SCHOOL CHARTER Appleby School 2017-2020
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SCHOOL CHARTER
Appleby School 2017-2020
Introductory Section
Our Vision: Our student’s needs, interests and aspirations are at the centre of everything we do.
Our Purpose: Our Values: GROWTH:
Children receive a high quality education that is the We value diversity, transparency, a safe physical & Together we develop learners who will: Get involved,
foundation of their future academic and personal emotional environment, honesty & integrity. Respect themselves and others, are well Organised,
success. Work hard, are competent Thinkers and Have resilience
when challenged.
Strategic Section 2017-2020
Through November 2016- January 2017 we consulted our community about our school and charter. We confirmed: the aspirations and needs of our community, what they
want from Appleby School, how well they believe we prepare the students for future learning, what the school does well and what we could do better.
The aims and targets of this charter are reflective of this consultation process and identify key areas we will focus on to improve outcomes for all students.
Dimensions of Good Practice (framework for improving outcomes)
Stewardship Leadership Relationships Responsive Curriculum Professional Capability Evaluation and Inquiry
Strategic -3yr Aim Strategic -3yr Aim Strategic -3yr Aim Strategic -3yr Aim Strategic -3yr Aim Strategic -3yr Aim
Our Board of Trustees are Our leadership is by Effectively engage and Our curriculum is enabling Students are the focus of Through evaluation,
visionary custodians of our example, it is collaborative proactively identify and and future focused and is effective professional including professional
school resources. and inspired from a sound draw on community, intended to promote self- learning: enhancing inquiry we enable the
They meet statutory foundation of pedagogy. (including the Waimea efficacy. It is a learner student outcomes is both creation of new
requirements, represent All stakeholders are COL) resources and centered approach where the purpose of knowledge and
the community’s leaders in our school and expertise to increase teachers choose contexts professional learning and understandings about
aspirations, and provide a contribute to the collective learning opportunities and and design learning the basis for evaluating what works and makes a
framework that facilitates goal of achieving equity enhance student opportunities in discussion its success. bigger difference
continual improvement and excellence of student achievement with students and support for all learners.
at our school. outcomes. and well-being. them to achieve their
learning goals.
Schools Cultural Diversity: 2018 Statistics: NZ Maori- 9%, Pacific- 2%, Asian- 2%, Australian 2%, NZ European- 84%, Other- 1%
Strategic- 3yr Aim: All cultures within the school will be valued, accepted and celebrated through active encouragement of an inclusive school culture and values.
Staff members will ensure that students from all cultures are treated with respect and dignity, and will actively work towards maximising the potential of each student
irrespective of cultural backgrounds.
Unique Position of Maori
Strategic- 3yr- Aim: All staff members are expected to develop an awareness of Tikianga Maori (Maori culture and protocol) and Te Reo Maori (Maori language): and
incorporate these into classroom programmes. Appleby School will provide the means of fostering better cultural understanding consistent with the Treaty of Waitangi.Annual Plan Review 2018
Dimensions/Aims Targets/Actions AOV/Recommendations
B=Board, L=Leadership, S=Staff, C=Community
Stewardship:
Our Board of Trustees are visionary Maximize the effectiveness of the board Be responsive and innovative to new guidelines in relation to our reporting
custodians of our school resources. through: cycle for student outcomes, including: value added, key competencies,
They meet statutory requirements, represent - scrutinise effectiveness of achieving value provision for G&T students and priority learners. (B,L)
the community’s aspirations, and provide a added student outcomes. BOT to rotate correspondence and Health and Safety monthly reports. (B)
framework that facilitates continual - Sharing of responsibilities Work with MJ Property re new 5yr Prop Plan before May 2018. (B,L)
improvement at our school. - Seeking relevant advice and resources Complete capital works as prioritised and as monies retained. (B,L)
- Alignment/resourcing - property projects Select trustee to see out RK term, GAP analysis. Look to elections 2019. (B)
- Succession planning
Leadership
Our leadership is by example, it is Ensure alignment of student learning needs,
collaborative and inspired from a sound teacher professional learning goals and Ensure alignment of student learning needs, teacher PD, and processes for
foundation of pedagogy. processes for teacher appraisal and attestation through the PLJ , in particular:
All stakeholders are leaders in our attestation. - Enhance the capacity of the teacher in the role of mentor
school and contribute to the - Promotes and participates in teacher learning - Timely evidence of the teachers change in practice through
collective goal of achieving equity and development. observation.
and excellence of student outcomes. - Builds collective capacity to do evaluation and - inquiry includes accessing relevant expertise. (L,S)
inquiry for sustained improvement. Move teaching staff, including part time to new Professional
Responsibility/Standards code in 2018. (L,S)
Relationships
Effectively engage and proactively identify School and community are engaged in Community contribute constructively to decision making around the
and draw on community resources and reciprocal, learning centered relationships reporting cycle. (B,L,C)
expertise to increase learning opportunities - Collective decision making School and COL work together to support students to make effective
and enhance student achievement and well- - Enrich opportunities for students to become transitions, including ELCs. (L, S)
being. confident and connected learners. Survey students and parents of students who have left in recent years re +
and – of Appleby preparedness. Ask Waimea College for data about
achievement outcomes for ex Appleby students. (L)
BOT/Staff to plan info evening with child development, mental health
theme, Term 1 2018. (B,L,S,C)
Responsive Curriculum .
Our curriculum is enabling and Students learn and achieve and progress in Reviewing the cohesion of the planned and experiences curriculum
future focused and is intended to the breadth and depth of the NZC through the NZC, curriculum plan, long term plans, unit plans, evaluations
promote self- efficacy. It is a learner - participate in assessment for learning. and student voice. (L,S)
centered approach where teachers - the learning environment supports PLJ observations consider participation, engagement and agency. (L,S)
choose contexts and design learning participation, engagement and agency. Through the ALL project and COL use assessment activities that are
opportunities in discussion with authentic and fit for purpose to enhance achievement and progress of
students and support them to priority students. (L,S)
achieve their learning goals.Annual Plan 2018
Dimensions/Aims Targets/Actions AOV/Recommendations
B=Board, L=Leadership, S=Staff, C=Community
Professional Capability
Students are the focus of effective professional Access to relevant expertise builds capacity for Individual staff selecting appropriate expertise to forward their PL
learning: enhancing student outcomes is both ongoing improvement and innovation. goals. L,S)
the purpose of professional learning and the - challenging teachers and supporting Leaders will support staff through the collective inquiry process in
basis for evaluating its success. realisation of the schools vision, goals and relation to mental health and key competencies.
targets Survey Teachers about well-being (L,S,B)
Evaluation and Inquiry
Through evaluation, including professional Embed evaluation, inquiry and knowledge Staff- Through a collective inquiry get more knowledgeable and
inquiry we enable the creation of new building practices are: effective. (L,S)
knowledge and understandings about what - systematic Upskill understandings of learning habits, their application and working
works and makes a bigger difference - SMART towards mastery. (L,S)
for all learners. - at every level- student, teacher, leaders, BOT Survey of students learning habits, GROWTH, ability to articulate such.
(L,S)
Cultural Diversity Celebrate cultures and recognize cultural
All cultures within the school will be valued, diversity by: Incorporate cultural themes into production. (L,S)
accepted and celebrated through active - integrating cultural perspectives through Contribute towards the regions citizenship ceremony (L,S)
encouragement of an inclusive school culture curriculum.
and values. - accessing local cultural advisors, participate
in cultural experiences.
Unique Place of Maori School visit to Te Hora Pa. (L,S)
All staff members are expected to Foster the Maori language and culture through: Investigate ways in which Māori respect and protect our environment
develop an awareness of Tikianga - provide instruction on te reo Maori and and indigenous species - Bats (L,S)
Maori (Maori culture and protocol) tikanga Maori for all students Continue work begun in 2017 in integrating the Curriculum Guidelines
and Te Reo Maori (Maori language): - Integrate Maori through all curriculum areas for Teaching and Learning Te Reo Māori in English-medium schools
and incorporate these into classroom where appropriate into our programmes. (L,S)
programmes. Appleby School will - hold weekly kapahaka sessions for all Inquire into student’s knowledge and understandings in Te
provide the means of fostering better students. Reo/Tikanga Maori and set focus areas. (L,S)
cultural understanding consistent - Strengthen links with local iwi and their
with the Treaty of Waitangi endeavoursReporting commentary on students in years 1 to 8 that use The New Zealand Curriculum. Date: March 1 2018 School name: Appleby School School number: 3180 NAG2A (b)(i) Areas of strength Reading, Mathematics, Maori Students Discussion: Reading- At the end of 2017- 90% of our students were at (32%) or above (58%) the National Standards* for Reading. Up from 88% at or above in 2016. Mathematics- At the end of 2017- 94% of our students were at (43%) or above (51%) the National Standards* for Mathematics. Up from 92% at or above in 2016 Maori Students- At the end of 2017 Maori students (14 in total) performed as well or better than non Maori students across Reading, Writing and Mathematics In 2018, we would like to continue these high levels of equity and excellence: Target A: To have over 50% of students above in reading and less than 10% below for reading. Target B: To have over 50% of students above in mathematics and less than 10% below for mathematics. Target C: Maori students will achieve as well or better than non-Maori students across Reading, Writing and Mathematics. *We recognise that the National Standards are on their way out, but given the uncertainty of their replacement, will continue to use the tools and the curriculum mapping thresholds developed within the school to make overall teacher judgements as to below, at, above and report this to parents in plain English.
NAG2A (b)(i) Areas for Improvement
Reading/Writing
Discussion:
Writing- At the end of 2017- 85% of our students were at (34%) or above (51%) the National Standards for Writing. Up from 83% at or above in 2016.
We would like our student achievement in writing to be at the same level as Reading and Mathematics:
Target D: To have over 50% of students above in writing and less than 10% below the national standard for writing.
Reading- Closer analysis of our 2017-2018 Reading profile reveals that boys are over represented in the at risk of not achieving standard group.
8 of the 10 priority students working below are male.
These 8 boys represent 13% of our total male group (62) at this time.
The 2 girls represent only 3% of our total female population (65).
Target E: To have less than 8% of boys below in Reading.
To do this we will need to move at least 3 boys from below to at in reading.
We would also like to see strong value added results across the entire reading below group.
Writing- Closer analysis of our 2017-2018 Writing profile reveals that boys are over represented in the at risk of not achieving writing standard group.
14 of the 17 priority students working below are male
These 14 boys represent 22% of the total male population (62).
The 3 girls represent only 5% of the total female population (65) at this time.
Target F: To have less than 10% of boys below in Writing.
To do this we will need to move at least 8 boys from below to at in writing.
We would also like to see strong value added results across the entire writing below group.
*We recognise that the National Standards are on their way out, but given the uncertainty of their replacement, will continue to use the tools and the
curriculum mapping thresholds developed within the school to make overall teacher judgements as to below, at, above and report this to parents in plain
English.NAG2A (b)(ii) Basis for identifying areas for improvement Discussion: Analysis of student achievement is carried out in February and November of each year and progress towards individual and school- wide goals monitored monthly. In Years 1-2 teachers gather, analyse and use assessment information to make overall teacher judgements against the relevant National Standards. Assessment tools include: 5 Yr Entry, 6yr Net Assessments, PM Running Records, Numpa and JAM, e-asttle writing and SAST spelling. In Years 3-4 teachers gather, analyse and use assessment information to make overall teacher judgements against the relevant National Standards. Assessment Tools include: PM Running Records, STAR Reading, PAT Comprehension and Math, Numeracy Project Diagnostic test, easttle Reading Math and Writing, SAST. In Years 5-6 teachers gather, analyse and use assessment information to make overall teacher judgements against the relevant National Standards. Assessment Tools include: Probe and PM Running Records, STAR Reading, PAT Comprehension and Math, Numeracy Project Diagnostic test, easttle Reading Math and Writing, SAST. These assessments and timely gathering of other information are used to provide evidence of student progress and achievement. Overall Teacher Judgements are made after collegial moderation practices have taken place. Waimea Kahui Ako Appleby School is a member of the Waimea Kahui Ako. Our student achievement goals and professional inquiry link closely to the achievement targets of the COL: 1. To improve the achievement in writing for boys in Years 1-10 2. To reduce the gap in achievement between males and females at NCEA Years 11-13 3. To improve educational outcomes for Maori students Years 1-13.
NAG2A (b)(iii) Planned actions for lifting achievement
Discussion:
Reading
● Review February 2018 assessment data and class descriptions with staff and determine the individual learning needs of the target students.
● Ensure IEPs and support networks are in place for students with special learning needs/ESOL backgrounds.
● Staff receive specific PD in relation to student’s learning challenges, formulating learning goals and developing responsive programmes.
● Particular emphasis and strategy development- supporting boys, (and in particular year five boys) to meet reading standards.
● Termly monitoring meetings to discuss progress of target students.
● Termly analysis of Running Records (Yr 1-3) and e-asttle reading (Yr 4-6) samples.
● Use high-quality, differential instruction in class to provide at-risk students with regular opportunities to improve.
● Analyse year-end data to inform progress, reporting and planning for the following year.
Writing
● Review February 2018 assessment data and class descriptions with staff and determine the individual learning needs of the target students.
● Ensure IEPs and support networks are in place for students with special learning needs/ESOL backgrounds.
● Take part in the Accelerating Literacy Programme through UC with particular emphasis on priority writing students.
● Utilise professional learning opportunities and expertise through the Waimea Kahui Ako.
● Staff receive specific PD in relation to student’s learning challenges, formulating learning goals and developing responsive programmes.
● Particular emphasis and strategy development- supporting boys to meet writing standards.
● Termly monitoring meetings to discuss progress of target students.
● Termly analysis of SAST and e-asttle writing samples.
● Use high-quality, differential instruction, writer’s workshops and buddy teaching in class to provide at-risk students with regular opportunities to
improve.
● Analyse year-end data to inform progress, reporting and planning for the following year.NAG2A (b) (iv) Progress Statement- End of Year 2018 Analysis of Variance/Recommendations Target A: To have: • Over 50% of students above in reading • Less than 10% below the for reading. Target B: To have: • Over 50% of students above in mathematics • Less than 10% below for mathematics. Target C: Maori students will achieve as well or better than non-Maori students across Reading, Writing and Mathematics. Target D: To have: • Over 50% of students above in writing • Less than 10% below for writing. Target E: To have: • Less than 8% of boys below in Reading. Target F: To have: • Less than 10% of boys below in Writing.
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