Matakana School CHARTER - Taking Students Beyond Expectations!
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Matakana School
School Number 1364
CHARTER
(including)
Strategic Plan 2019 – 2021
Annual Plan 2019
Taking Students Beyond Expectations!
1
Matakana School Context
• Our modern, semi-rural school is situated in large grounds in a popular country village setting which
contributes to the peaceful learning environment of the school. We are currently classified as a
Zoned, U5 Decile 9 School with a grading roll of 362 students. The school has a long history and
celebrated its sesquicentennial (150 years) in 2012. We believe our students need to be actively
engaged in individual, shared and cooperative learning experiences that are enjoyable and
challenging. We deliver a school curriculum which is rich, real, relevant and respectful.
• Matakana School aims to develop the whole child, intellectually, socially, emotionally, creatively and
physically in a caring learning environment that prepares students to succeed in today's world. Our
vision statement, ‘Taking students beyond expectations!’ is founded on this. Our students personal
development programmes focus on ‘Matakana Magic’ where being mature, articulate, goal driven,
inquiring and caring is of primary importance.
• A focus on explicit teaching in Literacy and Numeracy is complemented with Inquiry Learning.
There is also an emphasis on strong outdoor, sporting and creative arts activities, including school
choirs and Kapa Haka. We foster a commitment to action and service in our community and are as
committed to our community as they are to us. Parents, staff and students proudly work together to
create a great nurturing school in an aesthetically pleasing environment. A Montessori Unit currently
exists on site. Our school also has a fully equipped special needs facility called The Castle.
• Our community is a constantly changing one and rapid growth has been experienced both in the
community and the school. Most of our children have experienced a formal pre-school education
setting and are generally well equipped for school being confident and articulate. In general our
parent body are community-minded professionals who are highly articulate, well-educated and
informed. Parents are proactive and demonstrate a keenness to be involved in their children’s
education and are highly supportive of the school.
2MATAKANA SCHOOL
Vision, Mission, Motivation Values Strategic Goals
1. The wellbeing of every child attending
Matakana School will be paramount and every
child will have equitable opportunities to make
progress towards achieving the School
Standards in literacy and numeracy.
2. The Principal and Teachers will respond
quickly and effectively to the learning needs of
children who are not achieving.
Formative assessment practices will be an
integral part of all classroom programmes to
improve the quality of curriculum delivery in
order to accelerate student learning outcomes
and ensure equity across the school.
3. The principal and teachers will work with
parents to further enhance their understanding
of their child’s literacy and numeracy needs.
4. The school will report to parents about their
child’s progress and achievement against
national or age appropriate norms.
5. The school will work to accelerate and raise
levels of achievement of Māori and Pasifika
students in literacy and numeracy.
6. The principal and teachers will give effect to
the New Zealand Curriculum through ‘Spirals of
Inquiry’ Pedagogy, the Integrated Matakana
School Curriculum and the Matakana School
Inquiry Learning Model.
7. The school will embrace the opportunities
that blended e-learning presents to transcend
the boundaries of the classroom using ICTs,
robotics and thinking skills.
3Obligations to the Ministry of Education
The school acknowledges its obligations to the Government and
the Ministry of Education under legislation and guidelines that
include the National Education Goals, National Administration
Guidelines and National Education Priorities.
Charter Undertaking:
Our Cultural Diversity
This Charter was ratified by the BOT on 25 February 2018 and submitted to the Ministry of Education The School curriculum will encourage students to understand and
on 28 February 2019. respect different cultures that make up the New Zealand Society.
It will ensure that the experiences, cultural traditions, histories and
languages of all New Zealanders are recognised and valued. It
will acknowledge the place of Pacific Island societies in New
Zealand society, and New Zealand’s relationships with the peoples
of Asia, Europe and the South Pacific. The school is committed to
responding to cultural diversity and also fully recognises the
national education priorities and is committed to excellence and
equity in learning outcomes.
The Unique Position of Māori Culture
Chairperson, Board of Trustees Date: 25 February 2019 The School curriculum will recognise and value the unique position
of Māori in New Zealand society and the vision of Māori students
enjoying and achieving education success as Maori. All students
will have the opportunity to acquire some knowledge of Māori
language and culture. The school curriculum will acknowledge the
importance to all New Zealanders of both Māori and Pakeha
values, traditions and histories.
Te Reo and Tikanga Māori
The school integrates aspects of Te Reo and Tikanga Māori into
teaching and learning programmes making use of staff and
community expertise. The school will develop new and expand
current teaching and learning approaches that are engaging,
effective and enjoyable for all Māori students. The school will also
strengthen capability and accountability for Māori education and
language outcomes across all stakeholders. The school does not
provide specific instruction in te reo and tikanga, however, parents
may be directed to local schools providing bi-lingual education.
Charter Consultation
The Board will document and maintain an ongoing programme of
reporting, self-review and community consultation over a three-
year period. Reports from reviews and student achievement will
form the basis for deciding priorities for school development and
improvement, student wellbeing and student progress and
achievement.
4MATAKANA SCHOOL STRATEGIC PLAN 2019 TO 2021
1. The wellbeing of every child attending Matakana School will be paramount and every child will have
equitable opportunities to make progress towards achieving the School Standards in literacy and numeracy.
2019 2020 2021
Refer annual action plan Reporting will cover the whole curriculum and PaCT used to record student progress and
the requirements for the new ‘progress-based’ achievement. Progress and Achievement data
approach for reporting data, will be used. will be reported to the BOT and trends analysed.
Introduction of PaCT recording for Reading and Ongoing targeting of students – based on the
Writing progress and achievement. analysis of Kāhui Ako and School data as
Ongoing targeting of students - data from target reported to the BOT.
students in literacy and numeracy will be Targeted Kāhui Ako and School specific PD to
measured and analysed each term. support effective teaching, additional resources
School and Kāhui Ako targets around student (people and/or financial).
wellbeing will be added and tracked.
Target PD with additional resources (people
and/or financial) to support effective teaching.
52. The Principal and Teachers will respond quickly and effectively to the learning needs of
children who are not achieving. Formative assessment practices will be an integral part of all classroom
programmes to improve the quality of curriculum delivery in order to accelerate student learning outcomes
and ensure equity across the school.
2019 2020 2021
Refer annual action plan Use of OTJ sheets (in conjunction with the Analysis of PACT data.
Learning Progression Framework (LPF) Review OTJ sheets in line with Kāhui Ako needs
Refining the use of eTap to record all data and LPF if implemented across the Kāhui Ako.
electronically for ease of access by teachers to Continued use of eTap by teachers to ensure
ensure learning needs are identified promptly in learning needs are identified in students who are
students who are not achieving. not achieving and students themselves are able
Focus on priority students to ensure wellbeing to track their own progress over time.
and early identification & tracking of students Review of student self assessment practices.
needing acceleration to ensure equitable Review of formative assessment practices.
outcomes. Review of acceleration practices.
3. The principal and teachers will continue to work with parents to further enhance their
understanding of their child’s literacy and numeracy needs.
2019 2020 2021
Refer annual action plan Embed the PR1ME Maths programme from Review the effectiveness of the Hapara Teacher
Year 1 – 6. Dashboard Parent Portal or Seesaw to inform
Refining and embedding of PPPs in parents of student progress and learning via
combination of use with 1-to-1 mobile devices Mobile devices (Chrome Books/iPads).
(Chrome Books/iPads) and implementation of Review the implementation of the PR1ME Maths
the Hapara Teacher Dashboard Parent Portal programme from Year 2 – 6 and the impact it is
or Seesaw to inform parents of student having on student achievement.
learning.
64. The school will report to parents about their child’s progress and achievement
against national or age appropriate norms.
2019 2020 2021
Refer Annual action Plan E-Tap database used to synchronise OTJ data Kāhui Ako (CoL) collaboration on data analysis
for student reports (most likely in conjunction across the schools.
with the new PaCT analysis and graphing tool if Full implementation of LPF & the PaCT analysis
implemented across the Kāhui Ako) to further and graphing tool to further enhance reporting to
enhance reporting to parents. parents in the Kāhui Ako (CoL).
Kāhui Ako (CoL) collaboration on sharing data
analysis across the schools using the LPF.
5. The school will work to accelerate and raise levels of achievement of Māori and Pasifika students in
literacy and numeracy.
2019 2020 2021
Refer annual action plan Kāhui Ako (CoL) collaboration and use of LPF Full use of PACT analysis of data and graphing
& PaCT analysis of data to identify children at within the Kāhui Ako (CoL).
risk in order to: Kāhui Ako agreement to identify children at risk
§ Ensure student wellbeing by targeting in order to:
students specific learning needs § Ensure student wellbeing by targeting
§ Ensure equity by providing acceleration students specific learning needs
programmes to address the specific § Ensure equity by providing acceleration
learning needs of priority students programmes to address the specific
§ Raise levels of excellence and learning needs of priority students
achievement § Raise levels of excellence and
Maori/Pasifika annual Consultation Hui will be achievement
used to consult/inform the Māori community as § Annual Māori/Pasifika Consultation Hui
originally promoted through the Mahurangi LCN will continue to be used to consult/inform
and now Kāhui Ako, to integrate elements of the Maori community on specific learning
students’ identity, language and culture into the needs
curriculum teaching and learning. § Retain high expectations of students to
Develop new and expand current teaching and succeed in education as Māori
learning approaches that are engaging, Continue to develop new and expand current
effective and enjoyable for all Māori students. teaching and learning approaches that are
Continue targeted PD to support effective engaging, effective and enjoyable for all Māori
teaching, additional resources (people and/or students.
financial).
76. The principal and teachers will give effect to the New Zealand Curriculum through ‘Spirals of Inquiry’
Pedagogy, the Integrated Matakana School Curriculum and the Matakana School Inquiry Learning Model.
2019 2020 2021
Refer annual action plan Continuous improvement of School Curriculum Firmly focus on Global curriculum content.
– focus on curriculum being Real, Rich, Review the Integrated Themes accordingly and
Relevant and Respectful. make changes to the curriculum delivery plan
Embedding Kāhui Ako (CoL) Inquiry Hubs to ensuring continuous improvement. Continue
share teacher knowledge and effective electronic national and international classroom
teaching practice. teaching via Skype etc. to enrich the School
Kāhui Ako across-school and in-school Curriculum and continue targeted PD to support
teaching expertise used to enhance the quality effective teaching and additional resources.
of school leadership and teaching and raise Continuous improvement of School Curriculum –
the professional status of teaching. focus on curriculum being Real, Rich, Relevant
Electronic national and international classroom and Respectful. Embed the Matakana School
collaboration via Skype etc. using ultra-fast Inquiry Learning Model.
broadband to enrich the School Curriculum. Kāhui Ako Inquiry Hubs, within-school and
Focus on global curriculum content (PYP) in across-school teaching expertise used to
integrated studies to lead/guide student enhance the quality of school leadership and
learning using the Matakana School Inquiry teaching, and raise the professional status of
Learning Model. teaching.
7. The school will embrace the opportunities that blended e-learning presents to transcend the boundaries of
the classroom using ICTs, robotics and thinking skills.
2019 2020 2021
Refer annual action plan Regular live internet based learning and Review learning and teaching opportunities using
teaching opportunities using 1-to-1 mobile 1-to-1 mobile devices (Chrome Books) on ultra-
devices (Chrome Books) on ultra-fast fast broadband using the Hapara Teacher
broadband using Hapara Teacher Dashboard. Dashboard and the Parent Portal.
Focus on Robotics as key learning tool for Regular Robotics Classes implemented as part
delivery of the new Digital Technologies of the new Digital Technologies Curriculum.
Curriculum. Continue targeted PD to support effective
Possible Sister School involvement through teaching additional resources (people and/or
LEGO Education and Robotics. financial).
82019 ANNUAL ACTION PLAN DEVELOPED FROM OUR STRATEGIC PLAN
1. The wellbeing of every child attending Matakana School will be paramount and every child will have
equitable opportunities to make progress towards achieving the School Standards in literacy and numeracy.
Specific Strategies for 2019 incl. Who Expected Result
budget
Encourage teachers to attend all Kahui ASL All teachers join in all Kahui Ako professional development opportunities and join
Ako PD, Teacher Hui Days and to join WSLs an Inquiry Hub to share their Spirals of Inquiry and mine gems of effective
Inquiry Hubs Principal teaching practice.
To continue to gather and analyse Teachers Following analysis of data:
achievement data in literacy and numeracy SMT § Planning and teaching programmes will be tailored to meet the specific
as per School and Kahui Ako SENCO/AP/DP learning needs of students
requirements. Kahui Ako § ‘Need’ trends and patterns across the school will be identified
Identify trends and patterns from 2013 – WSLs/ASL § Kāhui Ako (KA) - ‘Need’ trends and patterns across the KA will be
2018 National & School Standards data. Principal identified
Kāhui Ako - collaboration with achievement § Specific PD for staff in order to continue to accelerate and lift
data sharing and analysis. achievement according to the trends identified in the analysis of data.
To gather and analyse achievement data Teachers At risk students identified:
in literacy and numeracy for at risk SMT § Programmes put in place across the school (and KA) in order to
students across the school and Kāhui Ako. SENCO/AP/DP accelerate raising levels of achievement.
Kahui Ako § Develop new and expand current teaching and learning approaches that
WSLs/ASL are engaging, effective and enjoyable for all Māori students.
Principal § Specific programmes for at risk children, will be monitored on a regular
basis
§ Students monitored on a regular basis, by teachers and Senior
Management.
To report to the BOT on student Kahui Ako ASL Progress and Achievement Data (School and KA) will be presented to the BOT.
achievement across the school and Kāhui SENCO/DP Results will be differentiated;
Ako. Principal § All children- Year Level / Gender / Maori / Pasifika / Special Needs.
Progress Data from target students in SMT Data will be gathered from targeted students and measured twice yearly to
literacy and numeracy will be measured SENCO/DP monitor progress and achievement. This will be reported to the BOT as part of
twice yearly. Principal the mid-year and end-of-year assessment reports. Kāhui Ako data will be
Progress and Achievement Data will be reported to the BOT when made available.
reported to the BOT.
92. The Principal and Teachers will respond quickly and effectively to the learning needs of
children who are not achieving. Formative assessment practices will be an integral part of all classroom
programmes to improve the quality of curriculum delivery in order to accelerate student learning outcomes
and ensure equity across the school.
Specific Strategies for 2019 incl. Who Expected Result
budget
All teachers will have a Teaching Inquiry Teachers will reflect regularly on their teaching inquiries in their appraisal
(Spirals of Inquiry) to complete as part of SMT/Principal journals.
targeting the priority student needs as Teachers will meet regularly in their Kahui Ako Inquiry Hubs to share learning.
mentioned in the 2019 School Progress and Teachers will use formative assessment goals to accelerate raising student
Achievement Targets and Kahui Ako achievement for priority students to ensure wellbeing, equity and excellence in
achievement challenges. learning.
Teachers to join Kahui Ako Inquiry Hubs. Teachers will have high expectations for all Māori and Pasifika students.
Develop new and expand current teaching
and learning approaches that are engaging,
effective and enjoyable for all Māori and
Pasifika students.
OTJ sheets used for accurate overall The summative OTJ sheets (assessment grids) for accurate overall teacher
teacher judgements (OTJs). Teachers/SMT judgements (OTJs) will be used for accurate progress and assessment reporting
Evaluation Associates contracted to deliver to parents.
LPF & PaCT PD The assessment schedule for 2020 will be updated in Term 4, 2019.
Results entered on SMS (E-Tap) for student LPF & PaCT PD in Writing attended by all Teachers
reports.
Formative assessment will be evident in Students will articulate their own success criteria in “child speak” in response to
classroom practice. Teachers/SMT the question “What are you learning?” This will also form part of the teacher
appraisal process (Student Voice).
Formative assessment will inform planning Learning intentions will be evident in all planning.
and teaching programmes to ensure Teachers Learning intentions will be shared with students in written and oral form.
learning needs are being met. Evidence of feedback/ feed forward in children’s books.
Goal Cards used by teachers to ensure Teachers use Goal Cards ensure coverage of all aspects in Reading and Writing.
coverage of all aspects in Reading and
Writing
10Reading Recovery and Lexia will be Teachers, SENCO, Reading Recovery and Lexia programme covers maximum numbers of students.
implemented. Principal, DP Tracking of all students achieving below the School Standard.
The addition of ‘Quick 60’ and ‘Rev it Up’ Moderate Needs Identification and Support Register in use.
Early Words, and Targeted Writing Māori Tracking Register in use.
programmes when required. Pasifika Tracking Register in use.
Priority Learners Matrix in use.
DATA shared with Kāhui Ako schools.
3. The principal and teachers will continue to work with parents to further enhance their
understanding of their child’s literacy and numeracy needs
Specific Strategies for 2019 incl. Who Expected Result
budget
Operating a Three Team School Principal The School will operate in three Teams – Junior Team (Years 1-2) Middle Team
Organisation in 2019. SMT (Years 3-4) and Senior Team (Years 4-6) allowing for better communication and
collaboration amongst Senior Management, Teaching Staff and Parents.
The Montessori Unit teachers will operate in these teams.
Continue to strengthen home/school Lead Teacher The Matakana Magic Home-Learning Challenge will be implemented in Term 1.
partnerships in literacy and numeracy – Teachers Parents and Students will be encouraged to take on the extra challenge. A
Matakana Magic Home-Learning Challenge. special School Assembly will be held at the end of the year to celebrate the
success of students who have completed all aspects of the challenge and
medals awarded.
Support all stakeholders to have high SMT/Teachers All teachers have high expectations of their Māori students.
expectations for all Māori students and Develop new and expand current teaching and learning approaches that are
develop and use a range of networks to engaging, effective and enjoyable for all Māori students.
share and grow knowledge and evidence of All Māori students are engaged in quality teaching and learning experiences.
what works to support student wellbeing, Maori students have high expectations of their own learning abilities.
equitable opportunities and excellence.
Entry Interviews and Transition to School DP All students are assessed by the DP for oral language and basic literacy and
each Term. numeracy skills within 1 month of starting school. A meeting is held with parents
to discuss the results and set the first learning goals. Parents are also advised
on how they are able to assist their child to achieve and maximise learning
success.
11Written Reports to parents Teachers Written Reports – will be generated from the Student Management System (e-
Term 2 (Mid-Year) and Term 4 (End-of-year Principal Tap) for each student.
Report). Reports contain specific information regarding literacy and numeracy levels.
Reports clearly indicate to parents how their child is progressing in relation to
School Standards and expectations across the curriculum.
Parent Interviews & Goal Reviews will be Teachers At Parent Interviews & Goal Reviews the focus will be on the goals for future
held in Term 1, Week 4. Principal learning as carried over from the student end-of-year reports for 2018.
Parent Interviews and Mid-Year Reports in Mid-year reports will be issued to parents at the Parent Interviews in Term 2 that
Term 2 Week 9. focus on student progress and achievent data.
Pupil Progress Presentations in Term 3, At the Pupil Progress Presentations, students will share with their parents their
Week 6. learning journey so far and where to next using their goal cards. Students will
End-of Year Reports will be issued in Term also guide their parents through their class showing their work and talking about
4, Week 10. their learning journey.
124. The school will report to parents about their child’s progress and achievement
against national or age appropriate norms.
Specific Strategies for 2019 incl. Who Expected Result
budget
Revised written reports will be used in 2019 Principal Revised eTap format reports used in Term 2 & 4.
which are generated using our Student SM Anniversary reports will be entered online within 2 weeks of the student’s school
Management System (eTap). Teachers attendance anniversary date (After 1, 2 & 3 years at school).
Parents/ BOT Reporting timetable for 2020 updated in Term 4, 2019.
Reports will be written in such a way that parents are able to clearly understand
where their child’s learning is at.
Reports will indicate specific learning levels in relation to National Standards
Reports will indicate student attendance/absence.
Reports to parents will reflect current Principal Assessment practice will be rigorous to ensure as far as possible that results are
achievement levels, against expected levels. Teachers an accurate reflection of a child’s progress.
SM Cross-school collaboration in terms of moderation will have been pursued.
Data on reports will be up to date.
Format of written reports will make evident to parents their child’s learning levels
in relation to our School Standards.
Parent Interviews & Goal Reviews will be Principal Dates will be set for Parent Interviews and Goal Reviews, Parent Interviews and
held in Term 1, Week 4. Teachers Mid-Year Reports as well as PPPs in the relevant term.
Parent Interviews in Term 2 Week 9. SM Parents will be encouraged to attend – 100% attendance expected.
Pupil Progress Presentations in Term 3,
Week 6.
Written reports will be given to parents in Principal Written reports will be completed by class teachers.
Terms 2 and 4. Teachers Senior Management and the Principal will oversee the writing of reports.
Anniversary reports will recorded online SM
within 2 weeks of the student’s attendance
anniversary date.
135. The school will work to accelerate and raise levels of achievement of Māori and Pasifika students in literacy
and numeracy.
Specific Strategies for 2019 incl. Who Expected Result
budget
The Māori/Pasifica Consultation Hui will Principal/SMT Support for all stakeholders to have high expectations for all Māori students.
be held in Term 4 Develop and use a range of networks to share and grow knowledge and
evidence of what works to support student wellbeing, equity and high
achievement expectations for our Māori students.
To gather and analyse achievement Principal Progress and achievement data for these students will be analysed and all
data in literacy and numeracy. Senior Management at risk students identified.
Support all stakeholders to have high Principal Programmes put in place for identified at risk students in order to accelerate
expectations for all students in terms of SENCO/Senior raising levels of achievement.
equity and achievement. Management/Teachers Moderate Needs Identification and Support Register in use.
To gather and analyse achievement Māori Tracking Register in use.
data in literacy and numeracy. Pasifika Tracking Register in use.
To report to the BOT on achievement of DP/Principal BOT will be informed re Maori / Pasifika student achievement.
Maori and Pasifika students. Maori and Pasifika Consultation Hui will be used to inform the Maori and
Pasifika community as originally promoted through the Mahurangi LCN and
now the Kāhui Ako.
To implement the Ka Hikitia and Principal/DP/Senco/Teachers Use strategies and ideas as suggested in these documents as well as those
Pasifika Education Plans (2013 – 2017) originally agreed/determined by the Mahurangi LCN member schools and
the new KA to accelerate raising the achievement of our Maori and Pasifika
students. Matakana School Priority Learners Matrix in use.
Commitment to and participation in all Principal/SENCO Continue to use joint strategies as determined by the original Mahurangi
activities of the original Mahurangi LCN member schools (and now the KA) to raise the achievement of our
Learning and Change Network (LCN) Māori and Pasifika students (Member Schools are: Matakana, Snells Beach,
and now the Kāhui Ako. Warkworth, Mahurangi College, Pakiri, Leigh, Kaipara, Horizon).
Assist in the establishment of the Kahui SENCO continues to participate in the Youth Action Group (YAG) meetings.
Ako Learning Support Hub SENCO and Principal involved in Kāhui Ako Learning Support Hub
meetings.
146. The principal and teachers will give effect to the New Zealand Curriculum through ‘Spirals of Inquiry’
Pedagogy, the Integrated Matakana School Curriculum and the Matakana School Inquiry Learning Model.
Specific Strategies for 2019 incl. Who Expected Result
budget
Implement reviewed Integrated Curriculum Principal Effective implementation of the
for 2019 SM Curriculum Reviews for 2019 are: School Curriculum, Assessment and
§ Curriculum overview/Delivery plan Teachers Reporting; Digital Technologies. Reviews will be completed in Term 3.
incorporating thinking skills Staff meeting - Term 4 to reflect/review on Integrated Curriculum topics of 2019
§ Concept/Context planning – focus on Concept/Context and the Matakana Magic thread that keeps it all
§ Reviewed Matakana School Inquiry together – PMI.
Learning Model Review of the Curriculum Delivery Plan for 2020 in Term 4, 2019.
§ Implement new ‘Spark Weeks’
§ Matakana Magic golden thread
School-wide Targets for 2019 Principal More students reach the school standard in Writing. Equity and excellence is
School Wide Target 1 SM achieved.
All students enjoy expressing their ideas and ASL/WSLs
actively participating in the writing process in Teachers More priority learners reach the standard in Writing, Mathematics and Reading.
order to become better and more confident
writers. Student wellbeing improves, equity is assured and excellence in teaching and
School Wide Target 2 learning is enhanced.
All priority learners identified as being
‘Below’ the school standard are supported to Support for priority learners shows them making accelerated progress across
make accelerated progress across the core the core curriculum areas of writing, mathematics and reading.
curriculum areas of Mathematics, Writing and
Reading. (more than 1 year's progress) Our school results contribute positively towards attaining the aspirational
challenges of the Mahurangi Kāhui Ako.
These targets align with the current
Mahurangi Kāhui Ako ‘Aspirational
Achievement Challenges’.
Teacher Inquiries will support the
attainment of the targets.
15‘Spirals of Inquiry’ pedagogy used - teachers Principal During Term 1 – 4 as the reviewed Integrated Curriculum for 2019 unfolds
inquire into the teaching–learning SM teachers will focus on:
relationship “moment by moment (as ASL, WSLs • Creating a supportive learning environment
teaching takes place), day by day, and over Teachers • Encouraging reflective thought and action
the longer term” (NZC, page 35). • Enhancing the relevance of new learning
• Facilitating shared learning
Teachers use the revised Matakana School • Making connections to prior learning and experience
Inquiry Learning Model. • Providing sufficient opportunities to learn.
Collaboration and Collaborative Teaching Principal Whole Staff Conference (Professional Development) presented on LPF and
initiatives in 2019 SM PR1ME Maths – January 2019.
Teachers Collaborative agreements set up between teachers/teams – January 2019.
Staff Appraisal System 2019 and Teacher Principal Using ‘Appraisal Connector’ for Staff Appraisal based on Spirals of Inquiry and
Inquiries SM continuous reflection/improvement on teaching and learning practice.
167. The school will embrace the opportunities that blended e-learning presents to transcend the boundaries
of the classroom using ICTs, robotics and thinking skills.
Specific Strategies for 2019 incl. budget Who Expected Result
For ICTs to be incorporated into classroom Teachers Blended e-learning will be encouraged in all learning practices.
programmes: ICT Team Teachers will be encouraged to use the media room facilities.
§ iPads/Chromebooks Principal Teachers will share learning with colleagues.
§ Swivels Students actively using Chromebooks, iPads.
§ Digital Cameras – Video & Still Teachers using the Soundfield Systems to enhance student auditory
§ Visualisers processing and learning.
§ Soundfield Systems
To continue to develop the use of thinking skills Teachers Professional Development opportunities will be available for staff.
in the classroom as per the Curriculum Delivery Principal Teacher’s pedagogical knowledge will increase and impact on children’s
Plan. learning (personal PD).
• Blooms Revised Taxonomy Model Integration of thinking skills will be evident in classroom practice.
• Gardener’s Multiple Intelligences Children will be able to articulate their knowledge of thinking skills.
• SOLO Taxonomy Teachers will reflect on their practise and collaborate/share with colleagues
their ideas and thoughts.
Implementation of 2015 Future Focused Principal, ICT Blended e-learning and One-to-One devices (Chromebooks) fully integrated
Learning Initiative including Robotics Team, Teachers into the teaching and learning programme in Years 4-6. Lego Robotics kits
in full use – Years 3-6. Osmo Coding Kits in use Years 1-3
Use of ICT’s and programmes will be evident in Lead Teachers Professional Development opportunities will be available for staff to
planning, programmes and teaching as Team Leaders effectively use Hapara Teacher Dashboard and Google Apps for Education
observed by Team Leaders Teachers (GAFE) to ensure the effective use of Chromebooks in Years 4-6
Principal
School Radio Station contributions to Student Teachers Staff PD and Student Radio Crew learning opportunities includes visits to
learning and wellbeing (MagicMix 97.6fm) Principal commercial radio stations. Student broadcasts on a daily basis.
Teachers will have access to more Robotics Lead Teachers More Robotics hardware will be provided through Grants or BOT funding.
hardware to ensure the effective Principal
implementation of the Digital Technologies
Curriculum
Teachers will have access to more online ICT Team Teachers will actively follow various social media teacher sites, for teaching
resources tips and suggested programmes/apps to assist in teaching and learning
programmes. Teachers also encouraged to use N4L (Network for Learning).
17Progress and Achievement Targets for 2019
In Writing, Mathematics and Reading
(using Overall Teacher Judgement)
School Wide Target 1
All students enjoy expressing their ideas and actively participating in the writing process in order to become
better and more confident writers.
School Wide Target 2
All priority learners identified as being ‘Below’ the school standard are supported to make accelerated
progress across the core curriculum areas of Mathematics, Writing and Reading. (more than 1 year's
progress)
These targets align with the current Mahurangi Kāhui Ako ‘Aspirational Achievement
Challenges’.
More specific detail may be determined as part of the Kāhui Ako
co-construction and development process.
182019 ‘BUSINESS AS USUAL ANNUAL PLAN’ FOR MATAKANA SCHOOL
NAG FOCUS AREA PLANNED STRATEGIES FOR THE YEAR
CURRICULUM
NAG 1 Literacy Refer annual action plan and School Writing Target
Curriculum Evaluation Associates PD over the course of the year on the Learning Progressions Framework (LPF)
…with the Kāhui Ako PD expected to be available during the course of the year to dove-tail with Kāhui Ako shared
principal and writing targets
staff Numeracy Refer annual action plan and School Targets
Implementation of the PR1ME Maths programme – Years 2-6 with focused PD
Other curriculum area Curriculum Reviews for 2019 are: School Curriculum, Assessment and Reporting; Digital Technologies.
initiatives Reviews will be completed in Term 3. Year 1 of a new four year cycle.
Te Reo Tuatahi programme – Years 1-3 (funds approved by the BOT) starts as soon as a tutor is found.
Science Days – every ‘Spark’ week.
Inquiry learning
NZC Implementation Implementation of the new Digital Technologies Curriculum. Refer annual action plan.
Integrated Curriculum
EOTC Camps held for Year 4, 5 & 6 Students
Assessment • OTJ Sheets & all Reports generated using the SMS (E-Tap)
• NZCER PATs online
• e-asTTle
• LPF & PaCT
School Achievement Minimum for our School: 85% ‘At’ or ‘Above’ School Standard for Reading, Writing and Mathematics
Students at risk Refer strategic and annual action plan as well as the school’s Priority Learners Matrix
Moderate Needs Identification and Support Register in use
Māori Tracking Register in use
Pasifika Tracking Register in use
19GATE, CWSN and ESOL As per SENCO and DP/AP. Our approach is inclusive and we provide a range of extension programmes as
programmes listed in our curriculum delivery plan and on our website
Regular, quality physical Through our Sport Specialist (Sharon Hallet) - continue promoting physical activity including organised
activity sport. Our own MMMM programme will allow students to have access to a variety of sports
equipment/games at play breaks.
Regular, quality physical Through our Sport Specialist (Sharon Hallet) - continue promoting physical activity including organised
activity sport. Our own MMMM programme will allow students to have access to a variety of sports
equipment/games at play breaks.
Consultation with Māori Refer strategic and annual action plan – Māori /Pasifika Consultation Hui will be used to consult/inform the
Community Māori community as promoted through the original Mahurangi LCN strategy and new KA strategy.
Student Wellbeing for Student Wellbeing for Success. Focus on improving those areas identified in the 2018 community Health &
Success PE survey in relation to the draft indicators. Focus on ERO report February 2015 ‘Wellbeing for Children’s
Success at Primary School’.
Teachers will have access Literacy and Spelling Shed school licences.
to more online learning Teachers will also actively follow various social media teacher sites, for teaching tips and suggested
resources programmes/apps to assist in teaching and learning programmes. Teachers also encouraged to use the N4L
(Network for Learning).
20DOCUMENTATION AND REVIEW
NAG 2 School review/Self Continious school review and self review. Improvement as per the 2019 BOT School Review and Work
Strategic review Plan as well as the Curriculum Review and Consultation Schedule in the 2019 School Curriculum Delivery
Planning/Self Plan.
Review Continue initiating and implementing the recommendations from the 2017 ERO review and note the
...through the findings in the ERO CoL report of late 2016.
principal and Curriculum Reviews for 2019 are: School Curriculum, Assessment and Reporting; Digital Technologies.
staff Reviews will be completed in Term 3.
Policy and Procedure As per SchoolDocs Policy Review Cycle for 2019 (BOT Policy Sub-committee)
review As per 2019 BOT School Review and Work Plan
Strategic Plan review Ongoing through 2019 as per 2019 BOT School Review and Work Plan
Develop Annual Plan Charter/ Strategic and Annual Plans for 2019 - 2021 to be presented to the Board in February 2019 for
ratification.
Develop student Two specific targets in 2019:
progress and In Writing, Mathematics and Reading
achievement targets (using Overall Teacher Judgement)
School Wide Target 1
All students enjoy expressing their ideas and actively participating in the writing process in order to
become better and more confident writers.
School Wide Target 2
All priority learners identified as being ‘Below’ the school standard are supported to make accelerated
progress across the core curriculum areas of Mathematics, Writing and Reading. (more than 1 year's
progress)
These targets align with the current Mahurangi Kāhui Ako ‘Aspirational Achievement Challenges’.
More specific detail may be determined as part of the Kāhui Ako co-construction and development process.
Curriculum learning As per the Curriculum Review and Consultation Schedule Curriculum Reviews for 2019 are: School
area reviews Curriculum, Assessment and Reporting; Digital Technologies. Reviews will be completed in Term 3.
Community Survey Term 3
21Reports to BOT Principal reports to BOT at each meeting referenced to the annual plans and targets as per the Matakana
(general) School 2019 BOT School Review and Work Plan.
Reports to BOT – Report to the Board as per the Matakana School 2019 BOT School Review and Work Plan including
student achievement Montessori Unit.
Reports to BOT re Report to the Board re Māori and Pasifika student achievement in reading, writing, and numeracy -
Māori and Pasifika February 2019 and August 2019
achievement
Reporting to parents See strategic and annual action plan
Report to students and their parents on the student’s progress and achievement in relation to National
Standards. Reporting to parents in plain language in writing must occur at least twice a year.
See Matakana School – Reporting to Parents on Student Progress and Achievement Cycle 2019
ERO Review Build on outstanding work as reported in the 2017 ERO review
Mahurangi Kāhui Ako Working/structure and collaboration agreements in place and operational in 2019
Community Māori/Pasifika Consultation/Information Hui (Term 4)
Consultation
22PERSONNEL
NAG 3 Professional Staff Conference – Learning Progressions Framework and PR1ME Maths
Personnel/PD development programme Jenni Donohoo – Collective Efficacy – Principal, DP, ASL, WSLs
BOTs are Te Reo Tuatahi – all teachers – Te Reo Tuatahi Facilitator
required to… Robotics PD - all teachers – Jess Bertelsen/Ellen Edwards
Robotics - Visit to Te Matauranga - BOT
ICT PD for all teachers - ICT Team
Mathematics – Maths Team teachers – Primary Maths Association Conference – July 2019
PR1ME Maths PD – all teachers - Ellen Edwards and Sophie Kurmann & Maths Team
Google Chrome Books/Hapara Dashboard Roadshow – ICT Team
Leadership Coaching Course (Auckland) August 2019 – 2 x Team Leaders to attend
ACEL Conference October – Principal/DP/SENCO
ICT PD – Interface Expo (Auckland) May 2019 - ICT Team attending
Kahui Ako (CoL) – several PD sessions in 2019 for Teachers/Principal and BOT
Health and PE PD – Sport Specialist Sharon Hallet - throughout the year for all teachers
Defribulator Training – Michelle Stevenson – All staff.
First Aid – All Teachers
New staff and PRT New staff and PRT will be supported into the school by their Team Leaders and the DP/Principal. Team
induction Leaders will be specifically responsible for the induction of new registered teachers. Designated Mentors
will be responsible for the induction of beginning teachers.
Staff appraisal – Teacher Appraisal System – Appraisal Connector - inclusive of registered teacher criteria.
teaching and non- Teacher appraisal goals to align with school strategic goals and Kahui Ako goals.
teaching Ensure all non teaching staff are appraised against job descriptions.
EEO programme To ensure that the principles of equal employment opportunities are reflected in school policies and
practice.
Good employer practices As outlined in policies.
BOT training BOT members – Governance vs Management – Mac Stevenson
BOT members – STA Board training available for BOT members
23PROPERTY AND FINANCE
NAG 4 Prepare annual budget Property allowed for in budget.
Finance and
Property Allocate funds to reflect Funds allocated through budget according to identified school needs eg. Field drainage maintenance,
BOTs are Charter goals Signage maintenance, Concrete painting maintenance, Property Managers shed - asphalt maintenance, Pool
required to… & area maintenance, Shaded area development and maintenance
Regular reviewing of Monthly reports to the BOT by Finance and Property Sub-committee.
financial situation with
BOT
Maintenance of school 3rd Year of implementation of the new 10YP and 5YA plan (Started on 01 July 2016)
buildings and grounds Manage BIP progress with Ministry of Education officials
Develop property to As per 5YA and innovative teaching/learning environments. Complete Room 16 & 17 toilet & roof upgrade
reflect charter goals and outside areas
(5YA)
Planned major asset Various innovative teaching/learning environment furniture pieces in R1/2/6/7/8/9/10/13/16/17.
purchases 180 x Hapara Teacher Dashboard License renewals
44 x iPads - Junior School
13 x Lego Mindstorm Kits – Senior School
30 x Chromebooks (to replace old stock and meet the demand of roll growth)
1 x Chromebook charging station (36 slots to meet the demand of roll growth)
3 x Osmo Coding and Base Kits – Junior School
24HEALTH AND SAFETY
NAG 5 Provide a safe physical Continue with current behaviour management strategies - school values system – Matakana Magic, Wheel
Health and and emotional of Choice.
Safety environment Ensure duty teachers are monitoring the playground using high visibility pink fluoro jackets or high
BOTs are visibility fluoro orange hats
required to… Student Incident Book in use for student support (2 x Student Support Teachers)
SENCO continues to participate in the Youth Action Group (YAG) meetings and becomes part of the
Kāhui Ako Learning Support Hub
Anti-bullying initiatives Wheel of Choice – embedding behaviour choices
Values system – Matakana Magic Ethos embedded. Ongoing review.
Cool School Peer Mediation programme in action (Peer Mediators).
‘Student Wellbeing for The ethical responsibility of teachers, leaders and trustees is to consider, promote, balance and respond to
Success’ all aspects of the student, including their physical, social, emotional, academic and spiritual needs. Focus on
deliberate action across all curriculum areas, pastoral care, strategic priorities and teaching practices to
improve student wellbeing.
Focus on improving those areas identified in the 2018 community Health & PE survey in relation to the
draft indicators.
Community Health Focus on improving those areas identified to be of concern in the 2018 Community Health and PE
Consultation (every two Consultation Survey. New survey due Term 3 2020.
years)
‘Health and Safety at Health and Safety Audit completed in 2016
Work Act’ Continuous Identification and reporting of risks
Ensure all policies and procedures are up to date as per SchoolDocs
‘Vulnerable Children Implement all procedures as required by law to keep vulnerable children safe.
Act’ All vetting kept up to date.
Food Act 2014 In force since 2016 – make sure of compliance
NAG 5 other (e.g. major Civil Defence – Confirmed Local Evacuation/Assembly Area
accidents, hazards,
evacuations)
25LEGISLATION
NAG 6 School Attendance Attendance Report to BOT – March 2019
Legislation LEGISLATION
BOTs are Ensure that correct Use of electronic registers using SMS (eTap)
expected to… procedures are followed re: Stand downs and/or suspensions
Management of truancy
Enrolment scheme
Teacher registration
Staff salary increments.
Police vetting of non-teaching staff and contractors
Mandatory reporting to teachers council re competency and/or serious misconduct
ANNUAL CHARTER UPDATE
NAG 7 Charter Update Principal to complete the Charter update to be presented to the BOT in February 2019.
Charter Update Provide the Secretary for Education with a copy of the updated school charter before 1 March 2019.
BOTs are
expected to…
ANALYSIS OF VARIANCE
NAG 8 Variance Analysis To provide a statement providing an analysis of any variance between the school's performance and the
Analysis of relevant aims, objectives, directions, priorities, or targets set out in the school charter at the same time as
Variance the updated school charter provided to the Secretary for Education under NAG 7.
BOTs are Principal to prepare the Analysis of Variance.
expected to…
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