Charter 2017 2019 - St Brendan's School
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Charter 2017 – 2019
St Brendan’s School Charter
2Strategic Plan
The Strategic and Annual goals are organised under the three learning and change priorities, in colour below, as determined from community consultation and ongoing internal evaluation.
Productive Partnerships: To have rich, connected relationships where ALL are valued and empowered with a clear, shared moral purpose.
Strategic Goals: Annual Goals: 2017 Annual Goals: 2018 Annual Goals: 2019
Catholic Character: Be a supportive community To strengthen students’ spiritual and social To determine how RE programmes will be To explore the new National RE curriculum.
where our faith and love of God is evident through relationships, defining St Brendan’s “Steward.” evaluated and reported to the Board with reference To sustain learning centred partnerships with
the way we act and interact. As stewards of God’s To strengthen communication and learning centred to the affective domain and the Reciprocity Learning members of our Maori, Pasifika, Asian communities
given gifts we all contribute to ‘make a difference’ in relationships our Maori, Pasifika and Asian Muscle. with ongoing support from their broader
our own lives and the lives of others. We will communities, with support from Orongomai Marae, To sustain learning centred partnerships with communities.
nurture spiritual growth in both students and a Mandarin Language Assistant and Mena members of our Maori, Pasifika, Asian communities
teachers through the teachings of Christ. To continue to provide opportunities for our alumni
Aukuso. with ongoing support from their broader to connect, and support our school.
Community: Foster an understanding and For our alumni to connect and share their stories. communities.
appreciation of cultural diversity within New To develop a sister school relationship with a school
Zealand, with a particular emphasis given to Te Reo in Asia.
and Tikanga Maori, enhancing a sense of
ownership and belonging. To continue to provide opportunities for our alumni
to connect, and support our school.
Empowered Learners: For students, teachers and parents to take responsibility for their learning, developing the attitudes, skills and strategies necessary, when faced with challenges.
Student Achievement To develop effective literacy practices that To explore how to achieve acceleration in reading To build teacher capability in effective intervention
Nurture the physical, emotional and spiritual health accelerate Literacy performance across the school. and Mathematics. practices that accelerate reading and maths
development of people who strive for personal To implement student leadership programme. To define the St Brendan’s “Adventurer.” performance and develop school-wide coherence.
excellence, who are independent thinkers, are For leadership to develop their understanding and To revise the way we implement our Topic areas. To revise our RE Curriculum.
adventurous, creative and innovative. People who skills in Ensuring Quality Teaching.
are “navigators” of their own learning journey. For students to serve their parish as part of their
leadership Passion projects.
Quality Teaching and Learning
For leadership to develop their understanding and
Have inspirational staff, who implement quality skills in Ensuring an orderly and supportive
teaching and learning programmes, who set high environment.
expectations and actively foster a climate of inquiry
and reflection.
Innovative 21st Century Learning For all learners to have access to innovative, well-resourced 21st century learning environments.
Environments:
Leadership and Management: To provide a digital platform to support students in To provide a digital platform to support students in The Board will ensure the School’s Charter is
Through effective leadership and management, planning, evaluating and communicating their planning, evaluating and communicating their student focused, communicated to the community,
provide a school environment that is a safe and learning in literacy, phasing in BYOD in Y 5 & 6. learning in mathematics. and is implemented and reviewed in accordance
stimulating place to learn, through the continual To install picnic areas, adventure playground and To alter rooms 8 and 9 so they form one open with School Policy and appraise the principal.
improvement and sustainability of facilities, install sliding doors and sinks into rM.s 4, 5 and 6a. learning space.
resources and operations. The Board will ensure the School’s Charter is The Board will ensure the School’s Charter is
student focused, communicated to the community, student focused, communicated to the community,
and are implemented and reviewed in accordance and are implemented and reviewed in accordance
St Brendan’s School Charter
3with School Policy and appraise the principal. with School Policy and appraise the principal.
Student Achievement Targets 2017
STRATEGIC OBJECTIVE ANNUAL OBJECTIVE BASELINE DATA TARGETS:
W For priority to be given to To continue to raise the In 2016 we were successful in moving all our current Year 4, 5, 6 and 8 Target Groups: Students who are
R Literacy and Numeracy with a achievement of students not students, bar one, who had performing well below to below. performing below or well below the
I focus on continual improvement achieving the Writing National National Standard and are:
T of performance with particular Standard, and to raise the ● In years 3-8.
I emphasis placed on those proportion of pupils performing Writing 2014 2015 2016 ● Maori and Pasifika.
N students who are Below above the Writing National
G National Standards and / or are Standard, through the Current WB B WB B WB B Target: To accelerate the
Gifted and Talented. integration of reading and Year performance of those students in the
writing. target groups by 2 years, reducing
Y4 0% 0% 0% 10% 0% 19% the percentage of students
performing below the National
Y5 0% 48% 5% 24% 0% 23% Standard by 20%.
Y6 6% 9% 3% 18% 0% 16%
Y7 0% 13% 8% 26% 0% 21%
Y8 3% 11% 8% 25% 3% 13%
Maori 11% 11% 15% 15% 3% 31%
Pasifika 0% 41% 4% 40% 0% 35%
Male 8% 21% 2% 18% 7% 23%
R For priority to be given to To continue to raise the We continue to have high reading performance on average across the school. Target Groups: Students who are
E Literacy and Numeracy with a achievement of students not The Year 1 and 2 performance for reading however is odds with the rest of performing below or well below the
A focus on continual improvement achieving the Reading National the school performance and is likely to be impacting on low junior writing National Standard who have been at
D of performance with particular Standard, and to raise the performance also. school after 1 year and after 2 years.
I emphasis placed on those proportion of pupils performing
N students who are Below above the Reading National Readin 2014 2015 2016 Target: To accelerate the
G National Standards and / or are Standard, through the g performance of those students in the
Gifted and Talented. identification and sharing of target groups by1 year, reducing the
best practice when explicitly Current WB B WB B WB B percentage of students performing
teaching Reading strategies. Year below the National Standard to 10%.
Af 2 yrs N/A N/A N/A N/A 0% 43%
Af 3 yrs N/A N/A 0% 48% 0% 26%
St Brendan’s School Charter
4M For priority to be given to For the majority of students to Our students generally perform well in mathematics but the Year 5 and 8 Target Groups: Students who are
A Literacy and Numeracy with a be performing above the students had less students performing above compared to the other years performing at the National Standard
T focus on continual improvement Mathematics National where they averaged 30% above. Less girls are achieving above the national who are:
H of performance with particular Standard, through the clear standard compared with the boys. ● In years 5 and 8.
E emphasis placed on those communication of achievement ● Female
Maths 2014 2015 2016
M students who are Below expectations and the required
A National Standards and / or are learning journey, supported by Target: To accelerate the
T Gifted and Talented. the use of exemplars and the Current At Ab At Ab At Ab performance of those students in the
I explicit teaching of Number Year target groups by 1 stage in maths to
C Knowledge and Strategies. achieve 30% of students achieving
S Y5 63% 23% 74% 13% 65% 12% above the National Standard.
Y8 75% 11% 67% 11% 81% 16%
Female 67% 26% 74% 14% 70% 13%
St Brendan’s School Charter
5ANNUAL PLAN 2017
LCN Priority - Annual Objectives Action Who Costs Due Date Expected Outcomes
To strengthen Students will use their gifts, talents and treasures to DRS & Term 1 RE programmes will attend to the development of the
students’ spiritual and support communities challenged by natural Powerful Ongoing affective domain.
social relationships, disasters and climate change. P. PLG: Students will know what their values are and how to
$0
defining St Brendan’s For staff to participate in the following PLD: Alan Grant live by them, and resolve social issues when they
“Stewards.” $5,000
1. RE: The Affective Domain PLG arise.
$0
2. PLG: The Reciprocal Learning muscle Celia Fleck NZCER Wellbeing Survey results will indicate
3. Play.Sport: The revision and integration of improved wellbeing of students.
Nadia
Health and PE programmes. $0 School bully survey will show an increased decline in
Cann
4. PB4L: Restorative Practice Approaches incidences over the year.
Principal &
To revise the SBS Curriculum, under the Teachers, students and whanau will know what the
DRS
Missionary to reflect new learning. Reciprocal Learning Muscles are.
“
To revise our school report to include Catholic Teachers will be able to apply Restorative
character goals and evaluations related to the Principal &
approaches and lead Restorative conferences.
affective domain. PB4L team
SBS curriculum is revised under the Missionary so
To revise our BMS to include Restorative Principal
that it outlines: the related learning principles,
Partnerships: approaches and conferences. cultural competencies, the reciprocity learning
To have rich, To use the NZCER Me and My School and the muscle, the affective domain, and RE, Health and PE
connected School Bully surveys to monitor progress made. programmes are amended.
relationships
where ALL are To strengthen To continue to plan, implement and review learning AP N/A Term 1 Learning plans that have been informed and
valued and communication and experiences with Maori and Pasifika students, their ongoing evaluated by students, whanau and community.
empowered learning centred whanau and communities to accelerate learning. Rangatira from Orongomai marae has met with Maori
with a clear, relationships our Maori, For Orongomai rangatira to meet regularly with staff families and helped with key school events.
shared moral Pasifika and Asian and Maori families to form relationships and support Improved school attendance for some students.
purpose. communities, with the use of Te Reo.
support from Cultural experiences organised by various
For staff to improve their use of Te Reo, including representative groups within the school community.
Orongomai Marae, a
Catholic karakia, under the advice and guidance of
Mandarin Language Students and staff are integrating Te Reo daily into
our Maori tutors.
Assistant and Mena learning experiences across the curriculum.
Aukuso. To continue to enlist the guidance and support of
Students and staff will know a variety of Catholic
Meena and Malo to help us work with our Pasifika
karakia.
community to support our Pasifika students’
learning and staff use of Pasifika language. Student cultural awareness of the Asian culture and
language broadened (in accordance with the Asian
To broaden our students experience of Asian
Awareness Implementation plan).
language and culture with the support and
guidance of a Mandarin Language Assistant.
For our alumni to Invite alumni from a decade to visit, socialise, share Comm. Term 3 Alumni event is held, stories are recorded
connect and share their stories (recorded electronically) and find out if officer electronically and list of ways they are happy to
their stories. they would like to support the school. support the school documented.
St Brendan’s School Charter
6LCN Priority - Annual Objectives Action Who Costs Due Date Expected Outcomes
To implement practices To continue with the third stage of ALL PLD: ALL $8,000 Term 1 All staff:
that accelerate Literacy ● Outlining to all staff what acceleration is in & Emp, ongoing ● Understand what acceleration is in writing.
performance across writing and reading. PLG: ● Are applying strategies that successfully
the school. accelerate writers
● Sharing and applying successful strategies
for accelerating writing. ● Using useful writing tools to support writing.
● Are interpreting e-asTTle data consistently
● Sharing key tools teachers, students and across the school.
whanau can use to support writing across
the school. Students are being accelerated in writing.
To receive PLD in the interpretation of e-asTTle Learner Licence developed for the Navigator.
data to better evaluate and moderate writing. Improved student achievement in reading in the junior
Empowered To develop the Navigator part of the Learner syndicate.
Learners: Licence as part of the Teacher only days at the Internal evaluation for reading achievement outlining
For students, beginning of 2017. the inquiry and the outcomes.
teachers and For the junior syndicate to conduct a syndicate Junior
parents to take inquiry into reading achievement for all students on
syndicate
responsibility the After 1 year and After 2 year reporting cycle.
for their
learning, To embed reflective
developing the and resourceful
attitudes, skills language and thinking
and strategies to support writing.
necessary,
when faced
with To implement student To provide leadership opportunities to students Teachers $0 Term 1 Class timetables are adjusted to allow time for the
challenges. leadership programme. across the school as outlined in the Navigator Navigator Leadership programme.
Leadership programme and for this to be recorded Students have opportunities to lead across the
and celebrated. school.
Database maintained showing leadership assumed.
For leadership to For teachers to be adaptive experts by using Leaders $7,000 Term 1 For teachers’ inquiries to show the application of new
develop their purposeful inquiry and evidence to understand Mark ongoing learning, regular reflection on data and other
understanding and which approaches are most effective in accelerating Sweeney information about the learner and the impact of their
skills in Ensuring achievement in literacy. and student actions.
Quality Teaching. For team leaders to be meeting regularly with their Team leader / teacher coaching notes to reflect
teachers to ensure the inquiry process is robust and discussions around the impact of teacher, student
responsive. and other actions on student outcomes.
St Brendan’s School Charter
7LCN Priority - Annual Objectives Action Who Costs Due Date Expected Outcomes
To provide a digital To train Upper Middle Syndicate teachers on the Digi PLG: $16,20 Term 1 Staff and students will be:
platform to support management of use of 1-1 devices to enhance 0– - collaborating using Google Docs.
students in planning, learning and flip classrooms. capital - Sharing evidence of learning using Hapara
evaluating and “ assets
To provide teachers with further PLD on the Workspace
communicating their following digital tools to support student shifts (furnitur - Sharing their learning journey using
learning in literacy, from:: e and imovies, Seesaw and MUSAC Parent
phasing in BYOD in Y 5 ➔ being dependent, isolated learners to ICT) Term 2-4 Portal.
& 6. independent, collaborative learners using - Working independently consistent with
Innovative Google Docs. their Navigator Learner licence.
21st Century ➔ monitoring their own learning to providing BYOD in Middle and Senior syndicates.
Learning evidence of their learning / progress, using
Environment: Lockable storage is provided for chromebooks in
Hapara Workspace.
➔ sharing their work to sharing their learning Years 5 and 6.
For all learners
to have access using iMovies, Seesaw and MUSAC
to innovative, Parent Portal.
well-resourced ➔ work with increasing independence, as
21st century outlined by their Navigator Learner
learning Licence.
environments Principal Term 1
To allow Y3-8 students to bring the specified BYO
both within and Devices to school once the appropriate agreements
outside the and permissions have been signed by parents and
school driven to redistribute school owned chromebooks. Principal Term 1
by current
To purchase lockable cupboards for chromebooks
pedagogy and
in the after school care and the Year 5 and 6
authentic
classrooms.
contexts.
To install picnic areas, To upgrade the garden area on the field by Principal $10,00 Term 2 Garden area has park benches and picnic tables.
adventure playground installing park benches and picnic tables. 0 Adventure playground installed.
and install sliding doors To seek and approve quotes for sliding doors and capital
and sinks into rM.s 4, 5 sinks in rooms 4 - 6. Organise work for a holiday assets
and 6a. period. (This is with PTF raised funds) CAP -
To seek support funding for adventure playground PTF
and install. (From approved surplus expenditure)
St Brendan’s School Charter
8The Board will ensure Strategic and Annual plan are developed and BOT Each term Charter is developed and reviewed biannually
the School’s Charter is reviewed biannually and include a variance report of Principal accompanied by a Variance report of achievement
student focused, student achievement against the National against the National Standards.
communicated to the Standards. Principal will report to Board areas outlined on the
community, and are The Self Review Policy and programme will outline Board Report Planner.
implemented and the review process and areas for review. Staff will be appointed in accordance with
reviewed in accordance
with School Policy and Principal will report to Board the attendance of Personnel Policies and procedures and supported
pupils, truancy issues, stand-downs and to be able to meet their performance requirements
appraise the principal.
suspensions and the actions the school is taking to and those expectations outlined in the Charter.
improve attendance and reduce the other issues. Principal is appraised annually.
Staff will be appointed in accordance with
Personnel Policies and procedures and provided
with the work environment and professional support BOT chair
to be able to meet their performance requirements Mark Term 1
and the Strategic and annual plan objectives. Sweeney ongoing
$3000
Principal will be appraised annually.
St Brendan’s School Charter
9You can also read
