Charter 2018 Strategic Plan - Flat Bush School
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Charter 2018
Strategic Plan 2018 Annual
2018-2020 Plan
Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”
MISSION STATEMENT
“To provide children with opportunities to be confident, connected and actively involved lifelong learners
who are proactive citizens of the world”.
SCHOOL MOTTO
“Strive while young”
Mahia nga mahi nei tamariki ana
Flat Bush Values The Flat Bush Learner Flat Bush Values
Whakawhanaungatanga: In the sense of Learner questions, shows initiative Gagana ma Anganu’u: Treasure your
whanau and school working together to and strives to succeed . language, culture and identity
reflect our community’s values; Effective at working co-operatively
‘we work for each other’ Alofa: encompasses love, sharing,
and independently. charity, sacrifice and commitment
Manaakitanga: Caring for and respecting
each other; ‘we care about others’ Able to read, write and speak with Fa’aaloalo: reciprocal respect and
Atawhai: Whanau and school working confidence. involves honouring others, especially
together to nurture the students Realises the importance of being elders or those of senior status
‘we value others’ honest and fair. Fealofani: Working together
Tu pono: Knowing oneself, one’s identity; Nurtures and respects the Tautua: Is serving others in the aiga
‘we know who we are’
environment,themselves and others. (family) lotu (church) Nu’u (village) and
Mahi Ngatahi: Working collaboratively;
Enthusiastically participates in school paepaega o tagata (community)
‘we work as a team ‘
Arohatia: Nurturing showing approval; and community activities.
‘ we encourage others’ Reliable and responsible.
Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”
FLAT BUSH KEY GOALS
1. Children will demonstrate a high level of self-worth and resilience. (Self-worth and resilience are enhanced by areas such as wairua,
spirituality, culture, the arts, academic success and sport. Children are treated holistically)
2. Children will be confident, competent, inquiring, self-motivated lifelong learners. (Striving to reach their best)
3. Children will be effective communicators who can work cooperatively and collaboratively. (In English and their home language)
4. Children will be responsible and active global citizens. (Also refer to values page-10 of the N.Z curriculum.)
By the time children leave school at year 6, students should be actively involved lifelong learners.
Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”
WHO ARE WE?
Flat Bush is a decile 1 school in Otara, Manukau City, established in 1964. The school has a roll of between 400-430 students.
We serve a predominantly Pasifika Maori community, with a significant number of children from non-English speaking backgrounds and a number of our children
start school with a limited knowledge of language (Language 1 & 2) and consequent language difficulties.
There is a limited amount of participation in Early Childhood Education in the community. We have engaged the support of our local Early Childhood Centres, and
continued to be involved in the Working Together programme as a means of improving in this area.
Our children come from a variety of Pacific backgrounds and Iwi.
As is the case in other parts of Auckland there are a high number of rental properties in the area, and a high level of pupil transience.
Our school includes a satellite unit from Mt Richmond Special School consisting of two classrooms which was completely refurbished in 2017. We have close links to
our local kindergarten which borders our school grounds.
In 2018 our specialist classes include three Samoan Focus classes, 12 e-learning classes, a Maori focus class (Nga Manaakitanga) ,the Garden to Table Programme,
specialist art classes and specialist drumming classes for all year levels as well as Kapahaka lessons for Nga Manaakitanga.
In 2018 we will be operating within 3 learning teams and each team consists of six classrooms.
Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”
Cultural Diversity and Tikanga Maori
Flat Bush School recognises the importance of all aspects of both Maori and the various Pasifika cultures that make up our student population.
The school currently has three Samoan Focus classes in Yrs 1-2, 3-4 and 5-6 as well as a Maori Focus (Te Whare o Te Matauranga) for students in Yrs 4-6. We value
children’s ethnic heritage and home language and work to maintain this. Encouraging parents in the use of children’s home language and its importance is a key part
of our message to parents
Instruction in Tikanga Maori and Te Reo Maori will be provided in all classes by the class teachers and professional development will be available when needed by
teachers. The teaching of Te Reo will be at a basic level. School activities will be designed, where possi ble to include and acknowledge Tikanga Maori.
Parents who wish to have their children taught te reo at a higher level (ie immersion or bi-lingual) will be advised to try and enrol them in another school which is
able to provide such instruction. Should a sufficient number of parents request bi -lingual or immersion teaching of Te Reo the board would consider how this might
be provided.
As a board we believe there is a place at Flat Bush for a Maori Focus class and that through exploration of Te Ao Maori these students will continue to develop and
build a greater understanding of their culture and identity. We continue to support the Te Reo of children coming in from Kohanga or Kura while at the same time
ensuring their success in English. The needs of Maori children entering the school need to be constan tly assessed and catered for.
Special Needs
Special needs students are always welcome at Flat Bush. Our Deputy Principal is our SENCO and ensures maximum support is always available to both the students
and their families as well as the staff involved. Special Needs students, other than those in the Mt Richmond class are always integrated into the mainstream and
most interventions occur in the context of the child’s normal class programme.
Mt Richmond children are integrated when and where appropriate, and this is an area under development. Whanau are always welcome and are an integral part of
planning processes through IEPs as well as more general discussions that occur with them on a regular basis
Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”
Community Consultation Term 4 2016/17
In Week 5 of Term 4, 2017 a survey
was conducted to investigate and
Subject 2016 % 2017 % Variance
gather our community’s voice on 257 responses 931 responses
what they viewed as important
E-Learning 21 8.1 66 7.1 -1 %
learning areas and qualities they
Health 37 14.4 125 13.4 -1%
would like their children to develop
during their time in our school. Language and 20 7.8 88 9.5 + 1.7%
languages
Learning Areas were separated into 2
Mathematics 46 17.9 155 16.6 -1.3%
groups.
Reading 45 17.5 155 16.6 -.09%
Community response indicated a
strong focus on Science 10 3.9 65 7.0 +3.1%
Mathematics/Reading and Writing. Social Sciences 8 3.1 44 4.7 +1.6%
Te Reo Maori 13 5.1 27 2.9 -2.2%
In other curriculum areas
Environmental Education/Sports and Technology 18 7.0 85 9.2 +2.2%
P.E were areas of importance to our Writing 39 15.2 121 13.0 -2.2%
community.
The qualities of Respect/Caring and
Confidence were the leading qualities
that our community selected.
This is the second year we have sent
a survey home in T4 and both sets of
data are included (2016/17)
Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”
Subject 2016 % 2017 Total % Variance
257 responses number
931 responses
Dance 17 6.6 71 7.6 +1%
Drama 13 5.1 59 6.3 +1.2%
Environmental 40 15.6 116 12.4 3.2%
Education
Kapa Haka 12 4.7 39 4.2 -.5%
Music 35 13.6 124 13.3 -.3%
Pasifika 20 7.8 75 8.1 +.3%
Physical Activity 36 14.0 111 11.9 -2.1%
(fitness)
Physical Education 38 14.8 112 12.0 -2.8%
(skills)
Sports (Rugby, 38 14.8 117 12.6 2.2%
Netball, etc)
Visual Art 19 7.4 84 9.0 +1.6%
Other N/A - 4
Graphic
Design/Material
Tech
Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”5 Qualities that are most important for our students to develop in their time with us at FBS
Quality 2016 % 2017 Responses % Variance
270 995 (total)
(total)
Caring 38 14.0% 103 10.3% -3.7%
Confidence 37 13.7% 135 13.5% -.2%
Co-operation 16 5.9% 78 7.8% +1.9%
Generosity 9 3.3% 32 3.2% -.1%
Gratitude 13 4.8% 35 3.5% -1.3%
Independence 15 5.5% 65 6.5% +1.0%
Perseverance 8 2.9% 25 2.5% -.4%
Problem solving 21 7.7% 97 9.7% +2.0%
Resilience 5 1.8% 23 2.3% +.5%
Respect 43 15.9% 157 15.7% -.2%
Responsibility 28 10.3 104 10.4% +.1%
Self-control 17 6.3 60 6.0% -.3%
Self-Management 11 4.0% 59 5.9% +1.9%
Tolerance 9 3.3% 22 2.2% -1.1%
Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”National Standards Targets
Mathematics, to increase the number of children achieving at or above expected progress in Mathematics
Current Standard
Maths National Standards results based on 2016 and 2017 results.
2016 2017
Above standard 16.8% 18.6%
At Standard 42% 35.8%
Below Standard 30.3% 38.1%
Well Below Standard 10.5% 6.0%
In 2017 Junior Teachers began to use the JAM assessment tool and this has been supportive in helping us to make our Overall Teacher Judgements. Also
all year levels implemented the Developing Mathematical Inquiry Communities (DMIC) approach to the delivery of Mathematics.
2018 Goal: Our goal therefore for 2018 is to have 80% of all students at or above their expected level of achievement in Mathematics, this is an increase
of 25.6% from our 2017 figures.
Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”Target 1: To raise student achievement in Mathematics
Historical Position Strategy Action(s) Reflection
Flat Bush School has had an on-going There has been evidence to support that Pasifika Maths will be taught in all classes
working relationship with Bobbie when implemented the Pasifika Maths DMIC mentors will work in school with
Hunter and the Pasifika Maths programme will accelerate student
programme. achievement in Mathematics.
National Standard data in 2017 showed Continue to utilise an Inquiry approach to All year levels will ensure that the delivery
that we have made progress in the teaching of Mathematics using the of Mathematics aligns with the FBS
Mathematics against the NS over 2016- DMIC strategies. Mathematics Curriculum Implementation
17 Plan
Flat Bush School recognises the value of Time will be given in team meetings to The Mathematics Leader will ensure,
continually up-skilling staff and has a discuss Mathematics programmes, through regular meetings and through the
commitment to high quality individuals needing enrichment or professional development plan, that staff
professional development. extension, research and best practice have access to the latest research and best
models. practice.
In 2017 the Flat Bush School Our FBS MCI outlines how Mathematics All year levels will ensure that the delivery
Mathematics Curriculum will be delivered across our school at all of Mathematics aligns with the FBS
Implementation plan was written. year levels Mathematics Curriculum Implementation
Plan
We are very involved with learning Share in learning experiences through the Set up ‘Rich, Real and Relevant
experiences outside the classroom, inquiry process that focus on involved Experiences” to enrich the Mathematics
including inquiry throughout the with the learning experiences. experience. Set up programmes that
process. motivate and inspire students to want to
do Mathematics.
All classes in Yrs 1-3 have access to 15 Students in all classes will have access to Students in all classes will have access to
Ipads and all classes in Yrs 4-6 have 25 an ICT device for Mathematics. Mathletics.
chromebooks
Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”Target 1a: To raise student achievement in Mathematics Student achievement target action plan Annual Target Student Group To accelerate the literacy achievement of students identified as a cause for concern in Mathematics. All Maori Year 3 Gender: Male and Female male students writing well below the National Standards to make accelerated progress that will enable them to Ethnicity: Maori and Pasifika finish the year at the National Standard. Student Year: 4 Historical Position Targeted group: All Year 4 Maori and Pasifika students Teachers have had PLD in the teaching of Mathematics with through an Inquiry based approach. below expected progress level in Mathematics Action Plan What will the school do to meet the target When will it be done by Who is involved / responsible What resources will be allocated Leader for Mathematics will be selected from current staff. Week 5. Term 1 SMT The Mathematics Action Plan to be reviewed by Mathematics Team End of Term 1, 2017 Maths Co-leaders and team Time ($300) Leader and SMT. Release for Math team leader On-going development of benchmarks for student achievement in line Week 8, Term 1,2017 Maths team/all teachers with Mathematic progressions and the New Zealand Curriculum. Obtain data on student achievement via diagnostic testing E- AsTTle/GLOSS/JAM. Time 1 goals to be created with students to prepare for Goal setting evening. Teachers in Years 1 and 2 will work alongside the mentors who will be Week 3, T1 onwards Teachers Funding from PLD in our school. We will also have PLD for staff in DMIC across the year Time Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”
Regular conferencing with students and using data to inform and co- Ongoing from Wk 3, T1 Teachers Nil
construct learning intentions and success criteria with students.
Mid year data will be collected and analyse and placed onto Etap
Children are given daily opportunities to do Mathematics with clear Ongoing Teachers Trip costs
learning focus, feedback and next step. Including Learning experiences Students
outside the class, all aligned with our FBS Mathematics Curriculum
Implementation Plan
Analyse student data across strands and cohorts at the end of the year Terms 1-4 Teachers Time
and identify areas for improvement in the following year.
Mathletics will be available to all students and their families Week 4, T1 onwards Teachers/students As part of total package including
Reading Eggs and Reading
Express ($20.00 per student)
Target group students will be discussed at Team meetings and Week 4, T1 onwards Teachers/Maths team leaders Nil
strategies to accelerate their learning will be shared
Prioritise spending and resourcing and allocate sufficient funds for 2018 Wk 3, T1 on-going Maths Leader/SMT
Success Criteria:
End of Year assessment data
All students to make accelerated progress from start of the year
Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”Written Language: To increase the number of children achieving at or above expected progress in Written Language
Current Situation,
Written Language National Standards results based on 2016 and 2017 results
2016 2017
Above Standard 10.8% 11.8%
At Standard 42.0% 34.8%
Below Standard 33.6% 41.7%
Well Below Standard 13.2% 11.8%
These results indicate a small reduction in students At or Above the National Standard. Increased analysis and understanding of assessment data has
ensured greater validity in OTJ’s. Also having a large influx of students throughout the year (183/428) has impacted on year to year comparisons.
TARGET
For 2018 our target group is anyone achieving below expected progress and in particular those just below standard, with the goal of reaching 80% at or
above by the end of the year. Oral language continues to be the driver for improving written language.
Success Criteria
To have 80% At or Above expected progress in Written Language.
Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”Target 1: To raise student achievement in Writing
Historical Position Strategy Action(s) Reflection
National Standard data in 2017 showed Prepare the 2018 PLD Literacy and Delivery Literacy Leader and team will write the Action
that we have had reduced progress in Plan for the school which will have a focus Plan and present this to the board. The
Writing against the NS over 2016-17 on TAI Literacy leaders will review all the
documentation on pupils and look at the
needs.
Flat Bush School recognises the value of Time will be given in staff and curriculum The literacy leaders will ensure, through
continually up-skilling staff and has a meetings to discuss Literacy programmes, regular meetings and through the professional
commitment to high quality professional individuals needing enrichment or extension, development plan, that staff have access to
development. research and best practice models. the latest research and best practice.
Staff will complete a teacher led inquiry as
part of their 2018 Appraisal. This may have a
focus on Writing.
We had teachers engaged with the ALL We will continue to share and integrate Literacy Leader and Lead teachers will
programme in 2016/17 learning from our time in ALL in order to continue to share with teams examples of
accelerate their progress. Best Practice
School has developed a CAAP plan as part Syndicates with the support of Lead Review current CAAP plan and make relevant
of Years 1-2 of ALL. Teachers in Litercay will review current CAAP additions or alterations (on-going)
and make alterations when and where
necessary
We are very involved with learning Share in learning experiences through the Set up ‘Rich, Real and Relevant Experiences”
experiences outside the classroom, inquiry process for report and recounts to enrich the writing experience. Set up
including inquiry throughout the process. involved with the learning experiences. programmes that motivate and inspire
students to write.
All classes in Yrs 1-3 have access to 15 All students will have access to an ICT device E-Learning Lead Teacher to support teachers
Ipads and all classes in Yrs 4-6 have 25 relevant to the learning experience to source and locate learning experiences that
chromebooks will motivate our students e.g.
www.literacyshed.com
Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”Target 1a: To raise student achievement in Writing
Student achievement target action plan
Annual Target Student Group
80% of all students at or above expected progress levels in Writing Gender: Male and Female
Historical Position Ethnicity: Maori and Pasifika
Teachers have had PLD in the teaching of writing throughout 2014/15 with Stephen Graham and also Vision Education with Student Year: 5
Accelerated Learning in Literacy (ALL) 2016/17 Targeted group: Year 5 Maori and
Pasifika students Below expected
progress level in Writing
Action Plan
What will the school do to meet the target When will it be done Who is involved / What resources will be allocated
by responsible
Curriculum leader for Reading and Writing to be selected from current staff. Week 5, T1 2018 Teachers N/A
Principal
The Writing Action Plan to be reviewed, written and followed. End of T2,2018 Literacy Team $100.00 (folders etc)
On-going development of benchmarks for student achievement in line with Teaching Team
National Standards, Literacy progressions and the New Zealand Curriculum.
Obtain data on student achievement via diagnostic testing E-AsTTle. Analyse Week 8, T1 2018 Literacy Leaders Time ($600)
written work samples according to E-AsTTle matrix. Teaching Staff Literacy Leaders CRT
Time 1 goals to be created with students to prepare for Goal setting evening. March 2018 Teachers N/A
Data entered onto Etap.
Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”Each class will design and implement a programme catering specifically to the Ongoing Teachers NIL
needs of their students based on the data. Time
Regular conferencing with students and using data to inform and co-construct Ongoing Teachers Nil
learning intentions and success criteria with students. Literacy Leaders
Mid year data will be collected and analyse and placed onto Etap End of T2, 2018 Teachers Nil
Model correct writing (shared book, E-AsTTle and National Exemplars, LLP).
Children are given daily opportunities to write with clear learning focus, Ongoing Teachers Trip costs
feedback and next step. Including Learning experiences outside the class.
Analyse student data across strands and cohorts at the end of the year and End of Term 4, 2018 Literacy Leaders Time
identify areas for improvement in the following year. Teachers
Prioritise spending and resourcing and allocate sufficient funds for 2019. WK 4 / T4 Literacy Leaders Time
Teaching team
Principal
Success Criteria
End of Year assessment data
All students to make accelerated progress from start of the year
Recommendations Differentiated groupings will be established to provide for individual learning needs. Assessment information gathered in the first half of Term 1 will be
used to create these groupings. Writing will take place at least 5 times a week and all lessons are part of a school wide emphasis on Literacy
Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”Reading: To increase the number of children achieving at or above expected progress in Reading
Current Situation, end of 2017
2016 2017
Above Standard 29.1% 27.1%
At Standard 39% 41.1%
Below Standard 13.5% 17.4%
Well Below Standard 18% 12.9%
The standard of 68.2% at or above National Standard in 2017 is slightly higher than in previous years. This is in part to teacher confidence in administering
assessment tools in Reading and their analysis of this information.
Our target for 2018 is to have 80% of all students reading at or above expected progress in Reading
TARGET GROUP
For 2017 our target group is all pupils scoring just below expected progress level
Success Criteria
80% of pupils at or above (2017: 68.2%)
Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”Target 2: To raise student achievement in Reading
Historical Position Strategy Action(s) Reflection
We worked with Vision Prepare the 2018 Literacy Action Plan for the school. Ensure Write the Action Plan and present this to
Education on Reading PLD in that we are focused on the clear links between Reading, Writing the Board. The Literacy leaders will
2015/16/17 as part of ALL. and Oral Language through the strategies being developed e.g. review all the documentation on pupils
activating prior knowledge, visualisation etc. Review how we and look at the needs across all year
collect the data to inform our decisions. levels in our school
Flat Bush School recognises Time will be given in staff and team meetings to discuss Literacy The Literacy leaders will ensure, through
the value of continually up- programmes, individuals needing enrichment or extension, regular meetings and through the
skilling staff and has a research and best practice models. Staff will be kept informed professional development plan, that staff
commitment to high quality of relevant professional development offered. have access to the latest research and
professional development. best practice.
We are very involved with Share in learning experiences through the Inquiry process for Set up “Rich, Real and Relevant
Learning Experiences Outside report and recounts involved with the learning experiences. Experiences” to enrich reading
The Classroom L.E.O.T.C experiences. Continue to build the
including Inquiry throughout relationship between our school and Te
the process. Tupu Library
Students who are achieving Set up an extension and enrichment programme to develop A planned programme of enrichment and
above the standard in reading these student’s abilities. extension is available for our most able
language have not been readers
catered for.
Students who are achieving Reading support available to accelerate their progress student A planned programme of improvement
below the standard in reading progress through Reading Recovery use of Repetitive Reading for children working below their
are supported. and focus on high-frequency sight words chronological age.
We have Reading Together Lead Teachers to continue promoting both programmes to our Regular information made available to all
and Working together school community families. Work with HIPPY co’ordinator as
programmes a way of increasing numbers
Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”Target 2a: To raise student achievement in Reading
Student achievement target action plan
Ann ual Target Student Group
80% of all students at or above expected progress levels in Reading Gender: Male and Female
Ethnicity: Maori and Pasifika
Historical Position Student Year: 2
There has been Supplementary Support PLD in Reading during 2015/16/17 (Vision Education) through our involvement in Targeted group: Year 2 students achieving below
the Accelerated Learning in Literacy Plan. expected progress level in Reading
Action Plan
What will the school do to meet the target When will it be done Who is involved / What resources will be allocated
by responsible
Co-leaders for English (Reading/Writing) to be selected from current staff. Week 5, T1 2018 Teachers Nil
Principal
The Reading Action Plan to be reviewed, written and followed. Develop End of T2, 2018 Literacy Leaders $100 (folders)
benchmarks for student achievement in line with National Standards, Literacy Principal
progressions and the New Zealand Curriculum.
Junior School Team Leader released to support learning in all Junior classes Wk 3, T1 onwards Junior Team Leader Staffing allocation of .1
through a series of observations/modelling and coaching.
Obtain data on student achievement via diagnostic testing, PROBE/STAR, cyclical Wk 8, T1 Literacy Leaders $500.00 (PROBE assessment kits)
running records. Principal
Each class will design and implement a programme catering specifically to the Ongoing Teaching Staff Nil
needs of their students based on the data.
Regular conferencing with students and using data to inform and co-construct Ongoing Students / peers / Nil
learning intentions and success criteria with students. Teacher
Raise achievement using National formative testing tools; Time 2/3 data will be Ongoing Students / peers / Nil
collected and analysed. Data on Etap. Teacher
Literacy Leader N/A
Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”Model correct Reading comprehension strategies using skills developed through Ongoing Junior Team Leader N/A
PLD e.g. activating prior knowledge, summarising etc. Teacher and Students
Children are given daily opportunities to read with clear learning focus, feedback
and next step. Including Learning experiences outside the class.
Literacy Leader N/A
Teachers to select Target Groups in Reading that are Well Below/Below the NS in Week 5, T1 onwards Junior Team Leader
Reading. Ensure these groups are given every opportunity to accelerate in their Teacher and Students
progress (more than 1 year) across the year.
Literacy Leader N/A
Prioritise spending and resourcing and allocate sufficient funds for 2019. Week 4 Term 4 Principal
Literacy Leaders N/A
Analyse student data across strands and cohorts at the end of the year and Week 6 Term 4 Principal
identify areas for improvement in the following year. Data on Etap. Teaching team
Success Criteria
End of Year assessment data
All students to make accelerated progress from start of the year
Recommendations:
Differentiated groupings will be established to provide for individual learning needs.
Assessment information gathered in the first half of Term 1 will be used to create these groupings.
Reading will take place at least 5 times a week and all lessons are part of a school wide emphasis on Literacy.
Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”School Based Targets for 2018
Based on our results for 2017, and on discussion with staff we have determined that we need to continue with our goals set around Reading, Writing
and Mathematics as well as ensuring the integration of Oral Language into all learning areas.
In 2017 we have seen the development of student led inquiry in Years 5 and 6, with the reframing of our school into 3 syndicates this year we aim for
this approach to be shared across all year levels.
Approximately one quarter of our children are eligible for ESOL funding and this is used through staffing over entitlement and the employment of a
large support staff that work in all year levels.
Anecdotally we know that significant numbers of children, especially in the junior school who demonstrate the following attributes:
▪ Use one or two word utterances to answer teachers/use limited sentence structures in their verbal interactions
▪ Use a mixture of Language 1 and 2/have major difficulties with English tenses, genders, etc
▪ Cannot frame a simple question/will not question the teacher
▪ Will not, or cannot say when they do not understand/have as much difficulty with Language 1 as with English (ie are limited in both)
In 2016/17 we were involved in the Accelerated Leaning in Literacy (ALL), again targeting oral language but again it was done via written language
results.
E-Learning
In 2015 both ERO and management appraisal pointed to the need to move teachers and classes to a more integrated approach to learning, possibly
more in terms of how we talk about learning than how we actually do our teaching. We believe E-learning provides a way forward for this. In 2017 we
utilised the expertise of a Flat Bush School teacher to build teacher capacity and confidence. This was done through a serie s of observations followed
by modelling/coaching sessions across all classrooms. In 2018 we have increased the number of devices available to all students across our school. This
will align with the focus on accelerating boys writing and taking into account feedback from our male students in 2017 that i ndicated that one barrier
identified in Written Language was their preference to write using a keyboard rather than pen or pencil. Also, our school Library has been repurposed
as our Centre for Student Inquiry with the introduction of Access It which is another tool to support our focus on student led inquiry.
Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”
Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”
Flat Bush School: Mahia nga mahi nei tamariki ana “ Strive while young”
NAG2A (b)(i) Areas of strength
National Standard subject: Reading
Discussion
82.3% (56/68) of our Year 4 students At or Above the National Standard
78.2% (43/55) of our Year 6 students At or Above the National Standard
69.3%% (34/49) of students after 3 years at school At or Above the National Standard
68.6%% (47/64) of students after 2 years At or Above the National Standard.
69.0% (111/161) of our female students At or Above the National Standard
65.4% (123/188) of our male students At or Above the National Standard in Reading.
67.0% (234/349) of all students at Flat Bush School are At or Above the National Standard in Reading
OTJ’s have been made as a result of an improvement in the moderation and use of assessment data. We have included Running Rec ords as
part of a balanced approach to making an OTJ and to include observation, conferencing and regular samples of student work
Teachers continue to work on addressing areas of need in comprehension and to utilise PLD from previous years
Reading Recovery support was available for selected Year 2 students
Library open every lunchtime for students to use
NAG2A (b)(i) Areas for improvement
National Standard subject: Writing and Mathematics
Discussion:
63.1% (36/57) of all Year 5 students at Flat Bush School Below or Well Below the National Standards in Writing
59.9% (112/187) of all Male students at Flat Bush School Below or Well Below the National Standard in Mathematics
55.8% (38/68) of all Years 4 students at Flat Bush School Below or Well Below the National Standard in Mathematics
53.9% (187/347) of all students at Flat Bush School Below or Well Below the National Standard in MathematicsNAG2A (b)(ii) Basis for identifying areas for improvement
Discussion:
Overall Teacher Judgements in 2017 were based on credible assessment data and subsequently had a higher degree of validity
Teachers have developed greater efficacy in the assessing and teaching of Writing and use of E-AsTTle as a formative and summative tool
Discussion with teachers has highlighted that the Deliberate Acts of Teaching that support acceleration are not always taking place in
Mathematics due to a lack of teacher pedagogical content knowledge
Number Knowledge for students upon enrolment is very low and contributes to the large group of students Below the National Standard after
1 year at school
Junior Teachers were introduced to the use of the JAM tool in 2017, this will continue in 2018 and provide rich formative information.
Assessment via GLOSS, E-AsTTle, Basic Facts te
Ongoing discussion in staff and syndicate meetings focused on Target groups of students
NAG2A (b)(iii) Planned actions for lifting achievement
Discussion:
The following plans relate to both Writing and Mathematics;
Analyse and review assessment information and identify those students who require extra support, through the use of Teacher Aide
intervention, or access to external agencies e.g. RTLB, GSE
Build on 2017 focus on teacher capability to make sound OTJ’s
Teachers to use T1 assessment data to select target groups of students in Reading, Writing and Mathematics
Teachers to complete a cycle of inquiry based upon a targeted Reading, Writing or Mathematics group
Further strengthen the home school partnership programme (Working Together) for new Year 1 enrolments with the emphasis on Writing
and Mathematics
Continue to refine the moderation process at syndicate level to support staff to improve student outcomes and understanding of the National
Standards
Continue to develop teacher capability in the analysis and interpretation of assessment data to ensure we use this data to inform teaching
practice
Build on current knowledge of assessment tools (E-AsTTle, GLOSS/JAM/IKAN) and ensure new staff have a clear understanding of how to use
them
Ensure teachers are sharing assessment information with students as a way of developing student created learning goalsSources of Information (how do we know we are achieving where we say we are) Monthly Principal reporting to the BOT sets out on a preplanned schedule the children’s achievement levels, areas of improvement etc. and includes the sources of information provided each month. In 2017 we continue to work on our Student Led Inquiry across all year levels. Assessment are carried out formally on a preplanned schedule, and informally by teachers as needed Our main assessments are: Reading Running records (monthly to Level 18, twice a year thereafter) PROBE STAR E-AsTTle reading Wedge graphs (monthly to year 3) Maths GLOSS (as needed and formally twice a year) NUMPA (on entry) JAM (Years 1-3) E-AsTTle Syndicate or level wide pre and post tests in non-numeracy strands Basic Facts (twice a year) In Written Language E-AsTTle rubric In addition to the formal and informal assessment the appraisal system will encourage teachers to select a Target group in either Reading, Writing and Mathematics as the context to frame their 2018 Teaching Inquiry. Appraisal also includes several class observations which add to the information These are used for reports to parents and to the BOT, as well as for decision making relating to resourcing.
Strategic Plan, 2018-2020
NAG 1 Curriculum
Goals 2018 2019 2020
To develop higher levels of student Assessment Assessment Assessment
achievement Effective high quality assessment will be Effective high quality assessment will be Effective high quality assessment will be
informing and driving all teachers’ informing and driving all teachers’ informing and driving all teachers’
planning and delivery. Begin to work planning and delivery. planning and delivery. Review
with staff to embed deeper levels of assessment tools.
analysis.
To develop levels of student Explore further and consolidate teacher Work on having syndicate leaders doing All syndicates capable of interpreting
achievement which are at or above judgement from the curriculum levels to more of the data analysis alongside their and analysing assessment information
expected progress levels the appropriate progress level teams related to their studnets
To develop consistent high quality Identify what is best practice within Create the Curriculum Implementation Review Literacy and Mathematics CIP
teaching practice with high standards in Reading, Writing, Mathematics and plan for Student Led Inquiry
line with current best practice. Student Inquiry. Use these indicators to
inform the design and structure of our
Curriculum Implementation Plan for
Reading and WritingProvision of Māori culture Nga Manaakitanga Māori Focus) class to Embed fluency of Te Reo across all year Review quality and level of te reo.
deepen Te Reo to conversational level. levels School wide
All year levels to participate in basic level Continue to strengthen Kapahaka Group
Te Reo classes with a focus on Te Ao and extend into Years 1-3
Maori
Kaiako to explore how our school;s Embed instructional te reo school wide. Review school wide quality and level of
delivery of Taha Maori is aligned with the instructional te reo.
Te Aho Arataki Marau document and how
it is used to strengthen purposeful
learning context of interest to tamariki.
Continue to develop Kapa Haka school
wide with support of kaiawhina
Unique position of Māori Culture
To utilise expertise of Māori culture Review impact in 2019 Review impact of Kapa Haka
support person (kaiawhina) to support
school wide delivery of Te Reo/Taha Embed Kapa Haka school wide
Maori
Kaiawhina utilised school wide
Re-engage with Kaumatua and or Kuia.
Whanau Involvement Maintain engagement with Kaumatua Review end of 2018.
and or Kuia.
Develop the cultural connections with
manawhenua.
Whanau Engagement Continue Working Together, ensuring Evaluate the use of Working Together Whanau Involvement
greater width and breadth than in 2017. and Reading Together
Aim to cover all 5 and 6 year olds with a
focus on those at risk. Maori whanau hui once a term
Maori whanau hui once a term Survey community to the possibility of Maori whanau hui once a termCultural diversity - Pasifika Continue the focus on Samoan identity, creating Tongan and Cook Island focus Embed provision for Samoan identity,
language and culture for Rooms 8 12, 17. classes language and culture.
Samoan parents fono (T1, Wk 6)
Tongan parents meeting (T1, Wk 7)
Cook Island parents meeting (T1, Wk9)
Review end Term 3 2018 allocation of the
three Samoan Focus classes.
Maths Maths Maths Maths
Pasifika focus concentrates on all levels of Strengthening what has been covered in On-going focus. Review assessment for
class teaching and learning. This will Pasifika Maths over the last two years planning and delivery.
depend on how the PLD is delivered
PLD on Y1 and 2 maths on effective
practice in Pasifika MathsNAG 2 Review and Documentation
Goals 2018 2019 2020
Strengthen effective practice in self Review the new H&S policies and Introduce the use of SMART tools Evaluation of self-review practice
review. the committee as part of self-review
Evaluation of total school practice Evaluation of total school practice
Through self review strengthen – NAG based. NAG based. Evaluation of total school practice
pedagogy and student achievement. – NAG based.
Report effectively on students’ progress Effective appraisal systems – Review the Health curriculum. Review reporting to parents
and success to parents. continue to review and refine
through the Arinui Appraisal tool.
Effective Appraisal Systems Staff PD on having Professional Effective appraisal systems – Effective appraisal systems –
Conversations and Arinui review and refine. review and refine.
Appraisal tool
Outside appraisal for Outside appraisal for Outside appraisal for
management. management. management.
Review reporting to and
consulting with the Māori and
Pasifika communityNAG 3 Personnel
Goals 2018 2019 2020
To be a good employer. Provide appropriate high quality Provide appropriate high quality Provide appropriate high quality
focused professional focused professional focused professional
development. development. development.
Job descriptions for all staff. Job descriptions for all staff. Job descriptions for all staff.
To have a highly effective staff – both Provided opportunities for Provided opportunities for Provided opportunities for
teaching and non-teaching areas. regular staff team building. regular staff team building. regular staff team building.
Continue to refine performance Continue to refine performance Continue to refine performance
management. management. management.
Evaluate use of Evaluation
Associate’s Arinui tool Survey staff on the value of
performance management and
Professional development for professional development etc.
teaching staff on professional and general feedback.
learning conversations
Review performance
management for office and
grounds staffNAG 4 Finance and Property
Goals 2018 2019 2020
Provide quality education within Budget appropriately to meet Budget appropriately to meet Budget appropriately to meet
available funds. identified strategic goals, school identified strategic goals, school identified strategic goals, school
operations and contingencies. operations and contingencies. operations and contingencies.
Appropriate and accurate information is Monthly financial reports to BOT Monthly financial reports to BOT Monthly financial reports to BOT
reported effectively. Budget for following year Budget for following year Budget for following year
presented to the BOT in T4 presented to the BOT in T4 presented to the BOT in T4
Annual financial audit conducted Annual financial audit conducted Annual financial audit conducted
by Crowe Horwarth by Crowe Horwarth by Crowe Horwarth
Provide highest quality physical Upgrade of break out space Review 10 Year Plan and Rms 7-10 have new joinery and
environment, plant, equipment. between Rms 17 and 18 associated 5year plan decking installed
Review Cyclical Maintenance Provide adequate classroom
New 10 Year and 5 Year plans Rms 5-6 to have deck area added spaces to accommodate roll
come into effect as well as new sliding doors growth
Provide adequate classroom
Review cleaning options. spaces to accommodate roll
growth
Update signage around school to
further reflect our Values
Provide adequate classroom
spaces to accommodate roll
growthNAG 5 Health and Safety
Goals 2018 2019 2020
Provide a safe physical and emotional Review the effect of the new Legal requirements are reviewed Legal requirements are reviewed
environment for students and Physical Restraint legislation and annually. annually.
employees. make changes as needed to
policy and to practice Ensure there is an effective H&S Ensure there is an effective H&S
committee. committee.
Ensure there is an effective H&S
committee. On a case by case basis provide
support in difficult circumstances On a case by case basis provide
Legal requirements are reviewed to meet school requirements support in difficult circumstances
annually. (management, counselling etc.). to meet school requirements
(management, counselling etc.)
On a case by case basis provide All staff participate in training
support in difficult circumstances Make provision for new staff to
to meet school requirements Review SWIS work with undertake first aid.
(management, counselling etc.). individual children.
Make provision for new staff to Review SWIS work with
undertake first aid. individual children.
Review SWIS work with
individual children.NAG 6 Compliance
Goals 2017 2018 2019
Comply with all legislation. Review all legal requirements not Review all legal requirements not Review all legal requirements not
covered above. covered above. covered above.
● Act amendments. Act amendments. Act amendments.Annual Plan
FLAT BUSH SCHOOL ANNUAL PLAN 2018
Curriculum Specific Objective Actions Expected Outcomes Responsible Time Cost Evaluation
Area
NAG 1 Ensure effective pedagogy Classroom observations Management All Year Nil
Improved learning
is occurring in all rooms Buddy Coaching outcomed for all
Curriculum Learning Conversations in students
Delivery team and staff settings
Assessment Effective use of E-AsTTle, and STAR Standard scores vs Management and All Year $3600
assessment tools testing results as pre and Stanines gives better Syndicate leaders
post measures for teacher knowledge
teachers by comparing All assessment
scale scores in Feb, June information is used
and November formatively to guide
classroom learning
programmes
Assessments are done on Assessments do occur on
James/Julie
child’s anniversary in anniversary
Team Leaders
junior school not end of
yearEnsuring assessment data Looking at the assessment Via performance
informs teacher planning data and looking at management ensure
and delivery teachers planning and teachers are analysing
implementation data and using to inform
teaching
Maths, Improve Maths levels across Year 1-2 teachers work Year 1-2 Teacher’s James, Manu Terms 1 and 2 Nil: covered by PLD
Including the school. with DMIC mentor pedagogical Banapa
Numeracy Skills in Maths increases
and children’s learning
outcomes improve.
Reduce the number of
Build Teacher Capability Accelerated progress for
children “stuck” at any level James All year
in Y1 and 2 teachers to Target students $2000.00 for Teacher
not just the stage 4 children
through visiting schools release
that have had success in
developing a Pasifika
maths programme for
that levelTe Reo Māori To develop Te Reo Māori Nga Manaakitanga, to Fluency of Te Reo used by Whaea Dinah All year Refer to budget End of year.
me ona me ona tikanga deepen Te Reo to students in Nga Kaiawhina
tikanga conversational level. Manaakitanga Principal
Continue use of kaiawhina
to enhance use of Te Reo.
Unique
position of Whaea Dinah and Banapa Greater use of te reo As above All year End year
Māori Culture to support delivery of Te across the school.
reo across the school.
School will have a Kapa
To continue to develop Haka group that is As above All year
Kapa Haka. confident and proud to
support school protocols.
End of 2018
Cultural To provide learning focus To extend criteria for Students with Samoan Teachers of Rooms All year As per budget End terms 1 & 4
diversity on Samoan identity, selection in Rooms 8, 17, heritage will have and 8, 17, 18. 2018
Pasifika - language and culture. 18, to include students of enhanced sense of Principal
Samoan Samoan heritage with or identity, language and
without the language. culture.
More even distribution of
students across the
school.
Working Improve whanau Programme continues in Reading and Maths Liz All year $21000 End of 2018
Together involvement 2018 aimed at increased outcomes improve
whanau involvement and Whanau involvement
knowledge, targeting improves
reading and maths.Reading Improve reading at home Continue the programme Improved learning One per term
Together for at least one group per outcomed for all
term aiming at the New students
Entrant parents
E-Learning Consolidate the existing e- Year 1-3 classes to have Students are effective Emily .1 release $12,000 (release) End of 2018
learning classrooms taking access to 15 Ipads 2 users of the technology plus 4 days for Emily
place across the school. devices Students are effective to work with Jacqui
Year 4-6 classes to have problem solvers Sharp
access to 25 Chromebook Learning improves via
devoces enthusiasm for learning
brought about by the
technology
Music Use and outside expert to Staff may be more willing School ukelele $500 End of 2018
deliver Drumming lesssons to take music groups group performs at
to all classes (Ukelele etc) if there is Music festivals
expert help
NAG 2 See the school's self- Use Paul M again for Appraisal provides a PD Banapa, Julie, $6000 End of 2018
review cyclical plan management appraisal component for James, Tofa
management
Review all internal
financial systems
NAG 3 Teacher Appraisal through Teachers understand the Arinui is the on-line Banapa, Julie Term 1 onwards $8000 End of 2018
Arinui tool new requirement for portal for teacher James, Team
registration and what they reflections that align with Leaders
will have to do for their our school wide focus on
part for appraisal. Teaching as InquiryWork with Evaluation
Associates on
professional conversations
and how a focus on
student achievement will
improve learning
outcomes
Appraisal for all staff
Job descriptions are Banapa / Julie See above
Job descriptions for all Staff, revised as necessary, and takes place in 2018 James Term 2
Teachers, Teacher Aides if needed performance
etc. agreements are
negotiated.
Performance
management for office
and grounds staff is fully
implemented
Continue to look at Anne V/Banapa Nil
Managing workloads: focus
teacher workloads and
on Staff Well Being in 2018
find further ways to
manage and reduce
them.NAG 4 Create a break out space Contractors refurbish Minimal disruption to Banapa All Year 5YA MOE funding End of 2018
and internal corridor area, add a staff toilet and mainstream of school,
between Rms 17 and Rm 18 all work is code compliant design matches existing
with the repurposing of the buildings
old Art Resource Room
School Building WOF up to School is compliant with Banapa/Ian Nil
date all requirements
Electrical testing of all School is compliant with Banapa/Ian
school appliances is all requirements
completed and up to date
NAG 5 Develop an effective Health The committee starts to Health and Safety issues Banapa Term 1, then ongoing Release day/days as End of 2018
and Safety committee meet regularly. Make come to committee which needed
provision for changes from deals efficiently and
the new act effectively with them.
NAG 6 Review reporting to Ongoing review, especially BOT / Banapa On-going Nil End of 2018
All documentation is
parents. of reports and NS
up to date
Civil Defence / Emergency reporting
Emergency document March
updated AdministrationYou can also read
