Argyll East School Charter 2020 - School Number 2542

 
Argyll East School Charter 2020 - School Number 2542
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Argyll East School
       School Number 2542

     Charter
      2020
Argyll East School Charter 2020 - School Number 2542
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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
Argyll East School Charter 2020 - School Number 2542
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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 Curriculum
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                                                 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 sustainability
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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.
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          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
             •
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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 stimulating
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                                                              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 community
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                                                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.
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                       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.
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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 year
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         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 PD
16
17

                        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 schools
18

                                                              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
                                                                               register
19

                                                    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 – RTLB
21

                                                 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.
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