PAIHIA SCHOOL CHARTER 2016 2018

 
PAIHIA SCHOOL CHARTER 2016 2018
PAIHIA SCHOOL CHARTER

      2016 – 2018
PAIHIA SCHOOL CHARTER 2016 2018
History
The current school roll is comprised 56% Maori, 33% NZ European, 3% Pasifica, 2% Asian, and 6% other ethnicity. Paihia School
is a Decile 4 school.

Children attending the school come from a wide variety of social and economic backgrounds, due to the unique nature of the
population in the Paihia School area. This in turn provides for a wide range in pupil achievement and readiness for school entry.
Our children come from the Paihia, Waitangi, Te Haumi, Opua and Haruru Falls areas.

There are 9 teaching positions to begin with in 2016. As a result of exploring research around quality teaching and visible learning
in 2015 teachers at Paihia School are now most often referred to as Change Agents (CA’s). There are a large number of junior
students currently enrolled. The school has a SENCO to plan, support and co-ordinate children with special education needs.
Paihia School has several staff in teacher support roles with a range of responsibilities from managing the school office, leading
kapa haka and running the library. The school has a Library, Wharenui, Wharekai, Solar heated swimming pool, a corner of
dreams, adventure playgrounds and large playing field.

                                                                                      Paihia School - 1927

                       Principals’	
  endorsement:	
                                   Jane	
  Lindsay	
  
                       Board	
  of	
  Trustees’	
  endorsement:	
                      Wayne	
  Smith	
  
                       Submission	
  date	
  to	
  Ministry	
  of	
  Education:	
      1st	
  March	
  2016	
  
PAIHIA SCHOOL CHARTER 2016 2018
Paihia School Mission statement:

           To cater for the whole child by respecting cultural differences
and providing the best learning environment in partnership with parents and whānau
                   so every child achieves to their highest ability
                           and is prepared for their future.

                 Paihia School Vision statement:
      Kia hui ako tahi tātou hei kawenga atu mo ngā ra e tu mai nei
                Together we learn and prepare for the future
PAIHIA SCHOOL CHARTER 2016 2018
Paihia School Values:

   Manaakitanga – Respect
    Kaha – Doing our best
Whanaungatanga – Helping others
     Tu maia – Resilience
PAIHIA SCHOOL CHARTER 2016 2018
Cultural Diversity and Maori Dimension 2016

   New Zealand’s unique cultural dimension is reflected in                  The unique position of the Māori culture is a key element as 56%
   Paihia School’s composition:                                             our students are of Māori descent. Great value is placed on our
     	
  
   African                  1%            Fijian               1%           tangata whenua as Paihia is situated by the birthplace of our nation,
   Filipino
     	
                     1%            Hispanic             1%           Waitangi. Many of our families have inter-generational association
   British
     	
                     2%            Indian               2%           with Paihia School. There is a strong commitment to develop
   Cook
     	
   Island            1%            Other                2%           whanaungatanga.
   NZ European              33%           Māori                56%
     	
  
What 	
    reasonable steps will the school take to incorporate tikanga Māori (Māori culture and protocol) into the school’s
curriculum?
     	
  
Through
     	
         close consultation with staff, students, parents and whānau Ka Hikita, and the New Zealand Curriculum will be the basis for
curriculum
     	
            development and implementation throughout Paihia School. All students will be involved in pōwhiri, kapa haka, karakia, and
waiata.
     	
      It  is the kaupapa of the school. Teaching and learning will be inclusive of te reo me ngā tikanga o Ngāpuhi.
	
   	
  
     	
  
What will the school do to provide instruction in te reo Māori (Māori language) for full time students whose parents ask for it?
Our classes provide instruction in te reo Māori at Level 4. (2001 Education Standards Act Section 61, (3), (a), (ii). Paihia School is
inclusive of the teaching of te reo Māori and is developing a school wide programme to ensure there is continuity and equity in the
provision of learning te reo Māori.

What steps will be taken to discover the views and concerns of the school’s Maori community?

Paihia School is committed to a partnership between home and school. Communication is always welcome and invited through our open
door policy, informal discussions, whānau days, parent meetings, newsletters, questionnaires, and hui. As per Ka Hikitia and Tataiako all
staff will be proactive in effective and timely communication with members of the school community kanohi ki te kanohi, verbally, in
writing, and by listening. Community engagement with whānau will take place regularly each year at school and/or our local marae.
	
  
	
  
Baseline Data or School Context
Students’           In 2015 we did not reach our target of 80% of all students being at or above in reading writing and maths measured against the
Learning            National Standards. In all three areas it is our Māori students who are underachieving, especially boys in writing. Our
                    European/Pakeha are achieving a lot more success, as are girls. Our ORS children are making exciting progress towards their
                    personal goals. These students are well supported by regular contact with parents and whānau and quality teacher aide support.
                    ESOL are making progress although there is a wide diversity of language needs amongst these students. Self review staff
                    meetings regarding progress and achievement and next steps of specific students who are below or well below will be held three
                    times every term in 2016. All students will develop their own learning map to identify who helps them to learn and how they learn
                    best, plus set goals for their learning. These will be revisited and refined throughout the year. Gifted and talented students will be
                    monitored to ensure we are providing the best learning environment for them.
Student             Our senior students in Years 4 – 8 are a lot more engaged in their learning due to the introduction of Chromebooks. All students
Engagement          in Years 5 – 8 have the opportunity to purchase a Chromebook by paying $3.75 per week over three years. The majority of
                    whānau have chosen to support their child’s learning and prepare then for their future by buying the Chromebook. It is important
                    to us that we provide equitable access to digital devices so students can share their learning with each other and their parents
                    and whānau, plus learn in a blended e-learning environment. All Year 4 students use school owned Chromebooks. These were
                    introduced in 2015 and have resulted in fundamental change. All junior students have multiple Ipads in their classes. A further
                    twenty Ipads will be available in 2016.
                    We work hard to provide as many different learning experiences as possible to cater for the whole child. Examples of this are
                    waka ama, netball, cross country, swimming, rippa rugby, touch rugby, soccer, softball, kapa haka, powhiri, talent quests,
                    speech competitions, involvement with the Waitangi Treaty Grounds, Matariki, Pet Day, Waimate North Show art exhibits,
                    camps, tree planting, caring for our local stream and waterways, beach clean ups, etc.
School              There are nine classrooms open from the beginning of 2016 due to the number of junior children we have enrolled and the Board
Organisation and    of Trustees commitment to providing small class sizes for optimum learning. Paihia School has several staff in teacher support
                    roles with a range of responsibilities from managing the school office to helping students to maintain school and community
Structures
                    vegetable gardens. Leadership is distributed with staff having opportunity to utilise their strengths to support others. There is now
                    a strong sense of unity and collaboration amongst Change Agents (CA’s) otherwise known as teachers. Syndicates have been
                    abandoned as they were having little impact plus working as one team has become a high priority. There is a very proactive PTA
                    that holds events (eg mini gala and talent quest). The PTA has recently raised nearly $30,000 and are in the process of finalising
                    the new senior adventure playground. Our school is participating in blended e-learning professional learning development and
                    student learning maps through our Kaikohekohe Education Network (KEN) and we are a Manaiakalani Outreach cluster school.
                    We are continuing to positively manage behavior through PB4L.
Review of Charter   The current Charter and Strategic sections were reviewed and revised in 2015. National Education Goals and Priorities: All
and Consultation    programmes will be based on the New Zealand Curriculum framework and curriculum documents, with an emphasis on our local
                    goals. The school will engage with and report to the community on the achievement of students in reading, writing and maths
                    based on overall teacher judgements measured against the National Standards. The school will provide a safe physical and
                    emotional environment particularly implementing our PB4L plan. Programmes will be supported by the school’s policies,
                    procedures, maintenance and financial plans, job descriptions, performance management systems, and health and safety
                    strategies.
Strategic Section

               Strategic Goals                                               Core Strategies for Achieving Goals 2016 - 2018
1	
   Create and inclusive learning             Assessment data gathered as part of whole school assessment plan for each year. Moderation of overall
          environment with and                  teacher judgements(OTJ) and administration of assessment resources. Cohorts of concern (special needs,
          expectation of high student           Māori, boys, ESOL, students below or well below the National Standards) monitored closely throughout the
          achievement and progress              year. Analysis of variance to identify targets reached. Cater for our Māori tamariki to succeed as Māori through
          sustained in reading, writing and     appropriate resources, contexts, involvement of whānau, te reo me ngā tikanga Māori. Cater for our special
          maths for all students measured       needs, low achievers and ESOL students through inclusive programmes, appropriate resources, and co-
          against the National Standards.	
     constructed goals and learning opportunities with whānau involved. Cater for our gifted and talented. Monitor
                                                the effectiveness of teaching regularly. Adopt learn, create, share inquiry based learning.
2	
   Catering for the whole child              Access a range of experiences including academic, sporting, cultural, leadership, EOTC, community, problem
          through a wide range of learning      solving, and the arts each year. Students learn, create and share. Actively pursue but evaluate opportunities.
          experiences.                          Monitor this as part of our annual review. Budget reflects support for the provision of a range of learning
                                                opportunities in order to cater for the whole child.
3	
   Future focused teaching and               On going development of blended E-learning to improve teaching and learning opportunities. Parents have
          learning resources and                access to blogs and Parent Portal to support and be actively involved in their child’s learning. All students have
          environment provided to equip         equitable access every day to devices to equip them for the 21st Century and develop global citizenship skills.
          our students for their future.	
      These devices available for senior students out of school hours so learning is not confined to just the school
                                                day but at home too. Development of learn, create, share pedagogy in a modern learning environment. 	
  
4	
   Provide culturally responsive             Provide culturally responsive learning experiences for Māori students on a daily basis. Implement a school wide
          learning environment so our           te reo Māori programme. Develop a transparent relationship with whānau so there is a partnership between
          Māori students succeed as             home and school in order to support student well-being and co-construct learning. Everyone actively involved in
          Māori.	
                              karakia, himene, mihimihi and waiata. Whole school participation in kapa haka each week. Positively manage
                                                behaviour through our waka hoe and embed them as our values (illustrated as hoe). Learn more about waka,
                                                our Wharenui Awhina and tupuna within. Have noho marae, wananga, hui, and/or whānau days each term. 	
  
5	
   To develop an awareness of our            Continue to be kaitiaki of the vegetable gardens at William House. Maintain and grow vegetables in the school
          responsibility within our             gardens. Continue to do regular beach clean ups. Be available for pōwhiri and kapa haka at Waitangi and/or for
          community and to participate          cruise ships. Investigate caring for our environment eg local stream that runs by the school plus the bush track
          actively within our community         up school road, marine reserve, bird life, tree planting, etc. Be involved in the local bird corridor. Participate in
          and be kaitiaki of our local          community events, eg annual Christmas Parade.
          environment.
6	
   Strong sense of friendly, family          Parents regularly commenting and giving feedback on student work displayed on class and/or student Blogs in
          culture so parents and whānau         a way that supports further learning and progress. Parents able to discuss where their child is at and where to
          are actively involved in a            next and how they can help. Parents learning through and with their children particularly through the senior
          partnership between home and          classes via Chromebooks - modules offered. Parents part of learning maps process. Whanaungatanga
          school to support student             promoted through our waka mode (PB4L). Promote the welcoming and friendly nature of our school. Open door
          learning - Whanaungatanga.            policy – a place for parents too, not just children.
   	
  
Annual School Improvement Plan 2016 – SUMMARY

  Domain         Strategic Goal                                               Target                                            Short Report
Student     High student achievement         85% of all students to be at or above the National Standard in reading,      Student achievement and
Achievement and progress sustained in        writing or maths. All students to make progress, some accelerated. All       progress was unsatisfactory
              reading, writing and maths     students who are currently below or well below to make more than             in 2015. Targets were not
              measured against the           one years progress to in relation to the National Standards for reading,     met. We have a clear plan
              National Standards. (NS)       writing and/or maths, especially Māori and Māori boys.                       to address this once and for
                                             (see Targets for 2016)                                                       all in 2016. Exciting.
Whole child   Catering for the whole child   A range of experiences including academic, sports, cultural,                 It is important to provide a
              through a wide range of        leadership, EOTC, community, problem solving, and the arts provided          range of opportunities given
              learning experiences.          for all year levels catering for all children including our special needs,   the unique make up and
                                             Maori and Pasifika. Students learning with and from each other,              location of our school
                                             creating and sharing with others within and outside of the school,           community.
                                             including whānau. Budget reflects support for the provision of a range
                                             of learning opportunities in order to cater for the whole child.
Parents and   Parents and caregivers are     At least 50% parents commenting on student blogs to support student          10% (few) parents are
whānau        actively involved in a         learning. All parents of senior students have set up access to the           actively commenting on the
              partnership between home       Parent Portal. 100% parents and caregivers are actively involved in a        blogs however 45% are
              and school to support          partnership between home and school to support student learning eg           checking the blogs.
              student learning               attending interviews, whānau days, visiting the school, supporting
                                             sporting or EOTC events.
Blended       Future focused teaching        100% of all students - senior have access to a digital device and            Most students have access
E-Learning    and learning resources and     blended learning every day and at home; junior access to a device            to a digital device at some
              environment provided to        every day at school. Parents have access to their child’s learning           stage each day.
              equip our students for their   through technology. These devices available out of school hours so
              future.                        learning is not confined to just the school day but time at home too.
Community     To develop an awareness        Students actively identify an issue or problem within the community          Our unique location
Involvement   of our responsibility within   that they can solve. Students access expertise within the community          provides great opportunity
              our community and to           to support them. All students have the opportunity to be involved in         that is currently
              participate actively within    caring for and being part of the community.                                  underutilised.
              our community as kaitiaki of
              our local environment.
Te Reo me     Provide culturally             Nga tikanga Māori embraced across the school. Whole school                   Not all staff understand the
Ngā Tikanga   responsive learning            participation in kapa haka each week. Have noho marae, wananga,              key concepts of taha Māori
Māori         environment so our Māori       hui, and/or whānau days each term. All whānau engaged in their               in order to apply culturally
              students succeed as Māori.     child’s learning.100% of CA’s implement the schoolwide te reo Māori          responsive learning
                                             programme. Baseline and end of year assessment data gathered.                experiences for Māori to
                                             100% of all students make progress in speaking, listening to, reading        succeed as Māori.
                                             and writing te reo Māori.
Other 2016 Key Improvement Strategies to Achieve Strategic Vision
                Property                            Short Report                               Finance                              Short Report
Upgrade student toilets.                     The 5YA is due to be             Ensure budget is spent on planned areas        The school remains in a
PTA put in the new senior adventure          renewed in 2017.                 of need.                                       healthy position.
playground.                                  Parking is an urgent issue, as   Use savings in a prudent manner.
Bike track to be put in.                     is the access to the             Continue to invest a percentage of the
Old sandpit to be resurrected.               staffroom.                       Operations Grant for a limited time if it is
Lack of parking available at the school to                                    prudent to do so.
be resolved.
Asbestos lined buildings need to be
removed and rebuilt.

               Personnel                            Short Report                     Community of Learners                          Short Report
Use Operations Grant to employ teacher       Support staff ie Teacher         Continued involvement in the                   We have been part of this
aides to assist teachers to support our      Aides employed to support        Kaikohekohe Educational Network (KEN)          cluster (KEN) since 2014. We
special needs children, cohorts of           teachers but also students in    and Manaiakalani Outreach (MO) to              have regular toolkits, PLG’s
concern, ESOL, and Māori tamariki.           their learning.                  develop the learn, create, share teaching      combined staff meetings,
Provide professional development where       Monitor roll to ensure we are    as inquiry and allow our parents to            combined BOT meetings.
needed so staff have the skills and          adequately but not over          become involved in their child’s learning      Principals meet every term.
knowledge they need. Employ an extra         staffed. Most classes have       anywhere, anytime.                             We became a MO school last
teacher to allow small classes.              less that 25 students and our                                                   year with our KEN schools.
                                             new entrant classes have
                                             less than 16.
Improvement Plan for Reading
School Strategic Learning Goal: High student                      School Annual Learning Target: To increase the number of students achieving at or
achievement and progress sustained in reading, writing and        above the National Standards in reading.
maths measured against the National Standards (NS)
Baseline data: 69% of all students finished 2015 at or            Target: By the end of 2016 85% of all students to be at or above the National
above the National Standards. 87% of European/Pakeha              Standard in reading.
students were at or above. Of the 52 students who finished        By the end of 2016 all students, especially Māori, Pasifika and Asian who are currently
the year below or well below 38 of them are Maori. There          below or well below to make accelerated progress of more than one years progress in
was little difference in terms of gender in the below and well    relation to the National Standards.
below cohorts. Of the target 12 students who had been at          By the end of 2016 all 29 students in all year levels who are currently below make
school for one year 8 of them remain below – 5 well below         accelerated progress of more than one years progress to be at in relation to the
and 3 below. The target Year 7 students made progress             National Standards.
with 5 of them becoming at the standard, 2 below and 2 well       By the end of 2016 all 6 students in Year 6 this year and all 5 students who are
below. On average over the year 68% of students made              currently well below after two years at school to make accelerated progress of more
progress, 25% made limited progress and 7% regressed.             than one years progress in relation to the National Standards.

                                                              Key Improvement Strategies
When            What                                              Who                   Indicators of Progress
TOD January     Teaching as inquiry process started through       Principal, senior     There is a sense of urgency around student achievement.
2016            the development of a professional learning        management and        Assessment data has been analysed and used to form an
                team of Change agents (CA’s).                     all CA’s.             inquiry goal. Structure in place for CA’s to gather evidence to
                                                                                        support their inquiry.
January 2016    Refine appraisal process to support and           Principal and all     Change agents gather qualitative and quantitative evidence,
                improve Change agent practice.                    CA’s.                 ownership and improvement towards the Practicing Teachers
                                                                                        Criteria. CA’s develop their own inquiry and goal based on
                                                                                        student achievement.
Commencing      CA planning and related material to support       All CA’s. Led by      Students, parents and whānau have access to learning
                learning will be visible through their Google     Chrissy.              anywhere, anytime. CA’s have planned and implemented an
Term 1
                site.                                                                   appropriate reading programme.

By Week 2       IEP’s written for all cohorts. These are living   Principal, senior     IEP’s in place for all students who require one (either for
                documents that are shared and discussed           management and        extension or extra support). Staff meetings held every term re:
Term 1
                at staff meetings regularly.                      all CA’s              cohorts of concern. There is a sense of urgency around student
                                                                                        achievement.
Term 1          Develop a system for making accurate OTJ          Principal, senior     There is minimal difference when making OTJ and there is
                in reading measured against the National          management and        evidence supporting the OTJ.
                Standards.                                        all CA’s
Ongoing         All classes have displays that are kept up to     All CA’s              Change agents and students able to explain how their
                date and support student learning in                                    classroom displays support learning in reading.
                reading, and students actively refer to.
Every term     Collaborative support for each other to        Principal, senior     Staff meetings held every term re: cohorts of concern. CA’s
               improve practice in a transparent learning     management and        engaged in open and reflective learning conversations related to
               environment.                                   all CA’s.             their practice in order to accelerate student achievement.
                                                                                    Formalised system.
Ongoing        All Change agents use the same                 All teachers          Assessment is accurate and does not need to be adjusted when
throughout     assessment tools in the same way.                                    checked by principal or moderated. All assessment data is
the year                                                                            complete on time.
Term 1         Learning maps created by all students to set   All students          Students able to talk about their learning and set goals.
ongoing        goals and consider how they learn and from                           Students share and discuss their map with parents and whānau.
               whom they learn best.
Ongoing        All teachers using LI, SC, exemplars,          All teachers          Appraisal process, student work, displays will confirm effective
throughout     personalised learning and plenary in                                 pedagogy individually and across the school. Students are able
the year       partnership with students.                                           to say what they are learning and how they will be successful at
                                                                                    any time of the day in any lesson.
Ongoing        Resources are used that support our            All teachers          There will be orderliness about the resources. All change agents
throughout     students, especially our Maori, Asian and                            will be aware of the resources within the school. Resources will
the year       Pasifika.                                                            be used effectively to support learning. The context of new
                                                                                    resources will especially support all Māori students.
Term 4         Develop a system for making accurate OTJ       Principal, senior     There is minimal difference when making OTJ and there is
               in writing measured against the National       management and        evidence supporting the O.T.J. Change agents become more
               Standards and introduce the PaCT tool.         all teachers.         confident and O.T.J .more valid and reliable.
                                                              Chrissy to lead.
End of year    Analysis of end of year data to inform         Principal, senior     End of year progress and achievement results will inform where
               progress, planning and resourcing for 2017     management            to next.

Monitoring:
Reporting to the Board of Trustees every term progress and achievement in reading measured against the National Standards.
Self review staff meetings regarding progress and achievement and next steps three times every term working as a collaborative team.
Teachers gather evidence towards their inquiry around their practice and also teacher inquiry goal based on student data.
Staff meetings held each term to monitor progress and achievement of cohorts of concern.
Work with Woolf Fisher to monitor progress and achievement.
Resourcing:
Utilise expertise within staff to support teachers.
$25,000 has been set aside for extra teacher.
$12,000 has been set aside for release and professional development for teachers.
$109,800 has been set aside for teacher aides and learning support teacher aide.
Improvement Plan for Writing
School Strategic Learning Goal: High student achievement           School Annual Learning Target: To increase the number of students achieving at
and progress sustained in reading, writing and maths               or above the National Standards in writing.
measured against the National Standards (NS)
Baseline data: Target of 80% not met. Only 60% of all              Target: By the end of 2016 85% of all students to be at or above the National
students finished 2015 at or above. Four of seven Asian            Standard in writing. By the end of 2016 all students, especially Māori boys who are
students remain below or well below. One of the two Pasifika       currently below or well below to make accelerated progress of more than one years
students remains below. Of the 12 students who had been at         progress in relation to the National Standards.
school for two years one remains well below and 4 below. The       By the end of 2016 all 37 students in all year levels who are currently below make
rest moved to at. Only 14 Year 7’s returned to Paihia School       accelerated progress of more than one years progress to be at in relation to the
(not 20). Eleven of them finished the year below or well below     National Standards.
(8 of them are well below). One of the Year 8 students moved       By the end of 2016 all 8 students in Year 6 this year, all 5 students in Year 7 this
to at, 1 finished below and the rest remain well below. In terms   year, and all 8 students in Year 8 this year who are currently well below to make
of progress on average 44% students made progress and 46%          accelerated progress of more than one years progress in relation to the National
stayed the same, while 10% regressed over the year.                Standards.
                                                             Key Improvement Strategies
When            What                                        Who                       Indicators of Progress
TOD January     Teaching as inquiry process started         Principal, senior         There is a sense of urgency around student achievement.
2016            through the development of a                management and all        Assessment data has been analysed and used to form an inquiry
                professional learning team of Change        CA’s.                     goal. Structure in place for CA’s to gather evidence to support
                agents (CA’s).                                                        their inquiry.

January 2016    Refine appraisal process to support and     Principal and all CA’s.   Change agents gather qualitative and quantitative evidence,
                improve Change agent practice.                                        ownership and improvement towards the Practicing Teachers
                                                                                      Criteria. CA’s develop their own inquiry and goal based on
                                                                                      student achievement.
Commencing      CA planning and related material to         All CA’s. Led by          Students, parents and whanau have access to learning anywhere,
                support learning will be visible through    Chrissy.                  anytime. CA’s have planned and implemented an appropriate
Term 1
                their Google site.                                                    writing programme.

Introduced      Toolkit for supporting CA’s in teaching     Led by Anne-Maree.        CA’s demonstrate evidence of use of effective teaching practices
T1              writing                                     All CA’s.                 and using resources that are useful in raising student
                                                                                      achievement.
Week 4 Term     Release Change agent with specific          Denise, supported by      Change agents have promoted a collaborative, supportive and
1 and then      area of expertise in accelerating writing   Chrissy, David and        inclusive learning environment. Experts are working alongside
every week      to work with colleagues. Change agent       Jane                      observing, modeling, giving feedback and supporting change
thereafter      inquiry developed,                                                    agent inquiry and goal setting. Formalised system.

Three times     Collaborative support in a transparent      Principal, senior         Staff meetings held three times every term re: cohorts of concern.
every term      learning environment for each other to      management and all        CA’s engaged in open and reflective learning conversations
                improve practice.                           CA’s.                     related to their practice in order to accelerate student
                                                                                      achievement. Formalised system.
Term 1          Learning maps created by all students        All students             Students able to talk about their learning and set goals. Students
ongoing         to set goals and consider how they                                    share and discuss their map with parents and whanau.
                learn and from whom they learn best.
Term 1          Develop a system for making accurate         Principal, senior        There is minimal difference when making OTJ and there is
                OTJ in writing measured against the          management and all       evidence supporting the O.T.J. Change agents become more
                National Standards and introduce the         CA’s. Chrissy to lead.   confident and O.T.J .more valid and reliable.
                PaCT tool.
In place Term   All classes have displays that are kept      All CA’s                 Change agents and students able to explain how their classroom
1. Ongoing      up to date and support student learning                               displays support learning in writing.
throughout      in writing, and students actively refer to
the year        them and can discuss them.
                Consistency across the school.
Ongoing         All Change agents have a sound and           All CA’s                 Assessment and analysis of writing using E-AsTTle is accurate
throughout      consistent understanding of how to use                                and does not need to be adjusted when checked by principal or
the year        E-AsTTle rubric accurately.                                           moderated. All assessment data is complete on time.
Ongoing         All Change agents using LI, SC,              All CA’s                 Appraisal process, student work, displays will confirm effective
throughout      exemplars, personalised learning and                                  pedagogy individually and across the school. Students are able to
the year        plenary in partnership with students.                                 say what they are learning, their audience, purpose, and how they
                                                                                      will be successful at any time of the day in any lesson.
Ongoing         Contexts for writing are engaging and        All CA’s                 Students will be engaged in writing tasks and have the vocabulary
throughout      motivating, meaningful and relevant for                               to support them in their writing. Change agents will provide a wide
the year        our students, especially our Māori,                                   range of experiences and appropriate contexts for students to be
                Pasifika, Asian and boys.                                             motivated and engaged so they write with enthusiasm and
                                                                                      success.
End of year     Analysis of end of year data to inform       Principal, senior        End of year progress and achievement results will inform where to
                progress, planning and resourcing for        management               next.
                2017.
Monitoring:
Reporting to the Board of Trustees every term progress and achievement in writing measured against the National Standards.
Self review staff meetings regarding progress and achievement and next steps three times every term working as a team. Led by Denise, Chrissy,
David and Jane.
Teachers gather evidence towards their inquiry around their practice and also teacher inquiry goal based on student data.
Staff meetings held at least three times each term to monitor progress and achievement of cohorts of concern.
Moderation of writing to take place every term as a staff, plus with our KEN schools. Work with Woolf Fisher to refine moderation process.
Resourcing:
Utilise expertise within staff to support teachers. Time has been allocated for in class visits or personal support every week.
$25,000 has been set aside for extra teacher.
$12,000 has been set aside for release and professional development for teachers.
$109,800 has been set aside for teacher aides and learning support teacher aide.
Improvement Plan for Maths
School Strategic Learning Goal: High student achievement and                    School Annual Learning Target: To increase the number of students
progress sustained in reading, writing and maths measured against the           achieving at or above the National Standards in maths.
National Standards (NS)

Baseline data: Target of 80% not met by the end of Term 4 2015. Only            Target: By the end of 2016 85% of all students to be at or above the
60% of all students finished the year at or above.                              National Standard in maths.
Of the 66 students who finished the year below or well below 47 of them         By the end of 2016 all students, especially Māori boys who are currently
are Maori. Of the 43 students who are below or well below 28 of them are        below or well below to make accelerated progress of more than one
Maori. Similarly of the 43 students who are below or well below 28 of           years progress in relation to the National Standards.
them are boys (16 of these boys are Maori). Of the target 11 students           By the end of 2016 all 43 students in all year levels who are currently
who had been at school for three years one left, 7 are at, 1 well below         below make accelerated progress of more than one years progress to be
and 2 are at. All of the target Year 8 students who were below or well          at in relation to the National Standards.
below remain so. Only 14 Year 7 students returned (not 21). Nine of the         By the end of 2016 all 5 students in Year 6 this year, all 4 students in
14 finished below or well below. Seven of the Year 6 cohort of 10               Year 7 this year, and all 5 students in Year 8 this year who are currently
students finished below or well below. In terms of progress on average          well below make accelerated progress of more than one years progress
54% students made progress and 38% stayed the same, while 8%                    in relation to the National Standards.
regressed over the year.

                                                             Key Improvement Strategies
When             What                                       Who                  Indicators of Progress
TOD January      Teaching as inquiry process started        Principal, senior    There is a sense of urgency around student achievement. Assessment
2016             through the development of a               management           data has been analysed and used to form an inquiry goal. Structure in
                 professional learning team of Change       and all CA’s.        place for CA’s to gather evidence to support their inquiry.
                 Agents (CA’s).
January 2016     Refine appraisal process to support        Principal and all    Change agents gather qualitative and quantitative evidence, ownership
                 and improve Change agent practice.         CA’s.                and improvement towards the Practicing Teachers Criteria. CA’s
                                                                                 develop their own inquiry and goal based on student achievement.
Commencing       CA planning and related material to        All CA’s. Led by     Students, parents and whānau have access to learning anywhere,
                 support learning will be visible through   Chrissy.             anytime. CA’s have planned and implemented an appropriate maths
Term 1
                 their Google site.                                              programme.

By Week 2        IEP’s written for all cohorts. These are   Principal, senior    IEP’s in place for all students who require one (either for extension or
                 living documents that are shared and       management           extra support). Staff meetings held every term re: cohorts of concern.
Term 1
                 discussed at staff meetings regularly.     and all teachers     There is a sense of urgency around student achievement.

Every term       Collaborative support in a transparent     Principal, senior    Staff meetings held every term re: cohorts of concern. CA’s engaged in
                 learning environment for each other to     management           open and reflective learning conversations related to their practice in
                 improve practice.                          and all CA’s.        order to accelerate student achievement. Formalised system.
Term 2            Develop a system for making accurate       Principal, senior   There is minimal difference when making O.T.J. and there is evidence
                  OTJ in maths measured against the          management          supporting the O.T.J. Change agents become more confident and
                  National Standards and introduce the       and all             O.T.J. more valid and reliable.
                  PaCT tool.                                 teachers.
                                                             Chrissy to lead.
Ongoing           All classes have displays that are kept    All teachers        Teachers and students able to explain how their classroom displays
throughout the    up to date and support student                                 support learning in maths.
year              learning in maths, and students
                  actively refer to them and can discuss
                  them.
Ongoing           All teachers use the same assessment       All teachers        Assessment is accurate and does not need to be adjusted when
throughout the    tools in the same way.                                         checked by principal or moderated. All assessment data is complete on
year                                                                             time.
Ongoing           All teachers using LI, SC, exemplars,      All teachers        Appraisal process, student work, displays will confirm effective
throughout the    personalised learning and plenary in                           pedagogy individually and across the school. Students are able to say
year              partnership with students.                                     what they are learning and how they will be successful at any time of
                                                                                 the day in any lesson.
Ongoing           Resources are used that support our        All teachers        There will be orderliness about the resources. All teachers will be aware
throughout the    students, especially our Māori boys.                           of the resources within the school. Resources will be used effectively to
year                                                                             support learning. The context of new resources will support our Māori
                                                                                 boys.

End of year       Analysis of end of year data to inform     Principal, senior   End of year progress and achievement results will inform where to next.
                  progress, planning and resourcing for      management,
                  2017                                       BOT
Monitoring:
Reporting to the Board of Trustees every term progress and achievement in Maths measured against the National Standards.
Change agents gather evidence towards their inquiry around their practice and also teacher inquiry goal based on student data.
Staff meetings held at least three times each term to monitor progress and achievement of cohorts of concern.
Moderation of maths to take place twice per year. Work with Woolf Fisher to refine moderation process.

Resourcing:
Utilise expertise within staff to support teachers. Time has been allocated for in class visits or personal support every term.
$25,000 has been set aside for extra teacher.
$12,000 has been set aside for release and professional development for teachers.
$109,800 has been set aside for teacher aides and learning support teacher aide.
Improvement Plan - Domain: Priority Learners
Strategic Goals: High student achievement and progress sustained in reading, writing and maths measured against the National Standards. (NS)
Annual Goal: To increase the      Annual Target:
number of students achieving      By the end of 2016: 85% of all students (boys and girls) to be at or above the National Standard (NS) in reading,
at or above the National          writing and maths. 95% make progress each term in reading, writing and maths.
Standards in reading, writing     Māori: Sustain the progress and achievement of all Māori students who are at or above the NS. Ensure 85% of our
and maths, catering for all       Māori students, (especially the boys) are at or above the NS in reading, writing and maths.
learning needs and                Pasifika: Ensure all Pasifika students are at or above in reading, writing and maths.
empowering students to learn      Special Needs: All ORS and special needs students with IEP’s meet their personal short and long term goals.
from each other.
Baseline data: ORS students made exciting progress in 2015 towards meeting their personal goals. Our special needs students did not make the
accelerated progress they needed. Targets have not been met. Our ESOL students are making satisfactory progress but there is room for
improvement in the deliberate teaching of ESOL students especially those with high needs. Teacher aides are employed and timetabled to support
our ORS, ESOL and special needs students.

                                                            Key Improvement Strategies
When           What                                                      Who                 Indicators of Progress
January        Refine appraisal process to support and improve           Principal and all   Change agents gather qualitative and quantitative
2016           Change agent (CA) practice has an unrelenting             CA’s.               evidence, ownership and improvement towards the
               focus on accelerating achievement based on                                    Practicing Teachers Criteria. CA’s develop their own inquiry
               analysed data.                                                                and goal based on student achievement.
Commencing     CA planning and related material to support learning      All CA’s. Led by    Students, parents and whānau have access to learning
Term 1         will be visible through their Google site.                Chrissy.            anywhere, anytime. CA’s have planned and implemented
                                                                                             an appropriate learning programme to cater for all students.
Ongoing        IEP’s written for all students with learning needs with   SENCO,              Progress and achievement monitored throughout each
               teacher, SENCO and parents contributing.                  teacher, parents    term. IEP evaluated at the end of every term.
Ongoing        Teacher allocated a management unit to develop            ESOL and            ESOL students tracked and monitored every term by
               ESOL support cross the school.                            principal           teacher in charge of ESOL.
Term 1, as     Staff meetings to teach teachers and teacher aides        ESOL teacher,       Resources used and programmes developed by teachers
needs arise    how to support our ESOL students, where to access         teachers and        with teacher aides to support ESOL students. Goals
               suitable resources, and how to use them to support        teacher aides       monitored. Staff involved in 10 week module.
               student learning.
Ongoing        Resources and contexts of learning support Maori          SENCO,              Planning and appraisal shows that these students’ needs
               and Pasifika students, especially boys. Students          principal,          are being met. Needs identified and then addressed in a
               learning, creating and sharing with others and their      teachers            timely manner. Culturally appropriate programmes in place.
               whānau. Use our SAF plan as a model for all areas.
Term 1         Students involved in developing their own learning      Lead Teachers,      Students able to talk about their learning. Learning maps
Ongoing        maps and reflecting on their learning. Student          CA’s                indicate student ownership of their learning and partnership
               learning maps will empower students to reflect with                         with parents and whānau.
               their whānau on how they are learning and whom
               they are learning from.
Ongoing        SENCO and classroom teachers communicate                SENCO, CA’s         Regular meetings documented showing reflection and
each term      regularly with parents and whānau – work together       with parents and    future goal setting together. What is working and why?
               to support the learners.                                whānau              Where to next?
On going       SENCO and classroom teachers communicate                SENCO, CA’s         Regular and timely transparent communication amongst all
               regularly with parents and whānau – work together       with parents and    stakeholders around the needs of our priority learners.
               to support the learners through the resources and       whānau
               support available from external agencies eg RTLB,
               RTLit, GSE, STAND, etc
Monitoring:
Reporting to the Board of Trustees every term progress and achievement in reading, writing and maths measured against the National Standards.
Self review staff meeting regarding progress and achievement and next steps every term of cohorts of concern, special needs, ESOL, Māori and
Pasifika.

Resourcing:
Special Education Grant contributing put towards personnel to support priority learners.
$500 budgeted for Special Education.
$25,000 has been set aside for extra teacher.
$12,000 has been set aside for release and professional development for teachers.
$109,800 has been set aside for teacher aides and learning support teacher aide.
Improvement Plan - Domain: Blended E-Learning
Strategic Goals: Future focused teaching and learning resources and environment provided to equip our students for their future.
Annual Goal: Our students are equipped to learn, share          Annual Target: All students are confidently and actively learning from and with each
and create from and with each other, other schools, their       other using future focussed resources. All parents actively involved in supporting and
whānau and the world. Raise student achievement through         being part of their child’s learning. Feedback on blogs supports next learning steps.
learning together, providing a modern learning                  Students develop global citizenship skills and etiquette. Students take more
environment in partnership with parents and whānau.             responsibility for and control of their own learning. Visible teaching.

Baseline data: Students are more engaged with their learning due to digital device. We are part of the Kaikohekohe Educational Network (KEN) and
also a Manaiakalani Outreach (MO) school. In May 2015 Chromebooks became available for parents to lease so all senior students had equitable
access to digital devices to share their learning with each other and their parents and whānau, plus learn in a blended e-learning environment. In
Term 4 2015 some students began to take their device home as their parents had attended training modules. Our junior students have access to
multiple ipads in their classes. A very small number of parents are commenting on class Blogs.

                                                               Key Improvement Strategies
When          What                                              Who               Indicators of Progress
Week 2        Ensure all learners have access to suitable       Principal and     All students using Chromebooks in the senior classes Years 4-8 and
Term 1        digital technologies within a technology-rich,    all Change        Ipads in junior classes to support learning, progress and achievement.
              cyber-safe learning environment.                  agents (CA’s)
On going      Continue to teach all students about being        Teachers and      Kawa of care displayed and practiced in all classes. All students do a
              cyber smart and develop kawa of care for          students          digital dig and track their digital footprint. New teachers to 1:1 devices
              ipads and Chromebooks, plus their role in                           engage in weekly PLD with MO Facilitator. Students do not change
              being a global citizen.                                             their passwords.
On going      Promote collaborative learning opportunities      All CA’s and      Students commenting and sharing their work, Blog posts, etc with one
              so students can learn from each other.            students          another for feedback and feedforward.
On going      Students can access and share their               LT, Principal     Parent modules run for parents to learn cybersafety, how to care for
              learning safely anywhere, anytime plus            and parents       and use the Chromebook, and also how to give feedback to their
              create opportunities for parents to learn and                       children in order to support further learning orally and via their blog. All
              access their child’s learning.                                      parents attend modules prior to their child bringing home a
                                                                                  Chromebook. Parents and whānau regularly commenting on their
                                                                                  child’s blog to support their learning.
On going      Provide opportunities for teachers and            Principal, LT     All CA’s proactively involved and reflecting on their learning.
              students to learn from each other.                and all CA’s      Reflection of learning gathered over the year. Participate in all PLG,
                                                                                  combined SM, TOD, Toolkits through KEN. Students and teachers
                                                                                  participate in the KEN E-Learning Symposiums and Movie night.
On going      Ensure facilitators (MET and KEN) respond         Principal, CA’s   Record activities and reflection, plan where to next via Google docs.
              to the needs of staff and students
Term 1 and    Invest in regional network of educators to   Principal, LT   Attendance of all meetings as required. Participate and contribute.
on going      create, foster and spread innovative         and all CA’s    Budget to reflect commitment to achieving goals. Work with Woolf
              practice (KEN and MO).                                       Fisher gathering assessment data, in class observations occur,
                                                                           reflection.
Monitoring: As per our KEN and MET self review. Student and teacher reflections.

Resourcing: $15,000 was budgeted for computer equipment.
$12,000 was budgeted for professional development.
$400 per FTTE budgeted for contribution to our Kaikohekohe Education Trust (KET)
Improvement Plan - Domain: Te Reo me ngā tikanga Māori
Strategic Goals: Provide a culturally responsive learning environment so our Māori students succeed as Māori.

Annual Goal: Provide culturally responsive learning               Annual Target: Nga tikanga Māori embraced across the school. Whole school
experiences for Māori students on a daily basis. Implement a      participation in kapa haka each week. Have noho marae, wananga, hui, and/or
school wide te reo Māori programme. Develop a transparent         whānau days each term. All whānau engaged in their child’s learning.100% of
relationship with whānau in order to support student well-being   CA’s implement the schoolwide te reo Māori programme. Baseline and end of
and co-construct learning.                                        year assessment data gathered. 100% of all students make progress in speaking,
                                                                  listening to, reading and writing te reo Māori.

Baseline data: There is no school wide te reo Māori programme. Not all classes starts the day with karakia, himene and mihimihi. In assembly each
week only one student is kai karakia. Only a small handful of the same students play a role in pōwhiri as kaea or kai karanga. There is room for
improvement in whanaungatanga.
Key Improvement Strategies
When       What                                                   Who            Indicators of Progress
On-going   Develop an understanding and knowledge of              All staff      Everyone actively involved in karakia, himene, mihimihi and waiata
           Tikanga Māori for our school.                                         in class and assembly or powhiri. All students and teachers
                                                                                 participating in tikanga Māori within our school.
Start      Have noho marae, wananga, hui, and/or whānau           All staff      CA’s will have a better understanding of what it means to be Māori.
Term 1     days each term.                                                       Whanaungatanga developed/ relationships are strengthened. All
                                                                                 whānau engaged in their child’s learning. Staff and students know
                                                                                 more about waka, our Wharenui Awhina and tupuna within.
On-going   Parents and whānau are well informed and engaged       All staff      CA’s are proactive in finding and meeting the needs of their Māori
           in their child’s learning                                             students. Two-way communication in plain language in partnership
                                                                                 between home and school.
On-going   Positively manage behaviour through our waka hoe       All staff      Student behaviour is respectfully managed in a consistent manner
           and embed them as our values (illustrated as hoe).                    across the school. Students and CA’s can explain and demonstrate
                                                                                 the visual representations in all classes and around the school to
                                                                                 reinforce our waka hoe.
On-going   Agree on strategies for managing behavior positively   All staff      Teachers and staff will use te reo Māori in commands and
           and with cultural respect.                                            acknowledge taha Māori when supporting tamariki in their behavior.
Term 1     Develop a school wide programme for teaching te        Principal      CA’s planning reflects student learning using available resources.
then       reo Māori using resources such as Te Reo Māori –       and all CA’s   CA’s will respond effectively to the divers language and cultural
on-going   Kura Auraki, He Reo, He Reo Ora, etc. Baseline                        experiences, strengths and interests of students. CA’s will feel
           assessment gathered to inform teaching and                            comfortable and supported in their use of te reo Māori.
           learning.
Term 2     Unpack implications of Ka Hikitia, and Tataiako       Principal      Teachers familiar with resources. Teachers identify their personal
                                                                 and all CA’s   baseline stance in terms of allowing our Māori students to succeed
                                                                                as Māori.
Term 4     Evaluate the effectiveness of the school wide         Principal in   Adjustments are made if necessary as a result of the analysis and
           programme.                                            consultation   progress made by tamariki.
                                                                 with
                                                                 whānau and
                                                                 tamariki
Monitoring: Senior management check teachers’ planning and gather evidence of the programme being delivered via appraisal or walkthroughs.
Reporting to the Board of Trustees every term progress and achievement in implementing the programme across the school and level of whānau
engagement. Self review staff meeting at the end of each Term. Student and whānau voice gathered.

Resourcing:
Utilise expertise within staff to support teachers.
$12,000 has been set aside for professional development for teachers.
$1,000 has been set aside for te reo Māori resources.
$34,900 for two teacher aides employed to lead kapa haka.

   	
  
 
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