will have a dimension wherever possible: greetings, commands,
- Report evenings language related to everyday objects, days, months, number, waiata, National Anthem.
- Parent workshops • Each integrated unit will include components as appropriate to the topic and the class level.
- Newsletters • Professional development and support of staff, on the understandings they need to develop
- School events involving students with their students.
- Informal interractions with families • To seek further opportunities to learn about Maori protocol through visits to local marae
- Maintaining open door practice encouraging families to approach the school
• Two hui with Maori community and as a result of this more meetings/workshops may arise.
• Kapa Haka Group (which is the school) with outside help and school staff.
• The Kapa Haka group (which is the school) is performing to the school and guests on a
regular basis. What will the school do to provide instruction in Te Reo Maori (Maori language) for full
• Te Reo a focus for staff development in staff meetings time students whose parents ask for it?
• All such requests will be given full and careful consideration by the Board of Trustees with
• Te Reo and Tikanga Maori integrated into classroom programme. regard to
- Personnel with the requisite skills and qualifications
- Overall school financial position
- Skills in school community and wider community11
Argyll East School Maori Enjoying Success as Maori
For all our students we will: Argyll East School believes:
• Promote the use of the Te Reo Māori through the use of simple greetings, 1. All Maori children have unlimited potential
commands and vocabulary. 2. All Maori are inherently capable of achieving educational success
• Include Waiata in our class singing and assembly programmes.
• Include in our classroom teaching and learning programmes specific areas of Argyll East School realises the importance of teachers’ relationships and
skills and knowledge of Te Reo - colours, days, time, classroom objects, animals, engagement with Maori learners and with their whanau.
mihi, etc The teachers at Argyll East School actively promote the cultural competencies
• Identify opportunities in each “Big Idea” integrated topic for development of a outlined in Tataiako:
Māori perspective, Tikanga and Te Reo.
• Wananga: participating with learners and communities in robust
• Provide opportunities, resources and financial support for any pupil who requires dialogue for the benefit of Maori learners achievement.
higher levels of Te Reo and Tikanga as part of their school programme. • Whanaungatanga: actively engaging in respectful working
relationships with Maori learners, parents and whanau, hapu, iwi and
the Maori community.
• Manaakitanga: showing integrity, sincerity and respect towards
For Our Māori Students We Will: Maori beliefs, language and culture
• Recognise and respect the cultural needs of the student.
• Tangata Whenuatanga: affirming Maori learners as Maori. Providing
• Plan for differentiated class programmes that provide opportunities for pupils to
contexts for learning where the language, identity and culture of
include a Māori perspective in their learning.
Maori learners and their whanau is affirmed.
• Identify and report on the achievement of Māori students to ensure that there is
equity.
• Ako: taking responsibility for their own learning and that of Maori
• Annually report to, and consult with, the parents of Māori pupils.
learners
Maori learners achieving education success as Maori!
For Our Community We Will:
• Promote practices that recognise Te Reo as an official language of New Zealand -
use of greetings/mihi at school functions, singing of national anthem in Māori
and English, inclusion of Waiata at prizegiving and other important events.12
Argyll East School Annual Plan 2020: Key Improvement Strategies to Achieve Strategic Vision
(aligned to NAG’s and Strategic Goals)
NAG 1
• Argyll East curriculum fully developed, implemented and regularly updated. NAG 2
• Professional Development in maths and digital literacy aligned to teacher needs • Follow BOT review schedule while continuing to develop and review
• Key competencies (habits), values, formative assessment, student voice and student directed learning as priorities • Place an emphasis on Evaluation indicators for School Reviews
• Teacher inquiry using the Spiral Inquiry Model further refined and improved • Continue to implement structured review plan for curriculum,
• Learning Pit revisited, reinforced and embedded reporting, performance management, overall teacher judgements,
moderation and implement it
• 3 way conferences reviewed with online learning portfolios being developed
• Reflection and review embedded in teacher practice with clear
• Modern learning environment pedagogies continue to be explored and implemented
evidence of it
• Engage families through targetted parent sessions as required - Reading Together, maths, writing, reporting, ICT, e-
• Continue to align self-review schedules with policies and procedures to
learning, sexuality education etc.
enable more efficiency with compliance tasks
• Enhance home-school communication through the continued use of Seesaw
• Be more open to emergent self-review
• Teachers to be highly reflective and show strong evidence of using data smartly
• Continue to explore ways to present data to BOT, community that is
• Below, borderline and above children identified on Raising Achievement Plans.
easily understood, reflects strengths and weaknesses and identifies
• To improve teaching in a culturally responsive way with staff emphasizing cultural competencies outlined in Tataiako
areas of improvement
and establishing good practice in classroom
• Classroom evidence of data analysis and actions as a result of this.
• Continue development of Matauranga Maori ki Argyll East
• ERO Self Audit Checklist
• BOT/Staff/whanau revise and discuss principles of Kahikitia
• Ensure attendance at PD provided by NZSTA
• School Pepeha practiced, developed and used frequently
• Continue consultation with whanau as a group (2 x a year) and as individuals
• Te Reo continued in class and whole school involved in Ngati Whai Festival (biannually)
• Maori/Pacifica perspective integrated into topic and other learning areas
NAG 2A:
• Build understanding and knowledge of inclusive schools and well being
-Report to parents twice a year on achievement against Curriculum Levels.
• To use the Evaluation Indicators for Student Wellbeing for self review purposes and develop actions from this This will include conference, written reports and evidence collected in the
• Actively promote Argyll Values and Habits through everything we do children’s learning (SG: 1,2,4)
• Ensure the Argyll East School Curriculum is a living and working document that reflects who we are, where we are and
what our school needs are
• Continue to review and redesign all learning areas incorporating Argyll values and habits (Key competencies)
• Listen and seek student voice and community voice. Make this feedback evident in Argyll East Curriculum
• Constantly review, change and keep up with developments. Take risks and explore what works for Argyll East Children.13
NAG 3
• Comply with legislative responsibilities as a good employer
• Implement and support an effective staff development programme which includes personal professional growth that will enhance the quality of teaching and learning
• A robust and effective performance management system in place that places a large emphasis on Teaching as Inquiry
NAG 6
- Review and make changes to policies/procedures following review schedule
- Keep informed of education issues and changes in education legislation
NAG 4
- Submit March and July returns
- Audit 2019 accounts, maintain asset register
- Follow 2020 Review schedule
- Monitor 2020 budget with reports at each BOT meeting - Monitor electronic attendance register
- Review and continue to upgrade and explore digital technologies
and their use in the classroom
- Monitor and review term deposits
- Seek reimbursement for rural water costs from MOE resourcing.
- Contract with Norrcom for I.T support and maintenance.
NAG 7: Provide the Secretary of Education with a copy of the updated School Charter
NAG 5 before 1 March 2019 (SG:1,2)
- Health Community Consultation – October 2020 and develop statement from feedback re Health
and Physical Education planning(SG3, 4)
- Ensure health and safety plan complies fully with current legislation
- Pupil attendance monitored-daily beginning of day and afternoon check included
- Regular monitoring of School Water
- School Building Systems and Features Manual kept up to date NAG 8: Provide a statement providing an analysis of any variance between the school’s
- Complete monthly safety check of grounds and buildings performance and the relevant aims, objectives or targets (SG: 1,2)
- Emergency procedures practised each term-Fire & earthquake and the emergency plan reviewed
- Maintain swimming pool standards
- Accident register maintained
- Hazard and Near Miss register maintained
- Electricity contracts to be secured to ensure safety-testing & tagging, annual electrical inspection &
6 monthly check
- Upgrade to fire alarm system and emergency lighting throughout all school buildings to comply
with New Zealand Building code
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Argyll East School Improvement Plan 2020 (Target 1)
Strategic Goal 1: Annual Aims 2020 Target
All students are able to access the New Zealand Curriculum as evidenced 1 To increase the number of students achieving at or 1 That 85% of our students will be at or above their
by progress and achievement in relation to the NZ Curriculum Levels. above their Curriculum Level in Mathematics, Curriculum Level in Maths. (currently 78.5%).
Students are high achievers who understand and utilise our school habits Writing and Reading.
and values to be life long and self-directed learners.
Baseline Data: Analysis of school-wide mathematics data in December 2019 indicates that 78.6% of Argyll East School students are reaching the expectations at the
appropriate curriculum level for their year. That means that 21.5% of students are not meeting the expected level for their year. We wish to improve the percentage of
students achieving at an appropriate level .
Maths
After WB BELOW AT ABOVE
1 4 50% 4 50% 0
Analysis
2 9 100% This year 78.6% of all learners are meeting or above their curriculum year level in maths.
3 4 57.1% 3 42.9% 0% of all students are well below and 19.6% below.
Yr 4 2 20% 6 60% 2 20% 26.7% (4 out of 15) Maori/Pacifica students are below.
Yr 5 1 8.3% 9 75% 2 16.7% 21.4% (6 out of 28) boys are below.
Yr 6 2 66.7% 1 33.3%
17.8% (8 out of 37) girls are well below or below.
Yr 7 5 83.3% 1 16.7%
Yr 8 1 100%
Actions to achieve targets – Maths Led by Budget Time Expected outcomes
• Increase number of students making accelerated progress
• Continue with DMIC PD – year 2 of a 3 year PLD – Bobby Maths
All actions are Part of Ongoing • Clear picture of school, class and individual needs
• Review assessment data with staff and determine the particular learning needs of the $1000 throughout • To monitor, keep track, make changes
students. responsibility PD year
• Teachers working with accelerating groups more
• of principal and budget.
Regular slot in staff meetings to discuss progress for target students or children on • Parents more informed and involved in student learning
teachers with
Raising Achievement Plan and to promote teacher reflection for improved practice
principal • TA reinforcing what teacher has taught to target students
• Continue looking at PACT for Maths target students and to support teachers planning primarily res- • Improved teacher practice including up to date teaching
• Work with parents, families and whanau around ways to support students’ learning. ponsible for techniques and use of modern resources
• Teacher aide support to be given to target students where possible. whole school • Improved pedagogical knowledge that promotes
data analysis discussion and sharing among staff
• Professional readings, quality professional development and continued collaboration and teachers • Teachers aware of own strengths and weaknesses
between teachers to support and guide professional practice. responsible for • Greater understanding of forming OTJ’s and a clearer
• Moderation systems and school-wide assessment continued so that there is consistency collection and picture on how data should be used in planning
throughout the school. analysis of
• Teachers working with target children regularly and action
classroom data.
• Work with students to identify what they are struggling with in mathematics and how it plans that describe in detail what is being done.
The
can be addressed. Curriculum • Technology used to reinforce concepts taught
• Software and/or iPad applications used to improve students’ progress and achievement. unit holders for • A rich balanced curriculum that encourages authentic and
2020 are Vicki purposeful activities
• Curriculum unit holder
Owen and Lara • Involve parents more and in child’s learning
• Continue to develop Argyll Maths Curriculum Smith • Improved student achievement and specific needs
• Analyse year-end data to inform progress and planning for the following year
identified for following year15
Argyll East School Improvement Plan 2020 (Target 2)
This target addresses all 4 strategic goals. This target addresses Annual Aim: 2020 Target
2 To increase the number of students 2 To increase self-management in students who are
achieving at or above their level in core subject not achieving at their required levels in reading,
areas through the development of self – writing and maths. This goal reflects the goals of the
management. Te Angiangi Kahui Ako . (Strategic goals 1,2,3& 4)
Baseline Data: Through teacher inquiry and data analysis in 20, we have come to the conclusion that many of our underachieving students, in all curriculum areas, are unable to manage
themselves in different learning situations. Possibly 16 – 20 underachievers have been identified as not being able to self-manage. This has therefore become an area for improvement in
2019.
Students R W M Students R W M Students R W M Analysis
A WB WB WB K WB B U Students A – F (6 students) are performing below their year level in all three core subject areas
B WB WB WB L B V
C B B B M B W
Students G – K (5 students) are performing below their year level in two core subject areas
D B B B N B X Students L- S (8 students) are performing below their year level in one core subject area.
E B WB B O B Y Students T – Z (7 students) are achieving at their year level in core subject areas but are not able to
Borderline
F B WB WB P B Z manage themselves in other learning situations and therefore not reaching their potential. These are
G B B Q B students who could possibly be achieving above their year level in different learning areas.
H B WB R B
I B B S B
Borderline
J WB B T
Actions to achieve targets Led by Budget Time Expected Outcomes
• Continue using Raising Achievement Plan for target students (possibly 16 – 20 students) All actions Part of All actions • Clear picture of school, class and individual needs
• Teachers use levelled criteria for self-management are the PD are • To monitor, keep track, make changes
responsibility budget. ongoing
• Collect student voice about understandings of self-management (every term) and align with rubric. • Teacher working with accelerating groups more
• Review assessment data with staff and determine the particular learning needs of target students. of principal through- • Parents more informed and involved in student learning
and teachers out the
• Regular slot in staff meetings to discuss progress for target students on Raising Achievement Plan and to • TA reinforcing what teacher has taught to target
with 2020school
promote teacher reflection for improved practice students
principal year
• Plan programmes to meet the learning needs of the target students. primarily • Teachers aware of own strengths and weaknesses
• Work with parents, families and whanau around ways to support students’ learning – continue using responsible • Improved pedagogical knowledge that promotes
Seesaw to build home-school partnership in a bid to improve achievement across all learning areas for whole discussion and sharing among staff
• Teacher aide support to be given to students below expectations whenever possible. school data • Greater understanding of forming OTJ’s and a clearer
• Moderation systems and school-wide assessment used so that there is consistency throughout the school. analysis and picture on how data should be used in planning
• Student voice and links to other learning areas considered in writing topics and genres with particular teachers • Teachers aware of own strengths and weaknesses
attention paid to the interests of boys responsible • Learning having a purpose and children motivated
for collection
• Student exemplars of good learning shared with target students and community and next steps made clear • Lots of student work on display around school
and analysis
• Analyse year-end data to inform progress and planning for the following year. • Children enjoying learning
of classroom
• Peer observations data. • Improved student achievement and specific needs
• Emphasis on oral language underpinning all learning areas identified for following year
• Use of Chrome books and other IT to engage learners supported with teacher PD16
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Other 2020 Key Improvement Strategies to Achieve Strategic Vision
Property Finance
1. Swimming shed upgrade 1. Continued development of investment programs
2. Installation of fire alarm system 2. Work closely with Home and School to achieve common goals
3. Maintenance of riparian and wetland learning area – pathways,
weed control, pest control
Personnel Community Engagement
1. One new teaching staff member – make welcome and induction 1. Twice yearly hui meetings with Maori and Pacific island families.
2. 2 Teacher aides with time directed at students best needs. 2. Curriculum information sessions/evenings
3. Professional Development in Maths – DMIC and Digital Literacy 3. Continue using Seesaw to promote communication between
4. Participation in Te Angi Angi Kahui Ako in CHB – Lead principal and classroom and home
one classroom teacher as Within School Teacher. 4. Use of community members for reading and helping with classroom
5. and school projects
5. Inquiry learning projects with local farmers, teachers, kaumatua
6. Meet the teacher opportunities – Back to School BBQ
7. Hangi and Matariki celebrations
Strategic and Annual Planning Curriculum Level Implementation
1. Continued development of review process and staff appraisal 1. Unit holders to facilitate moderation and professional
system development meetings to ensure clarification of curriculum levels
2. Board review schedule kept up to date and relevant and expectations.
3. Necessary PD outlined and completed by board, staff and principal 2. Continued involvement with Central Hawkes Bay Literacy Group
with view to develop writing across district working collaboratively
with other involved schools18
2020 Review Schedule
2020 Area of Meeting 1 Meeting 2 Meeting 3 Meeting 4 Meeting 5 Meeting 6 Meeting 7 Meeting 8
review
Strategic Charter Approve Goals Annual Plan Mid-Year School Vision Annual Plan Strategic Analysis of
Review Charter review review of review Planning variance
Strategic
Plan
Strategic Strategic Strategic Strategic Strategic Strategic Goal 1 Strategic Strategic Goal Strategic Goal
Aims Goal 1 Goal 2 Goal 3 Goal 4 Goal 2 3 4
Regular Policies Rules of the NAG 4 NAG 5 NAG 6
Review BOT
Policies
related to
the principal
Evaluation Domain 1 Domain 2 Domain 3
Indicators
Student Standardise Other Curriculum Reading Writing Maths Curriculum
Progress and d Tests learning Levels Levels
Achievement Areas Mid- Year End of year
Curriculum Principal to Pg 34 - 39 Pg 40 -45 Pg 46 - 48 Principal to Pg 49 - 53 Pg 54 - 56
report on report on
changes changes made
Budget Budget Monitor Monitor Monitor Mid-Year review Monitor Next year’s Next year’s
Approved draft draft
Board process Send Accounts to Annual Approve
requirements Charter to Auditor report Annual
MOE Completed Accounts
and sent
Community Hui
Consultation
Other Report on monthly water results Report on Report on fire Review Review prop Parent
Report on other things on Maintenance plan hazards, drills/evacuation maintenance erty Plan Handbook
asthma, Plan.
medication,
and accident
register19
ARGYLL EAST SCHOOL ANALYSIS OF VARIANCE
2019 TARGET FOR IMPROVING STUDENT ACHIEVEMENT
Strategic Goal 1: All Students are able to access the New Zealand Curriculum as evidenced by progress and achievement in
relation to the Curriculum Levels.
Specific Target 1 History and Outcome Analysis Next Steps
That 85% of students will be at their 2012 - 61% were AT or ABOVE National Standard. OTJ’s were collected from teachers To improve our maths results and
curriculum level in maths. This goal is 2013 – 75% were AT or ABOVE national Standard at the end of 2019. These OTJ’s increase the number of children at or
2014 - 87.5% were AT or ABOVE National Standard included a comprehensive above their curriculum level, we will:
supportive of the Te Angiangi Kahui Ako 2015 – 87% were AT or ABOVE National Standard understanding of where each child • Continue with DMIC maths PLD
goal shared across the CHB district 2016 - 85% were at or above the standard sat in accordance with the in 2020.
2017 - 84.5% At or Above the standard curriculum levels. Only children • Integrate digital literacy into
2018 – 76.6% At or Above their curriculum level who have been at school for at least math learning programmes
2019 – 78.5% At or Above their curriculum level one year are included in this report. where appropriate.
This year 78.5% of all learners are • Continue using RAPs to focus on
Action Taken meeting or above their curriculum year target students.
• Participation in DMIC PLD with teacher professional development and in class mentoring. level in maths. • Timetabled meetings to discuss
• Building collaborative inquiring communities with strong protocols that are continually reinforced. In 2019 we have begun a three year priority learners.
• Assessment data (PAT, Number knowledge GLOSS, JAM) reviewed with staff and the particular learning needs of all students determined. PLD in DMIC. This has required a
pedagogical shift to a method of • Continued development of Argyll
• Programmes planned to meet the learning needs of all students. math curriculum. Focused on
teaching encouraging group problem
• Teachers reflecting on and improving practice. solving in culturally centred contexts. basics, rich tasks and authentic
• Students given time and motivation to accomplish tasks and practice skills. This has proved challenging for both activities.
• Year-end data analysed to inform progress and planning for the following year. teachers and students. We are happy
• Plan contexts engaging for
• Integration of maths into other learning areas and greater use of e learning resources. with the outcomes and look forward to
continued development in 2020. Maori, Pacifica and other
• Development of Argyll maths curriculum with a focus on the basics, rich tasks and authentic activities as fits the DMIC pedagogy.
1.5% of all students (1 student)are well students.
• Continue sharing and collaboration between classes.
below and 20% below. This is an • Further unpacking of PACT
• Schoolwide Raising Achievement Plans continued to target learners or groups of learners. improved result from 2018.
Maths.
• Lunchtime Mathletics club – term 3. 26.7% (4 out of 15) Maori/Pacifica
• Students participated in Maths Quiz night yrs 5-8. students are below. • Timetable moderation into staff
• Holiday numeracy ideas shared with whanau. 21.4% (6 out of 28) boys are below. meetings twice yearly.
• Learning reinforced with customised home work.
17.8% (8 out of 37) girls are well below
• Continue peer observations
or below.
• Caap plan referred to for Maths. All of the above percentages are an twice yearly.
improvement on 2018 results.
• Teacher resources purchased during year.
• Teacher aide time assigned as required and as available.20
ARGYLL EAST SCHOOL ANALYSIS OF VARIANCE
2019 TARGET FOR IMPROVING STUDENT ACHIEVEMENT
Strategic Goal 1: All Students are able to access the New Zealand Curriculum as evidenced by progress and achievement in
relation to the Curriculum Levels.
Specific Target 2 History and Outcome Analysis Next Steps
To increase self-management in Students R W M Students R W M 19 students were part of this target group. To improve achievement for our
A WB WB WB K WB B Of the 6 students who were targets in 3 core areas of target students in 2020, we believe it
students who are not achieving at EoY A Student left Term 1 Eoy K WB At learning (orange): is important to continue our focus on
their required levels in reading, B WB WB WB L B • 3 students left self-management.
writing and maths. This goal is EoY B Student left Term 1 EoY L B • 1 student moved to At in all 3 areas How will we do this:
C B B B M B • 1 student move to At in 2 core areas • continue explicit teaching
supportive of the Te Angiangi Kahui EoY C At At At EoY M B • 1 student moved from WB to B in one area. of self management skills
Ako goal shared across the CHB D B B B N B • continue development of
district EoY D B At At EoY N At Of the 5 students who were targets in 2 core areas of DMIC pedagogy
E B WB B O B learning (green):
• continue to develop
EoY E B B B EoY O B • 1 student left
student agency for
F B WB WB P B • 4 students moved from B to At in one core
EoY F Student left Term 1 EoY P B engagement
area
G B B Q B • develop the language of
EoY G At B EoY Q At self-management and
Of the 8 students who were targets in 1 core area of
H B WB R B metacognition across the
learning (grey):
EoY H Student left Term 4 EoY R B
• 1 student left school
I B B S B
EoY I B At EoY S Student left T 1 • 2 students moved from B to At • build on rubric for
J Borderline
WB B • 5 students made notable progress within the assessment of student
EoY J At WB WB Below range self-management
Action Taken • recognise, display and
• Raising Achievement Plan for 19 target students We are happy with the results and believe that a celebrate models of self-
• Levelled criteria for self-management (through a rubric) focus on self-management had a positive impact on management evident in
• Student voice about understandings of self-management twice during year and align with rubric. learning for these target students. Self- the broader curriculum
• Assessment data reviewed determining particular learning needs of target students. management was a focus across all curriculum • explore different ways of
• Staff meetings dedicated to discussing progress for target students and promoting teacher reflection for improved practice areas in independent and group learning and in all
• Programmes planned to meet the learning needs of the target students. developing self-
learning environments.
• Contact with parents, families and whanau to support students’ learning management in children –
• Use of Seesaw to build home-school partnership
Participation in DMIC had a very positive effect as
professional readings,
• Teacher aide support given to students below expectations whenever possible. the pedagogy requires every student to report back
kahui ako collaboration,
• Moderation systems used to check consistency throughout the school. to the class on their findings. This means that
students need to participate and “keep up with the peer observations, student
• Student voice and links to other learning areas considered in writing topics and genres with particular attention paid to the
interests of boys play” in order to share and explain their findings voice input,
• Student exemplars of good learning shared with target students and community and next steps made clear and this requires a high level of self-management • continue to build
• Year-end data analysed to inform progress and planning for 2020. and engagement. respectful partnerships
• Emphasis on oral language underpinning all learning areas Other curriculum activities that particularly with whanau.
• Use of Chrome books and other IT to engage learners supported with teacher PD in digital literacy contributed to raised self-management were a
school production and our sexuality programme.
• Secret Agency Society (SAS) programme implemented with 3 students to develop social skills – RTLB21
ARGYLL EAST SCHOOL ANALYSIS OF VARIANCE
2019 TARGET FOR IMPROVING STUDENT ACHIEVEMENT
Strategic Goal 1: All Students are able to access the New Zealand Curriculum as evidenced by progress and achievement in
relation to the Curriculum Levels.
Specific Target 3 History and Outcome Analysis Next Steps
That we increase by at least 5% our students 2015 – Reading 10%, Writing 3% Overall OTJ’s were collected from To increase the number of children above their curriculum
who are above their Curriculum Level in Maths 6% teachers at the end of 2019. OTJ’s are levels we will:
2016 - Reading – 18%, Writing - 6% made from a range of evidence collected
Reading, Writing and Maths. Maths - 8% over the year and reflect a comprehensive • Continue to implement Raising Achievement Plans
2017 – Reading – 20%,Writing – 6.3% understanding of where each child sits in developed to address moving AT students to ABOVE.
Maths – 5% accordance with their Curriculum levels.
2018 – Reading – 23.4% 15 students • Continuation of See-Saw to engage whanau in
Writing – 9.4% 6 students The target students are scattered children’s learning.
Maths – 12.5% 8 students throughout the year levels. • Teacher inquiry into new ways of challenging and
2019 – Reading – 13.8% - 9 students extending competent readers, writers and
Writing – 1.5% - 1 student This year we report decreases in the
Maths – 10.8% - 7 students number of students achieving above their mathematicians.
Action Taken curriculum year level. Instead our • Continue PLD in Digital Literacy to extend students.
improvements are in the movement of • Staff discuss and spend budget to enhance and meet all
• Assessment data reviewed with staff and the particular learning needs of all students determined. students from well below/below to At.
• Raising Achievement Plan continued for high achievers and meetings scheduled to discuss progress of student learning needs.
target students on achievement plan. The RAP has focused on a broad range of student attributes and Students movement from WB or B to AT
characteristics – not just reading, writing and maths. For example we have developed sport, hospitality, in reading increased from 53.1% (2018) to • Enter CHB Lit Quiz, Maths Challenge, Science Fair,
drama etc as areas of high achievement. Technology Challenge to challenge able students.
• Work with parents, families and whanau around ways to support students’ learning. eg termly holiday 69.2%. (2019)
ideas, cultural responsiveness, farm clubs etc. Students movement from WB or B to AT • Ensure curriculum broad and motivational.
• Continue PLD in DMIC. in writing increased from 68.8% (2018)
• Teachers reflecting on and working collaboratively to increase achievement. • Continue to collect student voice re interests for
• Year-end data analysed to inform progress and planning for the following year. to 83.1% (2019)
• Continue emphasis on teacher/student reflections and evidence in teachers planning. Students movement from WB or B to AT learning.
• More emphasis on self-directed learning through personal inquiry learning. in maths increased from 64.1% (2018) to • Build pedagogical knowledge around extending target
• Student and whanau voice collected to inform teaching and learning programmes.
• Participation in extra curricula activities including Maths Camp, Literacy and Maths Quiz nights, 67.7% (2019). students.
Centralines Technology Challenge, sporting activities. • Extend interest clubs in 2019.
• Clubs within school – Mangaotai Committee, I.T, music, gardening, P.E., mathletics, To achieve Above, students need to be
• Participation in Winter Warmers and Hell Pizza Reading initiatives. • Continue Leaders group.
• Sessions with Digital Circus. more than one year above their year level.
• School leaders chosen and given responsibilities . We have many children working within • Teacher inquiry into student agency.
• PALs attended and developed throughout year. the year above their required level.
• Use of LLPs extended throughout the school.
• Building connections with Te Aute College and other local community members. The majority of students Well Below or
• Genius Hour, discovery learning. Below are in the lower levels of school.
• Gardening competition. Our focii in 2019 has been in Managing
• EOTC including camps and trips. Self, the Arts and DMIC. We have seen
•
some excellent development in student’s
oral language and performance skills –
evidenced in our school production and
speeches but not reported on in our AoV.22
ARGYLL EAST SCHOOL ANALYSIS OF VARIANCE
2019 TARGET FOR IMPROVING STUDENT ACHIEVEMENT
Strategic Goal 2: Maori/Pacifica Students are engaged in their learning and are achieving educational success, with pride in their
unique identity, language and culture as Maori/Pacifica
Specific Target 2 History and Outcome Analysis Next Steps
That 80% of Maori / Pacific Island Reading: Overall OTJ’s were collected There are two main next steps:
2015 – 93% were AT or ABOVE the National Standard from teachers at the end of 2018. • To raise Maori/Pacifica
students will be at or above their 2016 – 84% of Maori/Pacifica are AT or Above the standard These OTJ’s included a academic success in 2020.
Curriculum level in Maths and 2017 - 80% of Maori/Pacifica are AT of Above the standard
comprehensive understanding of
Reading and Writing. 2018 – 55.6% of Maori/Pacifica are AT or Above
where each child sat in • To continue to promote
2019 – 62.5% of Maori/Pacifica are At or Above
Writing: accordance with their curriculum Maori/Pacifica success as
2015 – 79% were AT or ABOVE the National Standard level learners, people and
2016 – 74% of Maori/Pacifica are AT or Above the standard Maori/Pacifica.
2017 – 80% of Maori/Pacifica are AT or Above the standard Maori /Pacifica students are
2018 – 66.7% of Maori/Pacifica are AT of Above scattered throughout the year
2019 – 87.5% of Maori/Pacifica are At or Above levels. We will do this by:
Maths:
Maori/Pacifica Compared to • Meeting twice a year with our
2015 – 93% were AT or ABOVE the National Standard
2016 - 84% of Maori/Pacifica are AT or Above the standard all students Maori/ Pacifica whanau to
(at & above)
2017 - 80% of Maori/Pacifica are AT or Above the standard help develop Maori as
2018 – 66.7% of Maori/Pacifica are AT of Above Reading: Maori/Pacifica 62.5%
- All 83% learners.
2019 – 69% of Maori/Pacifica are At or Above
Action Taken Writing: Maori/Pacifica 87.5% • Engagement practices within
• Employed teacher aide who is Maori and supports our te reo and te ao programmes. - All 84.6% the curriculum to enhance
• Identified Maori/Pacifica students in Raising Achievement Plans to accelerate learners and examined closely what was Maths: Maori /Pacifica 69% -
needed to increase and improve progress. All 78.5% achievement.
• Teacher inquiry into Cultural Responsiveness continued in 2019.
• Using basic Te Reo in class and around school. • Promote Tataiko cultural
• Promote and encourage the Tataiako cultural competencies. Maori/Pacifica achievement is competencies.
• Keep informed of current research regarding factors that benefit Maori. below our targets in reading and
•
•
BOT/Staff becoming more familiar with and using Kahikitea 2013-2017.
Continue working with Enviroschools program and integrating it into classroom programs – connection to nature and the maths in 2019 but above our • Continue development of
whenua – visit from Sonya Sedgwick - myths and legends. target for writing. All results are Localised Curriculum of Argyll
• Including a Maori/Pacifica perspective in topic studies and other areas as part of our normal programmes. an improvement on 2018 data.
• Utilising the knowledge in the community and involving community with school wide topics. East School.
• Excellent results in writing are
•
Two hui held during year to encourage whanau engagement and to work on ideas from 2018 hui.
Working alongside Resource Teachers of Maori. reflective of our participation in • Continue building BOT/staff
• Ensure reading materials reflecting Maori and Pacifica cultures are available through guided reading programmes and in ALL in 2017 - 2018. understanding Kahikitea 2013-
library.
• Continue building connections with Te Aute College and Waipukurau Kohanga Reo. We have 16 Maori/Pacifica 2017.
• Matariki focus. students (25%) at our school.
• Introduction of karakia in years 4-8. • Introduction of Te Reo
• Maori Language week focus. Breakfast Club.
• New resources introduced to school to help with teaching Maori history and also useful for other curriculum areas.
• Self management focus – developing as part of local curriculum and interweaving Maori perspective throughout.
• DMIC – with contextually relevant problems for solving.23
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