Charter 2020 WESTBRIDGE RESIDENTIAL SCHOOL
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WESTBRIDGE RESIDENTIAL SCHOOL
Charter 2020
CHARTER PURPOSE AND CONTENTS
This Charter is the School’s key planning document and is the basis for all Board activity. It sets out, for our school,
parents, families/whanau, and our wider school community, what the Board will achieve for its students and how it
will do this. The Charter provides a sense of direction and purpose, guides teaching and learning programmes, and
addresses the most urgent learning and strategic matters for the School.
The Charter is set out in the following sections:
1. Westbridge School Overview
• Westbridge Residential School Introduction
• Enrolment
• Programme Description - School
• Programme Description – Residential
2. Strategic Plan 2020-2021
3. Annual Plan 2020
4. Student Achievement Targets 2020
5. Annual Plan Evaluation 2019
6. Student Achievement Targets 2019 Evaluation
• Analysis of Variance
2
1. Westbridge Overview
Westbridge Residential School
Westbridge Residential School (WRS) has capacity to provide specialised education for 32 students in Years 3 – 11
who have complex learning, emotional and behavioural needs. Westbridge is located in a quiet rural setting in
Massey, West Auckland. Fifty full and part time staff are employed across the school and residential settings. The
Westbridge programme involves intensive teaching of life skills, social skills and academic skills. Personnel in the
school work with external agencies, including the Ministry Of Education, to offer other interventions and therapies as
required to meet the needs of students. The overall aim of the school is to reintegrate students back into an
age appropriate setting.
Enrolment
There are two pathways for enrolment into the school:
1. Intensive Wraparound Service (IWS): IWS is a service which includes an individually tailored and
comprehensive range of supports across home, community and school settings.
2. RSS only: This pathway provides 24 hour teaching and learning opportunities through the school day and
residential provision.
Both pathways require an application to be submitted to a panel for consideration, and currently have the same
three enrolment criteria:
• the young person is aged 8 - 15 years (year 3–10).
• they have social, behaviour and/or learning needs that are highly complex and challenging (and may have
associated intellectual disability) and require support at school, home and in the community.
• local learning support services have been accessed and have been unable to meet these needs.
To allow time for new students to adjust to Westbridge and to allow time for staff to quickly become familiar with
student needs, there is a nominal cap of five enrolments per term (through either pathway).
Programme Description – School
Westbridge programmes are underpinned by a growing understanding of Trauma Informed practice (ARC
model). To compliment this approach, in 2020, the school will be looking at how to further embed ‘Zones of
Regulation’ into both staff and student practice. In addition, Functional Behaviour Analysis will be looked at in
greater depth. Westbridge is a PB4L Restorative school and restorative practice is a strong feature of the school.
Beyond this, the work of the school can be broken down into four areas:
A Personalised Academic Programme - Individualised and small group teaching is structured to include direct acts of
teaching of new materials and guided practice using an inquiry based learning approach wherever possible.
Behaviour Modelling and Learning - Skills attainment is governed by the careful planning of the antecedent events
in each student’s school day. Responses to student behaviour are consistent, structured, pre-planned and protect
the mana of the student.
Social Skills Training - Social skills are taught in structured lessons and bridged to authentic applications in the
school setting. Opportunities for skills rehearsal are given with instructive feedback offered in practice settings.
Behaviour Management Modelling – Facilitating the successful re-integration of students into an age
appropriate educational environment at the end of the Westbridge enrolment phase is priority work. Part of the
plan to assist this process is for local school personnel to observe the practices of targeted teaching and
contingency management by teachers at Westbridge and to be supported by Westbridge staff in the
application of these methods in their educational setting.
3Programme Description – Residential
Activities, Life Skills and Leisure Programmes – The residential programmes aim to improve skill levels in order to
support children and young people in the residence to integrate into activities and community sports and cultural
groups, increase their confidence in these areas and provide them with alternatives to less appropriate pastimes.
Behaviour Modelling and Learning - Skills attainment in the area of behaviour improvement is supported by the
management of the antecedent events, and consistent, structured and pre-planned responses to behaviour in a way
that protects the mana of the student.
Social Skills Training - Social skills are taught directly during structured lesson times. Opportunities for rehearsal and
to receive feedback are given during structured sessions involving games or community activities; and then these
skills are bridged to authentic learning opportunities in the school setting.
Behaviour Management Modelling (for families/whānau) – Facilitating the successful re-integration of children and
young people into their homes and communities at the end of the Westbridge enrolment phase is priority work. Part
of the plan to assist this process is for families/whanau/teachers to observe the practices of contingency
management, routines and care by Child and Youth Workers/Teaching Staff at Westbridge. A second part involves
Westbridge Child and Youth Workers/Staff at Westbridge providing feedback on the application of these methods
within their home/community settings.
4Our Values: Our Mission:
Marutau -Safety In collaboration with the IWS, MOE and whanau, to provide
Takohanga - Respect programmes for our students that will enable them to:
Manaakitanga - Responsibility • Maximise their learning, strengths and potential and
develop positive and pro-social behaviours.
• Enhance their cultural identity and self-efficacy.
• Successfully transition back to their whanau, school
and community.
CHARTER 2020
Our strategic priorities for the next 1-3 years promote student learning, engagement, progress and achievement through…
1. Student Learning 2. Effective Teaching 3. Leading the School
What this will look like…. What this will look like…. What this will look like….
The school fosters student achievement Staff are recognised as leaders in Our service is cost effective, caters for
by providing teaching and learning providing for children and the needs of all students, and
programmes that incorporate the adolescents with complex represents best practice. The school
National Curriculum and are intellectual needs and/or inclusive, culturally responsive and safe
underpinned by the key competencies. behavioural needs, to maximise physically and emotionally. The school
All learning is delivered in a 24/7 student learning goals. has strong relationships with whanau
teaching and learning environment and stakeholders.
where ‘living is learning’.
Strategic Goal Strategic Goal Strategic Goal
• Develop and implement a new 24/7 • Continue to develop and grow • Embed the new access pathway into
teaching and learning curriculum staff, both day school and RSS. A particular focus to be on the
residential staff, through the transition procedures for students
• Continue to work with IWS to
provision of relevant professional
design and implement new enrolling through the new pathway.
learning opportunities.
measurement, reporting and • Implement the new RSS funding
student achievement review model.
processes.
WRS Specific Goals WRS Specific Goals WRS Specific Goals
• Embed new culturally • Embed trauma informed • Embed internal evaluation
responsive initiatives. practice within the school. processes and identify those that
• Embed Zones of Regulation are emergent, regular and
into practice within the school. strategic.
• Well Being: Embed new systems,
processes and procedures.STRATEGIC GOALS
2020 2021
1. STUDENT LEARNING Develop and implement a new 24/7 Embed the new 24/7 curriculum.
teaching and learning curriculum.
The school fosters
student achievement by
providing teaching and
learning programmes
that incorporate the
National Curriculum and
are underpinned by the Continue to work with IWS to Review the new IWS/RSS
key competencies. All design and implement new measurement, reporting and student
learning is delivered in a measurement, reporting and achievement review processes.
24/7 teaching and student achievement review
learning environment processes.
where ‘living is learning’.
Embed new culturally responsive Review culturally responsive
initiatives. initiatives.
2. EFFECTIVE TEACHING Continue to develop and grow staff, Continue to develop and grow staff,
both day school and residential both day school and residential staff,
All staff are recognised as staff, through the provision of through the provision of relevant
leaders in providing for relevant professional learning professional learning opportunities.
children and adolescents opportunities.
with complex needs
and/or behavioural
needs to maximise
student learning goals. Embed trauma informed Review trauma informed practices
practice within the school. within the school.
Embed Zones of Regulation into Review Zones of Regulation
practice within the school. practice.
3.LEADING THE SCHOOL Review the new direct access
pathway into RSS.
Our service is cost
effective, caters for the
needs of all students, and
represents best practice.
The school inclusive,
culturally responsive and Embed new financial changes in Review new financial budget and
safe physically and 2020 budget. provide MoE with feedback.
emotionally. The school
has strong relationships
with whanau and
stakeholders.Embed internal evaluation Review the effectiveness of the
3.LEADING THE SCHOOL
processes and identify those that evaluation processes and refine.
(continued)
are emergent, regular and
strategic.
Well Being: Embed new systems, Review all systems, processes and
processes and procedures. procedures.ANNUAL ACTION PLAN 2020
SELF-REVIEW Annual Goal ACTION TO ACHIEVE STRATEGIC GOALS
STRATEGIC What? /How? Who? /When? Indicators Of Progress – What will we see?
GOALS
Develop and 1.1 Develop DP School/ Lead IT plan will be formulated in term 1 2020. Refined,
1. STUDENT
implement a new the use of IT in Teacher IT School/ developed actioned through 2020. This will include a
LEARNING
24/7 teaching and the school as a Teaching Team review of hardware and software.
The school
learning curriculum. learning tool Terms 1 - 4
fosters
student
achievement 1.2 Review the DP IT plan will have residential input to ensure a whole school
by providing use of IT in the Residential/Cottage approach. This will include a review of hardware and
teaching and Cottage Managers/Residential software in the residential setting.
learning Environment as Team
programmes a Terms 1 – 4
that learning/leisure
incorporate tool.
the National 1.3 Explore the SLT The use of sensory equipment will be explored to support
Curriculum use of sensory trauma informed practice. Individual student needs will be
Terms 1 - 4
and are equipment in considered as well as the whole student cohort. Best practice
underpinned both settings in the use of sensory equipment will be reviewed.
by the key including
competencies. sensory rooms
All learning is
Continue to work 1.4 Compare Principal/ SLT/David IWS will supply Westbridge with information on
delivered in a
with the IWS to IWS measures Pluck (IWS) /Lisa Westbridge students. This will be reviewed with a view to
24/7 teaching
design and of achievement Parker (IWS) strengthening/streamlining measures of
and learning
implement new with Terms 1 - 4 achievement/progress.
environment
measurement, Westbridge.
where ‘living
reporting and Look for ways
is learning’.
student to alignachievement measures.
review processes.
Embed new 1.5 Establish a SLT/Te Mangai Initiatives will be cemented by establishing a cultural
culturally Cultural Team/Whole team calendar to include Termly Powhiri, Matariki, Pasifika
responsive Calendar. Terms 1 - 4 Night, Maori language week and other selected language
initiatives. weeks.
2. Continue to 2.1 Review the Principal/DP’s Collate the information from the appraisal process (cross –
EFFECTIVE develop and grow appraisal Terms 1 - 4 site) in term 1 to inform the PD programme throughout
TEACHING staff, both day process to 2020.
All staff are school and ensure it
recognised residential staff, informs
as leaders in through the individual and
providing provision of group PD
for children relevant needs.
and professional
adolescents learning
with opportunities.
complex Embed Zones Of 2.2 Develop Principal/DP’s/Cottage Develop measures of success that can be used to measure
needs Regulation into measures of Managers progress. Implement measures that can be used for self –
and/or practice within success to be Terms 1 - 4 review.
behavioural the school. used with
needs to staff/students.
maximise Embed trauma 2.3 Explore the Principal/SLT Explore opportunities for implementing FBA into staff
student informed practice use of practice at all levels to ensure the function of student
Terms 1 - 4
learning within the school Functional behaviours becomes the focus for student planning.
goals. Behaviour
Analysis.Embed the new 3.1 Principal/SLT The RSS only pathway will be reviewed to ensure 3.LEADING access pathway Continue to Terms 1 - 4 appropriate students are enrolled. The criteria for THE SCHOOL into RSS. A work with enrolment will be distinct from IWS enrolments. Our service is particular focus to the MOE to cost be on transition ensure the effective, procedures for success of caters for students enrolling the the needs of through the new pathway. all students, pathway. and Implement the 3.2 BOT/Principal/EO’s Engagement with the MOE will continue until a satisfactory represents new RSS funding Continue Terms 1 - 4 funding model is generated. best model. Engagement practice. The with MOE school Embed internal 3.3 Use the Principal/SLT A one page table with three columns inclusive, evaluation model (emergent/regular/strategic) will be in place for 2020. This culturally processes and developed will include a timetable for all types of review. The table will responsive identify those that in 2019 to be updated at least termly at SLT meetings. and safe are emergent, guide physically regular and review in and strategic 2020
emotionally. Well Being: Embed 3.4 All Staff Supervision will continue in its adapted form (term 3 2019
The school new systems, Continue to Terms 1 - 4 review). Formal review will occur in Term 3 2020.
has strong processes and offer
relationships procedures. Supervision
with whanau for all staff.
and Review in
stakeholders. Term 3.
3.5 Revisit All Staff The Philosophy of Care will be revisited early in Term 1,
the Term 1 2020. Its purpose will be discussed and reviewed.
Philosophy
of Care with
staff.3.6 Explore DP The Role and purpose of the PKW will be explored and the role of Residential/Residential reviewed. The aim will be to elevate the role to best the PKW staff support student well being. with a view to improving student well being
Student Achievement Targets 2020
Specific OTJ- Measure of Tools Timing Responsibility
Objectives Performance
Learning Target At least 18 months PM January – a. Teaching Staff
– Reading: progress will be made Probes December 2020 b. Curriculum
by each student over a Burt Word Leader - Reading
All Students will year or more than one asTTle
make at least asTTle sub level per
‘Expected’ term.
progress in
Reading.
Learning Target At least 18 months asTTle January – a. Teaching Staff
– Writing: progress will be made Schonell December 2020 b. Curriculum
by each student over a Leader - Writing
All Students will year or in more than
make at least one asTTle sub level per
‘Expected’ term.
progress in
Writing.
Learning Target At least 18 months Jam January – a. Teaching Staff
– Mathematics: progress will be made GLOSS December 2020 b. Curriculum
by each student over a asTTle Leader –
All Students will year or more than one Mathematics
make at least asTTle sub level per
‘Expected’ term.
progress in
Mathematics.
Learning Target- Students will progress Social Skills January – a. Cottage
Social Skills: through the 6 stages of taught across December 2020 Managers
the band system. site. b. Youth
All students will Workers
achieve at least
one band per
term prior to
transitioning.
Maori and Pasifika Target: Maori and Pasifika will achieve gains in literacy and numeracy that are
at least equal to those made by their non-Maori and non-Pasifika peers
13ANNUAL ACTION PLAN 2019 - EVALUATION
SELF-REVIEW Annual Goal ACTION TO ACHIEVE STRATEGIC GOALS
STRATEGIC What? /How? Who? /When? Indicators Of Progress – What will we see?
GOALS
Commence an in-depth Focussing SLT Focussing questions agreed on (by SLT) 6/3/19
1. STUDENT
review of why and what questions for Term 1
LEARNING 1. What do you think is the purpose of our school?
the school delivers, by various
The school 2. What is your why? (why do you work here?)
gathering the voice of stakeholders
fosters student 3. What do we do that works well with and/or for our
stakeholders (IWS in
achievement by students?
particular), community
providing 4. How could we get better outcomes for our students?
(including ex-students)
teaching and 5. Think about your own practice (in a reflective way), what
and academics.
learning are two/three things that you could improve on?
programmes
that
incorporate the ACHIEVED
National 1.1 Gather Deputy Information will be gathered using face to face interviews using
Curriculum and the voice of Principals the focussing questions as a guide.
are Westbridge Terms 1
underpinned by Staff using PD ACHIEVED
the key sessions/Call
competencies. Back Days
All learning is
delivered in a
24/7 teaching 1.2 Gather PKW’s Information will be gathered using face to face interviews
and learning the voice of using the (adapted) focussing questions as a guide.
environment Westbridge Possible questions (students)?
students What do you think is the purpose of our school?
where ‘living is
What do we do that works well for you?
learning’.
What else could we do that would help you be more
successful?ONGOING (2020 Annual Plan)
1.3 Gather Principal Information will be gathered using face to face interviews using
the voice of Term 2/3 the focussing questions as a guide.
key IWS staff
- David ACHIEVED
Pluck/Lisa
Parker/Chris
Garrod/Jenny
Lawrence
1.4 Gather Student Information will be gathered using face to face interviews using
the Voice of Pathways the focussing questions as a guide.
parents (past Coordinator
& present) Term 3 ONGOING
1.5 Collate all SLT New plans will be formulated for inclusion in 2020 planning.
information Term 4/4
then create ACHIEVED
new action
plans. Report
back to key
stakeholders,
including
BOT, before
finalising.
Work with IWS to 1.6 Review Student Appropriate information shared including quantitative and
design and implement the four Pathways qualitative data. Key Westbridge personnel in attendancenew measurement, weekly Coordinator/ (Teachers/PKW).
reporting and student meetings for Deputy
achievement review each student Principal Day ACHIEVED
processes. in terms of School
information
gathered,
Term 3
personnel
attending and
structure of
meetings
Cultural 1.7 Devise a Principal ACHIEVED
Responsiveness within framework of & SLT
the school is reviewed review and Terms 3/4
then
implement
changes.
1.8 Build on Deputy School staff will work closely with residential staff on regular
existing Principals planned events e.g. Matariki and Pasifika night. Opportunities
strengths in Terms 1-4 will be sought to support and add to existing practice
the
Residential ACHIEVED
setting. Look
for ways to • School PD in Residential ACHIEVED
include • Fashion Show led by school ACHIEVED
school staff in • Food Initiative (3.4) ACHIEVED
Residential • School Lunch Routine mirrors residential ACHIEVED
initiatives to
• Greater cross-over of school/residential staff ACHIEVEDensure whole • Athletics Day – Joint initiative – ACHIEVED
school
• Formal Residential Cultural programme established –
outcomes.
ACHIEVED
• Art programme in school with cultural focus –ACHIEVED
• School staff employed with strengths in cultural
responsiveness – ACHIEVED
• Potential COL opportunity: ACHIEVED
2. EFFECTIVE Continue to develop 2.1 Review Deputy Staff will have the opportunity to reflect on their PD needs and
TEACHING and grow staff, both Wednesday Principal have input into the PD programme.
All staff are day school and PD Residential ACHIEVED
recognised as residential staff, programme Term 1 Residential programme planned in smaller chunks following
leaders in through the provision in Residential staff feedback.
providing for of relevant setting.
children and professional learning
adolescents opportunities. 2.2 Provide Principal and Scheduled weekly meetings between:
with complex support to Deputy a) Principal and Deputy Principal Residential and;
needs and/or the new Principal Day
behavioural b) Deputy Principal Day School and Student Pathways
appointments School Coordinator
needs to following the Terms 1-4
maximise restructure.
student Identify PD ACHIEVED
learning needs and
goals. support
required
Establish a baseline of 2.3 Handbook Principal All staff will have a handbook that provides all the relevant
knowledge for staff to be Term 2 baseline knowledge with respect to trauma informed practice.
around trauma developed by
informed practice, Chris Garrod ACHIEVEDbased on the ARC (IWS) for all
model (with support staff.
from IWS staff)
2.4 Handbook Principal/ Relevant aspects of trauma informed practice will be reinforced
to be Deputy in scheduled PD
unpacked Principals
with all staff ACHIEVED
2-3 times per
Terms 3/4
term in PD
session and
whole staff
days
Trial and explore the 2.5 IWS staff Principal/ Cottage Managers will work with IWS staff in term 1. Lessons
application of Zones of will work Deputy will be delivered in term 2 in the Residential setting. Areas for
Regulation (with with Cottage Principals/ school staff to support will be identified.
support from IWS Managers to Cottage
staff). plan delivery Managers ACHIEVED
of the
Terms 1-4 Meetings with IWS staff occurred in Term 1. Plan made and
modules
lead staff identified. Zones of Regulation has replaced Social
Skills delivery in A planned programme runs across three days
in Residential: Monday – Introduction; Tuesday – Unpack;
Wednesday – Recap. Review needed in Term 4.Assist MOE to embed 3.1 Regular Principal Regular teleconference and face to face meetings will occur
3.LEADING the new access meetings Terms 1-4 that allow open dialogue between the MOE and the Residential
THE SCHOOL pathway into RSS. A with MOE will Schools.
Our service is particular focus to be continue.
cost effective, on the transition These will
caters for the procedures for review
ACHIEVED.
needs of all students enrolling progress of
through this new enrolments Termly meetings occurring.
students, and
represents pathway. and allow for
best practice. open
The school dialogue as
inclusive, issues arise.
culturally Continue engagement 3.2 Ensure Principal/ MOE will be provided with up to date information on budget
responsive with the MOE ensuring budgets are Executive costs as required. Information on new pathway cost will be
and safe strong advocacy for shared with Officer shared.
physically and adequate bulk grant MOE and cost Terms 1-4
emotionally. funding, with specific effectiveness ACHIEVED
The school funding and personnel is sought.
has strong support for the new Ensure
relationships access pathway relevant data Engagement started May/June and continued.
with whanau students. on the costs
and associated
stakeholders. with the new
pathway are
well
documented.Use the ERO document 3.3 The ERO SLT SLT meetings will be scheduled to allow for strategic review. All
‘Effective School document Terms 1-4 of the annual goals will be evaluated against the new
Evaluation’ to review ‘Effective framework.
and strengthen School
processes for internal Evaluation’ ACHIEVED: SLT have produced a review document using the
evaluation. will be ERO headings of Strategic, Regular and Emergent. This will
unpacked by guide future reviews. Next steps (term 4) – looking at the detail
the newly of the review process.
formed SLT.
Robust
systems for
Strategic,
Regular and
Spontaneous
evaluation
will be agreed
upon.Well-Being: Review all 3.4 DP Plan will be developed with nutritionist and change
systems, processes and A nutritionist Terms 1-4 management group. Starting point will be a report plus a focus
procedures. and session with all staff. Menus will be reviewed with a view to
consultant making incremental change throughout the year.
will be
engaged to ACHIEVED
review the Menus completely changed in Term 2 following engagement
food with nutritionist and change management group. Staff ‘All –In’
provision achieved. Regular change group meetings led by DP.
across site
3.5 SLT /All Staff Supervisor will consult with staff and review the 2018 model of
Supervision Terms 2/ 3 provision. Documents around staff and student safety will be
will be reviewed with all staff.
reviewed as
well as the ACHIEVED: Following survey of all staff (Term 2), SLT reviewed
procedures Staff feedback with Supervisor. Supervision adjusted to better
around meet needs – group SLT supervision, group Residential
keeping staff supervision, individual supervision for Teachers/Teacher Aides
and students with support staff to be included. Timing of twice per term
safe. (weeks 4 & 8) to continue.ANALYSIS OF VARIANCE : Strategic Aim: To raise student Achievement in Writing
Annual Target: 100% of Students to make at least ‘Expected’ progress (‘Expected’ = 1 curriculum sub level in 6 months, 2 curriculum sub levels in 12 months, 3 curriculum sub
levels in 18 months)
Baseline data: 21 students attended the school during 2019.
Actions (what did we do?) Outcomes (what happened?) Evaluation (where to next?)
• Accelerated learning in Of the 21 students who attended: Ensure each student has a clearly identified ‘Target’ for the year based on baseline data.
literacy continued to be Prioritise students who are at risk of not achieving the target as early as possible. Make the
2 joined the school during term 4 and
implemented. only base line data was gathered. Individual Education Plan (IEP) a living document where all interventions are noted and reflected
• Lead Teacher modelled (excluded from statistics) on weekly.
best practice
3 transitioned out of the school after We have successfully applied for Professional Learning Development (PLD) through the ministry.
• Writing workshops with
less than a term or were not attending This is having a positive impact in engagement and is improving the digital fluency of the
external facilitator.
(excluded from statistics) teachers and students.
• Writer of the week
programme used to 13 made at least Expected progress – We have developed a relationship with a number of local schools. We are keen to continue this
increase an output of 81%
as it helps us keep up to date with what is happening in mainstream schools. It is also an
writing samples on a opportunity for our staff to collaborate with other teachers and schools – this has started to
weekly basis happen.
• Teacher Aide support for
all students with daily Continue to upskill in writing assessment.
spelling word lists, Dolch
words plus writing Involvement in Accelerated Literacy Learning (ALL).
support in class.
• Employed a literacy
expert who has willingly
shared expertise with
others.
• Recognised the links
between reading and
writing and encouraged
these.
• Successfully applied for
ministry funded PD
(received 100 hours) in
the area of digitaltechnology. The main
focus has been on
‘creating’ rather than
‘consuming’. This
appears to have
increased engagement
in writing.
• Work in conjunction
with external specialists,
i.e. speech language
therapists and RTLB.Strategic Aim: To raise student achievement in Mathematics
Annual Target: 100% of Students to make at least ‘Expected’ progress (‘Expected’ = 1 curriculum sub level in 6 months, 2 curriculum sub levels in 12 months, 3 curriculum sub
levels in 18 months)
Baseline data: 21 students attended the school during 2019.
Actions (what did we do?) Outcomes (what happened?) Evaluation (where to next?)
• Increased Mathematics curriculum Ensure each student has a clearly identified ‘Target’ for the year based on baseline
Of the 21 students who attended:
time data. Prioritise students who are at risk of not achieving the target as early as
• Hands on resources used to 2 joined the school during term 4 and only possible. Make the Individual Education Plan (IEP) a living document where all
base line data was gathered (excluded interventions are noted and reflected on weekly.
encourage ‘concrete’
understanding especially in the from statistics)
We have successfully applied for Professional Learning Development (PLD) through
area of number: addition, 3 transitioned out of the school after less the ministry. This is having a positive impact in engagement and is improving the
subtraction, multiplication, than a term or were not attending digital fluency of the teachers and students.
division, ratios and proportions, (excluded from statistics)
fractions, decimals and We have developed a relationship with a number of local schools. We are keen to
14 made at least Expected progress – continue this as it helps us keep up to date with what is happening in mainstream
percentages.
88%
• Inquiry model used with students schools. It is also an opportunity for our staff to collaborate with other teachers and
• Mathletics and prodigy used as an schools – this has started to happen.
independent and motivational
We have set up a digital classroom with chrome books – this has increased
learning tools. engagement in learning – which over time should increase achievement. This is a
• Use of widely accepted strength-based approach as many of the students already have an interest in learning
assessments to inform teaching on a digital platform. More recently, the students have created seesaw accounts, this
and learning. E-Asttle, GLOSS, JAM, allows them to engage with whanau and receive online feedback about their learning.
IKAN, AWS are examples of this. We believe this will prove to be a strong motivational tool in the future.
• The introduction of online auctions Involvement in Accelerated Learning in Maths (ALiM)
where the students can use bonus
points to buy rewards. This is
showing them how to apply whatthey are taught in real life
situations.
• Successfully applied for ministry
funded PD (received 100 hours) in
the area of digital technology. The
main focus has been on ‘creating’
rather than ‘consuming’. This
appears to have increased
engagement in maths.ANALYSIS OF VARIANCE: Strategic Aim: To raise student achievement in Reading
Annual Target: 100% of Students to make at least ‘Expected’ progress (‘Expected’ = 1 curriculum sub level in 6 months, 2 curriculum sub levels in 12 months, 3 curriculum sub
levels in 18 months)
Baseline data: 21 students attended the school during 2019.
Actions (what did we do?) Outcomes (what happened?) Evaluation (where to next?)
• Rainbow Reading – daily basis Ensure each student has a clearly identified ‘Target’ for the year based on baseline data.
Of the 21 students who attended:
• Scholastic Literacy Pro – has Prioritise students who are at risk of not achieving the target as early as possible. Make the
encouraged reading for 2 joined the school during term 4 and Individual Education Plan (IEP) a living document where all interventions are noted and
enjoyment in addition to existing only base line data was gathered reflected on weekly.
programmes (excluded from statistics)
• Teacher Aide support by Continue with EPIC (Online) as this proved to be popular and increased engagement in
reviewing sight words, blends 3 transitioned out of the school after reading.
and letter sounds. less than a term or were not attending
We have successfully applied for Professional Learning Development (PLD) through the
• Teacher PD used to share (excluded from statistics)
teaching strategies. ministry. This is having a positive impact in engagement and is improving the digital fluency
• Teachers attending external PD. 13 made Expected progress – 82% of the teachers and students.
• Lexia Reading programme.
• The use of nationally recognised We have developed a relationship with a number of local schools. We are keen to continue
assessment tools to inform this as it helps us keep up to date with what is happening in mainstream schools. It is also
teaching and learning (E-Asttle, an opportunity for our staff to collaborate with other teachers and schools – this has
Probe, PM benchmarks, 6 Plus) started to happen.
• Employed a literacy expert who
has willingly shared expertise We have set up a digital classroom with chrome books – this has increased engagement in
with others. learning – which over time should increase achievement. This is a strength-based approach
as many of the students already have an interest in learning on a digital platform. More
• Recognised the links between
recently, the students have created seesaw accounts, this allows them to engage with
reading and writing and whanau and receive online feedback about their learning. We believe this will prove to be a
encouraged these. strong motivational tool in the future.
• Successfully applied for ministry
funded PD (received 100 hours)
in the area of digital technology.
The main focus has been on
‘creating’ rather than‘consuming’. This appears to
have increased engagement in
reading through using online
resources such as EPIC and
Reading Eggs.
• Work in conjunction with
external specialists, i.e. speech
language therapists and RTLB.Strategic Aim: All students will learn new social skills and make progress through the band system.
Annual Target: 100% of Student leavers will have achieved 1 band per term, or equivalent, from the time of enrolment
Band data: 21 students attended the school during 2019. Final band levels (whether leavers or not).
Band Welcome Green White Yellow Neon Silver Gold Platinum
Students 1 2 5 3 3 4 3
Actions (what did we do?) Outcomes (what happened?) Evaluation (where to next?)
• Continued with Values bands – Social skills teaching is the most important work of the school. We do not generally
Of the 21 students who attended:
Safety, Responsibility and see academic improvement until key social skills have been acquired.
Respect – used data directly 2 joined in term 4 - met the target.
The Goal for next year will be to continue to look at our social skills programme
from school goals to inform and from the perspective of trauma informed practice. We are looking at changes even
3 transitioned out after less than a term -
hence motivate. as a result of our PD early in 2020. The specific focus initially will be on ‘Listening’
met the target.
• Continued with Principals and how we may need to modify our teaching of this.
Award to reward attainment of 16 others all met the target.
Zones Of Regulation has become embedded into the school in a very short space of
school goals on a weekly basis.
3 Students have achieved Platinum. This is time. The next steps are in developing a reliable way of measuring progress in the
• Modified accrual of days from understanding and application of Zones (by students and staff). The ability to self-
very significant and has a huge impact on
home goal books to motivate school culture. regulate has a direct impact on student goals, daily percentages and hence the band
goal practice at home and system.
general motivation towards
There is also a cross site goal to look at developing sensory equipment/spaces for
gaining bands.
students.
• Introduces zones of regulation
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