School Charter Strategic and Annual Plan for Farm Cove Intermediate School

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School Charter Strategic and Annual Plan for Farm Cove Intermediate School
School Charter
                                                    Strategic and Annual Plan for
                                                   Farm Cove Intermediate School

                                                                     2020 - 2022

                        Principal’s endorsement:                    Linda Harvie
                        Board of Trustees’ endorsement:             Troy Scragg (BoT Approval Minuted)
                        Submission date to Ministry of Education:   March 2020

For further support and updated resources see our website                                ©AucklandUniServices Ltd, 2018
Farm Cove Intermediate School 2020 - 2022
                                     Introductory Section - Strategic Intentions

Mission Statement

                    The Farm Cove Intermediate School community strives to ‘Reach Out’ and work collaboratively across the school, within the
                    wider community and as global citizens.

                    Our students are empowered as learners. They are provided with opportunities to develop academically, socially, physically,
                    emotionally and spiritually. Their learning comes to life as they are engaged in authentic inquiry based experiences that
                    promote the attitudes that we value. Our values include friendliness, cooperation, integrity, respect, enthusiasm and

                    Equitable, caring and interactive learning environments challenge students. Teachers are involved in on-going effective
                    professional learning development enabling students to be confident, happy, connected and reflective learners. There is a
                    shared understanding of the Treaty of Waitangi and cultural diversity is celebrated.

                    Our vision extends to the wider community including parents and whanau. We ‘Reach Out’ to enjoy learning together and
                    celebrate our success.

Values   These are the values that FCI students and staff
         focus on inside and outside of school every day. We
         show our community that we are the best we can
         be and we represent our school with pride and

Principles   The following principles relate to how curriculum is formalised at FCI and they show relevancy to planning processes, prioritising and

             For our students to be at the centre of teaching and learning at our school we believe strongly that our curriculum reflects the following

             High Expectations
             Teachers interpret and scaffold learning to support students to achieve their personal best.

             Treaty of Waitangi
             Acknowledging the Treaty of Waitangi as the foundation of New Zealand/Aotearoa all students will have an equal opportunity to learn.
             Opportunities are provided for all students to achieve knowledge of te reo Maori me ona tikanga.

             Cultural Diversity
             Teachers and children celebrate diversity and respect each other’s cultural and personal backgrounds.

             The curriculum is inclusive so students are treated without discrimination. Diverse learning needs are catered for and students are
             appreciated and affirmed as unique individuals. Abilities and talents are recognised and appreciated. Students feel valued.

             Learning to Learn
             Learning to learn is students’ developing their learning abilities and growing awareness of different learning strategies so they can apply
             these confidently to situations which relate to personal goals. Under an active wellbeing curriculum students are guided through
             collaborative learning. Personal risk taking is encouraged.

             Community Engagement
             The learning experiences connect the curriculum to the students’ world and encourage the support of their family and the community.
             Through the implementation of collaboration the students’ learning experiences connect to their world. Sharing learning experiences
             with peers, family, community and the wider world is an important part of learning.

             Learning is experienced in ways that inter-connect values, key competencies and learning areas.

             Future Focus
             Learning experiences are relevant to the changing worlds in which we now live.

Māori Dimensions and                                            CULTURAL DIVERSITY AND MAORI DIMENSION
                     Statements from FCI documentation
Cultural Diversity
                        Meeting Student Needs  The school has a responsibility to provide learning opportunities that maximise students’ potential.
                        Community Partnership  Students’ learning will be enhanced when the school’s Board of Trustees and staff is responsive to
                                               the educational needs and wishes of the school community.
                        School Self Review     FCI will maintain a systematic process of self-review which will provide a sound basis for improving
                                               educational outcomes for students.
                        Performance Management Teachers are continually developing in terms of knowledge, skills and attitudes which enhance their
                                               role and performance.
                        Performance Appraisal  Performance appraisals based on The Standards for the Teaching Profession will increase staff
                                               awareness of what is expected and lead to greater effectiveness.

                       Evidence of the Board’s policies and practices that reflect the unique position of the Maori culture.
                       Teachers’ planning will reflect the unique tangata whenua status of Maori and reflect the principles of the Treaty of Waitangi by:
                            Consulting regularly with the FCI Maori community.
                            Developing a strong kapa haka group to further understand tikanga Maori. This group will perform as requested by the
                            Conducting regular reviews bi-annually on the professional development required to allow teaching staff to embrace te ao
                              Maori (the world), te reo (the language) and tikanga Maori (the values) throughout everyday learning within the school.
                            Monitoring and reporting on trends of Maori student achievement and gathering anecdotal data on the views of Maori
                              students to best support Maori learning as Maori e.g. group discussions with Maori students.
                            Monitoring trends of student attendance and highlighting “at risk” students for further detailed monitoring.
                            Provide a Maori immersion GATE programme.
                            Provide Maori enrichment activities within the Areas e.g. Maori language week activities and Maori celebration.
                            Provide Te Whare Ako, a specialist programme with a confident te reo Maori fully registered teacher.
                       Evidence that FCI procedures and policies reflect New Zealand’s cultural diversity.
                            Providing ESOL programmes to meet the children’s needs.
                            Including the celebration of cultural diversity within i-learning studies.
                            Maintaining cultural performance groups, where possible, using staff and community interest and strengths.
                            Maintaining and further developing procedures and practices for both students and teachers to become further ‘Asia
                              Maintaining the Ambassador programme to develop students’ understanding of cultural diversity and support of students
                               from various cultures.

Special Character/                                                          PROCEDURE
Māori Medium status
                      To meet parent requests for a child to be instructed in tikanga Maori and te reo Maori

                      Evidence that the FCI BoT’s policies ensure all reasonable steps are taken to provide instructions in tikanga Maori and te
                      reo Maori for full time students whose parents make this request.

                      Step 1      Parents contact Principal and meet to discuss the needs and requirements of the child.

                      Step 2      Principal, Deputy Principal or Special Education Needs Coordinator (SENCO) contacts the Principal of the
                                  local college (Pakuranga College – Principal, Mr. Mike Williams).

                      Step 3      Discussions take place between school, parents and college Head of Department for Maori, regarding the
                                  student’s needs.

                      Step 4      If the needs can be met by the college an appropriate timetable will be set where the student joins the
                                  appropriate class and an Individual Education Plan (IEP)/collaborative programme will be set in consultation
                                  with the school, college and parents.

                      Step 5      If the needs of the student cannot be met by the college i.e. the student is not up to the standards set in any
                                  class at Pakuranga College, the school will contact the local kaumatua for guidance e.g. providing a suitable
                                  tutor and linking into the Te Aho o te Kura Pounamu (The Correspondence School).

                      Full parent consultation will be maintained throughout the process.

Baseline Data or School Context
Students’ Learning   Curriculum Levels- Students’ Learning: School Wide Data for 2017 End of Year to 2019 End of Year: Reading
                     NOTE: Although the cohorts from Year 7 to Year 8 are not identical from one year to the next they are very similar.

                                           Working Towards                      At                             Above

                                        Student       Proportion   Student Number    Proportion      Student           Proportion

                        2017 Yr7          54            17.2%           149            49.5%          101                33.3%

                       (2018 Yr 8)        51            16.2%           152            48.4%          111                35.3%

                        2018 Yr 7         81            26.4%           136            44.3%           90                29.3%

                       (2019 Yr 8)        60            19.7%           144            47.4%          100                32.9%

                       2017 Y7 & 8        15            24.6%            30            49.2%           16                26.2%

                       2018 Y7 & 8        14            18.4%            49            64.5%           13                17.1%

                       2019 Y7 & 8        17            24.6%            38            55.1%           14                20.3%

                       2017 Y7 & 8         7            22.6%            18            58.1%           6                 19.4%


                       2018 Y7 & 8        10            28.6%            18            51.4%           7                  20%


                       2019 Y7 & 8        15            40.5%            15            40.5%           7                  19%


                        2019 Yr7          77            24.5%           129            41.1%          108                34.4%

Curriculum Levels - Students’ Learning: School Wide Data for 2017 End of Year to 2019 End of Year: Writing
    NOTE: Although the cohorts from Year 7 to Year 8 are not identical from one year to the next they are very similar.

                         Working Towards                      At                             Above

                     Student       Proportion      Student         Proportion      Student           Proportion
                     Number                        Number                          Number

       2017 Yr7        90            29.5%           161             52.8%            53                17.4

      (2018 Yr 8)      78            24.5%           166              58%             70                22%

      2018 Yr 7        125           40.7%           143             46.6%            39               12.7%

      (2019 Yr 8)      92            30.3%           141             46.4%            71               23.3%

     2017 Y7 & 8       22            36.1%            28             45.9%            11                18%

     2018 Y7 & 8       27            35.5%            43             56.6%            6                7.9%

     2019 Y7 & 8       32            46.4%            27             39.1%            10               14.5%

     2017 Y7 & 8        6            19.4%            21             67.7%            4                12.9%


     2018 Y7 & 8        8            22.9%            23             65.7%            4                11.4%


     2019 Y7 & 8       17            47.2%            15             41.7%            4                11.1%


     2019 Year 7       112           35.7%           151             48.1%            51               16.2%

Curriculum Levels - Students’ Learning: School Wide Data for 2017 End of Year to 2019 End of Year: Mathematics
    NOTE: Although the cohorts from Year 7 to Year 8 are not identical from one year to the next they are very similar.

                         Working Towards                     At                              Above

                     Student       Proportion      Student        Proportion       Student           Proportion
                     Number                        Number

       2017 Yr7         74            24%            143             47%             87                 29%

      (2018 Yr 8)       65            21%            106             34%             143                46%

       2018 Yr 7       109           35.5%           121            39.4%            77                25.1%

      (2019 Yr 8)       74           24.3%           105            34.5%            125               41.1%

      2017 Y7 & 8       20           32.8%           29             47.5%            12                19.7%

      2018 Y7 & 8       23           30.3%           40             52.6%            13                17.1%

      2019 Y7 & 8       25           36.2%           35             50.7%             9                13.1%

      2017 Y7 & 8       13           41.9%           14             45.2%             4                12.9%


      2018 Y7 & 8       13           37.1%           17             48.6%             5                14.3%


      2019 Y7 & 8       21           56.8%            9             24.5%             7                18.9%


      2019 Year 7      105           33.4%           109            34.7%            100               31.8%

School Organisation   Farm Cove Intermediate (FCI) is a state, co-educational school. The school was officially opened in 1980 and it caters for
and Structures        students in Years 7 and 8. The district, which was originally settled by the Ngai Tai people, is now the well-established
                      coastal suburb of Pakuranga in the eastern suburbs of Auckland City.

                      The school is sited on 4.6 hectares of land which has both sealed and grassed areas. The grounds are attractive, well planted
                      and planned to meet the school’s needs. Well planned and well maintained innovative learning environments are highly
                      supportive of collaborative learning which is a major focus within our school. There are five main teaching blocks and six
                      specialist rooms which include Food/Bio Technology, Multi Media and Design, Hard Materials Technology, Art, Science and
                      a Music Room. Physical Education and Te Whare Ako are also specialist programmes. The resource room and library adjoin
                      the staffroom and the administration block is a separate building. The hall is central to all teaching spaces and a gymnasium
                      occupies part of the field space between Farm Cove Intermediate and the adjoining school (Wakaaranga Primary).

                      The school operates an enrolment scheme and each year a group of out of zone students is enrolled. The main ethnic
                      groups are:

                                                      NZ European                               37%
                                                      Other European                           7.5%
                                                      Maori                                    8.5%
                                                      Pasifika                                 4.9%
                                                      Chinese (all Asian)               19.6% (26.8)
                                                      Indian                                   9.3%
                                                      Other                                      6%

                      The decile rating is 8. Many parents play an active role in supporting their children’s education. Enrolment numbers are
                      stable with the school maintaining a roll of around 600 regular students along with a goal to also enrol an additional 5% of
                      international students.

                      Staff includes: a senior leadership team of three, twenty classroom teachers, eight specialist teachers, an ESOL teacher, an
                      ESOL learning assistant, five learning assistants supporting the regular classroom programme, externally funded learning
                      assistants supporting special needs students, four office administration staff and a property manager. There is a balance of
                      experienced teachers and less experienced teachers.

                      Robust health and safety policies, procedures and routines underpin day to day activities and all school practices. The
                      significant school wide use of student owned devices is managed within sensible procedures and guidelines. Up to date

personnel policies and practices ensures the Board of Trustees continues to comply with all legislative requirements of being
                     a good employer.

                     A shared vision, school values, effective strategic documentation and a system of regular self-review underpins FCI’s
                     direction. There is a sense of commitment by students and staff to realise our shared vision of Reaching Out within a
                     culture of whanau.
Student Engagement   Most students have excellent attendance and they arrive at school in good time to prepare for lessons. However, each year
                     there is a small number of students whose attendance requires close monitoring. Below 80% attendance is used as a guide
                     for attendance; students below this percentage have strategies put in place to improve attendance.

                     Providing students with choice, hearing student voice, growing student agency and further developing wellbeing is our aim.
                     The three leadership groups (Councillors, Ambassadors and House Leaders) provide great opportunities to consult with
                     students. These groups listen to students’ ideas and opinions, organise school events and they offer suggestions for future
                     The Board of Trustees are keen to hear the students’ opinions on a range of topics. This is achieved through Board
                     curriculum reports, Board walkabouts, sharing student research and the Board interviewing selected groups of students.

                     The FCI vision and values (FCI REP) were revised in 2014 and student voice was incorporated throughout this statement.
                     We are increasing opportunities to work collaboratively with students. Students are currently being consulted, further
                     renovation projects and development of specific areas within the grounds.

                     BYOD and the use of school owned devices have transformed the students’ access to information. Over 98% of students
                     currently bring their own devices. This has further empowered students in their learning and underpins all collaborative

Review of Charter    Our Vision, Reach Out motto, Values and Agreed Principals underpin consultation. Consultation for 2019 has included
and Consultation     students surveying students and on-line parent surveys which have been analysed, evaluated and where appropriate,
                     actioned. The findings have been shared at Board of Trustees meetings, with the survey participants and with our

                     2020 planned review/surveys/consultation includes:
                         Sexuality Education (staff with BoT)
                         Maori and Pasifika Consultation (include community)
                         School Based Curriculum Consultation (community)

   Principal Interviews with each staff member (10 min interviews)
            Digital Technology (emergent)

     A Maori consultation process will be developed in consultation with FCI “experts” and staff.

     Self-review in relation to our Charter and Strategic Plan and review of our Annual Goals has included Board of Trustees
     discussion, teacher consultation and both a mid-year and end of year senior teacher reviews.

     This Charter and Strategic Plan will be reviewed in October 2020. An Annual Plan will then be developed and all strategic
     documentation will be presented to the Ministry of Education by 1 March 2021.

Strategic Section

                     Strategic Goals                                               Core Strategies for Achieving Goals
                                                                                              2020 - 2022

Students’ Learning     Goal A                                     Use achievement information effectively to support improvement in student
                                                                   outcomes. Implement the Board of Trustees’ (BoT) policies and long term
                       1. To deliver a curriculum in               plans to improve student progress and achievement for Maori students.
                       Reading, Writing and                        Identify levels of achievement for Pasifika and implement appropriate
                       Mathematics that reflects
                                                                   strategies to improve learning outcomes.
                       national requirements and
                       focuses on raising student
                       achievement.                               Identify barriers to learning and implement strategies established to address
                                                                   these issues in consultation with key stakeholders. (Community of
                       2. To ensure there is appropriate           Learning/Kahui Ako (CoL) documentation)
                       resourcing, a high level of teacher
                       capability and effective planning          To sustain learning assistants’ roles and specialist teachers in supporting
                       to cater for diverse needs.                 Reading, Writing and Mathematics.

                       3. To raise learners’ well-being to        To track individual student achievement, involvement and work towards
                       impact positively on them                   improving student outcomes. This is to include specific tracking and analysis
                       academically, socially,                     of Maori, Pasifika and additional needs students.
                       emotionally, physically and
                                                                  Work collaboratively both within the school and across CoL schools to
                       4. To develop sustainable
                                                                   improve student learning outcomes and student wellbeing. (Literacy,
                       collaborative working groups                Mathematics, Science, Digital Technology). (CoL Strategic Intitiative)
                       connecting the CoL teachers so
                       they can be highly effective in
                       supporting the students’ learning
                       journeys. (CoL Strategic Initiative)

Student               Goal B                                      For all classroom teachers to continue to monitor students who have attendance
Engagement                                                         below 80% and implement strategies to lift attendance levels.
                      To continue to monitor student
                      attendance.                                 For lateness to be monitored regularly and for regular lateness to be addressed.

                      Goal C                                      To listen to Maori and Pasifika students’ voices through focussed group discussions
                                                                   and pastoral care support.
                      To increase student consultation
                      levels, to listen to student voice
                                                                  To extend collaborative practices so students are further empowered through
                      and further develop wellbeing.
                                                                   greater choice, voice and agency within their learning programme.
                      (CoL Strategic Initiative)
School Organisation Goal D                                        To continue to support all students by effectively transitioning them from their
and Structures      To continue to successfully                    contributing school and then on to college.
                      transition students from their
                      contributing schools and on to              For all staff to work successfully to transition students at the start of the year.
                      college. (CoL Strategic Intitiative)

Personnel             Goal E                                      Review identified personnel policies.
                      1. To be a good employer and for
                      the Board to treat its staff in a fair      To ensure that resources are provided to support PLD for all staff.
                      and equitable manner, complying
                      with all relevant employment                For the BoT to be approachable, transparent and visible.
                      legislation and contractual
                      obligations.                                For BoT members to develop an understanding of their governance role and
                                                                   employment responsibilities.
                      2. To provide resources and a
                      work environment which                      To engage all teachers in a collaborative process of inquiry using consistent
                      promotes a co-operative and                  language. (CoL Strategic Initiative)
                      supportive network and allows all
                      staff to reach and maintain high            To build coaching skills to promote understanding and trust.             (CoL Strategic
                      levels of performance.                       Initiative)

Property   Goal F                                 Continue the cyclical maintenance programme guided by the 10YP.
           To develop the buildings,
           facilities, plant and grounds to       Complete outdoor projects.
           support the shared vision of the
           school.                                Renovate the Manuka teaching spaces.

           Goal G
           Use new 5YP funding to complete
           the renovation of Manuka
           Learning spaces.

Finance    Goal H
                                                  To manage the finances in line with policies and procedures.
           To ensure that appropriate
           financial management systems
                                                  To work with international student agencies to maintain effective relationships with
           are in place.
                                                   them to ensure international students’ stays are highly successful.
           To maintain the levels of locally
           raised funds.                          To maintain the international student income levels by enrolling short-term and
                                                   long-term students.

Annual School Improvement Plan – SUMMARY

     Domain                           Strategic Goal                                     Target                          Short Report
Students’ Learning   Goal A
                                                                          Targets for Mathematics, Writing,           Track individual students to
                     1. To deliver a curriculum in Reading, Writing and
                                                                          Reading                                      support improved learning
                     Mathematics that reflects national requirements
                                                                          For all children Working Towards             outcomes.
                     and focuses on raising student achievement.
                                                                          cohort to raise their level to working      Use assessment data to
                                                                          At cohort by the end of Year 8.              support improved learning
                     2. To ensure that there is appropriate resourcing,
                     a high level of teacher capability and effective
                                                                          For Maori and Pasifika students who         To continue conversations
                     planning to cater for diverse needs.
                                                                          are Working Towards cohort and               with student focus groups
                                                                          additional needs students to receive         to further wellbeing and
                     3. To raise learners’ well-being to impact
                                                                          specific support to raise their level        collaboration.
                     positively on them academically, socially,
                     emotionally, physically and spiritually.             of achievement.                             To determine appropriate
                                                                                                                       support for our Pasifika
                     Goal B                                               Annual Target - Targets for                  student and implement this
                     To develop sustainable collaborative working         Mathematics, Writing, Reading                support so students’
                     groups connecting the CoL teachers so they can                                                    wellbeing is furthered and
                     be highly effective in supporting the students’      Reading: For 77 Year 7 students              they feel accepted as
                     learning journeys. (CoL Strategic Initiative)        Working Towards to lift to working           Pasifika students in our FCI
                                                                          At by the end of Year 8.                     environment and capable of
                                                                          Writing: For 112 Year 7 students
                                                                          Working Towards to lift to working
                                                                          At by the end of Year 8.

                                                                          Mathematics: For the 105 Year 7
                                                                          students Working Towards to lift to
                                                                          working At by the end of Year 8.

                                                                          For the additional needs’ students
                                                                          working to receive targeted support.

Student                Goal C                                               To further develop on-line systems
Engagement                                                                  so we can monitor student
                       To continue to monitor student attendance.           achievement more effectively.

                       Goal D
                       To increase student consultation levels, listen to   To continue to use an appropriate
                       student voice to further develop wellbeing. (CoL     survey to monitor student
                       Strategic Initiative)                                wellbeing.

School Organisation Goal E                                                  To work as a CoL to strengthen
and Structures      To continue to successfully transition students         transition strategies for students.
                       from their contributing schools and on to college
                       (CoL Strategic Initiative).

Other 2020 Key Improvement Strategies to Achieve Strategic Vision
 Property   (summarised from 10YP & 5YP            Short Report                       Finance                                    Short Report
             property plans)

To develop the buildings, facilities,     Complete identified outdoor spaces      To ensure that appropriate          To maintain the number of long-
plan and grounds to support the           which includes The Glade and            financial management systems are    term international fee paying
shared vision of the school.              Picking Garden, bike stands and         in place.                           students.
                                          shade areas.
                                                                                  To maintain the levels of locally   Seek external funding from specific
                                          Additional art works will be            raised funds.                       funding pools.
                                          displayed to enhance outside
                                          spaces.                                                                     To continue to implement the 10YP
                                                                                                                      cyclical maintenance programme.
                                          To create a property development
                                          plan which will guide future                                                (links to: 2020 Budget, FCI policies
                                          direction.                                                                  and procedures, Health and Safety
                                          (links to: 2020 Budget, FCI policies,
                                          10YP and 5YP, Health and Safety

             Personnel                               Short Report                     Community Engagement                       Short Report

To be a good employer and treat           To continue to use PLGs, staff          To consider a range of options to To continue with on-line surveys
staff in a fair and equitable             meetings and specific courses to        strengthen community engagement
manner, complying with all                provide needs based PLD for             and select those which are the    Continue to consult with local iwi.
relevant employment legislation           teachers. Ensure appropriate            most viable.
and contractual obligations.              release supports PLD.                                                     Further develop Travelwise
                                                                                                                    initiatives to support independent
To provide resources and a work           To further develop collaborative                                          and safe travel to school.
environment which promotes a co-          inquiry to support a meaningful
operative and supportive network          appraisal process.                                                          To work successfully with CoL
and allows all staff to reach and                                                                                     schools and implement Strategic

maintain high levels of          To further support staff to maximise
performance.                     collaboration to improve student       To advise/support the local schools
                                 learning outcomes.                     hosting the Koanga Festival on
For the BoT to maintain a safe                                          matters relating to tikanga Maori.
environment for all staff and    To further develop an in-depth
students.                        understanding of collaborative         (links to: 2020 Budget, Travelwise
                                 assessment best practice.              Initiative, Self-review Schedule,
                                                                        Maori Consultation Processes, CoL
                                 (links to: 2020 Budget, FCI            documentation).
                                 Personnel Policies, Staff
                                 Meeting/PLG Schedules, FCI
                                 Appraisal Process, FCI SBC)

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