CHARTER - Wiri Central School
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CHARTER
Drafted by: Jan Donaldson Approved by Board: 3 March 2021
Next scheduled Review: November 2021 Version: Draft 4 - January 2021
1VISION: Learning today for a better tomorrow
MISSION: To provide a positive, holistic learning environment which promotes success for
all students and encourages a partnership between home, school and the community.
VALUES:
Kotahitanga: Manaakitanga: Whanaungatanga: Rangatiratanga:
All students engage in All students experience All students experience All students
reciprocal, learning an enabling learning a responsive curriculum experience success
centred relationships environment
2SCHOOL CONTEXT
Baseline Data
Student Learning and Reading Writing Mathematics
Engagement (% at or above NZC expectation) (% at or above NZC expectation) (% at or above NZC expectation)
2017 2018 2019 2020 2017 2018 2019 2020 2017 2018 2019 2020
44 51 63 54 39 50 55 44 48 50 61 54
Student attendance: In 2020 the overall student attendance rate was 81.8%, this is 1.7% lower than the previous year (83.5).
6% (21) students had fewer than 4 days absence for the year, this is 2% fewer than in 2019. 56% (209) students had 20 or
more days absent for the year, this is the same as in 2019 (56%, 210). Getting some students back to school following Covid-
19 lockdowns was challenging. The transience (student mobility) percentage for 2020 was 24.3 (21.8% in 2019, 29.9% in
2018). In February 2019 only 27.5% (11/40) of the Year 8 cohort had completed all their previous primary schooling at Wiri
Central School. In February 2020 this was 45% (19/42) and in February 2021 this is 51% (19/37).
Special character: Māori Wiri Central School has a Māori bilingual unit (Mōkai Āwhina) working at Level 1 MLP. In 2020 there will be three classes
medium and Samoan covering the range Year 0 - Year 8. There are 47 students in Mōkai Āwhina as at February 2020.
medium Wiri Central School has a Samoan bilingual unit (Fofoa i Vaoese). In 2020 there will be four classes covering the range Year 0
- Year 7. There are 61 students in Fofoa i Vaoese as at February 2020. Our goal is that by the end of Year 8 these students
will be bilingual and biliterate.
Review of Charter and School syndicate teams undertook regular termly review of the strategic plan which was shared and informed strategic
Consultation review and future goal setting with school management team and BOT. Ongoing community consultation is undertaken to
gather perspectives and aspirations for Māori and Pasifika students. In 2020 consultation occurred through informal
opportunities during school or roopu events and were limited due to Covid-19 restrictions. Information gathered during
consultation informs strategic decision making.
3STRATEGIC DIRECTION
Strategic Goal 1: Build professional capability and collective Indicators of effective practice
capacity to ensure all students are engaged in educationally
powerful connections and relationships and able to
experience a responsive curriculum, effective teaching and
opportunity to learn
Systematic, collaborative inquiry processes and challenging The professional community:
professional learning opportunities align with the school vision, o shares high, clear and equitable expectations for student learning, achievement,
values, goals and targets progress and wellbeing
o gathers, analyses and uses evidence of student learning and outcomes to improve
individual and collective practice
o engages in systematic, evidence-informed professional inquiry to improve outcomes for
students
Oganisational structures, processes and practices enable and Clear plans for improvement incorporate multiple professional learning opportunities and
sustain collaborative learning and decision making monitoring of anticipated changes in teacher practice and student outcomes.
Leaders and teachers:
o use evidence of student learning and progress as a catalyst for professional dialogue
o participate in regular, purposeful classroom visits and observations and provide
formative feedback
o engage in open-to-learning conversations as they identify and investigate problems of
practice, set goals and develop evidence-based solutions, asking themselves what works
(practical insight) and why (theory)
o work collaboratively to plan curriculum, design tasks and activities, and assess and
evaluate
o develop and share resources, materials and smart tools
o monitor and evaluate the impact of actions on student outcomes
Leaders and teachers seek evidence about the effectiveness of professional learning
processes in terms of teacher practice and student outcomes
4Strategic Goal 2: Use evaluation, inquiry and knowledge Indicators of effective practice
building for improvement and innovation
Coherent organisational conditions promote evaluation, inquiry Leaders and teachers recognise the importance of student and community voice and use it as a
and knowledge building key resource when deciding priorities for inquiry and improvement
Collective capacity to do and use evaluation, inquiry and Leaders and teachers are data literate: posing focused questions, using relevant data, clarifying
knowledge building sustains improvement and innovation purpose(s), recognising sound and unsound evidence, developing understanding of statistical
and measurement concepts, and engaging in thoughtful interpretation and evidence-informed
conversations
Generation of solutions, decision making, and strategy implementation all draw on research
evidence about how to most effectively improve outcomes for learners
Participation in evaluation, inquiry and knowledge building activities contributes to changes in
thinking and behaviour and builds inquiry habits of mind
Engaging in evidence-based decision making increases teacher efficacy and agency
Strategic Goal 3: Ensure all students experience Indicators of effective practice
governance and leadership that works strategically and
collaboratively to improve outcomes for all stakeholders
The board actively represents and serves the school and education The board ensures the school curriculum is inclusive and responsive to local needs, contexts and
community in its stewardship role the environment, and enables all students to become confident, connected, actively involved,
lifelong learners.
The board builds relational trust and develops culturally responsive relationships with the
school community to ensure active, reciprocal communication with, and participation in, the life
of the school.
The board scrutinises the effectiveness of the school in achieving Student learning, wellbeing, achievement and progress is the board’s core concern.
valued student outcomes Trustees access a range of quality student data and evaluative information, including the
perspectives of students, parents, whānau and community, and use it to support:
o identification of priorities and targets, based on analysis of trends, patterns and
progress
o the asking of challenging questions about planning and process (‘What difference will
this make for students, and how will we know?’)
o the making of decisions that will improve student outcomes, taking into account
evidence about the effectiveness of any proposed approach
5Other considerations:
Personnel:
Recruit teachers who are passionate about working with our students and our community. Maintain lower student/teacher ratios to support targeted teaching. Provide
appropriate teacher release for bilingual classes (release teachers that speak Maori/Samoan). Provide appropriate release for Leaders of Learning to support teacher
learning and classroom practice in their roopu. Maintain additional specialist teacher staffing – Reading Recovery, LSC. Support new staff through implementation of
staff induction processes and Beginning Teacher programmes as required. Grow current and future leaders – ensure alignment of current leaders and strategic direction
through ongoing collaboration.
Property:
Spaces to support the wide diversity of learners, e.g. spaces for specialist support services, quiet, distraction free spaces for learners who need or prefer this, spaces for
hands on learning, spaces for interacting. Enhance school grounds and property to support the development of the Wiri Whānau Way – an environment that fosters and
develops students’ wellbeing, cultural identity and engagement in learning. Implement 2018-2023 5YA, resolve weather-tightness issues with MOE, implement SIP
priorities. Projected roll growth classrooms planned due to additional housing within school zone – potential major redevelopment of school site to cater for roll growth.
Budget:
Increased IT tools to support student engagement in learning and implementation of Digital Technologies curriculum. Enhance school grounds and property to support
the development of the Wiri Whānau Way, including classroom furniture and equipment to support collaborative learning. Professional development/release to support
implementation of WCS curriculum and achievement of strategic goals. Maintain lower student/teacher ratios to support targeted teaching, maintain additional
specialist teacher staffing. Support student wellbeing and learning through targeted initiatives. Ensure infrastructure can support roll growth.
6Improvement Plan – Strategic Goal 1
Build professional capability and collective capacity to ensure all students are engaged in educationally powerful connections and
relationships and able to experience a responsive curriculum, effective teaching and opportunity to learn
Annual Goal Indicators of effective practice
Systematic, collaborative inquiry processes and challenging professional The professional community:
learning opportunities align with the school vision, values, goals and o shares high, clear and equitable expectations for student
targets learning, achievement, progress and wellbeing
o gathers, analyses and uses evidence of student learning and
outcomes to improve individual and collective practice
o engages in systematic, evidence-informed professional inquiry
to improve outcomes for students
Oganisational structures, processes and practices enable and sustain Clear plans for improvement incorporate multiple professional learning
collaborative learning and decision making opportunities and monitoring of anticipated changes in teacher
practice and student outcomes.
Leaders and teachers:
o use evidence of student learning and progress as a catalyst for
professional dialogue
o participate in regular, purposeful classroom visits and
observations and provide formative feedback (coaching).
o engage in open-to-learning conversations as they identify and
investigate problems of practice, set goals and develop
evidence-based solutions, asking themselves what works
(practical insight) and why (theory)
o work collaboratively to plan curriculum, design tasks and
activities, and assess and evaluate - inclusive of students with
learning support needs
o develop and share resources, materials and smart tools
7o monitor and evaluate the impact of actions on student
outcomes
● Leaders and teachers seek evidence about the effectiveness of
professional learning processes in terms of teacher practice and
student outcomes
Baseline data: Where are we now?
Reading (% at or above NZC expectation)
2017 2018 2019 2020
44 51 63 54
Writing (% at or above NZC expectation)
2017 2018 2019 2020
39 50 55 44
Mathematics (% at or above NZC expectation)
2017 2018 2019 2020
48 50 61 54
Attendance data:
Attendance data for 2018, 2019: the school target for student attendance is 90% or above
Y0 Y1 Y2 Y3 Y4 Y5 Y6 Y7 Y8 All years
90% + 70% 30% 50% 32% 55% 38% 60% 40% 62% 55% 56% 54% 64% 55% 54% 53% 75% 42% 60% 46%
Year Whole school attendance % 90% or greater attendance Fewer than 4 days absence 20 or more days absence
2018 84.1% 60%
2019 83.5% 46% 8% (29) 56% (210)
2020 81.8% 40% (149) 6% (21) 56% (209)
8WWW data: 2018, 2019, 2020
In 2018, there were 908 incidents entered. In 2019 there were 706 incidents entered (22% reduction). In 2020 there were 468 incidents entered (33%
reduction on 2019). Due to Covid-19 staggered breaks were introduced and at times there was lower attendance. These factors are likely to have had an
influence on the data.
Of the incidents entered:
375 incidents happened in class with most happening in the second block (164)
314 incidents happened in class with most happening in the second block (127)
237 incidents happened in class with most happening in the second block (117)
In the playground most incidents happened during the second half of lunch break (227) (159) followed by morning tea break (160) (110). In 2021
most incidents happened at morning tea (85) and slightly fewer in the lunch break (74).
In the playground most incidents happened on the senior playground (116) (65) followed by junior playground (56) and turf (54). In 2021 most
incidents happened on the senior playground (58) followed by the turf (31)
In 2018 the most common behaviours managed by staff were non-compliance (292), inappropriate physical contact (289) and inappropriate
language (280)
In 2019 the most common behaviours managed by staff were inappropriate language (229), non-compliance (219) and inappropriate physical
contact (203).
In 2020 the most common behaviours managed by staff were inappropriate language (175), non-compliance (163) and inappropriate physical
contact (137).
The most common behaviour requiring support was physical fighting (197) (93). This is a 52% reduction. In 2020 the most common behaviour
requiring support was abusive language (23). Physical fighting recorded 17 incidents. This is an 81% reduction.
In 2018 there were 213 incidents requiring support, there were 162 in 2019. This is a 25% reduction. In 2020 there were 41 incidents requiring
support, this is a 74% reduction on 2019.
602 (402) (320) incidents involved peers and most were considered to be motivated by students wanting to obtain peer attention (345) (241) (140)
More incidents involved boys (412) than girls (56) across all settings.
There were 4 stand downs in 2020.
9Key Improvement Strategies: What do we have to learn? What will we do? When? Who is responsible for ensuring this is done? Consider goal clarity and
communication; strategic resourcing; PLD; routines that need changing
What (examples) Consider goal clarity and communication; strategic Who will Resourcing Indicators of Progress: What
resourcing; PLD; routines that need changing; assessment practices lead Money/time will we see? (Measureable changes
When When will this happen? needed? Who in trustee’s behaviours and in
this?
will help us? student outcomes).
1A. Identify specific target students for attendance. Monitor regularly, build Teachers Time and access 1A. Evidence of staff engagement with
learning focused relationships with whānau through regular home contact and Monitored to phone school systems for addressing
develop student self efficacy. by Senior Timely reports attendance seen in roopu/SS/SLT
Staff (SS) Attendance minutes, pastoral care documents,
Officer, Truancy teacher use of etap data, attendance
Service, SWiS, SLT spreadsheets. 90%+ attendance for
target students. 20%+ improvement in
annual attendance.
1B. Gather and use student and whānau voice to refine teaching and learning Teacher and Teaching 1B/C. Target students are making at
programmes including students with Learning Support needs. roopu colleagues least expected progress in literacy and
Monitored (internal and numeracy. All students are making
1C. Design activities that: by Senior external), LSC progress (academic, social and
Are informed by relevant assessment information and data (teacher Staff (SS) emotional). Students leading their own
noticing and responding to student needs) learning e.g. collated student voice
AfL student and/or AfL student capabilities
are challenging and achievable for all students. Students are aware of
capabilities matrices.
learning expectations, goals and their next steps (supported by checklists) matrices Quality teacher planning reflected
incorporate simple UDL principles and/or ESOL strategies Wider community through:
deliberately provide opportunities for students to experience and present as appropriate Use of school planning
learning in culturally sustaining ways documents
Roopu moderation (minutes)
including regular, ongoing
reflection
Feedback from leaders and/or
colleagues
Integration with AfL and TAI
and associated classroom
observations and feedback
10 Inclusion of specific strategies
to support students including
AfL Capabilities those with LS needs/ESOL
Teachers Matrix
1D. Teachers individually use AfL Capabilities Matrix to identify and set goals for Monitored AfL workshops 1D. Achievement of teacher AfL goals
teaching. Goals are monitored regularly through cycles of observation, feedback, by Senior Clarity in the evidenced by individual AfL teacher
professional conversations and planning. Staff (SS) Classroom capabilities matrices and feedback
Release to from classroom observations.
observe best
practice
1E. Teachers engage in regular professional conversations about groups of Teachers Student 1E. Improved student achievement and
supported by assessment progress indicated by T&M data and
students or individuals in a range of settings, e.g. roopu, schoolwide.
Senior Staff data/evidence and standardized assessment information
Conversations are informed by evidence, e.g. individual student assessments, (SS) teacher records and OTJs. Professional records
T&M information, evaluation of planning/annecdotal notes etc (roopu/SS/staff minutes, IEPs,
Professional Review records, anecdotal
notes on planning) reflect engagement
with data and planning for next steps.
1F. Implement Wiri Whānau Way (WWW) consistently so that it is understood WWW team, External 1F. Roopu/SS/Staff meeting minutes,
and implemented by staff, students, parents and whānau Whānau facilitator, SLT, pastoral care documents reflect
Weekly focus identified by data, shared at weekly communication leaders LSC, SWiS analysis of data each term at all levels
and all staff of the school. Links between data
meeting and assembly, teaching values and expectations as evidenced in
PD workshops analysis and teacher planning can be
weekly planning, implementing rewards consistently Whānau seen. Individualised plans monitored
Regular communication with whānau about WWW – expectations programme by teachers and LoLs, shared with SLT.
shared, promotion and celebration of achievements HAL PD & Improved student behaviour/learning
Individualised plans put in place for students identified through data resources observed and identified by data.
Decrease major incidents (from 2020
data - physical fighting 17 incidents,
abusive language 23 incidents).
Monitoring: How are we going? – check student outcomes every term. Where are the gaps? What needs to change if this is not working?
11Improvement Plan – Strategic Goal 2
Use evaluation, inquiry and knowledge building for improvement and innovation
Annual Goal Indicators of effective practice
Coherent organisational conditions promote evaluation, inquiry and knowledge Leaders and teachers recognise the importance of student and
building community voice and use it as a key resource when deciding
priorities for inquiry and improvement
Collective capacity to do and use evaluation, inquiry and knowledge building Leaders and teachers are data literate: posing focused questions, using
sustains improvement and innovation relevant data, clarifying purpose(s), recognising sound and unsound
evidence, developing understanding of statistical and measurement
concepts, and engaging in thoughtful interpretation and evidence-
informed conversations
Generation of solutions, decision making, and strategy implementation
all draw on research evidence about how to most effectively improve
outcomes for learners
Participation in evaluation, inquiry and knowledge building activities
contributes to changes in thinking and behaviour and builds inquiry
habits of mind
Engaging in evidence-based decision making increases teacher efficacy
and agency
Baseline data: Where are we now?
PB4L SET (School Evaluation Tool) Data (percentages)
2016 2017 2018 2019 2020 2021
Expectations Defined 75 75 75 100 100
12Expectation Taught 50 60 40 70 80
Reward System 50 0 100 100 83
Violations System 25 75 87.5 65 100
Decision Making 37.5 50 75 100 100
Management 87.5 100 100 87.5 69
MOE Support 100 100 100 100 100
Average 60.7 65.7 82.5 88.9 90.2
Key Improvement Strategies: What do we have to learn? What will we do? When? Who is responsible for ensuring this is done? Consider goal clarity and
communication; strategic resourcing; PLD; routines that need changing
What (examples) Consider goal clarity and communication; strategic Who will Resourcing Indicators of Progress: What
resourcing; PLD; routines that need changing; assessment practices lead Money/time will we see? (Measureable changes
When When will this happen? needed? Who will in leaders’ and teachers’ behaviours
this?
help us? and in student outcomes).
2A. Participate in collaborative inquiry related to schoolwide areas of priority: Principal PD workshops 2A. Improvement plans are in place
1. Language for Learning Leaders of External and and are monitored and evaluated
2. Wiri Whānau Way priority internal regularly.
3. HAL areas and facilitators/expertise Evidence of collaborative
their team Specific budgets inquiry/schoolwide priorities in
4. Digital Technologies curriculum
members Release for leaders teacher planning, roopu, SS, staff
Discuss/interrogate data to identify next steps at all levels – schoolwide, Supported as required meeting minutes.
roopu, class, individual by SS
Engage with current research/theory in order to develop shared
understanding of effective teaching practices and implement in
classroom practice
PD opportunities
132B. Implement an improvement focused, collaborative, problem solving based Principal LoL release 2B. Improved student achievement
approach to planning/teaching and learning at all levels - schoolwide, roopu, with SS T release if required and progress indicated by T&M data
classroom, individual, which includes: and standardised assessment
development of strong professional and collegial relationships information. Teacher records
(roopu/SS/staff minutes, IEPs, notes on
o teacher-teacher
planning) reflect engagement with
o teacher-student data and planning for next steps.
o teacher-whānau Termly Strategic Plan reviews provides
o teacher-leader evidence of progress and identifies
building teacher knowledge of assessment – tools, purpose, consistent next steps for roopu.
implementation, and analysis of data Improved practice evidenced by
making clear links between data and poutama and planning Professional Review records, student
regular moderation of student achievement through data conversations achievement data, student and parent
roopu and schoolwide, supported by evidence of student learning voice, observation and feedback
engagement in observation and feedback cycles records.
o teacher or leader initiated
o shared clarity around observation focus
o next steps/actions identified and monitored through next
observation and professional conversations
professional conversations and observations support identification of PD
needs
2C. Engage in Teacher Professional Growth Cycle/Professional Review with a PD workshops –
focus on improvement which incorporates: Principal internal and 2C. Improved practice evidenced by
implementation of AfL practices in classrooms with SS external as required Professional Review records, student
teacher inquiry (TAI) Professional Review achievement data, student and parent
folder and voice, observation and feedback
engagement with Tātaiako/Tapasā cultural competencies
documents records.
Monitoring: How are we going? – check student outcomes every term. Where are the gaps? What needs to change if this is not working?
14Improvement Plan – Strategic Goal 3
Ensure all students experience governance and leadership that works strategically and collaboratively to improve outcomes for all
stakeholders
Annual Goal Indicators of effective practice
The board actively represents and serves the school and education community ● The board ensures the school curriculum is inclusive and responsive to
in its stewardship role local needs, contexts and the environment, and enables all students to
become confident, connected, actively involved, lifelong learners.
● The board builds relational trust and develops culturally responsive
relationships with the school community to ensure active, reciprocal
communication with, and participation in, the life of the school.
The board scrutinises the effectiveness of the school in achieving valued student ● Student learning, wellbeing, achievement and progress is the board’s
outcomes core concern.
● Trustees access a range of quality student data and evaluative
information, including the perspectives of students, parents, whänau
and community, and use it to support:
o identification of priorities and targets, based on analysis of
trends, patterns and progress
o the asking of challenging questions about planning and process
(‘What difference will this make for students, and how will we
know?’)
● the making of decisions that will improve student outcomes, taking into
account evidence about the effectiveness of any proposed approach
Baseline data: Where are we now?
2021 Board – 4 parent reps elected June 2019 (1 on BOT previously), 1 new member to be appointed (February 2021). Acting staff rep – new to role for 2021.
Advisor from POAL, joined Board in April 2020. Principal appointed July 2009.
15Key Improvement Strategies: What do we have to learn? What will we do? When? Who is responsible for ensuring this is done? Consider goal clarity and
communication; strategic resourcing; PLD; routines that need changing
What (examples) Consider goal clarity and communication; strategic Who will Resourcing Indicators of Progress: What
resourcing; PLD; routines that need changing; assessment practices lead Money/time will we see? (Measureable changes
When When will this happen? needed? Who in trustee’s behaviours and in
this?
will help us? student outcomes).
3A. Strengthen Board capacity to scrutinize student achievement reports Principal/ Budget for Board 3A. Board members will be able to
Copies of Charter distributed and available at all meetings for reference staff training, make links between student
Ask key questions: rep/Board conferences etc achievement reports and strategic and
o Why are we doing this? What is the purpose? Chair Additional annual goals.
meeting time if Board meeting minutes reflect relevant
o How does it support achievement of our goals?
required questions asked by board members.
o What resourcing is required? Is current resourcing targeting the School staff Board members identify and
right areas? NZSTA acknowledge student achievement/
Budget for Board progress
3B. Attend Board training – Board organised/in-house, STA online learning Board training, 3B. All board members have
opportunities, STA conferences or events members conferences etc participated in some form of relevant
Additional training. At least one opportunity (in-
meeting time if house) has been implemented during
required the year. Two board members have
School staff attended the annual NZSTA conference
NZSTA and reported back to whole board.
3C. Attend and support school events, introduce yourself to and talk with staff, Board 3C. Board members are present at
students, parents/whanau. Gather feedback to share: members school events. Feedback has been
o What are your aspirations (for your child/ren) at WCS? shared.
o What are you most pleased with? What’s going well?
o What could be improved? How could that be done better?
Monitoring: How are we going? – check outcomes every term. Where are the gaps? What needs to change if this is not working?
16Analysis of variance - Literacy 2021
Strategic Goal 1: Build professional capability and collective capacity to ensure all students are engaged in educationally powerful connections and relationships and
able to experience a responsive curriculum, effective teaching and opportunity to learn
Strategic Goal 2: Use evaluation, inquiry and knowledge building for improvement and innovation
Annual Goals Targets - English in English-medium - writing Results - English in English-medium - writing
From Strategic Goal 1:
Writing
1. Systematic, collaborative inquiry In 2020 result: 40% of all English-medium students who attended the full
processes and challenging year were AT or AB their expected level.
professional learning
opportunities align with the TARGET for 2021 is for 75% of students who attend the entire 2020 school
school vision, values, goals and year will achieve AT or ABOVE the expected curriculum level in writing.
targets
2. Organisational structures, 2020 result: 44 % of all English-medium students attending at EOY 2020
processes and practices enable were AT or AB their expected level.
and sustain collaborative learning TARGET for 2021 is 70% of all students attending WCS at EOY 2020 will
and decision making achieve AT or ABOVE the expected curriculum level in writing.
85% of all target students will make accelerated progress and achieve AT
From Strategic Goal 2: or ABOVE the expected curriculum level in writing
1. Coherent organisational
conditions promote evaluation,
inquiry and knowledge building Writing 2017 2018 2019 2020 2021 Writing Target 75% 2021 Variance
results AT and ABOVE from target
2. Collective capacity to do and use % %
evaluation, inquiry and knowledge ALL 39.7 50.6 54.7 44.0
ALL
building sustains improvement
Māori 42.4 47.1 55.9 36.0
and innovation Māori
Pasifika 40.0 51.8 54.9 47.0
Pasifika
Boys 30.1 38.8 39.4 33.0
Boys
Girls 57.4 61.3 70 55.0
Girls
ESOL 34.1 50 Not able Not ableWriting 2017 2018 2019 2020 2021 Writing Overall 2021 Variance
Results Target AT and from target %
75% ABOVE %
Y1 100 73.7 96 95
Y1
Y2 34.3 51.6 62 54
Y3 24.3 54.3 55 48 Y2
Y4 42.2 52.6 45 30 Y3
Y5 41.2 47.6 34 44
Y4
Y6 36.8 52.2 46 44
Y7 40 43.2 45 35 Y5
Y8 25.6 42.1 54 24
Y6
Y7
Y8English in English-medium Targets - English in English-medium - reading Results - English in English-medium - reading
Reading
2020 result: 53% of all English-medium students who attended the full year
were AT or AB their expected level.
TARGET for 2021 is for 80% of students who attend the entire 2020 school
year will achieve AT or ABOVE the expected curriculum level in reading.
2020 result: 54 % of all English-medium students attending at EOY 2020 were
AT or AB their expected level
TARGET for 2021 is 75% of all students attending WCS at EOY 2020 will
achieve AT or ABOVE the expected curriculum level in reading.
85% of all target students will make accelerated progress and achieve AT or
ABOVE the expected curriculum level in reading.
Reading 2017 2018 2019 2020 2021 Reading Target 80% 2021 Variance from
results AT and target %
ABOVE %
ALL 43.7 51.7 63.1 54.0
ALL
Māori 45.1 55.7 61.1 49.0
Māori
Pasifika 43.7 51.5 63.9 56.0
Pasifika
Boys 31.8 43.0 54.8 45.0
Boys
Girls 56.6 60.9 71.3 63.0
Girls
ESOL 48.2 57.6 Not able Not ableReading 2017 2018 2019 2020 2021 Reading Target 80% 2021 Variance from
results AT and target %
ABOVE %
Y1 72.2 75.0 87 100
Y1
Y2 38.9 38.7 78 58
Y2
Y3 48.7 60.0 76 68
Y3
Y4 47.4 76.3 63 62
Y4
Y5 39.2 50.0 44 44
Y5
Y6 33.3 47.8 59 47
Y6
Y7 45.7 38.9 46 37
Y7
Y8 38.5 42.1 63 36
Y8English for bilingual learners Targets - English for bilingual learners Results - English for bilingual learners
Writing in English for bilingual learners
2020 result: 55% of Mōkai Āwhina students who attended English for
Bilingual Learners were AT or AB their expected level in writing.
TARGET for 2021 60% of all Te Reo Pākeha and Gagana Peretania students Writing Target 60% 2021 Variance
will achieve at/above the expected curriculum level in writing. AT and from target %
ABOVE %
Writing 2017 2018 2019 2020 2021 MĀ TRP
MĀ TRP 70 78.5 - 55 FiV GP
FiV GP - - - No data
Reading in English for bilingual learners
2020 result: 73% of MĀ and FiV students who attended English for Bilingual
Learners were AT or AB their expected level in reading.
TARGET for 2021 75% of all Te Reo Pākeha and Gagana Peretania students
Reading Target 75% 2021 Variance from
will achieve at/above the expected curriculum level in reading.
AT and target %
ABOVE %
Reading 2017 2018 2019 2020 2021
MĀ TRP
MĀ TRP 80 78.5 - 68 FiV GP
FiV GP - - - 78 AverageLiteracy in English for bilingual 2020 result: 55% of Mōkai Āwhina students who attended English for
learners Bilingual Learners were AT or AB their expected level in LITERACY
TARGET for 2021 65% of all Te Reo Pākeha and Gagana Peretania students
will achieve at/above the expected curriculum level in LITERACY
2019 2020 AT and
ABOVE %
MĀ TRP Y5-
43.75 61.5
8
FiV GP Y5-6 Not able to
30.0
only determine
Mōkai Āwhina Targets- Mōkai Āwhina Te Reo Māori Results Mōkai Āwhina -Te Reo Māori
Tuhituhi
TARGET for 2021 50% of all Mōkai Āwhina students will achieve at/above
the expected curriculum level in tuhituhi.
2020 result: 38% of Mōkai Āwhina students were AT or AB their expected Target 50% 2021 Variance from
level in tuhituhi. Tuhituhi AT and ABOVE target %
%
2017 2018 2019 2020 2021
Tuhituhi ALL 61 38 -23
Boys - - -
ALL - 51 54 38
Girls - - -
Boys - - - -
Girls - - - -Pānui
2020 result: 44% of Mōkai Āwhina students were AT or AB their expect
level in pānui
TARGET for 2021 50% of all Mōkai Āwhina students will achieve at/above
the expected curriculum level in pānui.
Pānui Target 50% 2021 Variance
AT and from target %
Pānui 2017 2018 2019 2020 2021 ABOVE %
ALL - 58 61 44 ALL 64 44 -20
Boys - - - - Boys - - -
Girls - - - - Girls - - -
Kōrero
2020 result: 52% of Mōkai Āwhina students were AT or AB their expected
level in kōrero.
Kōrero Target 60% 2021 Variance
TARGET for 2021 60% of all Mōkai Āwhina students will achieve at/above AT and from target %
the expected curriculum level in kōrero. ABOVE %
ALL 66 51 -15
Kōrero 2017 2018 2019 2020 2021
Boys - - -
ALL 58 70 51
Girls - - -
Boys - - - -
Girls - - - -Fofoa i Vaoese Targets - Gagana Samoa Results - Gagana Samoa
Tusigatala
2020 result: 70% of Fofoa i Vaoese students were AT or AB their expected
level in tusigatala.
TARGET for 2021 80% of all Fofoa i Vaoese students will achieve AT or ABOVE
Target 80% 2021 Variance from
the expected curriculum level in tusigatala. Tusigatala AT and ABOVE target %
2019 2020 2021 %
Tusigatala
ALL 80 70 -10
ALL 76.9 70.0
Boys 80 74.0 -6
Boys 74.4 74.0
Girls 80 65.0 -15
Girls 80.8 65.0
Faitautusi
2020 result: 79% of Fofoa i Vaoese students were AT or AB their expected
level in faitautusi.
TARGET for 2021 80% of all Fofoa i Vaoese students will achieve at/above the Target 80% 2021 Variance from
expected curriculum level in faitautusi. Faitau AT and ABOVE target %
%
2019 2020 2021
Faitau ALL 79 -1
Boys 68 -12
ALL 75.4 79.0
Girls 74 -6
Boys 77.0 68.0
Girls 73.1 74.0Tautala
TARGET for 2021 will be the first year of formal assessment of tautala
therefore there is no target set.
Tautala 2020 2021 Tautala No target set
ALL Not completed
ALL
Boys Not completed
Boys
Girls Not completed
Girls
Outcomes English in English medium Reasons for variance Evaluation
(What happened? Target in italics) (Why did this happen?) (Next steps)
Writing
Reading
Outcomes English for bilingual learners Reasons for variance Evaluation
(What happened? Target in italics) (Why did this happen?) (Next steps)Writing in English for bilingual learners
Reading in English for bilingual learners
Outcomes Mōkai Āwhina Te Reo Māori Reasons for variance Evaluation
(What happened? Target in italics) (Why did this happen?) (Next steps)
Tuhituhi
Pānui
Kōrero
Outcomes Fofoa i Vaoese Gagana Samoa Reasons for variance Evaluation
(What happened? Target in italics) (Why did this happen?) (Next steps)
Tusigatala
Faitautusi
TautalaAnalysis of Variance and Improvement Plan - Numeracy 2021
Strategic Goal 1: Build professional capability and collective capacity to ensure all students are engaged in educationally powerful connections and
relationships and able to experience a responsive curriculum, effective teaching and opportunity to learn
Strategic Goal 2: Use evaluation, inquiry and knowledge building for improvement and innovation
Strategic Goal 3: Ensure all students experience governance and leadership that works strategically and collaboratively to improve outcomes for all
stakeholders
Annual Goals: Targets Results
From Strategic Goal 1:
1. Systematic, collaborative inquiry processes and
Overall Mathematics
challenging professional learning opportunities align
with the school vision, values, goals and targets Overall 2017 2018 2019 2020 2021 Maths 2021 variance
2. Organisational structures, processes and practices targets
ALL
enable and sustain collaborative learning and
decision making ALL 48 50 61 54 80% Māori
From Strategic Goal 2: Māori 46 42 63 45 80%
Pasifika
1. Coherent organisational conditions promote
Pasifika 49 55 61 56 80%
evaluation, inquiry and knowledge building Boys
2. Collective capacity to do and use evaluation, inquiry Boys 46 45 59 49 80%
Girls
and knowledge building sustains improvement and
innovation Girls 52 56 65 57 80%
MĀ
MĀ 57 56 71 55 75% FiV
From Strategic Goal 3:
1. The board actively represents and serves the school
FiV 73? 88 67 90%
and education community in its stewardship role
2. The board scrutinises the effectiveness of the school
in achieving valued student outcomesNumber
Number 2021 Variance
Number 2018 2019 2020 2021
targets
Y1
Y1 16 (84) 96 96 Pukeko
46/56 Y2
students =
Y2 52 79 69
83% Y3
Y3 41 55 26
Y4
Y4 48 89 43 Tui
72/95 Y5
students
Y5 36 46 33
=75%
Y6
Y6 34 79 53
Y7
Y7 58 86 - Toroa 53 /
Y8
63
students
Y8 78 - overall
=85%
overall 43 74 53 Av. 80% MĀ
MĀ 50 62 33/44 FiV
students
=75%
FiV 54 54 32 52/58
students =
90%
English achieved variance
Medium
2021
Measurement Movement &English 2020 2021 Position
Medium targets
Probability
Movement 30 75
& Position Symmetry
Probability 39 75 Overall
Symmetry 36 75
2021 Mōkai achieved variance
Overall 45 75 Āwhina
Movement &
Mōkai 2020 2021 Position
Āwhina targets
Probability
Movement & 35 75
Position Symmetry
Probability 20 75 Overall
Symmetry 40 75
2021 Fofoa i achieved variance
Overall 32 75 Vaoese
Movement &
Fofoa i 2020 2021 Position
Vaoese targets
Probability
Movement 58 80
& Position Symmetry
Probability 49 80 Overall
Symmetry 59 80
Overall 56 80Key Improvement Strategies
When What Who Resourcing Indicators of progress
Pre Term 1 At a senior staff meeting before the start of the year - discuss the strand foci for
2021 - suggest a schoolwide focus for each strand - just 2 or 3 weeks - have
some in-house PD and planning opportunities.
Term 1 Complete classroom observations with the Leader of Learning. Look at the CL and LoL Release as required
whole programme. What are the needs for each individual - teacher and leader and/or TT
Throughout To achieve the next steps as listed above we need to ensure all Leaders of Connected maths planning- annual
the year Learning alongside the Mathematics Curriculum Leader will be overview, term overview, long
● checking the details in planning regularly, at least every two weeks. term plans (numeracy and strand)
Looking to see: weekly planning. Planning
○ All parts of an effective maths programme are present in all connected to data and evidence of
rooms. CL and LoL students interests in planning.
○ All parts of planning are completed prior to teaching. Attendance and evidence of
○ The teaching model is evident in all classrooms. implementation from school
○ The three phases of imaging are evident workshops and MNC workshops.
○ Knowledge is correctly targeted in class and group work. Vocabulary and language is evident
○ The teaching model is used in strategy teaching in planning
○ Problems are in a real context
If there are similar needs for a few staff then we will have some targeted
workshops
● Completing at least 2 maths observations a term - the initial
observation in term 1 will include the whole programme - from this
observation the needs will be identified and the subsequent
observations will be more specific.
○ Are we seeing what is planned?
●
●
Term 1 Evaluation
Term 2 Evaluation
Term 3 Evaluation
Term 4 EvaluationOutcomes in Numeracy Overall Reasons for variance Evaluation
(What happened? Target in italics) (Why did it happen?) (Next steps)
65% of all English-medium students will achieve at/above the ●
expected curriculum level in numeracy.
50% of Mōkai Āwhina students will achieve at or above the
expected curriculum level in pāngarau.
75% of Fofoa i Vaoese a students will achieve at or above the
expected curriculum level in matematika.
Outcomes in Number Reasons for variance Evaluation
(What happened? Target in italics) (Why did it happen?) (Next steps)
80% of all English-medium students will achieve at/above the ●
expected curriculum level in number.
50% of Mōkai Āwhina students will achieve at or above the
expected curriculum level in tau.
60% of Fofoa i Vaoese a students will achieve at or above the
expected curriculum level in numera.
Outcomes in Measurement Reasons for variance Evaluation
(What happened? Target in italics) (Why did it happen?) (Next steps)
45% of all English-medium students will achieve at/above the and integration across the curriculum.
expected curriculum level in measurement.
50% of Mōkai Āwhina students will achieve at or above the
expected curriculum level in inenga .
50% of Fofoa i Vaoese a students will achieve at or above the
expected curriculum level in fuaina.You can also read
