Charter 2014-2017 - Tasman Bay Christian School

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Charter 2014-2017 - Tasman Bay Christian School
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Charter 2014-2017
Charter 2014-2017 - Tasman Bay Christian School
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     Contents
1.    Our Special Character-------------------------------------------3        9.   Summary– Annual School improvement plan—————15
2.    Vision, Mission, Values, Key Competencies.--------------4                10. Annual Improvement plan writing              ------------------------- 16
3.    Principles-                                                              11. Annual Improvement plan maths——————————-19
             I.     Christian World View------------------------------5        12. Further Key Improvement strategies
             II.    Integration and Learning-------------------------5                        I.     Science ——————————————21
             III.   Building Community-------------------------------6                        II.    Special character——————————21
             IV.    Inclusion----------------------------------------------6                  III.   Maori community and consultation—— 21
             V.     Treaty of Waitangi and Cultural Diversity----7                            IV.    Student wellbeing—————————--21
4.    Tasman Bay Christian School Visual Overview-----------8                                 V.     Property and Environment——————22
5.    Baseline data or School Context__________________9                                      VI.    BOT function and development————22
6.    Strategic plan ————————————————— 10                                                     VII. Personnel—————————————-22
7.    3 Year BOT review cycle.------------------------------------- 12                     VIII Finance——————————————-22.
8.    8 Year curriculum review cycle ——————————13                              13. BOT Organisation—————————————————23

9.    2014 BOT work plan--------------------------------------------14         14. Appendix (additional documents)
                                                                                        I. Analysis of Variance 2013 Maths ———————————24
                                                                                        II. Analysis of Variance 2013 Writing    ——————————26
                                                                                        IV. National Standards Reporting -Reading, Writing, Math --—29
                                                                                        V Charter Checklist. ——————————————————-32
Charter 2014-2017 - Tasman Bay Christian School
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Our Special Character.
Tasman Bay Christian School is a full primary school offering education from a Christian perspective to students from Year 1-8. The
school was initially established by the Tasman Bible Church (formally Tasman Gospel Hall) a local assembly of the Open Brethren
Church for the purpose of offering primary education with a Special Character in a small, caring environment to the children of its
members and to children of families from other churches with a similar Biblical basis of faith and doctrine.

The school continues to maintain a close relationship with Tasman Bible Church through the support of the Proprietors. We believe in
honouring the past and upholding Christian values and beliefs important to the special character of the school. The school also exists
as a ministry to the Christian (and non Christian) Community of the Tasman district. We welcome students from families that consider
it important to include Biblical values and Christian practices as part of their child’s education. Our Board of Trustees and Teaching
staff are representative of many Christian denominations that makes for the varied expression of God’s Church.

Our Mission as a school is to help

          ‘Light the pathway for life long learning’
                Psalm 119.105 Your word is a lamp to my feet, a light to my path
                     He rama tau kupu ki toku waewae, he marama ki toku ara
As each child begins their time at Tasman Bay Christian School, they come with skills and experiences, knowledge and beliefs about
the world. They know their place in their family– they often have a developing understanding of their place in Christ. Now is the time to
grow their understanding of their place in the world.

From 5yrs to 13yrs is a time for children to try out their ‘wheels’ and experience all they can on their Tasbay Road Trip of understand-
ing their place in the world. Through their learning journey they can become Kids of Purpose, Action, Character and Wisdom who
show a love and respect for God, others, creation, learning and themselves. They will have opportunities to use their head, heart,
mouths hands and feet as they travel the road with others in community.
Charter 2014-2017 - Tasman Bay Christian School
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                                                        Our Mission- to provide Christian Education that lights the pathway for life long learning for all learners.
                                                        Your word is a lamp to my feet, a light to my path-
                                                        He rama tau kupu ki oku waewae, he marama ki toku ara; Psalm 119v105.

                                         Our Vision- Kids of purpose, action, character and wisdom. Defined as...
Purpose For you created my inmost being;,            Action Let us not love with words or             Character                                     Wisdom
you knit me together in my mother’s womb.– Psalm     tongue but with action and truth–1 John 3 v 18
139:13
                                                                                                      display the fruits of the Spirit Gal 5        Make consistent good choices
                                                   Actively involved in learning for a                22
God given identity                                                                                                                                  Value wisdom in all areas of life
                                                   purpose.
Strengths                                                                                             Acknowledge wrong and put it                  and learning Job 28 v28 The fear
                                                   Learning beyond the limits of the                  right.                                        of the Lord is Wisdom
Our life is to worship God                         lesson
                                                                                                      Explain HOW their learning impacts Explain WHAT their choices are
Future path ways with Him                          Risk taking                                        others.                            when they are learning.
Give reasons WHY they are learn-                   Say WHAT they do when learning
ing

                                                                                       Strategic Pathways

Purpose                                            Action                                             Character                                     Wisdom
                                                                                                      Our children will develop Christ like char-
Our children will develop an under-                Our children will achieve an academ-               acteristics of ...
                                                                                                                                                   Together with achieving educational
standing and commitment to worship                 ic, intellectual, physical, social, spir-                                                       excellence, our children will display
                                                                                                      Initiative, compassion, creativity, hones-
God and serve others as Christ calls               itual, emotional and active life bal-              ty, diplomacy, obedience, gratitude, relia-
                                                                                                                                                   Christ like wisdom in problem solving
them to.                                           ance.                                              bility, diligence, humility, excellence, co- and decision making.
                                                                                                      operation, wisdom, kindness, responsi-
                                                                                                      bility and courage. (Habits of Character)

                                          We value                                                    The Key Competencies (Skills for life) are represented by our

Love and Respect for God                                                                              Heads– thinking critically

Love and Respect for Ourselves                                                                        Heart- relating to God and others

Love and Respect for People                                                                           Hands– managing our selves and participating and contributing to serve
                                                                                                          the world
Love and Respect for Creation.                                                                        Mouths– communicating in all ways to develop relationships and be
Love and Respect for Learning: knowledge, understanding,                                                  responsible
     wisdom and creativity.                                                                           Feet– standing for what is right as we serve.
Charter 2014-2017 - Tasman Bay Christian School
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Principles that are foundational to learning.
Christian World View
Biblical Beliefs that we agree on as a Christian Educational Community.
    That God is the Creator and sustainer of all that exists.

    That Jesus Christ is the Son of God and His death and resurrection the only means of our salvation.

    That the Holy Spirit draws men, women and children to a knowledge of God and empowers them to live for Him.

    That the Bible is the revealed Word of God and therefore our guide in all things.

    That in education there needs to be a commitment to fostering the spiritual, academic, social and physical development of the child.

     Our curriculum encourages children to develop a knowledge of God and encourages us to serve God. With this knowledge chil-
      dren can build a relationship with God which fulfils our purpose. We form a spiritual partnership with God which restores us,
      grows us, equips us and enables us to live as He intended.

Integration and Learning
     Our curriculum offers all children an integrated and unified learning experience which reflects God’s interrelationship with crea-
      tion.
     Our curriculum encourages children to learn through interaction as much as possible involving real life situations with the world,
      with people and with God.
     We seek to encourage children to learn through Visual, Auditory and Kinaesthetic processes.
Charter 2014-2017 - Tasman Bay Christian School
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Principles Continued...

Building Community
    Our curriculum has meaning and relevance for our children, connects with their wider lives and engages the support of their
     whanau and wider community. Community is at the core of a relationship with God.
    Our curriculum is developed and supported through consultation and involvement with the wider community we live in through the
     following ways
    Maintain open lines of communication between the community and the BOT regarding school matters.

    Involve community services, professional agencies, and skilled individuals as the need is identified by the principal and staff.

    Encourage the expression of positive Christian attitudes among staff, children and community.

    Maintain parental support through mutual communication and active involvement.

Inclusion
    Our curriculum holds fast to Galatians 3 v28 There is neither Jew nor Greek, slave nor free, male nor female for you are all one in Jesus Christ. We ensure
     all children’s identities, languages, cultures, strengths and abilities are recognised and affirmed and that learning needs are addressed.

    When children have significant learning needs that pose barriers to their achievement, we address this in the following ways

    Identify the barriers that may be there for a child in academic learning, behaviour, emotional development or in social relationships through our school pro-
     cesses. This information is collected, reported and acted upon.

    Plan and implement strategies either class wide or for individual children that seek to help children overcome these barriers

    Utilise outside and expert help and resources where possible.

    Monitor progress and achievement through school reporting cycle and communicate this to parents.
Charter 2014-2017 - Tasman Bay Christian School
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Principles Continued...

Treaty of Waitangi and Cultural Diversity
    Our curriculum acknowledges our bicultural heritage giving children opportunities to acquire knowledge of Te Reo Maori and
     Tikanga Maori through integrating Te Reo and Tikanga into class programmes whenever possible .
    We value achievement for all children from all cultures.
    We ensure that particular needs for Maori and Pacifica students are addressed in the following ways-
    We monitor Maori and Pacifica student achievement and where necessary provide programs to support this.
    We expose students to Tikanga outside their normal experience and other cultural experiences that will broaden their under-
     standing.
    We make use of local Resource People i.e. Resource Teacher Maori based at Parklands School, parents and members from our
     local Maori community, parents with other cultural backgrounds and experience.
    We encourage and support all of our families to become more involved in our school and their children’s education through at-
     tending school celebrations, cultural events, reporting opportunity and consultation round our students needs. Where possible we
     do this in culturally relevant ways.
Charter 2014-2017 - Tasman Bay Christian School
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                                                                                                                      Psalm 119 vs 105
                                                                      Mission

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9

                                  Key Tool for Community           As part of the Principal’s work with the Learning and change Network in 2013, the Capability tool was used with a group of four parents, 3 staff
                                  Feedback                         and six priority learners from Room 3 and 4. A selection of the questions from this tool was also used at our whole school Celebration night for
                                                                   parents to respond to. This was filled in by 26 people. See appendix for a copy of the Capability Tool.
Baseline Data or School Context

                                  Student learning and             2013 National Standards data.

                                  engagement                       All students at or above the standard; Maths– 73%. Maori Students 66.6% . Writing– 65.1%. Maori Students 75%. Boys 50.1%. Reading-69.9%.
                                                                   Maori Students 50% Boys 68.8%. Improvement was made in 2013 in our target areas of writing (63%- 65.1%) and maths (63.5% - 73%).Similar
                                                                   improvement seen in our Maori students in target areas maths (57%- 68%) and writing (73%-75%). Drop in percentage of children who are well
                                                                   below in maths (8% to 3%) and writing (8% to 5%) and increase in percentage of children achieving above in maths (17.5 to 27%) and writing
                                                                   (17.5% to 30%).
                                                                   Reading was not a target area and a co-hort of children in Year 1-3 are achieving below the standard.
                                                                   Attendance 2012-2013.
                                                                   Average attendance for 2013 is 92.3%. 2012 average attendance was 93.2%. There are no discernible concerning patterns in attendance.
                                                                   Summary of LCN capability tool– The way we teach This was a strength. Teachers know their students well and mostly plan with their students.
                                                                   The school expects students to do well and no one is left out. Teachers listen to ideas from parents and students about how learning can be im-
                                                                   proved even more for students.
                                                                   Checking how things are going– All parties are confident that the school keeps checking how students are learning and makes changes to see
                                                                   greater improvement. Parent knowledge of where their children are at and where they are going next is sufficient but could be strengthened. Stu-
                                                                   dents are not always clear on where they are at and where they need to go– further clarity needs to be worked on here.
                                  Inclusive environment            Summary of LCN capability tool– Understanding and valuing all people and their cultures. An area of strength especially the belief that all stu-
                                                                   dents regardless of culture and ability can achieve to a high standard and that all cultures are welcomed and included in what we teach

                                                                   Condition of assessment and formation of 10 ypp in 2013. Steps in development identified for next 10 years.
                                  Leadership of School organisa-   4 class structure– drop in roll numbers at the beginning of 2014. One teaching position continues to be fixed term and will be BOT funded. Reduc-
                                  tion and structures              tion in units for 2014– DP permanent unit and other unit split.

                                                                   Summary of LCN capability tool– the way the school is run. School runs smoothly and is a safe environment for children. School leadership also
                                                                   listened and discussed ideas for improvement from parents, whanau and students. The community wasn’t clear on how well the BOT and Leader-
                                                                   ship communicate their plans to see students achieve.

                                  Review of Charter and Con-       Summary of LCN capability tool– Includes Parents, family and whanau. Parents perception of their level of involvement in their children’s learn-
                                  sultation– parent engage-        ing and the level of acceptance of their support and ideas was at a lower level. Teachers felt that the level of involvement of parents and children
                                  ment
                                                                   in helping to set plans was at a lower as well. Students making strong connections from the learning at school into their local environment and
                                                                   culture also needs further development.

                                                                   Health review. As a result of feedback from the review, curriculum documents and programmes have been revised in 2013 with parent input.
10

                 Strategic Plan
                 Strategic Goals                  Core Strategies for achieving goals 2014-2017

                 Student learning and effective
                                             Strengthen student achievement in literacy and maths where all students are showing progress towards, at and beyond the standard. Con-
                 teaching                    tinue in- depth in writing and maths in 2014. Address cohort needs in reading through collaborative teaching and learning environment in
                 To develop students who are 2014. 2015-2017 focus of improvement directed by data and Literacy review in 2014 and maths review in 2015. Monitor closely the pro-
                 confident 21st Century      gress of Maori and Pacifica students along with special needs students to ensure they are working towards their potential.
                 learners and who are devel-      Through review and development build student skill and understanding of Science through the Nature of Science in 2014-2015.
                 oping their God given poten-
                                                  Follow curriculum review cycle as laid out to ensure programmes are meeting the needs of students and contain strong links with home and
                 tial in all areas of the Tas-
Strategic Plan

                                                  local culture and environment. Address needs as they arise.
                 man Bay Christian School
                 curriculum                       Strengthen and develop teacher understanding of biblical application to ensure that children are receiving an understanding of God through
                                                  His word that can impact their lives. This can be out worked through opportunities for service and learning about God’s interactions with
                                                  our local, global and international environment.
                 NAG 1.
                                                  Continuing to build an understanding in staff and children of how to interact with the digital world through learning opportunities; develop-
                 NEG 1, NEG 3, NEG 5, NEG 8,
                                                  ing core skills of critical thinking, problem solving, collaboration, managing our digital footprint and identity and showing adaptability and
                                                  agility in acquiring transferable skills.

                 Safe and Inclusive Environ-      Develop BOT and staff understanding of the needs of our Maori learners through review the updated Ka Hikatia strategy 2014. Put into ac-
                 ments                            tion any changes or additions that can strengthen our engagement of Students and whanau in learning in 2015.

                 To develop and maintain a        Monitor effectiveness of targeted special needs programmes to ensure that our at risk learners are making progress.
                 safe and inclusive environ-
                                                  http://www.nzcer.org.nz/tests/wellbeingschool : Interact with tools on attached website to gain a picture of how our school fosters wellbe-
                 ment that supports the di-
                                                  ing in students and staff in order to meet needs that may be within our school.
                 versity of cultures and learn-
                 ing abilities within our         Put into action key developments in 10 ypp from 2014-2017 ( refer to 10 ypp)
                 school community.

                 NAG 5.

                 NEG 2, NEG 7, NEG 9 and 10
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                 Strategic Plan
                 Strategic Goals               Core Strategies for achieving goals 2014-2017

                 Leadership, governance and To make BOT and school planning and procedures more accessible in a digital environment and promote this accessibility to parent com-
                 structure of school organisa- munity with increased opportunity for comment and feedback. 2014-2015.
                 tion.
                                                 Continue to develop special character policy and delivery with support and input from Proprietors, BOT, parents and staff.
                 To have well equipped lead-
                                                 Review of BOT function to determine how we can function more effectively as a team 2014
                 ership and governance and
                                                       Visit another BOT locally
                 responsive structures that
                 can effectively promote               Utilise the BOT catholic handbook as an exemplar.
Strategic Plan

                 learning for all children with- Embed appraisal practices and focuses for teaching staff that have been developed in 2013 with additional learning and support from the
                 in the Tasman Bay Christian Teachers Council PD in Appraisal. This includes setting up processes for addressing competency as well as process for acknowledging
                 School Curriculum               ‘expert teachers’ 2014-2015

                                               To review structures round student well being in 2015 using data gathered in 2014 via www.nzcer.org.nz/tests/wellbeingschool.
                 NAG 2, NAG 3, NAG 4, NAG
                 6-8.

                 NEG 6.

                 Engaged Parent Community      To generate greater opportunities for parents to discover what their child is currently learning at school, where their child is at in terms of
                 To have confident and en-     the national perspective and where their child’s next steps are particularly in Literacy and Maths.
                 gaged parents who have a      To explore ways of gaining parent input into planning and support of learning especially for priority learners.
                 clear understanding of how
                                               To continue to deepen good working relationships between churches and school especially reaching into Hope Community Church and
                 their children are learning
                                               Grace Church in order to see Christian School promoted
                 and can celebrate and sup-
                 port their child’s learning   Art work to represent the diverse cultural nature of our community.
                 experience.
                                               BOT will actively lift engagement and profile with the school community and beyond in a variety of ways including an assigned BOT pro-
                                               motional role.

                 NEG 4
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                            Area of Review           2014- focus                              2015- focus                           2016– focus
                            Charter                  Self review process                      Principles and Special Character      Mission, Vision and Values.

                            Student Progress &       Improvement targets– maths and           Improvement targets- drawn from       Improvement targets
3 Year Board Review Cycle

                            Achievement              writing                                  2014 data and self review– reading.

                            Budget                   Monitoring                               Monitoring and review of policies.    Monitoring
                                                     Review of donation policy.

                            Principal Appraisal      External Appraisal - Christian Princi-   External Appraisal- Professional.     To be decided by the BOT
                                                     pal

                            Curriculum               See additional review document.

                            Policy                   Nag 2 Board Review, Nag 5 Health         Nag 4 Finance , Community Rela-       Nag 3 Personnel, Nag 4 Property
                                                     and Safety                               tions, Nag 1 Curriculum               and review recent changes to NEGs
                                                                                                                                    and NAGS

                            Board Process            Governance Hand book.                    Meeting process                       Trustee Induction and Strategic
                                                                                                                                    Planning.

                            Community Engagement     Understanding learning in writing        Ka Hikatia
                                                     and maths.

                            Government Initiatives   Ka Hikatia

                            Local Initiatives        Student wellbeing.
                                                     Special Character development
13

                                                                                                  Curriculum Review Cycle
                                                                                                         2014-2020.

                                 2014                            2015                               2016                              2017- 2020                    Developing Review
                                                                                                                                                                         For areas where curricu-
                                 Health review completed.        SCIENCE: review completed          Technology– completing re-        2017– Full review
8 Year Curriculum Review Cycle

                                                                                                                                                                          lum is not strongly em-
                                 Term 2– rewrite of curriculum   Term 1 rewrite and revise cur-     view                              Literacy and Health/PE
                                                                                                                                                                          bedded– Identified
                                 complete and presented to       riculum– present to BOT.           Term 1– revise and rewrite cur-
                                                                                                                                                                          through the following.
                                 BOT.                                                               riculum.
                                                                                                                                                                         one page overview of
                                                                                                    Term 2 Present to the BOT.
                                                                                                                                                                          subject still present
                                                                                                                                                                          from initial develop-
                                                                                                                                                                          ment of curriculum in
                                 MATHS– full review              LITERACY– full review              SOCIAL SCIENCE– developing        2018- Maths and Science
                                                                                                                                                                          2007-2009.
                                 Term 1– planning                Term 1- planning.                  review.
                                                                                                                                                                         Inconsistent delivery of
                                 Term 2- gathering data and      Term 2- gathering data round       Term 1– planning
                                                                                                                                                                          curriculum area
                                 implementing review.            key questions related to review    Term 2– gathering data and
                                                                                                                                                                         Lack of identified con-
                                 Term 3- Rewrite and revise      framework.                         implementing review
                                                                                                                                                                          sistent assessment prac-
                                 curriculum                      Term 3- Revise and rewrite cur-    Term 3– rewirte and revise cur-
                                                                                                                                                                          tices across the school.
                                 Term 4- Report to the BOT.      riculum                            riculum
                                                                                                                                                                         Little hard data indi-
                                                                 Term 4- present to the BOT.        Term 4– Present to BOT
                                                                                                                                                                          cating progress and
                                                                                                                                                                          achievement.

                                                                                                                                                                    Full Review
                                                                                                                                                                          For core curriculum are-
                                                                                                                                                                           as (Literacy and Maths)
                                 SCIENCE: developing review      TECHNOLOGY developing re-                                            2019- Technology and Social
                                                                                                                                                                           and for curriculum areas
                                 Term 2- Planning.               view                                                                 Science
                                                                                                                                                                           that have been devel-
                                 Term 3– gathering data and      Term 3– Planning
                                                                                                                                                                           oped and embedded.
                                 implementing review             Term 4– gathering data and
                                 Term 4 and 1 rewrite and re-    implementing review.
                                 vise
14
                                         Term 1 Feb 4th to 17th April                             Term 2 May 5th to July 4th         Term 3 July 21st to Sept 26h      Term 4 Oct 13th to Dec 17th
                                         Jan              Feb               March/ April          May              June/July         August          Sept              Oct/Nov             Dec
                       Meetings                           25th Feb          17th March            19th May         16th June         18th Aug        22nd Sept         10th Nov            8th Dec

                       Compliance                         Elect Chair       Accounts to           Annual Report     Roll Return                                         National
                                                                            Auditor 31st          to MOE 31st      1st July                                            Standards end
                                                          Analysis of
                                                                                                  May                                                                  of year data
                                                          Variance 2013     March.
                                                                                                                                                                       gathered.
                                                          Charter due
                                                          March 1st
                       Charter           Draft charter    Charter final-                                                                             Review of         Report on
                                                          ised 2013                                                                                  2014 Annual       Data.
                                                                                                                                                     plan and Stra-
Board Work Plan 2014

                                                                                                                                                     tegic focus.
                                         Principal’s dashboard report against annual plan.
                       Student                                                                     Mid point                                                            Report on
                                                                                                  report on tar-                                                       end of year
                       Progress &
                                                                                                  gets and Na-                                                         Target data
                       Achievement
                                                                                                  tional Stand-                                                        and National
                                                                                                  ards                                                                 Standards
                       Budget            Monitoring       Monitoring        Monitoring            Monitoring       Mid year re-      Monitoring      Monitoring                            2015 draft
                                                                                                                   view
                                                                                                                                                     Review of dona-
                                                                                                                                                     tion Policy

                        Appraisal                                           Teachers and                            Mid Year cycle                                     End of Year cycle
                                                                            Principal’s goals                      reports. Ap-
                       timeline.                                                                                                                                       presentation
                                                                            finalised. Apprais-
                                                                                                                   praiser visit
                                                                            er visit April 3rd.                                                                        Appraiser Visit
                                                                                                                   24th June                                           Nov
                       Curriculum                                                                 Report on                                                                                Report on
                                                                                                  Health review                                                                            Maths Review

                       Policy                                                                                      Health and                                          NAG 2 review
                                                                                                                   Safety review

                       Board Process                                                              Co-op mem-       Interim Chair     Interim Chair
                                                                                                  bers.

                                         Review and update Governance Folder.
                       National/ Lo-                                                               Student Well-                     Special Char-
                       cal Initiatives                                                            being                              acter Policy.
15

                                                                       Summary– Annual Improvement plan
                                                                                    2014

                                 Domain                     Strategic Goal                                Targets                             Short report
Annual School Improvement plan

                                 Student learning and      To develop students who are confident         Writing– Of the current male stu-
                                                           21st Century learners and who are devel-      dents who are below or at with
                                 effective teaching        oping their God given potential in all are-   their writing, we will aim to move
                                                           as of the Tasman Bay Christian School         40% of these students up one
                                                           curriculum
                                                                                                         national standard by the end of
                                                                                                         2014.

                                                                                                         Maths– To have 85% of the stu-
                                                           To develop and maintain a safe and inclu- dents achieving at or above the
                                 Safe and Inclusive
                                                           sive environment that supports the diver- national standard in Maths by the
                                                           sity of cultures and learning abilities with- end of 2014.
                                 Environments
                                                           in our school community.

                                                           To have well equipped leadership and
                                 Leadership, governance
                                                           governance and responsive structures
                                 and structure of school   that can effectively promote learning for
                                                           all children within the Tasman Bay Chris-
                                 organisation.             tian School Curriculum

                                 Engaged Parent            To have confident and engaged parents
                                                           who have a clear understanding of how
                                 Community                 their children are learning and can cele-
                                                           brate and support their child’s learning
                                                           experience.
16

                            Strategic Goals: To develop students who are confident 21st Century learners and who are developing their God given potential in all areas of the Tasman Bay Chris-
                            tian School curriculum.
                            To have well equipped leadership and governance and responsive structures that can effectively promote learning for all children within the Tasman Bay Christian School
                            Curriculum
                            To have confident and engaged parents who have a clear understanding of how their children are learning and can celebrate and support their child’s learning experi-
                            ence.
Improvement Plan– Writing

                            Annual Goal: To see an improvement in student agency in all students            Annual Target Of the current male students who are ‘below’ or ‘at’ with
                            and in particular our priority learners demonstrated by an improvement          their writing, we will aim to move 40% of these students up one nation-
                            in student attitude towards writing and improved ability to reflect and         al standard by the end of 2014.
                            articulate next steps.

                            Baseline data     2012- TBCS- at and above                              62%                  2013- TBCS at and above                               65%
                            Writing
                                              2012-TBCS at and above- boys                          42%                  2013- TBCS at and above boys                          50%

                                              Moutere Hills LCN cluster at and above                80%                  Moutere Hills LCN cluster at and above                76%

                                              Moutere Hills LCN at and above boys                   70%                  Moutere Hills LCN cluster at and above boys.          66%

                            TBCS is a part of the Moutere Hills Learning and Change Network. 2013 saw principals work together to investigate and define the issues we have as a
                            cluster around writing. Data above indicates where the issues lie. In 2014 we will be working together to address the underachievement through
                                  Building strong relationships between school staff and families
                                  Developing future focused pedagogy with teachers across the cluster
                                Implementing effective systems to support the change and build sustainability within schools and across the cluster.
                            See 2013 Analysis of Variance and National Standards documents for summary of planning, progress and achievement around this area in 2013– Appen-
                            dix.

                                                                                             Key Improvement Strategies
                            When              What                                                          Who                 Indicators of Progress
                            Pre 2014          Develop a monitoring tool to be used across the clus-         Lit Lot group,             Rubric completed and put into use 2014
                                              ter for the following purposes                                Principals,
                            and across                                                                      teachers.                  Used successfully across all targeted children in clus-
                            2014.                   Collective vocabulary around writing develop-                                      ter showing movement in achievement in 8 writing are-
                                                     ment                                                                               as
                                                    Formative rubric that can be used with parents                                    All children will have an understanding of how they can
                                                     and students                                                                       describe their learning using this rubric, especially to
                                                                                                                                        parents.
                                                    Cluster monitoring tool to show progress
                                                                                                                                       Priority students will show greater levels of agency on
                                                                                                                                        Agency rubric as they use the monitoring tool for learn-
                                                                                                                                        ing justification.
17

                                                                                         Key Improvement Strategies

                            When             What                                                       Who               Indicators of Progress
                                                   Develop cluster relationship and focus on writ-     Cluster Princi-        Teachers more aware of LCN priorities– evident in
                                                    ing through cross school participation of Teach-    pals, Lit lot           Probe 3 which will be done in March and Oct.
Improvement Plan– Writing

                                                    ers at the following                                teachers and
                                                                                                                               Teachers will have improved knowledge of effective
                                                                                                        all teachers.
                                                   Pre term 1 cluster day– introduce rubric and                                pedagogy round writing, evident in their classroom
                            Jan                     brainstorm ideas round parent/teacher partner-                              practice and what children are learning and achieving
                                                    ship
                                                                                                                               Teachers will be participating, valuing and reporting
                                                   Pre term 1 Gail Loane writers workshop to ex-                               back on effect of involvement in PLGs.
                                                    plore writing pedagogy.
                                                                                                                               Begin to see teachers opening up their classrooms and
                                                   Development of the Lit lot group– lead teachers                             inviting other teachers from other schools in.
                            Throughout
                                                    in each of the 5 schools who will help to support
                            2014
                                                    development of writing within schools

                                                   2-3 cluster staff meetings to share success and
                                                    give feedback

                                                   Natural discussions in Cluster PLGs for all
                                                    teachers that may occur round writing. These
                                                    happen once a term’
                                                   Explore current developing practices round fu-      Principal              Strategic plan for change round future focused peda-
                                                    ture focused pedagogy.                                                      gogy created with parent, BOT, student and teacher
                                                                                                        Teachers
                                                                                                                                voice in mind.
                            April onwards.         Principal attend Maniakalani cluster Open day       BOT
                                                    to view ‘current practice’ model. Bring ideas                              Teachers, Bot, parents have a greater awareness of
                                                    back for discussion at BOT, staff and parent                                changing environment that future focused pedagogy is
                                                    levels.                                                                     bringing.

                            Term 2-4.              Teachers to engage children in ’paperless’ ways                            Students involved in an increasingly diverse ways of
                                                    of communicating their learning and ideas.                                  sharing and creating through the context of writing.
18

                            When              What                                                        Who          Indicators of Progress
                                                    Explore ways to deepen parent/ staff/ student        Principal,        Parents attending and participating at parent forums,
                                                     engagement round learning for priority students      Teachers,          whole school and cross school events.
                                                     using our context of writing                         Parents
                                                                                                                            Greater levels of communication and understanding
                                                    Establish parent forums– an extension of our                            between all groups of the school
Improvement Plan– Writing

                            Term 1/2 and             ‘celebration; event in the fourth term to show
                            celebration                                                                                     Parent/student sharing round learning increased.
                                                     case learning but also to proved times for dis-
                            night term 3/4.          cussion and sharing of all ‘voice’ on aspects of                       Staff comment in appraisal around improved parent/
                                                     writing and future focused pedagogy.                                    school communication.

                            Term 2/3                Establish cross cluster events that will give par-
                                                     ents of our priority learners the opportunity to
                                                     engage with other parents round learning in
                                                     writing from wider community context.

                            Throughout              Staff to trial specific practices to improve the
                            2014                     quality of their communication with parents.
                                                     e.g. teacher setting up email tree, planned par-
                                                     ent contact– phone calls or emails.

                            Monitoring– National Standards data 2013/ 2014, Moutere Hills along with Student Agency Rubric End of Term 1,2,3 point data. Probes 3 and 4 LCN
                            monitoring tools for gathering parent, student, teacher and leadership voice, teacher tracking through whole class data folders.

                            Resourcing– Professional development budget– LCN costs and Teacher Professional Development, release for Lit Lot teachers and teacher monitoring
                            using Moutere Hills Rubric for end of term 1,2,3.
19

                          Strategic Goals: To develop students who are confident 21st Century learners and who are developing their God given potential in all areas of the Tasman Bay Chris-
                          tian School curriculum.
                          To have well equipped leadership and governance and responsive structures that can effectively promote learning for all children within the Tasman Bay Christian School
                          Curriculum
                          To have confident and engaged parents who have a clear understanding of how their children are learning and can celebrate and support their child’s learning experi-
                          ence.
                          Annual Goal: To see an improvement in maths achievement across the Annual Target We will aim to have 85% of the current students (55
Improvement Plan– Maths

                          school to bring our school into line with national achievement in Maths      children) achieving at or above the national standard in Maths by
                          National Standards.                                                          the end of 2014.

                          Baseline data
                                            2011– Well below          9%            2012– well below    7.9%      2013– well below    3.2%
                          Maths
                                            2011– below               22%           2012– below         28.6%     2013– below         23.8%

                                            2011– at                  52%           2012– at            46%       2013– at            46%

                                            2011– above               17%           2012– above         17.5%     2013– above         27%

                          Following dramatic staff changes in 2010/2011 we saw the need to address consistency of practice across the school in maths. Changes implemented
                          have included the following: targeted PD for all staff in Maths 2011/2012 through after school MOE workshops held locally; development of shared under-
                          standings around what good practice looks like in classrooms especially in maths; greater understanding and more effective use of tools like eAsTTle to
                          track progress; Investigation and use of e-learning tools especially in the y 4-8 classes targeting maths learning and changing pedagogy and approaches
                          round this; developing the maths lead teacher roll.
                          See 2013 Analysis of Variance and National Standards documents for summary of planning, progress and achievement around this area in 2013– Appen-
                          dix.
                                                                                           Key Improvement Strategies

                          When              What                                                          Who                 Indicators of Progress
                          Term 1 and 2      Participation in ALiM for targeted students achieving         Lead Teach-               Improvement in progress indicated by movement in
                                            below the National Standard in maths.                         er—Caz and                 NUMPA stages and scores on a pre and post PAT test.
                                                                                                          Principal Sup-
                                                  Targeted group of students withdrawn for extra                                   Students exhibiting greater confidence and accuracy in
                                                                                                          port.
                                                   maths by lead teacher for a 10 week interven-                                     working with numbers and maths concepts.
                                                   tion.
                                                                                                                                    Teacher has greater knowledge of acceleration strate-
                                                  Monitored against a control group in class that                                   gies to raise achievement.
                                                   doesn’t receive intervention.
20

                                                                                       Key Improvement Strategies

                          When             What                                                      Who             Indicators of Progress
                          Throughout       ICT resources used in a targeted way                      Lead teacher         Teachers can justify their ICT resource choices
                          the year
                                                 ICT lead teacher to work with individual teach-                         Teachers can demonstrate how they are managing
                                                  ers to identify and justify programmes used and                          and monitoring student use of ICT resources.
Improvement Plan– Maths

                                                  develop a management plan.
                                                                                                                          Teachers can demonstrate student progress
                                                 Mid and end point audit of management plan
                                                                                                                          Students can justify their learning choices within the
                                                  and indicators of progress.
                                                                                                                           ICT resources provided.

                          March, May             Lead teacher to attend Lead teacher workshops      Lead teacher         Teachers will write up their learning in their PD diary in
                          and June.               which are in the afternoon and share material at                         OneNote.
                                                  staff meeting.
                                                                                                                          Staff can identify activities or content they have found
                                                 Lead teacher to survey staff needs round peda-                           useful and have tried in class from the Lead teacher’s
                                                  gogy and delivery and bring relevant knowledge                           sessions.
                                                  from these workshops to staff through staff
                                                                                                                          Staff will be utilising school documentation in their
                                                  meetings
                                                                                                                           planning and delivery of curriculum.
                                                 Lead teacher to lead full review of maths using
                                                  ALiM rubrics.

                          Throughout       School wide focus on Number Knowledge and Basic           Lead teacher         Teachers able to show evidence of student progress
                          the year         Facts.                                                                          on profile sheets.
                                                 Lead teacher to introduce basic fact resources                          Students are quicker at recalling basic facts orally and /
                                                  to help students acquire these at speed.                                 or written.
                                                 Teachers will use profile sheets based on Nu-                           Students will have number knowledge that is stage
                                                  meracy stages to track number knowledge                                  appropriate.
                                                  learning.
                          Monitoring– Pre and Post PAT, National Standards OTJ 2013/ 2014, teacher tracking of priority students through whole class data folders.

                          Resourcing– MOE funding for ALiM round teacher release for withdrawal programme and two training days. MOE funding round Principal and lead teach-
                          er attendance at set up and celebration/report back days. Lead teacher release to attend Lead teacher meetings locally.
21

                                     Development of science curriculum          Short Report   Special character                          Short Report
Further Key improvement Strategies

                                          staff participation in local work-                       collective development of Special
                                           shops round science as part of                            Character policy utilising Parent,
                                           Primary Science Professional                              teacher, Proprietor and BOT
                                           learning and development con-                             voice.
                                           tract 2014
                                                                                                    Staff PD in developing their
                                          develop science curriculum docu-                          knowledge skill and understand-
                                           ments and assessment practices                            ing around biblical application in
                                           with support from advisors on                             term July and September holidays
                                           above contract done in collabora-
                                                                                                    Staff PD with other top of the
                                           tion with Ngatimoti school.
                                                                                                     South Christian Schools in April
                                          improved learning for students in                         holidays with Richard Edlin.
                                           science through implementing
                                                                                                    Improved learning and under-
                                           revised curriculum and new as-
                                                                                                     standing of Special Character for
                                           sessment practices.
                                                                                                     students.

                                     Maori community and consultation           Short Report   Student Well being and behaviour re-       Short Report.
                                                                                               view

                                          Engage in developing an under-                           Gather data on Student wellbeing
                                           standing of the new Ka Hikitia                            using the Wellbeing tool http://
                                           document at BOT and Staff level.                          www.nzcer.org.nz/tests/
                                                                                                     wellbeingschool
                                          From this develop a set of
                                           planned actions for 2015.                                BOT/ Staff sharing of expectations
                                                                                                     round behaviour and practices to
                                                                                                     address bullying.

                                                                                                    Review behaviour policy and form
                                                                                                     this develops a set of planned
                                                                                                     actions for 2015.
22

                                     Property and Environment                     Report   BOT Function and development
Further Key improvement Strategies

                                          Proprietors will action key devel-                   Raise the BOT profile through
                                           opments from 10 year property                         regular BOT reports from the
                                           plan: car park upgrade, fire alarm                    chairperson, active involvement
                                           upgrade and veranda extension.                        of the BOT in parent forums and
                                                                                                 whole school events, posting of
                                          BOT will scope out possible new
                                                                                                 relevant public BOT documents
                                           projects around additions to the
                                                                                                 on the website and promote this
                                           playground and upgrading envi-
                                                                                                 to help parent communication.
                                           ronment to encourage children to
                                           be active on wheels.                                 Develop BOT portfolios through
                                                                                                 establishing job descriptions and
                                          From this develop a set of
                                                                                                 reporting formats and expecta-
                                           planned actions for 2014/2015
                                                                                                 tions to the BOT
                                           and beyond around this.
                                                                                                Review and revamp of the TBCS
                                          Plan and execute project to cre-
                                                                                                 Governance manual, moving this
                                           ate a mural reflecting our cultural
                                                                                                 on line with access through the
                                           diversity and special character.
                                                                                                 TBCS website.
                                     Supporting documents– 10YPP.
                                                                                           Supporting documents– TBCS Govern-
                                     (supporting documents can be accessed                 ance manual: secured site at
                                     through our school.)                                  www.tasbaychristian.school.nz

                                     Personnel.                                            Finance
                                          To manage 4 class structure in                       Manage a possible deficit budget
                                           face of changing roll and staff                       in response to changing roll and
                                           availability. Scope current situa-                    staffing.
                                           tion, propose possible scenarios,
                                                                                                To increase the roll through active
                                           consult staff and parents to clarify
                                                                                                 promotion amongst churches in
                                           expectations and act on best in-
                                                                                                 our wider community and
                                           terests of students and school.
                                                                                                 through the development of
                                          Embed the revised appraisal pro-                      scholarships.
                                           cess for teaching staff developed
                                                                                           Supporting documents– 2014 Budget
                                           in 2013. Develop processes to
                                           address competency.
                                     Supporting documents– TBCS Appraisal:
                                     OneNote.
23

                        Specific Role   Name                    Type       Phone         Address               email                             Occupation

                        Chairman        Geoff Paynter           Pro        03 526 6867   43 Johnstone Loop     gpaynter@maxnet.co.nz             IT business
                                                                                         Mariri, RD 2 Upper
                                                                                         Moutere
                        Principal       Lyn Hough               Pr         03 5471283    20 Monaco View        dlhough@xtra.co.nz                Principal
BOT Organisation

                                                                                         Stoke

                        Parent Rep      Lealofi Pouri-Lane      EL         035286131     64 Greenwood St       risaleaana@actrix.co.nz           Housewife
                                                                                         Motueka
                        Parent Rep      Brent Pickworth         EL         03 528 4524   14 Eginton St                                           Painter
                                                                                         Motueka
                        Parent Rep      Nelly De Vreis          Co         03 526 6037   37 Martin Loop                                          Accountant
                                                                                         RD2 Upper Moutere
                        Prop Rep        Jim Trembath            Pro        03 528 9812   217B Thorp St         jandjtrembath@clear.net.nz        Tasman District Council
                                                                                         Motueka
                        Staff Rep       Steve Matthews          Tch        03 528 9911   13 Sanderlane Drive   room4@tasbaychristian.school.nz   Teacher
                                                                                         Motueka

                   Appendix- Attached documents
                   1.       Analysis of Variance 2013 Maths

                   2.       Analysis of Variance 2013 Writing

                   3.       National Standards reporting- Reading , Writing, Maths
24

Analysis of variance maths
School name and number Tasman Bay Christian School 1178

 Focus: Curriculum

 Strategic Aim: To develop children who are confident 21st Century Learners and who are achieving their God given potential in all area of TBCS curriculum.

 Annual Aim: To build increased student achievement in maths as shown by the National Standards framework with particular reference to at risk students including Maori.

 Baseline data: 2012 in maths

   Students Well below                                Students below                                     Students at                                          Students above

   All      7.9% (5 students)                         All       28.6% (18 students)                      All        46% (29 students)                         All      17.5% (11 students)

   Maori    7.1 % (1 student)                         Maori     35.7% (5 students)                       Maori      42.9% (6 students)                        Maori    14.3% (2 students)

 Target: To have 80% of our students achieving at or above the National Standard in Maths.
 To see Maori achievement in maths reflect the same levels of whole school achievement.
25
Analysis of variance maths
School name and number Tasman Bay Christian School 1178

 Actions (what did we do?)                             Outcomes (what happened?)                       Reasons for the variance (why did it happen?)          Evaluation (where to next?)

 All below and well below students identified from     73% of our students scored at or above the      Tracking ‘at risk students’ and attempting different   TBCS maths programmes are improving in
 the beginning of the year on class tracking sheet     National Standard- an improvement of 10% on     approaches to teaching these students. Discussion      effectiveness for the majority of students at
 for each class.                                       last year.                                      and support in staff meetings and through ‘walk        all levels of National Standards. There is a
                                                                                                       throughs utilising staff knowledge and strengths.      need to examine Maori achievement closely
 Teacher inquiry set up for two students for six                     2012         2013
                                                                                                                                                              as we are not seeing a pattern of improve-
 weeks at a time- strengths identified and specific                                                    Extra insight into cognitive differences especially
                                                       Well below    7.9%          3%                                                                         ment quite so clearly.
 goals to work on set. Teachers reported back on                                                       for at risk students. Working on attitude and mind-
 this and kept a record of progress in staff           Below         28.6%        23.8%                set. Being more effective at diversifying teaching     Next steps to take involving exploring the
 meetings. A further two students chosen to focus                                                      and using resources (eLearning and assessment          concept of acceleration of progress through
                                                       At            46%           46%
 on if intervention was successful or specific goals                                                   tools) for next learning steps more effectively.       ALiM which we will be involved in for 2014.
 modified. Maori students were a priority in this      Above         17.5         27%                  (senior classes especially)                            Part of our work here will be to consider what
 process.                                                                                                                                                     is happening with our Maori students. Targets
                                                       Movement occurred across all levels of          Target was aspirational- analysis of data going
                                                                                                                                                              will be set around children involved in this
 Senior classes- teacher aide support utilised for     achievement from well below to above with       back to 2011 shows trending upwards in achieve-        project.
 maths for some of the year.                           the most significant increases happening for    ment for all students. Maori students no clear
                                                       students above the standard- 27% in 2013 as     trend.
 Lead teacher in maths established. Teacher
                                                       compared with 17.5 % in 2012.
 attended 3 PD sessions through University of Can-                                                                          2011       2012      2013
 terbury.                                              66.6% of our Maori students achieved at or
                                                                                                       At/Above All        61%         63.5%      73%
                                                       above the standard compared to 57.2%. This
 In school PD- staff readings and discussions organ-
                                                       places our Maori student achievement closer     At/Above Maori      68%         57.2%      66.6%
 ised by Lead teacher. Walk throughs in maths
                                                       to our other students but is still worthy of
 sharing of good practice and recommendations for
                                                       some closer attention. Achievement shifts
 improvement. School focus on student’s cognitive
                                                       were particularly from Well below to below
 differences strongly evident in literacy but had an
                                                       and below to at the standard.
 impact on maths learning especially further up the
 school.

 Computer based support programmes- Maths
 Buddy, Sumdog, Mathletics and eAko utilised to
 support class programmes in three out of four
 classes.

 Planning for next year: Application in for involvement in ALiM. Identification of priority learners in maths. Fresh data gathered and programme planned and implemented. Analysis of number of Maori
 students in the school over time and levels of achievement.
26

Analysis of variance writing
School name and number Tasman Bay Christian School 1178

 Focus: Curriculum

 Strategic Aim: To develop children who are confident 21st Century Learners and who are achieving their God given potential in all area of TBCS curriculum.

 Annual Aim: To support greater levels of boys achievement in writing as indicated through National Standards.

 Baseline data: 2012 in writing

  Students           Above                At                      Below                   Well Below             Total no.        % at or above.

  All children       17.5% (11)           44.4% (28)              30.2% (19)              7.9% (5)               63               61.9% (39)

  Males              6.5% (2)             35.5% (11)              41.9% (13)              16.1% (5)              31               42% (13)

  Females            28.1 % (9)           53.1% (17)              18.8% (6)               0                      32               81.2% (26)

 Target: To have 70% of our male students achieve at or above National Standards in Writing
27
Actions (what did we do?)                             Outcomes (what happened?)                        Reasons for the variance (why did it happen?)           Evaluation (where to next?)

All below and well below students identified from     50.1% of males achieved at or above the          Tracking ‘at risk students’ and attempting different    We have embarked on a long term project to
the beginning of the year on class tracking sheet     standard, an increase of 8.1%. Below is the      approaches to teaching these students. Discussion       accelerate achievement especially for male
for each class.                                       statistics for males only.                       and support in staff meetings and through ‘walk         students through involvement in the NLC.
                                                                                                       throughs utilising staff knowledge and strengths.       2013 was definitely a setup year with little
Teacher inquiry set up for two students for six                     2012             2013
                                                                                                                                                               direct involvement from staff, students or
weeks at a time- strengths identified and specific                                                     Particular focus on boy’s learning- utilising visual
                                                      Well below     16.1% (5)       6.3% (2)                                                                  parents except for gathering anecdotal data
goals to work on set. Teachers reported back on                                                        strategies, appropriate topic to capture their inter-
                                                                                                                                                               and OTJs.
this and kept a record of progress in staff           Below          41.9% (13)       43.8% (14)       est, scaffolding and beginning to challenge them
meetings. A further two students chosen to focus                                                       to take ownership of learning with clearly seen         Despite this we have seen a pattern of im-
                                                      At            35.5% (11)       31.3% (10)
on if intervention was successful or specific goals                                                    steps of progress celebrated.                           provement especially in 2013. We will contin-
modified. Male students were a priority in this       Above         6.5% (2)         18.8% ( 6)                                                                ue to sharpen our focus on the priority stu-
                                                                                                       Improved staff knowledge of what is involved in
process.                                                                                                                                                       dents with a focus on building student agency
                                                      Movement occurred across all levels of           teaching and learning writing. Deepening their
                                                                                                                                                               to monitor and reflect on their own learning.
Whole school PD focused on boys learning both in      achievement from well below to above with        pedagogical knowledge and providing opportuni-
                                                                                                                                                               Other priorities identified include developing
general and especially in writing. Jacqui Clayton     the most significant increases happening for     ties to try different strategies.                       teacher’s knowledge of future focused peda-
ran a school workshop specifically focusing on        students from well below to below and above
                                                                                                       Extra insight into cognitive differences especially     gogy and also building more effective learning
accelerating underachievement. Staff readings and     the standard.
                                                                                                       for at risk students. Working on attitude and mind-     conversations and partnerships with parents.
discussions organised by Principal. ‘Walk throughs    Of the 7 boys targeted through the additional                                                            A focus for principals is to build systems that
                                                                                                       set.
in writing; sharing of good practice and recom-       STEPS programme 1 student moved from Well                                                                can sustain the learning and progress we
mendations for improvement.                                                                            Target was aspirational- analysis of data going         make in all three areas.
                                                      Below in 2012 to Below, two students re-
                                                                                                       back to 2011 shows some interesting patterns.
STEPS (http://www.learningstaircase.co.nz/) inter-    mained at Well Below but made significant
vention programme set up for a group of senior        progress within the standard. 4 other students
boys achieving well below the standard in both        remained below, again making significant pro-
reading and writing. 4 students received two half     gress within the standard.
hour sessions a week with a trained tutor with
specific knowledge of dyslexia. Two other times a                                                                          2011        2012      2013
week these students worked with a teacher aide
                                                                                                       At/Above All         70%        61.9%      65.1%
on computer based activities or follow up activi-
ties. 3 other boys followed the programme                                                              At/Above Males       65%        42%        50.1%
through with the teacher aide only utilising work
books and computer programme. Programme                                                                Possible reasons for the drop in achievement in
lasted 20 weeks and replaced reading in children’s                                                     could be as follows
class programme.
                                                                                                       Staff changes- 2008-2009 we were involved in a
Principal involved in Learning and Change Network                                                      literacy contract. Since this time nearly 100% of
contract in planning and data gathering phase in                                                       the staff has turned over with one staff remaining
2013 with Tasman, Mahana, Upper Moutere and                                                            who arrived in 2009. Such a high turnover of staff
Ngatimoti schools principals. Attended workshops                                                       in a small school can impact the sustainability of
and PD sessions. Context for improvement is                                                            improvement. It is encouraging to see that once
writing. Agents to change identified for 2014.                                                         again we are building achievement especially for
                                                                                                       our boys.
28

Analysis of variance writing
School name and number Tasman Bay Christian School 1178

Planning for next year: Develop strategy for accelerating learning in writing for priority students utilising the strengths and abilities of all 5 schools in our local LCN. Identify priority learners and moni-
tor progress closely. Investigate ways to engage parents of priority learners in learning conversations – providing them with the tools to be able to help their children reflect on their writing. Investigate
the concept of future focused learning pedagogy and the impact this could have on teaching writing.
29

National Standards NAG2A(b) reporting template
For schools with students in Years 1 to 8 that use The New Zealand Curriculum and/or Te Marautanga o Aotearoa to set teaching
and learning programmes.
School name and number: Tasman Bay Christian School 1178

NAG2A (b)
Schools are required to report school-level data on Ngā Whanaketanga Rumaki Māori and/or National Standards under four headings:
i.   School strengths and identified areas for improvement
ii.  The basis for identifying areas for improvement
iii. Planned actions for lifting achievement
iv.  How students are progressing in relation to Ngā Whanaketanga Rumaki Māori and/or National Standards.

NAG2A (b)(i) Areas of strength

National Standard subjects: Maths and writing
Discussion:
 80.6% of our girls are progressing and achieving in line with the National Standards in Writing with 12 students achieving at and 13 students achieving above. This
year we have begun a cluster wide initiative to raise achievement in writing utilising the Learning and Change Network professional development. Data has been gathered
from students, teachers and families and achievement challenges have been identified. Staff have also received targeted professional development in writing pedagogy
and delivery.
 75% of our Maori students are progressing and achieving in line with National Standards in Writing. This has also been an outworking of our involvement in the LCN
contract.
 2013 saw 10% improvement in maths across National Standards areas. A comparison of 2012 data with 2013 is as follows. 2012 WB- 7.9%, 2013 WB-3.2%. 2012 B-
28.6%, 2013 B- 23.8%, 2012 A- 46%, 2013 A- 46%. 2012 Ab- 17.5%, 2013 Ab- 27%. School wide target was set in maths which has brought our achievement closer in
line with National Standards.
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NAG2A (b)(i) Areas for improvement

National Standard subjects: Reading, Writing, Maths
Discussion:
 Reading achievement is at 70% of students at or above the standard in reading. This is a drop of 6% from 2012 (76.2%).
 50% of our Maori students are achieving below the standard in reading.2012 saw 21.4% of Maori students were achieving below or well below the standard. Majority
of current below students are in Years 1-3. Data we have gathered using JOST shows some students are coming to school with lower levels of vocabulary. Analysis of 6
year net data for the last three years for Maori students shows lower scores in concepts about print. Children on average are also at a lower reading level than their peers
after one year at school.
 50% of boys are achieving below or well below national standards in writing. This is an improvement from 2012 (58%) but continues to be a concern. We have seen
progress in terms of boy’s attitude and engagement to writing- they see a purpose for writing. Aspects of surface and deeper features continue to be an area to focus on.
Whole school achievement in maths is improving (73% at or above) but 23% of students are below National Standard with 33% Maori children are represented in this num-
ber.

NAG2A (b)(ii) Basis for identifying areas for improvement
Discussion:
 Drop in reading achievement unexpected especially for Maori students.
 Gains are being made in writing but our boys are still underachieving. We are wanting to follow through with LCN contract to see if we can accelerate progress.
 Gains have also been made in maths but there is still a need to accelerate progress for a group of children who have been below for some time.

NAG2A (b)(iii) Planned actions for lifting achievement
Discussion:
Our Board have considered and discussed National Standards data from 2013. The Board has also reviewed areas of improvement from the analysis of variance in writing
and maths. Although Reading has ‘popped up’ as an area of concern, we are continuing to focus on raising achievement in maths and writing with the intention of seeing
our achievement raised to be in line with National achievement rates. We have begun some valuable work through the LCN contract and wish to follow that through by set-
ting targets in writing and addressing achievement challenges in building strong relationships between staff and families, building future focussed pedagogy with our teach-
ers and implementing effective systems to support this.
The Board will also focus closely on raising achievement for students in Maths through participation in ALiM. This will further equip us as teachers and our students also
with a deeper understanding of how acceleration can occur through in-school intervention. We will also set a target round maths as well.

As a small school we are only able to sustain an in-depth focus in two areas. Our decision not to go in-depth in reading is influenced by the demographics of our school for
2014; 10 of the 19 students below or well below will have moved on to other schooling. We will monitor reading progress very closely and continue to utilise STEPS for
students with specific difficulties with dyslexia.
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