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
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 www.uacel.ac.nz ©AucklandUniServices Ltd, 2018Farm 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
Vision
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
persistence.
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.
2Values 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
courage.
3Principles The following principles relate to how curriculum is formalised at FCI and they show relevancy to planning processes, prioritising and
review.
For our students to be at the centre of teaching and learning at our school we believe strongly that our curriculum reflects the following
principles:
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.
Inclusion
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.
Coherence
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.
4Māori 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
community.
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
equipped’.
Maintaining the Ambassador programme to develop students’ understanding of cultural diversity and support of students
from various cultures.
5Special 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.
6Baseline 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
Number
Number
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%
Maori
2018 Y7 & 8 14 18.4% 49 64.5% 13 17.1%
Maori
2019 Y7 & 8 17 24.6% 38 55.1% 14 20.3%
Maori
2017 Y7 & 8 7 22.6% 18 58.1% 6 19.4%
Pasifika
2018 Y7 & 8 10 28.6% 18 51.4% 7 20%
Pasifika
2019 Y7 & 8 15 40.5% 15 40.5% 7 19%
Pasifika
2019 Yr7 77 24.5% 129 41.1% 108 34.4%
7Curriculum 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%
Maori
2018 Y7 & 8 27 35.5% 43 56.6% 6 7.9%
Maori
2019 Y7 & 8 32 46.4% 27 39.1% 10 14.5%
Maori
2017 Y7 & 8 6 19.4% 21 67.7% 4 12.9%
Pasifika
2018 Y7 & 8 8 22.9% 23 65.7% 4 11.4%
Pasifika
2019 Y7 & 8 17 47.2% 15 41.7% 4 11.1%
Pasifika
2019 Year 7 112 35.7% 151 48.1% 51 16.2%
8Curriculum 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
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%
Maori
2018 Y7 & 8 23 30.3% 40 52.6% 13 17.1%
Maori
2019 Y7 & 8 25 36.2% 35 50.7% 9 13.1%
Maori
2017 Y7 & 8 13 41.9% 14 45.2% 4 12.9%
Pasifika
2018 Y7 & 8 13 37.1% 17 48.6% 5 14.3%
Pasifika
2019 Y7 & 8 21 56.8% 9 24.5% 7 18.9%
Pasifika
2019 Year 7 105 33.4% 109 34.7% 100 31.8%
9School 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
10personnel 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
direction.
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
practice.
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
community.
2020 planned review/surveys/consultation includes:
Sexuality Education (staff with BoT)
Maori and Pasifika Consultation (include community)
School Based Curriculum Consultation (community)
11 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.
12Strategic 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
spiritually.
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)
13Student 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)
14Property 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.
15Annual 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,
outcomes.
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
success.
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.
16Student 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).
17Other 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
Register)
(links to: 2020 Budget, FCI policies,
10YP and 5YP, Health and Safety
Register)
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
Initiatives
18maintain 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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