Charter 2020 WESTBRIDGE RESIDENTIAL SCHOOL

 
Charter 2020 WESTBRIDGE RESIDENTIAL SCHOOL
WESTBRIDGE RESIDENTIAL SCHOOL
         Charter 2020
Charter 2020 WESTBRIDGE RESIDENTIAL SCHOOL
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

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Charter 2020 WESTBRIDGE RESIDENTIAL SCHOOL
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.

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Programme 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.

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Our 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 align
achievement          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

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ANNUAL 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 attendance
new 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 ACHIEVED
ensure 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                     ACHIEVED
based 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 digital
technology. 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 what
they 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
        across site
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