Otatara School Charter - Striving for Excellence 2017-2019
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Otatara School
Charter
2017-2019
Striving for Excellence
School No. 4000
Page 1 of 11
February 20171. INTRODUCTION SCHOOL STATEMENT Otatara, a semi-rural residential area with a population of 3,000 residents is situated in a bush and beach area five-ten kilometres west of Invercargill between the New River Estuary and Oreti Beach. Otatara Primary School is a U5 contributing state co- educational school with a roll of around 330, 15% of whom are Māori and 2% Pasifika. We work to provide a safe, caring, inclusive and stimulating learning environment where learners achieve success. Numeracy and literacy are priority areas with the remaining learning areas of the New Zealand Curriculum taught through team rotations and/or an inquiry based approach. Teachers provide differentiated programmes to support learners to work towards realising their potential. The school has a total of 14 teaching spaces, plus a library, and is staffed by a team of around 18 teachers, a school secretary, 3 teacher-aides, a librarian/ICT support person, and a part-time caretaker. The school’s picturesque grounds are surrounded by a native bush reserve and a golf course. A covered heated swimming pool is on-site and adjoining the school site is a large community centre and a kindergarten with which the school has a close connection. The school fosters and maintains a positive partnership with the community, reflected in the community support of school events. Facilities are available to the community out of school hours and are used by various clubs, organisations and families. VISION STATEMENT Connected, self-managing learners, striving for excellence. OUR VALUES Māori values of ako, manaakitanga and whanaungatanga encompass the school PRIDE values. These PRIDE values were developed and agreed to by the school community and reflect the values expressed in the 2007 New Zealand Curriculum: Positive attitude – we smile and willingly give things a go Respect and responsibility – we are honest and kind, we care about ourselves, others and our environment Inquiring and imaginative – we ask questions, explore and create Diversity – we celebrate that we are all different and we work together Excellence – we set goals that challenge us and always do our best NATIONAL EDUCATION GOALS (NEGs) Otatara School gives full consideration to the Government’s education priorities when involved in any planning for school development or school/class programmes: NEG 1- The highest standards of achievement, through programmes, which enable all students to realise their full potential as individuals, and to develop the values needed to become full members of New Zealand's society. NEG 2 - Equality of educational opportunity for all New Zealanders, by identifying and removing barriers to achievement. NEG 3 - Develop the knowledge, understanding and skills needed by New Zealanders to compete successfully in the modern, ever-changing world. Page 2 of 11
NEG 4 - A sound foundation in the early years for future learning and achievement
through programmes, which include support for parents in their vital role as their
children's first teachers.
NEG 5 - A broad education through a balanced curriculum covering essential learning
areas. Priority should be given to the development of high levels of competence
(knowledge and skills) in literacy and numeracy, science and technology and physical
activity.
NEG 6 - Excellence achieved through the establishment of clear learning objectives,
monitoring student performance against those objectives, and programmes to meet
individual need.
NEG 7 - Success in learning for those with special needs by ensuring that they are
identified and receive appropriate support.
NEG 9 - Increased participation and success by Māori through the advancement of
Māori education initiatives, including education in Te Reo Māori, consistent with the
principles of the Treaty of Waitangi.
NEG 10 - Respect for the diverse ethnic and cultural heritage of New Zealand people,
with acknowledgment of the unique place of Māori, and New Zealand's role in the Pacific
and as a member of the international community of nations.
SCHOOL PRIORITIES
In addition to the national priorities the school also gives priority to the following:
Community Consultation and Involvement
• Encouraging support for, and involvement in the school, from parents and the
wider community, providing opportunities for open consultation and interaction
within our school community; with a particular focus on our Māori community
• Reflecting in our curriculum our school’s affiliation with the local environment
Cultural Diversity
• Showing respect and sensitivity towards all peoples, with special recognition of
the unique position of Māori culture in our New Zealand society
• Annually consulting parents and caregivers of students identified as Māori as to
how the school can best support their child/ren
• Building teacher capacity and developing programmes consistent with the
principles of the Treaty of Waitangi and priorities and emphases of Ka Hikitia
and Tātaiako
• Respecting the unique heritage of Māori as the Tangata Whenua
• Incorporating te reo me ngā tikanga into our school programmes and as per
Section 61 of the Education Act 1989. 3(a) (ii) the aim of ensuring that all
reasonable steps are taken to provide instruction in tikanga Māori (Māori
culture) and the reo Māori (Māori language) for full-time students whose
parents ask for it – we will work alongside parents to support this request
accessing support from the Resource Teachers of Māori or Te Reo Adviser
and/or perhaps seeking dual enrolment with the Correspondence School - Te
Kura
Curriculum Design and Student Progress and Achievement
• Providing varied and challenging programmes based on the New Zealand
Curriculum where students engage with a variety of interactive learning
opportunities, promoting the development of creativity, curiosity and inquiry,
while still recognising the importance of numeracy and literacy as foundational
learning
• Promoting a community of inquiry involving teachers and students
Page 3 of 11• Promoting the highest possible achievement for each student: academically,
socially, culturally and physically
• Accurately monitoring and recording student achievement and using this
information to clearly indicate progress and achievement and plan for further
learning
• Identifying ‘at risk’ students and providing relevant support programmes with
ongoing monitoring and evaluation
Our Board is committed to following sound governance and management practices
through monitoring student’s achievement, required documentation and self review,
being a good employer, financial and property management with sound administrative
practices.
We believe students learn in engaging, respectful and consistent environments
• with highly motivated, enthusiastic and reflective teachers
• with positive reinforcement and responsive feedback
• where risk taking is encouraged and mistake making seen as part of learning
• with a variety of culturally responsive teaching approaches and methods coupled
with a balanced and varied programme to cater for them as diverse learners,
including the provision of specialised programmes
• with challenging but realistic goals
• with informed and supportive parents involved in the school supporting their
children’s endeavours
• with expectations of success from BOT, staff and parents
• with respectful relationships and effective communication between home and
school
• with clear and consistent guidelines and expectations
• when valued as individuals, encouraged to make choices and take increasing
responsibility for their own learning and behavior
• with appropriate resources available to all
2. STRATEGIC PLANNING
Note: At Otatara School, strategic planning is based on three key goals that relate to
the National Administration Goals (NAGs) as indicated:
OUR STRATEGIC GOALS
In order to achieve our vision and reflect our beliefs, we will work towards meeting the
following goals:
Within a safe and secure learning environment Otatara School, will encourage
the development and achievement of each individual student, giving priority to
literacy and numeracy. (NAG 1,2,3,5,8)
All students at Otatara School will be supported to develop key competencies,
skills and knowledge, attitudes and values to enable them to be connected, self-
managing learners striving for excellence. (NAG 1,2,5)
Informed by an ongoing self-review process Otatara School will provide
resources and facilities to enhance learning. (NAGs 1-8)
Page 4 of 11Otatara School Strategic Overview 2017 - 2019
Ongoing
Goal 1 • Provide targeted learning for students requiring extra support to meet or make sufficient
Within a safe and secure progress in relation to the National Standards for reading, writing and mathematics and
learning environment we will statistics, prioritising boys and national priority groups of Maori, Pasifika and students with
encourage the development and special needs
achievement of each individual
student, giving priority for 2017 2018 – 2019
literacy and numeracy. • Explore problem based learning • Strengthen integrated connections
through the lens of science and within and across learning areas
arts
Ongoing
Goal 2 • Support and encourage culturally responsive practices and hauora (Maori philosophy of
All students will be supported well-being that includes the dimensions taha wairua, taha hinengaro, taha tinana, and taha
to develop key competencies, whanau, each one influencing and supporting the others)
skills and knowledge, attitudes • Promote healthy lifestyle choices
and values to enable them to be
connected, self-managing
learners striving for excellence. 2017 2018 – 2019
• Review school processes and • Strengthen formative assessment
practices to align with reshaped practices and student agency
vision
Ongoing
Goal 3 • Strengthen school wide and community whanaungatanga (relationships) to support learners
Informed by an ongoing self- and learning
review process, we will provide • Maintain and update school resources*
resources* and facilities to
enhance learning.
*Resources encompasses programmes,
2017 2018 – 2019
equipment, buildings, plant. • Complete refurbishment of B • Review playground spaces
Block • Explore creating collaborative spaces
within the junior school
Page 5 of 11 February 2017
Connected, self managing learners, striving for excellenceSUPPORTING DOCUMENTATION FOR CORE SCHOOL BUSINESS The following documentation continues to support us in improving student achievement and teacher/school programmes: Policies and procedures Curriculum documentation, including planning and monitoring Assessment and reporting data Self review Teachers’ programmes of work The following documentation supports us in ensuring good management practices and effective school systems: Policies and procedures Governance manual Performance management Self review programme Annual budget Ten year maintenance plan Five year property plan Page 6 of 11
ANNUAL PLAN 2017
Strategic Goal 1 - Within a safe and secure learning environment we will encourage the development and achievement of each individual student, giving
priority to literacy and numeracy.
Resources to support strategic goal – Reading recovery teacher employed for 0.4, teacher aides to specialize in reading and writing mileage, spelling support,
and number knowledge support, professional support from Gail Loane with writing, ongoing teacher videoing and coaching
Ongoing practices to support strategic goal – Ongoing review of school wide criteria and expectations in literacy and mathematics, ongoing moderation
processes, including the use of PaCT, class and school wide data used to inform teaching practices and programmes, ongoing tracking, monitoring and
differentiation related to student progress and achievement through classroom systems, learning support register and Māori and Pasifika tracking document,
school culture that values continuous improvement, inclusiveness and restorative practices.
Strategy: Provide targeted support for children requiring extra support to meet or make sufficient progress in relation to the National Standards for reading,
writing and mathematics and statistics, prioritising boys and national priority groups of Maori, Pasifika and students with special needs
When will it be
Specific Actions - What will we do? Who is responsible? Budget allocation How did we get on?
done?
Teacher aide funding,
Review student support register to establish ‘at risk’ and high
LT Ongoing learning support, Enrich-
achieving students and determine intervention and support.
$6000 for year
LT and Teachers
Monitor progress and provide learning support for the students Ongoing- Teacher aide funding,
and Resource
identified as below National Standards in reading, writing and progress reports reading recovery staffing
Teacher of
mathematics from 2016 data- writing see MOE target for details T1, 2, 3 (0.4) and DP
Literacy
Travel and
Principal, DP, Anna accommodation for Dr
Implement MovinCog intervention with Y4 students By end of T2
and Y4 teachers Moreau plus earbuds for
both classrooms - $1400
SENCO, Specialist
Learning Support, (0.1)
Plan, implement and review IEPs and ILPs for well below students Teacher, Class Ongoing
specialist teacher
teachers
Strategy: Explore problem based learning through the lens of science and arts
When will it be
Specific Actions - What will we do? Who is responsible? Budget allocation How did we get on?
done?
Teacher Only Day focus on science inquiring and drama LT and teachers Ongoing $1000
Page 7 of 11 February 2017$3000- arts allocation
Inquiring/Arts focused learning during the year with CRT planning LT, Gillian and
Ongoing and CRT staffing release
days for pairs of teachers and ongoing coaching with Gillian teachers
for teachers
Promote close noticing and observational drawing as part of
LT and teachers Ongoing
programmes across the school
Page 8 of 11 February 2017Strategic Goal 2: All students will be supported to develop key competencies, skills and knowledge, attitudes and values to enable them to be
connected, collaborative, self-managing learners, striving for excellence.
Resources to support strategic goal – M unit allocated to teacher to support science inquiry, one CRT day per teacher per term to be used for collaborative
planning
Ongoing practices to support strategic goal –Continuous improvement of inquiry learning processes and practices, inclusiveness and restorative practices,
collaborative learning community, ongoing reflection and deliberate teaching of metacognition, student voice (decision-making) and increasing expectations
regarding student ownership and goals, coherence in terms of vision, values etc
Strategy: Support and encourage culturally responsive practices and hauora (Māori philosophy of well-being that includes the dimensions taha wairua (spiritual
wellbeing), taha hinengaro (emotional wellbeing), taha tinana (physical wellbeing), and taha whanau (social wellbeing), each one influencing and supporting the others)
Budget
Specific Actions - What will we do? Who is responsible? When will it be done? How did we get on?
allocation
Continue to grow and embed tikanga Māori in the school – kapa haka
group, participation in Polyfest, school haka, use of korowai for LT and teachers Ongoing $1000
assembly leaders
Strategy: Review school processes and practices to align with reshaped vision
Budget
Specific Actions - What will we do? Who is responsible? When will it be done? How did we get on?
allocation
Explicitly teach self management skills and strategies LT and teachers Ongoing N/A
Strategy: Promote healthy lifestyle choices
Budget
Specific Actions - What will we do? Who is responsible? When will it be done? How did we get on?
allocation
Life Education for junior students AP and junior teachers Term 1 $800
PE budget
Continue to promote Sportstart and physical activity LT and teachers Ongoing
allocation
Page 9 of 11 February 2017Strategic Goal 3- Informed by an ongoing self-review process, Otatara School will provide resources and facilities to enhance learning
Resources to support strategic goal – Repairs and maintenance as per budget, professional learning as per budget, M units allocated to teachers to support
strategic direction
Ongoing practices to support strategic goal –Close connection with the community, safety culture, self review used to guide continuous improvement,
resourcing as required to enhance learning as per school budget, sound school policies and procedures used to guide practices
Strategy: Strengthen school wide and community whanaungatanga (relationships) to support learners and learning
Specific Actions - What will we do? Who is responsible? When will it be done? Budget allocation How did we get on?
Continue to promote te ao Māori and Māori protocols -,waiata, te o
As required from
Māori in inquiries, literacy, numeracy, arts, PE, treaty principles in LT and Teachers Ongoing
Māori budget
planning and programmes
Meet the teacher at start of year more of a goal sharing session
with families where teachers go over self management goal, writing LT and Teachers Ongoing N/A
and number knowledge
Strategy: Maintain and update school resources
Specific Actions - What will we do? Who is responsible? When will it be done? Budget allocation How did we get on?
Audit and update junior reading resources AP and junior teachers End of year $2000
Review and update science resources Gillian and LT Ongoing $2500
Strategy: Complete refurbishment of B Block
Specific Actions - What will we do? Who is responsible? When will it be done? Budget allocation How did we get on?
Staged refurbishment of the 4 classrooms and toilets BOT End of year $350,000
Page 10 of 11 February 2017STUDENT ACHIEVEMENT TARGET – 2017
Within a safe and secure learning environment Otatara School, will encourage the development and achievement of each individual
Strategic Goal 1
student.
Writing will form the basis of our 2017 targets (44 students – 31 boys, 13 girls)*:
All Year 6 (2016) students (11) who are below will be at or above the National Standard - (4 boys, 7 girls)
Target - by the end of All Year 5 (2016) students (9) who are below or well below will be at or above the National Standard - (9 boys)
the 2015 school year All Year 4 (2016) students (8) who are below or well below will be at or above the National Standard - (4 boys, 4 girls)
All after 3 year (2016) students (16) who are below will be at or above the National Standard - (14 boys, 2 girls)
All Y3-6 Māori (11 - 8 boys, 3 girls) who are below will be at or above their respective National Standard * (included in year group targets above)
At the end of 2016 80% (236/294) of students were at or above expected National Standards levels for writing.
After 3 years at school 83% (40/48) of students achieved at or above the national writing standard. End of year 4 85% (46/54) of students
Historical situation achieved at or above the national writing standard. End of Year 5 77% (41/57) of students achieved at or above the national writing standard. End
of Year 6 86% (42/49) of students achieved at or above the national writing standard and of these students 20% (10/49) achieved above.
73% (29/40) of Māori students achieved at or above the national standard in writing.
Method of data collection Overall teacher judgments based on teacher observation, conversations and team or whole school moderation
When will it be
What will we do to meet the target? Who is responsible/involved? Budget allocation How did we get on?
done?
Ongoing writing professional learning, using a coaching Gail Loane, LT, Teachers Ongoing $5,000
approach, supported by Gail Loane
Exploration and investigation of strategies to support LT and teachers Ongoing Part of PLD
boys as writers budget
Regular monitoring of progress of identified students, Ongoing- review TA time
collaborative problem solving of strategies and LT and teachers at team $500 for
interventions. Provision of classroom support, teacher Teacher aides meetings led by Feuerstein
aide support and/or specialist teaching including Resource Teacher of Literacy DP/AP/Senior materials
Feuerstein training with a small group. Team Leader
Deliberate and explicit linking/connecting of teaching LT and Year 4-6 teachers Ongoing N/A
and learning of reading and writing particularly within
inquiring learning contexts.You can also read
