Ponsonby Primary School Charter - Learning the Ponsonby Way 2015- 2018 - AllTeams
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Ponsonby Primary School Charter Learning the Ponsonby Way 2015- 2018 All Learners at Ponsonby Primary are Pegasus Fliers. Pegasus Fliers care about other people in the world and they care about themselves. They love learning. They challenge themselves to be the best they can be. They never give up. Pegasus Fliers are STEADFAST and TRUE. Kia u, Kia Pono
Ponsonby Primary Charter
Index
Page
Section One The SCHOOL CHARTER Goals and Priorities 2015- 2018
1.0 Purpose 3
1.1 School Context (Beliefs and values) 3
1.1 cont. School Context (Cultural diversity) in English then Maori 4&5
2.0 The Legislated National Administration Guidelines (NAG) 6
3.0 School Foundation Goals and expected outcomes 7
4.0 School Foundation Goals with school priorities/ actions identified 8
Section Two
5.0 THE 2015 ANNUAL PLAN 18- 30
Section Three
6.0 2014 Target Achievements 31
Section Four
7.0 2015 National Standard Linked Targets 35
Appendices
SECTION ONE School Charter Goals and Priorities 2015- 2018
1.0 Purpose
The Charter establishes the school’s aims and priorities on a triennial review cycle. The document acknowledges cultural diversity, individual learning needs
and the unique position of Maori Culture in the school. The Charter guides the school Annual Plan and Annual Achievement Targets. Ponsonby Primary’s
Charter references both government and school beliefs and values.
Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
Reviewed annually against performance targets / effectiveness questionnaires and government programmes 2|PagePonsonby Primary Charter
A vision for every learner at PPS.
Maximising each individual’s potential through the highest quality teaching and learning
opportunities. PPS develops academically, socially, physically, culturally and creatively successful,
happy and globally capable and responsible learners.
Attributes of a Pegasus Flier The learners are encouraged
Educationalas Ponsonby Pegasus Fliers.
Outcomes Beliefs
Pegasus Fliers by the end of 6 years at Parents /caregivers and teachers want all The school community believes:
school are: children at PPS to experience:
All children can learn.
Creative and forward thinking learners. High quality teaching and learning within innovative
Quality teaching is child centred and personalised
learning environments using up- to- date informed
Strong relationship builders. within a clearly defined expected set of learning
pedagogy.
outcomes to include National Standards.
Enthusiastic but also persistent achievers. Challenge and competition which teaches children
Positive whanau/family support and participation in a
Students who can articulate and celebrate learning personal resilience. The opportunity to compete in a
child’s school life is imperative in the enhancement of
success. range of sports.
leaning.
Inquiry focussed learners and thinkers. Engagement in learning that is differentiated to their
All children are entitled to learn in and enjoy a safe
learning needs.
ICT capable global citizens. and motivating learning environment at PPS.
The feelings of being a successful and happy learner.
Known 1.1
to strive Children build independence and self- management
cont. for personal bests - to be as successful as
they can be within a high expectation framework. Inclusive education. skills over time.
They love to come to school and feel part of a family. Opportunities to experiment and take risks within a Manaakitanga (integrity), pride, respect and
supportive learning environment. responsibility are implicit in the learning.
Leadership
Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
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Cultural Diversity (at Ponsonby Primary) in English and Maori
New Zealand’s cultural diversity is respected
All persons are treated with respect as New Zealanders, no matter their race, religious or cultural background. The school encompasses the notion of
inclusiveness.
The unique position of Maori Culture
The special place of Maori in the community is recognised and valued through Kapa Haka, Maori language inclusiveness and cultural EOTC
involvement.
The document, Ka Hikitia is a guiding document for the school’s expectation to ensure success for Maori students as Maori.
The school recognises and values the unique position of Maori in New Zealand and the importance of the treaty partnership.
The school acknowledges and respects the values, traditions and histories of all New Zealanders but explicitly recognises the culture, language and
history of Maori.
Classes in three close geographic schools can offer immersion: Freeman’s Bay, Richmond Road and Westmere School. If immersion is requested
parents are advised of these options.
The school incorporates Tikanga Maori into the curriculum and the Tataiko competencies into teacher appraisal
At Ponsonby Primary children are given integrated instruction in Maori through day-to-day programmes (The school has developed an extensive
active-board resource to support instruction).
Teachers are developed in Maori competencies- Tātaiko.
Every child is expected to reach level 1 minimum in the English Medium Maori Curriculum.
Every child is expected to present a Mihi at year 5, as part of their Marae stay programme.
The school has a strong cultural group and parents are encouraged to be part of the whanau group. All Maori and Pasifica children are members of
the Kapa Haka as of right.
Maori resources are available to the community on request or through the loan box in the foyer. And regular hui held to encourage whanau dialogue.
The school Maori Achieving Success as Maori strategy guides school direction (See website school documents).
Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
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(Note to reader :-
Diversity Ahurea (i Ponsonby Primary) i roto i te reo Ingarihi me te Maori
this is currently being reviewed for accuracy with a Maori translator.)
Cultural Diversity (at Ponsonby Primary) in English and Maori
I whakaaro ki te kanorau ahurea o Aotearoa kei te
Tukinotia tangata katoa e te faatura rite o Aotearoa, e kore mea ratou iwi, faaroo ranei whakamārama ahurea. Karapoti te kura i te ariä o te whakauru.
Ko te tūranga ahurei o Culture Maori
E mōhiotia ana te wahi motuhake o te Māori i roto i te hapori, ka utu i roto i Kapa Haka, te whakauru te reo Maori me te ahurea whai wāhi EOTC.
Ko te tuhinga, Ka Hikitia, he tuhinga ārahi mō te tumanako o te kura ki te āta whakarite i te angitu mō ngā ākonga Maori rite Maori.
E whakaae ana te kura, me te uara i te tūranga ahurei o Maori i roto i te Aotearoa me te hiranga o te Tiriti hononga.
E whakaae ana te kura, me te faatura i te uara, ngā tikanga, me ngā hītori o te katoa o Aotearoa engari mārama ana whakaae tikanga, te reo, me te
hītori o te Māori
Karaehe i roto i te toru tata kura matawhenua e taea whakahere rumaki: a Freeman Bay, Richmond Road, ko Westmere School. Ki te tohutohu ngā mātua
rumaki kua tonoa e o enei kōwhiringa.
Classes in three close geographic schools can offer immersion: Freeman’s Bay, Richmond Road and Westmere School. If immersion is requested parents
are advised of these options.
E komokomo ana te kura Tikanga Maori ki te marautanga, me te Pūkenga te Tataiko ki te aro haehae kaiako.
(Whakawhanakehia Kua e te kura he rauemi kaha-poari whānui ki te tautoko i te ako) I e hoatu tamariki te Paraimere Ponsonby integrated te ako i roto i te
Maori i roto i hōtaka ra-ki-ra.
Kua whakawhanakehia e ngā kaiako i roto i te Maori competencies- Tātaiko.
Tūmanakohia katoa tamaiti ki tae taumata 1 iti i roto i te Marautanga o English Waenga Maori.
Tūmanakohia katoa tamaiti ki te whakaatu i te Mihi i te tau 5, hei wāhanga o tā rātou hōtaka e noho Marae.
Ko te kura He rōpū kaha ahurea, ā, e akiakitia ana ngā mātua ki te hei wahi o te rōpū whanau. Ko te mau melo o te Kapa Haka rite te tika tamariki Maori,
ko Pasifica katoa.
E wātea ana ki te hapori rauemi Maori i runga i te tono i roto i te pouaka tārewa i roto i te roro ranei. Na ka puritia hui auau ki te akiaki i te whānau kōrero.
Ko te Success Maori te kura tutuki rite rautaki Maori e ārahi ana i te aronga o te kura (A hi'oi te tuhinga kura paetukutuku).
The school ‘Maori Achieving Success as Maori strategy’ guides school direction.
Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
Reviewed annually against performance targets / effectiveness questionnaires and government programmes 5|PagePonsonby Primary Charter
2.0 The
2.0 Legislated National Administration Guidelines (stated) underpin the Ponsonby Primary Board of Trustees Strategic Goals
NAG 1 Teaching and Learning
Develop and implement teaching and learning programmes with opportunities to achieve for success in all in areas of the National Curriculum; giving priority to student
achievement in literacy and numeracy and giving priority to regular quality physical activity that develops movement skills for all students.
Collect sufficiently comprehensive assessment data to enable the progress and achievement of students to be evaluated. Then on the basis of quality assessment
information, identify and support students who are not achieving or have who have special needs, including gifted and talented students.
As well, in consultation with the school's Māori community, develop and make known to the school's community policies, plans, and targets for improving the achievement
of Māori students.
NAG 2 & 2A School Review
Maintain an on-going programme of self-review in relation to policies, plans and programmes, including evaluation of information on student achievement for all students.
Use National Standards to report to the Board, to students and their parents on the student’s progress and achievement in plain language at least twice a year.
The Board annual report to include school strengths, identified areas for improvement and must include the numbers and proportions of students at, above, below or well
below National Standards, including by Māori, Pacifica, gender, and by year level (where this does not breach an individual’s privacy) in the format prescribed by the
Secretary for Education.
NAG 3 Human Resources
Develop and implement personnel and industrial policies, within a policy and procedural frameworks (set by the Government from time to time), which promotes high
levels of staff performance, uses educational resources effectively and recognises the needs of students. As well the Board (State Sector Act 1988) complies with the
conditions contained in employment contracts applying to teaching and non-teaching staff.
NAG 4 Finance and Property
Allocate funds to reflect the school's priorities as stated in the charter; monitor and control school expenditure. Ensure that annual accounts are prepared and audited as
required by the Public Finance Act 1989 and the Education Act 1989; and comply with the negotiated conditions of any current asset management agreement. Implement a
maintenance programme to ensure that the school's buildings and facilities provide a safe, healthy learning environment for students.
NAG 5 Health and Safety
Provide a safe physical and emotional environment for students; promote student well-being as a priority to include healthy food and nutrition guidance for all students;
and comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees.
NAGS 6/7/8 Compliance
Comply with all general legislation including an annual update of the school charter and an analysis of any variance between the school's performance and the relevant
aims, objectives, directions, priorities, or targets set out in the school’s Charter. (6 legislation/7Charter requirements/8 \National Standards reporting.
Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
Reviewed annually against performance targets / effectiveness questionnaires and government programmes 6|PagePonsonby Primary Charter 3.0 The Ponsonby Primary Five Core Charter Goals and Sub Goals collaboratively developed to guide the school 2015-2018 (NAG 7) Students at Ponsonby Primary learn through the teachers creating supportive environments, encouraging reflective thought, enhancing relevant new learning, facilitating shared learning, making connections with children’s prior learning and experiences, personalising their learning and offering a wide range of diverse learning opportunities within a safe and caring school environment. These goals provide contextualised direction for the school in improving teaching and learning over the next 3 years. Each goal is linked to a set of expectations and strategies for action over the next three years set out in section 4.1, beginning on page 8. Strategic Goal 1 Student achievement expectations are explicit and clearly articulated. (NAGs 1/2/2A/8) The explicit raising of student achievement across the school. Students collaboratively involved in the learning process. Ponsonby Primary an Assessment for Learning School (AFL). Strategic Goal 2 Engagement in quality learning is for all students. (NAGs 1/2/2A/5) Students understand their next steps in learning through teacher student conferencing/ feedback and feed-forward practices. Students and teachers collaborate around themes to build on prior knowledge and skills through the school inquiry framework. Students and teachers deeply understand their roles as learners and teachers and learning pathways are visible to all. Students develop learning independence over time and increasingly take responsibility for their learning. Strategic Goal 3 Staff/Board Leadership and Professional Learning is a core requirement of school planning. (NAGs 2/2A/3) Teachers are perceived as leaders and learners who collaborate to create optimal teaching and learning opportunities for students. Teachers are developed professionally with a school- wide focus on developing successful learners. Personnel are provided with high quality work place practices, to include valued performance management systems . Strategic Goal 4 Creating a Safe-School Environment is paramount. (NAGs4/5/6) Sustainability of environment and learning options to support maximizing student educational opportunities. Develop student knowledge about keeping their world safe- global issue focus areas annually. An on-going focus on improving our facilities, resources and systems. Health and Safety practices to ensure the wellbeing of the Ponsonby Primary school community. Learning partnership development is paramount to the success of the school. Student well-being and resilience a key priority. Strategic Goal 5 Strategic School Governance is planned for and reviewed. (NAGs2/2A/4/6 ) Financial and Property management focused on enhancing teaching and learning. Strategic development goals and policy reviewed regularly. Meet all legislative requirements (NAG 6) as Gazetted by the government of the day. Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets) Reviewed annually against performance targets / effectiveness questionnaires and government programmes 7|Page
Ponsonby Primary Charter
4.0 School Foundation Goals with school priorities/ actions identified
4.1 Goals and actions articulated further to consider actual outcomes over 3 years. Note these are reviewed and updated annually as
needs change. The goals remain constant but actions and priorities are reviewed.
Strategic Goal 1: Student achievement expectations are explicit and clearly articulated.
The explicit raising of student achievement across the school.
Students are collaboratively involved in the learning process.
Ponsonby Primary is an Assessment for Learning School (AFL).
Expected Outcomes Actions/Strategic Priorities
1.1 To maximize achievement through ALLS (Literacy acceleration) projects applied for to target fragile writers and readers. Objective to
differentiated teaching and learning achieve sustainability of acceleration projects across the school. Apply for projects funded by MOE
programmes. annually.
1.2 All children to make good rates of AIMs (Maths acceleration) projects applied for with target students fragile mathematicians.
progress working towards their own Expected outcome to achieve sustainability of acceleration projects across the school.
potential. Seek collaborative projects around literacy – with focus on dyslexia with local schools and Auckland
1.3 Assessment is targeted and useful University.
for future planning and reporting. Develop our school management data system through ETAP and engage teachers and students with
1.4 Parents and whanau are well progressions and data. Enable children to understand the macro needs of progressions in learning.
informed and involved in student Enhance school reporting to parents- overhaul of current system- use inquiry development
learning. School and family have a processes.
shared vision for learning Develop further opportunities for student voice and choice in the learning.
achievement. Use National Standards to triangulate data and determine the most at risk learners. Then apply faces
1.5 Students are involved in the to the data concept to target these children explicitly.
assessment of their learning. They Work on school culture development so that all stakeholders see the vision of the school e.g.
understand what they need to learn signage/ awards/children’s goals/quality teaching practices.
and when. They use a range of
criteria to assess their learning.
Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
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Grow the formative assessment capabilities of students and align closely to children setting their
1.6 Teachers and students use a range own goals for learning. Develop further the notion of modern learning practices/ pedagogy for
of formative and summative tools students and teachers.
to ensure quality assessment which Ensure handbooks align to the school’s common message around assessment and reporting.
in turn informs the next steps in
Provide clearly articulated learning goals for children twice annually as a minimum and for some
learning (On the website parent students on individual plans (IEPs) termly.
information/handbooks-
Staff development annually in assessment for learning practices.
understanding.
Expectation for classroom environments to demonstrate assessment for learning- so that is a living
concept.
It is the expectation that all children progress at least 1 year progress for 1 year learning and that if
that cannot be achieved that the student/s not making that progress are on specialized programmes.
2015-2018 a school wide in depth examination of children in the top 40% of the school data to
ensure accelerated progress and opportunities. The latest OECD reports believe this is the area of
future concern.
Supporting school documents found on the website under parent information/school handbooks and documentation.
Links to documents are embedded in this on line version.
School assessment handbook
School reporting practice doc.
School Curriculum
Formative assessment guide for parents in year 1 and 2
School wide literacy progressions- Surface features
School Annual Report
School writing wall expectations
Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
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Strategic Goal 2: Engagement in quality learning is for all students.
Students understand their next steps in learning through teacher student conferencing/ feedback and feed-forward practices
Students and teachers collaborate around themes to build on prior knowledge and skills through the school inquiry framework.
Students and teachers deeply understand their roles as learners and teachers and learning pathways are visible to all.
Students develop learning independence over time and increasingly take responsibility for their learning.
Expected Outcomes Actions/Strategic Priorities
2.1 Students are engaged in their Build the notion of students as international citizens-digitally capable, intercultural understanding,
learning through a range of learning opportunities using the wider community.
scaffolding and differentiation Incorporate and make explicit Tãtaiako competencies for students and teachers through all learning
methodologies. opportunities- Wãnanga (problem solving and innovation, Ako (learning in the classroom and beyond),
2.2 ICTs are developed and utilised as Whanaungatanga (Build strong interpersonal relationships) Manaakitanga(Hold onto values of integrity
effective learning tools to support and trust), Tangata Whenuatanga (socio cultural awareness).
developing international citizen BYOD rolled out for all students with the school providing enough equipment to ensure learning equity.
capabilities. Learners develop increasingly over 6 years awareness of their needs for learning and can articulate how
2.3 Academic learning time is used and what they want to inquire into related to their learning.
effectively. Students, teachers and parents use learning portals and school student management systems to
2.4 Student voice is valued through demonstrate their capabilities and provide student voice to the learning process.
teaching and learning processes. Continued and ongoing development and improvement of programmes offered to meet specifically
2.5 Students with learning needs (to identified students learning needs Programmes have articulated review and revision processes/cycles
include gifted students and children and are monitored by SENCO and Gifted and Talented leader.
operating well below National Teaching teams review bi-annually teaching time usage with the aim to maximise direct instruction
Standards) are identified and time.
programmes are developed to Three way conferences provide twice year opportunities for teacher, parents and students to share
support their learning. learning goals and progression.
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Inquiry learning is central to the school’s pedagogical approach.
2.6 All children are identified through
data, to include overall teacher Clearly defined learning pathways for all students, in particular maintain the Pegasus Learning Centre,
judgments, for support or extension the raft of intervention programmes and Gifted and Talented Learning Centre.
programmes. On- going self- review informs decisions around curriculum, resourcing and professional learning needs.
2.7 Teachers families and students are Strong teacher –pupil relationships are expected and encouraged- Teachers know their children, their
partners together in the learning strengths, passions and weaknesses.
processes and outcomes. The Thursday school wide programme of enrichment which is most fully developed from year 4
2.8 Teachers understand and build continues to evolve to build on student success and learning engagement.
strong relationships with their The school develops through identifiable practices and processes personalised learning for every child-
students. sometimes through groups, sometimes through individual scaffolding, sometimes through cross
grouping and through expert teachers. Each teacher and children by year 5 can articulate how they and
the school meet each child’s needs.
The child’s family involvement in the school is valued and contributes to student engagement.
Supporting school documents found on the website under parent information/school handbooks and documentation.
Links embedded in this on line version.
School curriculum documents- all subject areas and assessment guide. Parent handbook/School inquiry rocket-linked to SAMR
(substitute to recreate) ICT model and teacher inquiry into personal practice. Policies: – curriculum, safety at school, assessment,
reporting. feedback and feed forward, cultural diversity, gifted and talented and students with special needs.
Reporting and informing as per annual calendar dates i.e. Term 1 Meet the teacher , reporting in three way conference, articulating
selection of students, curriculum evening.
Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
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Strategic Goal 3: Staff/Board Leadership and Professional Learning is a core requirement of school planning.
Teachers are perceived as leaders and learners who collaborate to create optimal teaching and learning opportunities for students.
Teachers are developed professionally with a school- wide focus on developing successful learners.
All personnel are provided with high quality work place practices, to include valued performance management systems
Expected Outcomes Actions/Strategic priorities
3.1 School wide distributive leadership School reviews annually structures of management/leadership. This is a fully collaborated staff
practices are integral to the school’s action and is linked to allocated fixed term units and leadership team roles. Aim to maximize each
management and leadership strategy. person’s capabilities.
Leadership is encouraged, developed Employment of staff follows employment guidelines. Board and school leader appoint permanent
and valued. staff. Aim to have all staff as high end ICT users by 2017.All staff to understand differentiated
3.2 Teachers are employed with a range of practice, AFL and inquiry learning as a pedagogy for learning.
strengths and capabilities that are Staff development annually budgeted for through a four pronged strategy- personal interest,
utilised within classrooms and across school wide focus and academic focused development and leadership.
the school to develop successful All permanent full time teaching staff present annual portfolios of practice. RTC 12 requires explicit
learners. focus on student’s learning.
3.3 A resourcing commitment to all staff by All part time teaching staff reviewed against the professional standards for teachers.
the Board of Trustees through the Ancillary office staff annual goals setting with termly review by Principal.
annual budget to develop up to date Teacher Aides and other ancillary staff annual review against agreed and transparent criteria- To
pedagogy and knowledge. develop ancillary staff handbook in line with conditions set out by Union.
3.4 Professional performance management Principal’s and Deputy Principals’ appraisals are carried out by external consultant
systems (articulated) based on personal biennially as determined by the Board of Trustees.
improvement and learning Introduce and review over the three years the school wide commitment to open to learning
development directly reflecting conversations (mentor/coaching). Provide professional learning for school coaches/mentors.
registered criteria and
Provide professional learning for trustees.
Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
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relevant professional standards. Continue to develop the Board school leadership team through collaboration and high trust work
3.5 Principal’s and DP’s appraisal linked to practices.
annual performance agreements Provide the highest quality induction and mentoring to provisionally registered teachers with a 2
informed by school review and school - year commitment to practice in one learning area of the school. A school commitment to
wide learning needs. consistency in developing teacher skills.
3.6 Provide policies and practices that promote
non- discriminatory, EEO and safe human
resource practices.
3.7 Fiscal commitment to the staff to provide
and up- skill using up to date learning
communication devices and technologies.
3.8 Appointment of the highest quality staff.
3.9 Distribute Board of Trustees roles in areas of
interest and capability.
Supporting school documents found on the website under parent information/school handbooks and documentation.
Links embedded in this on line version.
Human Resource handbook
Tataiako competencies linked to Registered Teacher Criteria requirements outlined in appraisal handbook.
Job descriptions- for teachers linked to Professional Standards
Principal Professional Standards
NZEI employment guidelines
Staff Handbook
Mentor/ Coaching handbook
PRT Tutor Teacher Guidelines
Reference to EDUCANZ (Currently the Teacher Council requirements for attestation and vetting
Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
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Strategic Goal 4: Creating a Safe School Environment is Paramount.
Sustainability of environment and learning options to support maximizing student educational opportunities.
Develop student knowledge about keeping their world safe- global issue focus areas annually
An on-going focus on improving our facilities, resources and systems.
Health and Safety practices to ensure the wellbeing of the Ponsonby Primary school community.
Learning partnership development is paramount to the success of the school.
Student well-being and resilience are key priorities. We want all children provided with the skills to feel mentally capable to take on everything
they may face, both good and bad.
Expected Outcomes Actions/Strategic priorities
4.1 Protection of the school’s green spaces and Provide a solution to the field being accessible 75% of the school year.
play areas to provide a safe, attractive, Continue to develop outdoor and indoor flow with learning.
environmentally sound physical environment. Commit to upgrading furniture and equipment to meet MLE (modern learning
4.2 Our aim is to develop well-rounded mentally environments).
healthy children. Build further the BYOD access and expectation.
4.3 A school wide commitment to life- long Commit in 2016 to develop a new 5YA with a focus on Modern learning environments.
learning/ quality relationships and healthy As the school roll grows continue to create play areas with challenge and multi- purpose
living principles which values parent school capability.
partnerships. Continue to grow a broad curriculum that provides new and exciting challenges for all
4.4 Develop property to include ICT capability children.
resources to meet the modern innovative Regular review of the school plant assessing school health and safety requirements
learning environment requirements. Annually appoint a school Health and safety person.
4.5 School plans for a holistic and broad curriculum
Review annually the school emergency procedures.
that includes healthy competition and
Review school policies as per the School Doc. Schedules
equitable participation, within financial
Continue to seek to improve ways to determine student well being expectations are being
constraints.
met- inclusive surveys/ well being surveys. In particular focus on ways to develop mentally
strong children.
Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
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4.6 Make explicit within the teaching and learning Build stronger ICT citizenship values of THINK (thoughtful, not hurtful, not illegal, necessary
programmes the core values and and kind).
competencies of the school. Support ICT parent education with Internet safety using Netsafe annual presentations.
4.7 Provide a safe emotional and physical Consult with parents regularly to ascertain their needs for their child/ren’s success.
environment for the learning community. Link with the community including experts in their field to provide a partnership in learning.
4.8 A key priority is the focus on student’s well- Develop a portal for children and parents to access student learning/home learning and
being and feelings of success as learners; student voice.
recognition of the whole child. Provide trusted and open communication channels with all parents.
4.9 Ensure policies and procedures are up to date Provide regular Board communication channels with families’ of the school e.g. termly Board
and reviewed to support safe learning and safe newsletter.
work place practices. Principal to manage the day to day communication with families through web. Class emails
4.10 Encouragement of active and positive and newsletters.
parent/caregiver/whanau involvement and Quality and ethical management of property, finances, curriculum development and delivery
communication throughout the school . of learning for every student.
Develop annually a global environment inquiry to prepare them for a changing world e.g.
climate change
Supporting school documents found on the website under parent information/school handbooks and documentation.
Links embedded in this on line version.
Cyclical plan- annually reviewed
5YA (5 year property plan)
10 YPP (10 year property plan allocated as 2 x 5YA)
School Budget- set February and reviewed August.
Annual Report and Annual audit reports
Policies- property, asset management, property, finance
Legislation- smoke free, employment, safety at school, days at school, length of the school day, NZ Curriculum and NEGS/NAGS & Educational
Priorities
Newsletters on web
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Strategic Goal 5: Strategic School Governance is planned for and reviewed.
Financial and Property management focused on enhancing teaching and learning.
Strategic development goals and policy is planned for reviewed regularly as per review schedules.
Meet all legislative requirements (NAG 6) as Gazetted by the government of the day.
Expected Outcomes Actions/Strategic priorities
5.1 School property planning to include 5YA approved by MOE.
an approved 10 year property plan, Preparation of new 10YP and 5YA Term 4 in readiness for 2016.
approved 5 year plan and 10 year Annual budget based on Operational funding notices.
cyclical maintenance plan. Audited accounts prepared January annually -School financial year ends Dec. 31.
5.2 School financial planning to include Annual plan developed from strategic goals and actions.
an audited annual report and Annual plan linked to Board reporting and required actions such as financial and National Standard
annually approved school budget. reporting.
5.3 School fundraising levels, to include School Trust for development 2015-2017.
suggested parent donations, to be Annual effectiveness questionnaires around reporting and school practices- seeking of parent input.
determined based on needs. Build partnerships such as Vector Technology Challenge/ Engineers Trans-power projects etc. Often
5.4 School Futures Trust to consider made possible through the school gifted and talent programme and ICT focus e.g. robots.
future development needs.
Board and school work together to maximize all learning opportunities for children through a
5.5 Ensure strategic and articulated
minimum of 8 meetings annually to collaboratively budget, collaborative Charter, goals/targets.
programmes of self- review with a
Utilise board strengths and staff strengths in planning and reporting.
focus on improvement processes,
Ensure fundraising is for improvement of resources and learning opportunities- project based
utilizing community focus groups
development, aligned to curriculum, 5YA and cyclical plans.
and questionnaires.
The school reports appropriately against the Government directed National Standards. The data is
5.6 Continue to develop stronger links
provided to the Board and families and is utilised by teaching staff to plan annual Charter Targets
with our wider community.
with a specific focus on supporting at risk or well below National Standard learners.
Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
Reviewed annually against performance targets / effectiveness questionnaires and government programmes 16 | P a g ePonsonby Primary Charter Supporting school documents found on the website under parent information/school handbooks and documentation. Links embedded in this on line version. Budget All property plans School wide Board strategic review plan School Curriculum Annual Report Section 5 The 2015 Annual Plan It is understood that learning is not a linear process and that children progress at different rates at different learning times. Goals and targets are often interlinked though action and outcome. The Annual Plan recognises this document is a guide for the school and as, is a working document, subject to change, based on need. Many activities involved in teaching and learning are explicit and expected in the school and as such are not set as goals. Children at Ponsonby Primary have individualised needs and teachers use group-centred identified learning intentions within and across classes. This provides for optimal personalisation and differentiation within the teaching and learning programmes. Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets) Reviewed annually against performance targets / effectiveness questionnaires and government programmes 17 | P a g e
Ponsonby Primary Charter
Annual Plan 2015
Domain linked to Charter Goals for 2015 Expected Resources Responsibility Discussion /Review
Goals 2015- 2018 improvement/target over year
Expected outcomes for goal Key focus in 2015 is on Susan Robins ALLS Termly review of how
Charter Goal 1 1. ‘Putting faces to the Budgeted PD for staff Gail Brooke Assessment the goals are being met
That all teaching staff know data.’ Use of staff expertise data and ALIM
Student learning their children well resulting Knowing and Develop through Alica PDP (Anne/Gail/Susan) in
in maximizing and understanding the Ngaropo Tuia e learning to class observations and
Student achievement is core to personalising learning children teachers interact support student choice and mentoring
the school culture. Achievement opportunities for each child. with. Shared knowledge voice AP team leaders to monitor
That, through explicit of the students and shared Lynn Sharrat –Putting own syndicate data and
expectations are explicit and learning plans and data practice around Faces to the Data PD needs.
clearly articulated. review, teachers alongside maximizing potential MOE- ALIM and ALLS Teachers to continue to track
their students, provide for learning for each child. development. 3 children in 2014 to
individual needs. Teaching PDP team to have explicit consider how their practice
staff use through carefully classroom modelling and direct observation
developed grouping plans /support plan. improves learning- focus
and scaffolded learning. Teaching resources as per Literacy
budget.
Sub- goals listed below provide greater specificity/action
Involvement in the ALLs MOE literacy enhancement project That identified children re Term 1 MOE funding of Gail Brooke and Susan
with specialist assessment of needs and Involvement in the AIMs accelerated in literacy and staff and funds to run Robins
MOE project numeracy. That all projects. (1 specialist
children with learning teacher and $6000)
needs are identified and Release of teachers to run
on one of the SENCO or the projects ($3000).
GTEP registers
Reading recover MOE funded 1 child /school 2 Cemon Searle to work School funds 2 children and Susan Robins leader of
with 3 children daily MOE 1 child for 20weeks special needs and teacher
30 minutes daily.( Approx. Cemon Searle.
$2500 per child)
Implement the Curriculum achievement action plan Appendix 1 Developed in 2014 (ALLs SENCO release (S.Robins) Susan Robins reporting to
as developed 2014 project) to support to take and coordinate PDP team
children who are of teacher aides and parent
concern throughout the helps to deliver support
year in literacy (Appendix
1).
Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
Reviewed annually against performance targets / effectiveness questionnaires and government programmes 18 | P a g ePonsonby Primary Charter
Build sustainability in writing and reading acceleration as per 2015 an expert teacher Funded by MOE Susan Robins facilitator
MOE projects 2013/2014. (MOE funded) will carry
out full analysis of
school’s literacy needs
and then provide
mentoring to focus on
school needs
Develop across school dyslexia support project- could attract Work with MOE and Seek MOE innovative Anne Malcolm
MOE collaborative funding. Auckland University to funding. (Note the funds in
create a collaborative 2014 were not applied for
inquiry with 2 to 6 due to political tensions
schools in our local between MOE and schools-
geographic zone. this is currently being
resolved to present more
equitable model)
Staff development using ETAP and Google Docs Hapara All staff to become ETAP now on line and Gail Brooke leader of
environment familiar with new school training arranged $5000 assessment and Alicia
management system Hapara $4.00 per student Ngaropo Tuia leader e-
ETAP and use Hapara learning
Continue development of student voice and student learning Team leaders will monitor Release of AP senior staff x Gail Brooke
choices (MLE pedagogy development) classroom environment 2 days per term through
for authentic work, book weekly release timetable
marking and review the PDP (principal and DP)
dialogue between teachers planned walk through and
and students. feedback
The PDP team will
continue this AFL focus
Continue development of students using literacy progression See in every class the No direct costs but PDP Gail Brooke
matrices matrices on display and walk through to review
being used access and visibility
Enhance school reporting to parents- overhaul of current system- Revise with ETAP Cost to develop the reports PDP team
use inquiry development processes. capability reports to $2000
parents in June and
November- must be able
to be read unaided.
Reporting 2015 – talk in
term 1 /written term 2 and
written and talk term 4
Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
Reviewed annually against performance targets / effectiveness questionnaires and government programmes 19 | P a g ePonsonby Primary Charter
Use National Standards to triangulate data and determine the most Develop the face boards PDP team to Sharratt NZ Gail Brooke & Susan Robins
at risk learners. Then apply faces to the data concept to target (see Sharratt & Fullan) presentation $900
these children explicitly Ensure registers are term 1
aligned and identify ll
children below or on the SENCO release to monitor
cusp of at standard- The progress
Charter target reviews
identify these children.
Work on school culture development so that all stakeholders see Maori signage 2014 Signage $500 Full
the vision of the school e.g. signage/ awards/children’s
Website updated Website $1500
goals/quality teaching practices. The goals is for transparency of
practice. Ensure Maori hui 2x annual availability to staff and Parent meetings- no budget
meetings chaired to line as integral to leader
ensure opportunity to find role
out about opportunities
Charter target data on a regular review cycle as determined in the See the targets in the full No actual cost as is a PDP/AP team
target descriptors Charter Document section staffing and monitoring
3 cost
Supporting school documents
School assessment handbook- prepared by G. Brooke
Presentation notes G. Aitken 2014 on collaborative cross school inquiry
School reporting practice doc.- collaborative doc. Senior team
School Curriculum- as set out in 2010 aligned to MOE docs.
Formative assessment guide for parents in year 1 and 2 prepared by C.Kelly & S.Robins
School wide literacy progressions- Surface features- Collaboration led by G.Brooke
E-Learning plan to be actioned by A.Ngaropo Tuia
Inquiry Learning rocket linking teacher inquiry/student inquiry as a way of learning and e-blended learning
Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
Reviewed annually against performance targets / effectiveness questionnaires and government programmes 20 | P a g ePonsonby Primary Charter
Domain linked to Charter Goals for 2015 Expected Resources Responsibility Discussion /Review
Goals 2015- 2018 improvements/target over year
Strategic Goal 2: Expected outcome :- Differentiated
methodologies and
Hapara deployment-
Google Docs.
The PDP/AP senior team
Alicia Ngaropo Tuia and B.
Termly review of how
the goals are being met
Engagement in quality AFL practices are implicit pedagogies trialled. E- Room environment Henderson leadership team.
learning for all students in the teaching and Blended learning upgrade to create MLE in Key leader/overall
learning. That:- developed further. senior rooms 2015 responsibility- A. Malcolm
Academic learning time is Professional development
Students understand used effectively and with ETAP and Hapara
their next steps in student voice is further $4.00 per student Hapara
valued through Hapara. license
learning through
Deployment costs and
teacher student upgrade equipment
conferencing/ $12,000
feedback and feed-
forward practices
Sub- goals listed below provide greater specificity/action
Students and
teachers
BYOD rolled out for all students Yr 3-6 with the school providing Aim is that children use $4.00 per child Year 3- 6 A. Malcolm advised by
collaborate
enough equipment to ensure learning equity. computers seamlessly in in 2015 and full roll out Alicia Ngaropo Tuia
around themes their learning. 2016.
to build on That google docs (Hapara ) Hapara training $500
prior also encourages Renew leases but with
transparency and family upgrade machines as per
knowledge and
access to student’s 2014
skills through learning
Learners developing with increased complexity the school
the awareness of Formative assessment goal As this is pedagogical Barbara Henderson and Gail
inquiry
their needs for learning, so that by year 6 they can fully articulate –Notion being built of courses re taken up Brooke
how and what they want to inquire into relatedframework.
to their learning. learning as inquiry. A according to teacher need.
school wide focus since Allocated $500 to PD
Students and
2012. The school icon of
teachers the rocket drives the
deeply process- which links to all
understand aspects of learning.
theirand
Students, teachers and parents use learning portals roles as
school eTap developed fully by As stated funding for Etap Gail Brooke and Alicia
student management systems to demonstrate their capabilities and year end so 24/7 access to and Hapara and to include Ngaropo Tuia
provide student voice to the learning process learners and student learning data. PD
teachers and Hapara portal to enable
learning homework and work
pathways are between school and home
visible to all.
Students develop
Ponsonby Primary Charter Jan 2015 learning
– Jan 2018 (includes Annual Plan and Annual Targets)
independenc
Reviewed annually against performance targets / effectiveness questionnaires and government programmes 21 | P a g e
e over timePonsonby Primary Charter
Three way conferences provide twice year opportunities for Review 2014 change to be No cost beyond human All staff but under
teacher, parents and students to share learning goals and trialed- term 1 3 way talk resourcing and $600 leadership umbrella Anne
progression conference. Term 2 end, a photocopying. Malcolm
formal written easy to
follow report- 1 to 1
discussion if needed. Term
4 children teacher and
parent meeting.
The Thursday school wide programme of enrichment which is Children have choice of 26 Tutor costs- kappa haka, Full senior team
most fully developed from year 4 continues to evolve to build on activities for personal choir, garden to table,
student success and learning engagement. Positive teacher –pupil enrichment from year 4 -6 Lewis Eady supported
relationships are expected and encouraged- Teachers know their eg choir, Kapa Haka, programmes eg band ,
children, their strengths, passions and weaknesses often seen garden to table, band etc.
ukulele. Teachers taking
through extra curricula and EOTC experiences. etc.
robotics etc no extra
costing.
Budget preparation sheets
outline costs & Rozy
Winstine.2 of a teacher
salary.
Clearly defined learning pathways for all students, in particular A fully detailed and Calculated in 2014 at total Susan Robins Intervention &
maintain the Pegasus Learning Centre, the raft of intervention aligned learning register cost of $70,000 and MOE Barbara Henderson GTEP
programmes and Gifted and Talented Learning Centre. linked to targets and funding to school for
teacher aide hours. special needs $13830 GST
incl. & Reading recover –
1 child
The child’s family involvement in the school is valued and Class teachers, office No physical cost All staff and the Board.
contributes to student engagement. leaders are welcoming.
Website is informative.
Senior leaders have open
door policy
Information planned for
and delivered
Supporting school documents
School curriculum document, Assessment guide, School handbooks- staff/parent/HRM/appraisal
Reporting and informing as per annual calendar dates i.e. Term 1 Meet the teacher,, reporting in three way conferences x 2,
Curriculum parent development evenings x2 – e safety and literacy & numeracy night.
Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
Reviewed annually against performance targets / effectiveness questionnaires and government programmes 22 | P a g ePonsonby Primary Charter
Domain linked to Charter Goals for 2015 Expected Resources Responsibility Discussion /Review
Goals 2015- 2018 improvement/target over year
Strategic Goal 3: Expected outcomes
The staff are perceived as
Leadership is widely
developed and valued.
School- wide mentor
programme as per HRM
Termly review of how
Staff/Board Leadership leaders and learners who Professional performance handbook.
Anne Malcolm & Board the goals are being met
and Professional collaborate to create management systems are Release for appraisal (6 Chairperson
Learning is a core optimal teaching and based on improvement days relievers)
requirement of school learning opportunities for and learning development Course for staff funded and
students. Staff and Board directly reflecting the reported back to BOT- staff
planning. members are developed TRC and Professional apply to go on course as
professionally. Standards. they arise and as
All staff are provided with determined by their of
high quality work place senior leader identified
practices, to include valued need.
performance management Board members choose as
systems. per need.
Sub- goals listed below provide greater specificity/action
School reviews scheduled to consider best structures of Annual review of unit No actual cost as integrated Anne Malcolm and staff
management/leadership. This is a fully collaborative staff action allocation. As well review into leadership role
and is linked to allocated fixed term units and leadership team the PDP/AP structure for
roles. Aim to maximize each person’s capabilities. equitable dispersal of task
and time.. Consider and
write up reviewed 2015
leadership role job
descriptions
Employment of staff follows employment guidelines. Board and Use processes that meet No actual cost as embedded Anne Malcolm and Board
school leader appoint permanent staff. Aim to have all staff as legislative employment in leadership role
personnel delegate
high end ICT users by 2017.All staff to understand differentiated rules and regulations.
practice, AFL and inquiry learning as a pedagogy for learning Design in 2015 a full
HRM employment
package that is mostly
generic and can go out
quickly, with role
modification, on line
All permanent full time teaching staff present annual portfolios of Trial in 2014 needs to be 1/2 day per year per Anne Malcolm
practice. RTC 12 requires explicit focus on student’s learning. simplified for start of teaching staff for
2014. All teaching staff to preparation and
Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
Reviewed annually against performance targets / effectiveness questionnaires and government programmes 23 | P a g ePonsonby Primary Charter
present portfolios in presentation- 10 days =
November. $3,500
Continue the tracking of 3
“need-based” students as
part of RTC 12 teacher
inquiry.
All part time teaching staff reviewed against the professional Part time staff roles Possible training by Gail Brooke
standards for teachers. currently under review by EDUCANZ –allocated 2
EDUCANZ .School will days relievers =$700
meet the new expectations
yet to be outlines
Teacher Aides and other ancillary staff annual review against Susan to review current Leadership time to review- Anne Malcolm & Susan
agreed and transparent criteria- To develop ancillary staff processes in 2015 to no actual budget line costs. Robins
handbook in line with conditions set out by Union. ensure teacher aide voice
is heard and feedback
provided. Anne to do the
same with office staff and
caretaker
Performance agreement to Time Board Chair/DP&AP team
Principal appraisal by Chairperson and linked to ERO review be agreed to February and
2015 termly review of work as
well as school staff,
parent and student survey.
Informed also by ERO
review 2015
Introduce and review over the year the school wide commitment AFL reviews restructured If a staff member requires Anne Malcolm/ Gail
to open to learning conversations (mentor/coaching) and 2015 from 2014. Feedback and extra mentor support this
Brooke/Susan Robins
provide professional learning for school coaches/mentors observations to be could equate to 3 full days
systematically planned for release- $1050 per person.
–at least 1 per term. Currently no identified
needs to budget for, so in
the PD budget which can
be modified to need
Provide high quality induction and mentoring to provisionally All PT staff attend Kohia $3000 for development of Anne Malcolm
registered teachers and new Board and ancillary staff courses. All have tutor staff costs. Tutor teacher
teacher mentors. New allowance paid MOE-
experienced staff to have Anna Possenniskie, Anja
allocated buddy and this Kingston and Georgia
is monitored by AP/DP Falvey
teams
Supporting school documents
Human Resource handbook, Tataiako competencies linked to Registered Teacher Criteria requirements outlined in appraisal handbook.
Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
Reviewed annually against performance targets / effectiveness questionnaires and government programmes 24 | P a g ePonsonby Primary Charter
Job descriptions- for teachers linked to Professional Standards
Principal Professional Standards
NZEI employment guidelines
Staff Handbook including Mentor/ Coaching handbook/PRT Tutor Teacher Guidelines and Board training manual
Domain linked to Charter Goals for 2015 Expected Resources Responsibility Discussion /Review
Goals 2015- 2018 improvement/target over year
Strategic Goal 4: Expected outcomes: A focus on children
developing the skills to feel
Teacher expertise and
family partnerships
Senior team through teacher
planning and BOT property
Termly review of how
Creating a safe school Develop student knowledge mentally capable to take on the goals are being met
MOE 5YA funding planning
about keeping their world everything they may face,
environment, physical safe. both good and bad. –
and emotional is An on-going focus on Resilience focus
paramount improving our facilities, Develop property to include
resources and systems. ICT capability resources to
meet the modern innovative
Health and Safety practices learning environment
to ensure student/teacher requirements.
well being Seek field solution with
Community learning MOE partnership/ maintain
partnership green space.
Sub- goals listed below provide greater specificity/action
Provide a solution to the field being accessible 75% of the school This will be a key goal for $350,000+ Anne Malcolm /Gill Wallace
year. 2015 to find partnership and Jen Murphy
solution with MOE.
Commit to upgrading furniture and equipment to meet MLE Rooms 1-4 upgraded to $15,000 Anne Malcolm/ Sanjay
(modern learning environments). MLE differing levels of Rama in 2015 and Anja
seating/working. Kingston 2016
Review of activboards for
on-going replacement.
Carpet /curtain and paint
link to cyclical plan
Build further the BYOD access and expectation. Build stronger Netsafe presentation for No cost outside staff hours Alicia Ngaropo Tuia and all
ICT citizenship values of THINK (thoughtful, not hurtful, not parents term 1 staff
illegal, necessary and kind). BYOD use review termly
Support ICT parent education with Internet safety using Netsafe
annual presentations
Ponsonby Primary Charter Jan 2015 – Jan 2018 (includes Annual Plan and Annual Targets)
Reviewed annually against performance targets / effectiveness questionnaires and government programmes 25 | P a g eYou can also read
