School Charter Strategic and Annual Plan for Woodlands Full Primary School
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School Charter
Strategic and Annual Plan for
Woodlands Full Primary School
2020 - 2022
Principals’ endorsement: Aloma Williams
Board of Trustees’ endorsement: Lisa Stuart (Chairperson)
Submission date to Ministry of Education: 12/02/2020
For further support and updated resources see our website www.uacel.ac.nz ©AucklandUniServices Ltd, 2018Woodlands Full Primary School School 2020 - 22
Introductory Section - Strategic Intentions
Mission Statement is to: Grow curious learners who are collaborative, critical thinkers and problem solvers. Learners who will grow into
resilient individuals who are able to make a positive contribution to their own and others local and global futures.
Vision is to enable all learners through the provision of:
• Local, differentiated, cohesive learning programmes which challenge and engage learners
• Strong school values to foster all round development
• Highly effective teachers, focused on improving student outcomes through their commitment to
ongoing professional development, quality teaching and collaboration
• Quality inclusive learning environment providing excellence & equity for all
Values
The values of the New Caring – Aroha
Zealand Curriculum are Respect – Whakaute
supported and modeled
Courage - Kaha
along with the following
values and beliefs from
our community:
Principles The Principles of the NZC are considered in curriculum planning. At WFPS we are committed to providing an education that is future
focussed with a particular focus on Learning outside the classroom, utilising the local environment to explore local and global issues. We
have high expectations and are committed to excellence and equity for all. The school is well supported by community and whānau. In 2020
WFPS is continuing to explore pedagogy and local curriculum to embed a school wide ‘Learning to Learn’ model which will develop students
ability to reflect on their own learning, make links and open up individual learning pathways.
Māori Dimensions The school is committed to maintaining and building an environment where Māori, Pasifika and students of other nationalities feel
and Cultural comfortable, valued and affirmed. We are committed to providing both formal instruction in Te Reo Māori and growing students and
teachers understanding of Tikanga Māori.
Diversity
2Baseline Data or School Context December 2019
Students’ Progress NZC Level Year Level
Mathematics 1 2 3 4 5 6 7 8 Total
1b 15% 5%
1p 37% 16%
1a 37% 58%
2b 7% 21% 53% 17%
2p 4% 26% 12%
2a 33% 12% 7% 50%
3b 21% 42% 12% 21%
3p 8% 12% 36% 50%
3a 25% 21%
4b 25% 14%
4p 50%
4a 50%
83% of identified priority learners made progress of one or more sub levels in 2019.
NZC Level Year Level
Reading 1 2 3 4 5 6 7 8 Total
1b 46% 6% 13%
1p 15% 17% 7%
1a 37% 28% 13%
2b 8% 33% 16% 8% 12%
2p 17% 53% 8% 14%
2a 11% 7% 3%
3b 21% 42% 25% 14% 50% 50% 15%
3p 33% 38% 14% 9%
3a 29% 4%
4b 8% 12% 14% 50% 5%
4p 12% 14% 3%
4a 12% 7% 50% 3%
75% of identified priority learners made progress of one or more sub levels in 2019. 25% of priority learners have remained at the same
level as the start of the year, of those who have not made progress 12.5% are ESOL. 12.5% Māori
3NZC Level Year Level
Writing 1 2 3 4 5 6 7 8 Total
1b 52% 6% 13%
1p 19% 50% 7%
1a 22% 17% 13%
2b 7% 17% 26% 8% 12% 12%
2p 11% 42% 25% 14% 50% 50% 14%
2a 21% 25% 7% 3%
3b 11% 33% 38% 29% 15%
3p 7% 9%
3a 8% 38% 7% 4%
4b 36% 50% 5%
4p 12% 3%
4a 50% 3%
70% of identified priority learners made progress of one or more sub levels in 2019.
30% of priority learners made no progress all of whom are Māori in year 2, 5 and 6. Barriers to learning have been identified as anxiety,
attendance and behaviour.
Student • Attendance data reviewed regularly and issues discussed with Learning support and whanau
Engagement • Year 7 and 8 retention levels gradually increasing. Year 7 and 8 programme developed to meet community needs and to ensure
students are given the best opportunity to learn across the breadth of the NZC.
• Year 7 and 8 students given the opportunity to participate in the William Pike Challenge
• Year 7 student selected as one of 20 students from all over NZ to attend the Antarctic Young Explorers Summit
• All classes regularly using the Outdoor Learning Area for authentic learning experiences
• School won Environment Southland Award for Action in Education
School Organisation • Procedures for policy review embedded
and Structures • Assessment procedures embedded and systems for monitoring progress developed further, change of language post National
Standards, develop better understanding of NZC levels.
• Appraisal procedures embedded and refined further
• Full review of reporting to parents completed, new system for reporting introduced with the MOE principles of reporting at the
heart of the process.
4Review of Charter • Parent Curriculum Focus Group engaged and contributing to the development of local curriculum
and Consultation • External experts engaged to support whole school PLD
• School Values reviewed and new values introduced
• Community review of curriculum and reporting to parents
• Whanau invited to be involved in school wide events e.g. taking a lead role in the school hangi Year 7 and 8 consultation held
with students from year 5 – 8 regarding the future direction for seniors at WFPS.
• Learning to Learn model draft 2 teachers shifting practice and embedding the language of learning
• Individual progress measured and focused on rather than global achievement levels
• Parents consulted regarding reporting processes and what is being reported on, ensuring we are giving full consideration to the
‘Principles of Reporting”
5Strategic Plan 2020 – 2022
Strategic Goal 1 : Highest level of Individual Educational Achievement
“Learners who will strive for excellence” (WFPS Vision)
Strategic Goal 2 : High levels of Student Engagement and Broader Education Success
“the opportunity to maximise their potential abilities in all areas “WFPS Mission and NZC Vision
Strategic Goal 3: Cultural Responsiveness
“Recognise all learners as individuals who require different levels and styles of teaching” WFPS Vision and Preferred practice, NZC
Principles
6Strategic Section 2019 - 2021
Strategic Goals Core Strategies for Achieving Goals
2020 - 2022
Students’ Highest level of Individual • Take opportunities for Staff PLD in developing understanding of effective practice for the
Learning Educational Achievement
teaching of writing.
• Embed school wide learning to learn model (Inquiry learning) with a focus on assessment
and planning (2020) TOD with Cath Murdoch
• Implement Year 7 and 8 Specialist Science Class (2020)
• Implement year 7 and 8 Sport and Recreation programme (2020)
• Investigate anomalies in progress and achievement
• Use SMS to track and monitor student progress over the year and over time
• Review language of assessment and adapt according to post NS Reporting ensuring parents
and students understand the progress made.
• School wide moderation and sharing of best practice for Reading.
• Develop deeper understanding of Key and global competencies and how to integrate into
local curriculum
• Review of local curriculum, Learning Areas on-going. TOD to Stewart Island Half Moon Bay
School. (March 2020)
• Implementation of Learning to Learn model (2020)
• Review Learning to Learn model (2021)
• Explore and develop understanding of Play Based Learning (2020)
• Inquire into transitions from ECE to school and School to High School
Student High levels of Student • PB4L (2019 - 2021) Use PB4L framework to implement common procedures for Behaviour
Education. 2020 Embed revised school values
Engagement Engagement and Broader • Use SMS to gather PB4L data. Analyse data and identify key behaviour hot sports.
Education Success • Implement Science class at year 7 and 8
• Implement Sport and Recreation programme at year 7 and 8
• Use of Outdoor Learning Area as integral part of Local Curriculum
• Develop school wide system to track and acknowledge broader education successes. (2020)
7Cultural Responsiveness
• Grow teacher capability and cultural competence through modelling of Tataiako
competencies in professional capacity e.g. staff meetings.
• Principal to use professional Learning Partner to develop cultural competence (2020) Entol
in Te Whakamānawa
• Use culturally responsive tool for teacher observations and feedback
• Grow staff confidence and capability when teaching and learning Te Reo and Tikanga
• Monitor engagement and educational success of Māori learners (data and anecdotal
evidence).
• Deliberately engage Māori whanau in school consultation and community events .e.g
taking the leads in school hangi
• Support Filipino community to engage in school life
• Introduction of Filipino dance/cultural group (2020)
• School involvement in Polyfest 2020
School 2020 .2021
• • Policy review;
Organisation and Policy review;
Personnel, Attendance Complaints policy,
Structures Appraisal, Protected
disclosure, Conflict of
interest.
Personnel • 2020– Principal to teach specialist Science Class to year 7 and 8
• 2020 – Principal to teach 0.1
• 2020 – Retain Year 7 and 8 cohort to ensure stable roll and staffing entitlement
• BOT support for reading recovery (2018 – 2021)
• RTLB funding for additional TA hours to support transitions for 2020
Property • Begin work on reconfiguring additional learning spaces (term 2 2020)
• February 2020 develop next 10YPP, plan for next 5YA
• Look at classroom upgrading 2021/22 – visual contact with hallway (MLE) ($41, 540)
•
8Finance • Plan contingency for cyclical maintenance once painting contract ends.
• Xero financial management system 2020
• Examine closely where money can be saved, aim to end each month with a $500 surplus as
per advice from MOE
9Annual Aims and Targets 2020
SG TARGET ACTION RESOURCING LED BY
1 Academic Achievement • Grow understanding of curriculum levels and • PLD with SMS system. • Principal
Assessment how they can measure individual student • Time allocated for
• Use curriculum levels progress. moderation.
to report accurately on • Increased vigor for appraisal process, principal • Cross-school
student progress (post to ensure meetings are timely and regular. moderation.
NS language) Several incidental conversations throughout • Seesaw Subscription
• Develop students every week, look to track and monitor these to • Assembly Subscription
capacity for self- ensure any follow up is met. (Principal goal)
assessment. • Develop understanding of assessment across the
• Use See Saw to report curriculum , in particular of Inquiry Learning.
to parents in authentic • Develop students ability to self-assess and
and timely manner, identify their next steps.
sharing real time • Explore Story Hui to help students understand
curriculum learning their own challenges and success stories, build
information. their mana as learners.
• Schedule for Seesaw reporting
1 Writing – • Students achieving below expected curriculum • Small focussed writing • Teachers
• Accelerate the progress of levels at the end of 2019 will be identified and groups • Principal
students who are currently targeted. Students will be tracked throughout • PLD opportunities e.g.
working at level 2 for of the 2020 and progress checked and reviewed once a Gale Loan / Sheena
curriculum in Year 6 so that term Cameron / Southland
all students in year 6 are • Provide opportunity for rich authentic contexts Literacy Assoc.
working at Level 3 or above for writing e.g. Outdoor learning Area • Equipment for
by the end of 2020. • Identify opportunities for writing across the language experiences
curriculum areas • Phonics resources for
• Ensure vocabulary development through shared junior classes
and guided writing experiences • RTLB
• Identify additional barriers to learning and
develop individual learning pathways
• Adopt new phonics programme to achieve
consistency across junior Classrooms
• Regularly share narratives of success for writing
10• Train buddy writers for 2020
• Students achieving below expected curriculum • PLD e.g. Sheena
1 Reading levels at the end of 2019 will be identified and Cameron
• Eliminate disparity of targeted. Students will be tracked throughout • Reading Recovery
progress for Māori 2020 and progress checked and reviewed once a • Shared reading novels
learners term. for Year 7 and 8
• Reading Recovery programme • Careful selection of
• Buddy reading programme texts to engage
• Author Readings students
• Targeted one-one reading with an adult
1 Science • Specialist Science classes for Year 7 and 8 taught by • Science equipment • Principal
• Year 7 and 8 students the principal
confidently work within • Outdoor learning area to explicitly teach the Science
level 3-4 of the Science Curriculum in context
Curriculum • Use seesaw to report to parents on progress in
• Year 8 students are Science
confident when • Follow up with 2021 students
transitioning to high school
science programme
Engagement and Broader • Embed Inquiry based Learning. (Learning to
Student Success: Learn) (Pedagogy) • Cath Murdoch “Power
• Embed School Wide • Key Competencies embeded within local of Inquiry” PLD June
Learning to Learn curriculum. TOD 2020
2 Model • Participate in cross school Year 7 and 8 • Time for NE teacher to
• Clearly identify Key Activities and Camps. work with (visit) ECC • Principal
Competencies when • Create a school Graduate profile based on (Longbush Kindy) to • Teacher in Charge
working in all areas of identified Learning to Learn Skills and Global develop transition of Curriculum
the school curriculum Competencies. programme for new • DP
• Introduce Honours • PB4L – Play is the Way behaviour Education entrants.
programme for year 7 • Gather pastoral data using SMS • Outdoor play
and 8 students • Explore Play based Learning for Junior Classes equipment
• Embed common to ensure more effective transition from ECE to • Furniture and
language for behaviour school. equipment for Junior
education and vlaues. • Principal to teach specialist Science for year 7 classes
• Have effective and 8
transitions from ECE to
11School and from School • Junior teachers to explore play based learning • 10YPP to explore
to High School and begin implementation possibility of a ‘junior
learning hub’ (MLE)
3 Build cultural responsiveness • Examine barriers to learning, apply the cultural
and capability. lense to plan for Māori student achievement. • Bilingual Sinage • DP
• Empower all Māori • Increase the use of incidental Te Reo Māori • External tutor • Principal
students to meet their around the school. • PLD • Class teachers
full educational • Formal Te Reo lessons for Years 4 – 8 and a
potential. tuakana teina relationship with the Junior
• Teachers show an school.
understanding of the • Explore authentic ways to incorporate Tikanga
cultural competencies at WFPS. e.g. harakeke weaving and tikanga for
and reflect on their role cutting in the Outdoor Learning Area.
in teaching practice. • Appoint tutor for kapa haka at WFPS.
• Students lead • Use the Competencies as laid out in Tātaiako in
initiatives in the professional contexts e.g. staff meetings.
Outdoor Learning Area • Explore the concepts of Tū Rangatira to grow
understanding of leadership roles in the
Outdoor learning Area e.g. He Kaitiaki, and
preserving mana mātauranga as a foundation
for learning in the outdoors and throughout the
school.
122019 Analysis of Variance (Looking Back)
Strategic Aim 1:
Highest level of Individual Academic Achievement
Target Actions Analysis of Variance
Academic Achievement • Grow teachers capability to analyse, interpret and • Positive ERO review
Assessment respond to a wide range of data. • Appraisal process still requires
• Enhance school wide and classroom assessment • Robust teacher Inquiries, monitored through increased vigour, principal to ensure
practices. appraisal process. meetings are timely and regular. Several
• Grow understanding of Formative assessment incidental conversations throughout
practices. every week, look to track and monitor
• Whole school attendance at Primary teachers these to ensure any follow up is
conference • Ongoing, to be focus for 2020 with
learning to learn looking at the
assessment for the learning Areas and
student self -assessment skills.
Writing – Focus on year 5- 8 writing. • Students achieving below expected curriculum levels • 33% of students who were below
• Accelerate the progress of students who are currently at the end of 2018 were identified and targeted. expected levels in year 5-8 are now at
working below expected curriculum levels. 96% of all Students were tracked throughout 2019 and expected levels.
students in year 5-8 to achieve At or Above expected progress checked and reviewed once a term. • 67% of students who were below in year
levels for Writing. • Focussed small group writing programme for year 5 - 5-8 made progress of more than one sub
• Reduce disparity of Māori student achievement in 8. (Additional writing to class writing). level.
writing by 20%. • Identified additional barriers to learning and • Overall 81% of all writers in year 5-8
developed individual learning pathways. are working at Level 2a or above
• Buddy writing programme developed with support • 15% at 2p and 4% at 2b
from RTLB • In year 5 12% of writers are working at
• Anomalies identified and discussed regularly level 2b
during staff meetings. • Year 6 14% writing at Level 2b
13• ESOL students identified and teacher working closely • In Writing 83% of Māori students are
with them to develop oral language and writing skills progressing at expected levels. This
• PLD for junior classes and ESOL teacher. compares with 94% of all other students.
• Deliberate focus to grow mana of Māori learners An 11% disparity remains.
through creating opportunities for leadership and
growing akonga’s sense of belonging at the school.
Reading • Close work with RTLB service to identify
• Māori students achieving at or above expected barriers to learning. Whanau korero and
levels will increase from 76% to 88% updated Learning support register.
• Students achieving below expected curriculum levels
at the end of 2018 were identified and targeted. • 88% of Māori students are progressing
Students were tracked throughout 2019 and at expected curriculum levels.
progress checked and reviewed once a term.
• Reading Recovery programme
The number of Māori students
• Staff PLD for comprehension strategies for years 5-8 progressing below expected levels is 2
• Individual reading with an adult for at risk readers. students (12%).
• Sharp Reading PLD for all teachers of Years 1-3
Strategic Aim 2
High levels of Student Engagement and Broader Education Success
“the opportunity to maximise their potential abilities in all areas “WFPS Mission and NZC Vision
.
• Build a joint understanding of Inquiry based Learning. (Learning to Learn) (Pedagogy)
Continual pld throughout 2019
Attendance at Primary Teachers Conference
Several Staff meeting reviews
Collaborative planning for inquiry
• Key Competencies embedded within local curriculum. Explore a competency based curriculum.
PLD Journal completed to work with Mark Treadwell, identified that global competencies model not the ideal model for our context
but have taken elements of it.
Mission and Vision and Values reviewed
14Competencies and what they mean for WFPS explored and incorporated into progress report for parents
• Use local environment and community to develop relevant and engaging Year 7 and 8 curriculum.
Enrolled in the William Pike Challenge with Rimu School.
Re designed Year 7 and 8 curriculum following community consultation
Winners of Environment Southland Award for Action in Education
Year 7 student selected for Antarctic Heritage Trust – Young Explores Summit
Retention of year 7 and 8 students increased by 50%
• Participate in cross school Year 7 and 8 Activities and Camps.
Surfing, Sailing, Routeburn Tramp, Omaui Camp
• Create a school Graduate profile based on identified Learning to Learn Skills and Global Competencies.
Completed and incorporated into local curriculum.
• PB4L
Introduction of Play is the Way behaviour Education students and teachers using a common language for discussing behaviour
Whole staff training with Wilson McAskgill
Attendance at all PB4L training Days
Behaviour plan developed and shared with schools in PB4L cluster
Clear expectations
• SMS used to gather behavior data, analysed regularly in staff meetings and problem areas reviewed
Data being used to monitor patterns in behaviour
• Introduce Discovery Time for Junior Classes to ensure more effective transition from ECE to school.
Developing slowly, junior teacher been to visit Limehills school. Will look at resourcing in 2020 for Play based learning, also 10ypp to
consider reconfiguration of Junior spaces.
Regular visits each term with Longbush Kindy
Junior classes visiting Outdoor learning Area to explore and discover local environment
15Other Engagement
School production – All students involved in school wide production, performing in a theatre.
Kapa Haka Term 3 – working with year 12 students from James Hargest College
Participation in National young leaders Conference
Hi representation in local after school sports
After school drama classes run at school to enable rural children to participate in drama (Gilles Creative)
Filipino Dance / Cultural Group
Pet Day
Strategic Goal 3
Cultural Responsiveness
“Recognise all learners as individuals who require different levels and styles of teaching” WFPS Vision and Preferred practice, NZC Principles
• Empower all Māori students to meet their full educational potential.
Te Reo Māori in term 1 and 2 for all year 4 – 8 students
Māori students progress monitored and deliberate actions taken to progress those students most at risk
Support given to Māori student and whanau transitioning to Year 9
• Teachers show an understanding of the cultural competencies and reflect on their role in teaching practice.
Key leadership focus for 2020
• Regular events for the school to host the community
Deliberate action in 2019 to involve Māori whanau to be involved in wider school activities and initiatives. Success has been one of
our key Māori whanau taking the lead in the organization of the school hangi for the end of year.
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