School Charter Strategic Plan 2020 - 2022 and Annual Plan 2021 for Warkworth School
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
School Charter
Strategic Plan 2020 – 2022
and
Annual Plan 2021
for
Warkworth School
Principals’ endorsement: Cynthia Holden
Board of Trustees’ endorsement: Sheralyn Cotton, 28 February 2021
Submission date to Ministry of Education: 1 March 2021Warkworth School 2020 - 2022
Introductory Section - Strategic Intentions
Nurturing ACTIVE Learners
Mission Statement
Adventurous Collaborative Thoughtful Innovative Valued Empowered
Success for all
Vision
Whakawhanaungatanga – Nurturing extended family relationships
Values
Manaakitanga – Showing care and respect
Kaitiakitanga – Protecting our natural resources
Ako
Principles
We believe teaching and learning programmes must acknowledge the principles of the New Zealand Curriculum which
include - High expectations; Treaty of Waitangi; Cultural diversity; Inclusion; Learning to learn; Community engagement;
Coherence; Future-focus.
Wananga
We believe in a way of learning that is learner and relationships-centred, that is dialogic, engaging, challenging and
future-focused.
Hauora
We believe in providing teaching and learning programmes that develop the whole child attending to their mental and
emotional wellbeing, their social wellbeing, their physical wellbeing and their spiritual wellbeing.
Māori dimensions and Warkworth School Board of Trustees acknowledge the unique position of Maori as tangata whenua and Te Tiriti o Waitangi
Cultural Diversity as one of the eight principles of the New Zealand Curriculum. The Board of Trustees also acknowledges Ngati Manuhiri
as mana whenua of Puhinui, Warkworth.
The Board will develop policies and practices that reflect New Zealand’s cultural diversity and the unique position of the
Maori as tangata whenua. They will provide professional learning for teachers that supports te reo Maori me nga tikanga
in the classroom and the inclusion of Maori perspectives when planning curriculum units.
The Board is not able to provide for the delivery of the Curriculum in te reo Maori for those parents whom request this, but
can discuss with parents ways in which the school could support their access to this method of learning outside of the
school or by investigating options for learning through commercial or correspondence programmes.
2The Board will consult with the Maori community regarding their aspirations for student achievement, and will report on
Maori achievement in literacy and mathematics. The Board will support the development of a strong kapa haka group
and will ensure a Maori dimension is visible around the school.
Baseline Data or School Context
Students’ Learning
2020 All Maori Pasifika NZ European Male Female
Reading
80 72 52 76 76 80
% At & Above
Writing
76 65 53 85 67 82
% At & Above
Mathematics
82 74 55 88 80 81
% At & Above
School Organisation Warkworth School is a split site school comprising a junior campus for Year 1-3 learners and a senior campus for Year 4-
and Structures 6 learners. In February 2016, the newly developed innovative learning environment on the junior campus was opened
and in October 2020, the newly developed innovative learning environment on the senior campus was opened.
The school of approximately 550 learners currently comprises 53% NZ European, 18% Maori, 13% Pasifika, 8% Asian,
8% Other.
Staff Organisation
Description
Senior Leadership Principal, two Deputy Principals
Middle Leadership Six leaders of learning, Years 1 - 6
Leadership responsibilities Salary Unit holders – Kapa haka, Pasifika Performance Group, Performing Arts,
Digital Learning, Mathematics, Literacy and Local Curriculum including Te Ao
Maori and Cultural Capability.
Guardian teachers 21 guardian (classroom) teachers
Specialist and Part-time teachers One Learning Support Coordinator (LSC) and three part-time teachers providing
Special Needs (ORS) and ESOL teaching, CRT and PCT release.
Learning Assistants Ten learning assistants providing learning support for learners with additional
needs, general learning assistance and te ao Maori support.
3Administration Staff Six administration personnel including Principal’s PA and Executive Officer, two
school secretaries, office administrator, one part-time resource manager and one
part-time library manager.
Caretaker One caretaker
Board of Trustee
The Board is made up of six parent representatives, the principal and a staff representative.
Review of Charter and The school consulted extensively with the school community to gather voice from students, parents and caregivers, staff
Consultation and board members to determine people’s aspirations and therefore ‘Our Purpose’. Once ideas were drafted and
reviewed, further consultation occurred and feedback taken into consideration. At the completion of this work over a two-
year period, Our Purpose was confirmed as Nurturing ACTIVE Learners with the acronym ACTIVE representing these
dispositions - Adventurous, Collaborative, Thoughtful, Innovative, Valued, Empowered.
We will consult with our community both formally and informally to gather current ideas and thinking at parent hui and
learning conferences.
The Charter will be reviewed quarterly to monitor progress and annually to determine areas of priority for the next annual
planning cycle.
4Strategic Section
Strategic Goals Core Strategies for Achieving Goals
2020 - 2022
Nurture Learning
We will provide a relationships- Develop our local curriculum, reflecting our commitment to cultural relationships and
centred, culturally-connected, responsive pedagogy, ACTIVE learners, restorative practice and project-based
authentic curriculum that is learning.
engaging, inclusive and future-
focused. Integrate the digital technologies strand of the Technology curriculum, local mana
whenua initiatives for the delivery of Maori history, Ka Hikitia (2018 – 2022), the
Pasifika Education Plan and Tapasa.
Accelerate the learning of learners who are at-risk of not achieving the expected level
of the curriculum for their age.
Strengthen initiatives to support learners who are at-risk of not succeeding, drawing on
resourcing associated with the new Learning Support Delivery Model.
Nurture
We will foster educationally Proactively initiate conversations with parents and caregivers as a starting point for
Relationships
powerful connections with the developing genuine reciprocal relationships and use a range of strategies, face-to-face
school community, mana whenua and digital, to sustain these relationships.
and the wider community.
Engage the support of Ngati Manuhiri and utilise the expertise of our school and
community Maori resource personnel to implement initiatives that further strengthen our
commitment to Maori language, identity, culture and heritage.
Develop professional relationships with members of the Mahurangi Kahui Ako to
strengthen collaborative professional learning and to assist with the transition of
students.
Nurture People
We will develop a staff of high Provide responsive PLD for all staff – teachers, learning assistants, administration
calibre. personnel, Board of Trustees.
5Use performance management systems and processes, including Improvement Plans
and Spirals of Inquiry, to promote self-directed learning where the focus is on
increasing personal effectiveness and lifting student outcomes.
Nurture Resources
We will grow and sustain high- Ensure the school learning environment reflects the bicultural heritage of Aotearoa,
quality innovative learning New Zealand, in multiple ways including, for example, signage, graphics and motifs.
environments that reflect taonga
including tikanga Maori, natural Develop outdoor learning spaces that support learning across the curriculum and that
and physical resources. promote ecological sustainability.
Regularly include education outside the classroom experiences for every student as
part of their general learning.
Nurture Wellbeing
We will grow mental and emotional Acknowledge students for their growth in the dispositions of ACTIVE learners, their
wellbeing, social wellbeing, mental and emotional (sense of achievement) wellbeing, their social (friendships and
physical wellbeing and spiritual social interactions) wellbeing, their physical (health, nutrition, personal confidence)
wellbeing. wellbeing and their spiritual (personal beliefs and values) wellbeing.
Strengthen pro-social behaviours by implementing initiatives arising from the new
Learning Support Delivery Model and from external agencies (MoE, Oranga Tamariki,
Waitemata District Health Board).
Nurture Agency
We will create a school culture Regularly consult with stakeholders to nurture and grow the school culture.
that retains its individuality while
acknowledging legislative Utilise external providers to assist with the development of our branding and marketing,
requirements. digital communication strategies, financial reporting, construction projects and building
maintenance.
Develop a succession plan for the Board and promote diversity of membership.
6Annual School Improvement Plan 2021 – SUMMARY
Domain Strategic Goal Target Short Report
June September December
Nurture Learning
We will provide a The development of our local curriculum is completed
relationships-centred, by the end of the year, embracing our values, cultural
culturally-connected, competencies, pedagogical position, learning areas,
authentic curriculum that is contexts and concepts, digital technologies, Māori
engaging, inclusive and History and NZ History.
future-focused.
Digital technologies are a regular and natural part of
learning in all curriculum areas and emphasis is
placed on using technology to create rather than
consume information.
Learning Assistants are utilised to support the delivery
of te reo Māori me nga tikanga learning as well as
Māori History.
Languages of other cultures are celebrated and given
emphasis during the year, whether or not it is a
designated national week of recognition.
Learning programmes are responsive to diverse
learners drawing on contexts that are relatable and
relevant thus enhancing cultural relationships with all
learners and whanau.
Learners at-risk of not achieving at expectation are
identified in Learning Community Improvement Plans
and differentiated learning programmes are provided
so that school-wide achievement outcomes are lifted
especially in Reading.
Reading
Overall, we aim to raise student achievement to 85%
achieving at expectation across the school. To achieve
this aspirational goal, we will:
7• Increase students achieving at expectation by 10%
in their first two years at school and by 5% for all
other year-levels.
• Reduce the disparity between males and females
not meeting expectation by 3%.
• Reduce the disparity between males and females
achieving above expectation by 5%.
• Reduce the disparity between Pasifika and all
learners not meeting expectation by 3%.
Nurture
We will foster educationally Hold an informal Open Day at the start of the year to
Relationships
powerful connections with assist with transition back to school for 2021.
the school community, mana
whenua and the wider Utilise learning assistants to help staff foster warm
community. cultural relationships with Pasifika families.
Hold Learning Conversations twice a year, in Term 1
and Term 3.
Redesign the transition to school programme for
students starting school at five and strengthen the
development of a genuine reciprocal relationship with
parents and whanau from the outset of enrolment.
Utilise additional staffing from the Ministry of
Education to run the Reading Recovery programme
for a year.
Utilise the expertise and any available resource
support from Ngati Manuhiri to strengthen the delivery
of Maori History and the te reo Maori programme run
by Learning Assistants.
Engage in all opportunities to strengthen our
relationship with other member schools of the
Mahurangi Kahui Ako with a view to developing
greater consistency of assessment between schools
and to facilitate communication between Boards of
Trustees.
8We will develop a staff of All teaching staff and learning assistants attend the
Nurture People
high calibre. training course, First Aid in the Workplace.
All teaching staff attend the PLD course run by
Sheena Cameron and Louise Dempsey, The Balanced
Reading Programme and implement new learning so
that there is consistency of practice across the school.
All teaching staff attend PLD on the Learning
Progression Framework and utilise the Framework for
making judgements in Writing to increase consistency
across the school and across the Kahui Ako.
Teachers with responsibility for Digital Learning work
with the Digital Technologies PLD facilitator to
increase their leadership capacity. They support
teachers growing capability to enable student use of
the technology as creators rather than consumers.
Utilise the Kahui Ako Within School Leaders (WSLs) to
act as experts of the Learning Progression Framework
(LPF) who coach and support teachers with their
learning and implementation of the LPFs.
The Teachers Council requirement for teachers to
engage in a Growth Cycle as an alternative to teacher
appraisal is implemented.
The Board of Trustees attend at least one training
programme to enhance their role in governance of the
school.
Nurture Resources
We will grow and sustain Each learning community provide one EOTC
high-quality innovative experience per term to support rich learning in the
learning environments that topic of their Inquiry for the term.
reflect taonga including
9tikanga Maori, natural and Actively promote and support all fundraising events
physical resources. initiated by the PTA.
PTA funds enable school gardens to be installed on
the junior and senior campus as well as a shade sail
over the junior mini-playground.
Existing school decorative gardens are maintained by
school leaders supported by a parent volunteer as well
as by a paid gardener.
Projects identified in the 10 Year Property Plan
(10YPP) for 2020/21 are completed.
The ventilation in the junior school project, identified in
the School Improvement Plan (SIPs), is completed by
the end of Term 1.
The dividing wall between Nikau and Pohutukawa
communities, using Accelerated Modernisation
Scheme (AMS) funds, is initiated in Term 1 and
completed by the end of the year.
The LSC office is constructed and is ready for use by
the beginning of Term 2.
The defects (soffits) on the junior learning block are
completed by the end of the year.
Nurture Wellbeing
We will grow mental and All teaching staff attend a PLD course, Pause,
emotional wellbeing, social Breathe, Smile, on the Teacher-Only Day in Term 3.
wellbeing, physical wellbeing
and spiritual wellbeing. The Learning Support Coordinator (LSC) strategically
targets groups of learners with mental, emotional,
social and spiritual wellbeing needs and implements
programmes of support according to need, e.g. Lego
Therapy, You Can Do It programme, Seasons etc.
10The sports coordinator strategically targets groups of
learners who will benefit from programmes of support
for their physical wellbeing, implements physical
activities and provides self-efficacy enhancing
responsibilities as appropriate.
Learning Assistants are strategically utilised to
strengthen home-school partnerships with Pasifika
families, especially in the first year of being associated
with Warkworth School so they feel comfortable with
being an active part of the school community and of
their child’s learning at school and at home.
The Health Curriculum is delivered as per the
overview for the odd years, i.e. 2021.
We will create a school The new school logo is introduced with an explanation
Nurture Agency
culture that retains its of the meaning behind it and is used on school items
individuality while once current supplies have been exhausted. It will
acknowledging legislative increasingly have a presence in the school as new
requirements. supplies are ordered.
The new website becomes operational as of the
beginning of Term 2.
We continue to promote a broad range of learning
opportunities across the curriculum, including EOTC,
performing arts, visual arts, music, sport etc and
promote the school’s achievements in these areas as
a means of illustrating the school’s commitment to
‘Nurturing ACTIVE learners’ and meeting the needs of
diverse learners.
11Improvement Plan - Domain: Learning
Strategic Goal Annual Goal
We will provide a relationships-centred, culturally-connected, authentic Accelerate the learning of learners who are at-risk of not achieving the
curriculum that is engaging, inclusive and future-focused. expected level of the curriculum for their age.
Baseline data and Annual Target – 2021
Reading
Goal Baseline Data Target
Raise overall student achievement in Reading to 85% achieving at or above expectation. 80% 85%
Increase students achieving at and above expectation by 10% in the first three years of Year 1 69% 38/56 Year 1 79% 44/56
schooling and by 5% for all other year-levels. Year 2 70% 56/80 Year 2 80% 64/80
Year 3 67% 42/63 Year 3 77% 48/63
Year 4 79% 60/76 Year 4 84% 64/76
Year 5 83% 63/76 Year 5 88% 67/76
Year 6 78% 73/94 Year 6 83% 78/94
Reduce the disparity between males and females not meeting expectation by 3%. Males 24% 59/242 Males 21% 51/242
Females 20% 50/256 Females 20% 50/256
Disparity 4% Disparity 1%
Shift 3%
Reduce the disparity between males and females achieving above expectation by 5%. Males 24% 59/242 Males 29% 70/242
Females 32% 83/256 Females 32% 83/256
Disparity 8% Disparity 3%
Shift 5%
Reduce the disparity between Pasifika and all learners not meeting expectation by 3%. Pasifika 47% 29/62 Pasifika 44% 27/62
All 22% 95/425 All 22% 95/425
Disparity 25% Disparity 22%
Shift 3%
Key Improvement Strategies
When What Who Indicators of Progress
Term 1 All teachers attend PLD in Reading by attending The SLT Shared Book programmes are delivered with
Balanced Reading Programme. Teachers plan and Middle consistency across the school.
Leaders
12implement Shared Book as per the PLD course in Teachers
Term 1.
All Communities complete an Improvement Plan: Team Leader Teachers can name the individual learners in their
• State specific targets for achievement Teachers reading groups who are target learners.
• Identify and list target learners Teachers provide ‘double dose’ learning experiences for
• State actions for Term 1 to accelerate learning target learners.
for target learners
All teachers contribute to a Spiral of Inquiry approach
to support their Community Improvement Plan.
All teachers in Puriri and Pohutukawa Community Year 0/1 and Phonics is taught with consistency of approach in the
implement the Yolander Sorryl phonics programme. Year 1/2 first two years of schooling.
teachers
At-risk target learners receive additional support from At-risk target learners receive support from a variety of
Learning Assistants and the LSC working with families personnel and make consistent progress.
empowering them to use effective strategies at home.
The LSC is used to gain additional learning support At-risk learners who successfully meet the criteria for
from outside agencies where this is needed. additional support from outside agencies receive that
assistance.
Term 2 All teachers plan and implement Guided Reading Middle Guided Reading Programmes are consistent with the
programmes as per the PLD course The Balanced leaders and PLD course attended. Teachers use the same language
Reading Programme. Reading follow-up activities are teachers for learning across the school, e.g. fix-up strategies for
based on those specified during the course. correcting decoding mistakes.
All teachers contribute to the evaluation of student Middle Progress of target learners is reviewed and recorded.
progress in relation to their specific targets for leaders and New actions are decided, planned and implemented.
achievement. They review the effectiveness of actions teachers
taken to date and determine what else might occur for
learners who are at-risk of not making accelerated
progress, recording this in their Community
Improvement Plan.
Literacy PLD is provided at staff meetings to make Teachers give emphasis to Reading programmes but
explicit the link between Reading and Writing so that also provide rich, relevant contexts for writing which are
progress in writing tracks in tandem with reading linked to the reading programme so achievement in
progress. writing also improves.
13Term 3 Shared Book and Guided Reading programmes are Middle Shared Book and Guided Reading programmes are
reviewed and resource and/or personnel support is leaders and embedded in teaching and learning programmes and
provided as required to assist in the acceleration of teachers become the norm for how Reading is taught at
target learners. Warkworth School.
All teachers contribute to the review and further Middle Progress of target learners is reviewed and recorded.
development of their Community Improvement Plan leaders and New actions are decided, planned and implemented.
stating actions to accelerate the learning of their target teachers
learners in Term 3.
Term 4 All teachers contribute to the evaluation of student Middle Community Improvement plans are reviewed. The
progress in relation to their specific targets for leaders and outcomes are collated and contribute to the
achievement. They review the effectiveness of actions teachers Analysis of Variance report. Next steps are identified for
taken to date and identify key strategies that could be the following year’s Strategic Plan.
adopted school-wide the following year to accelerate
the learning for at-risk learners.
Monitoring
Student achievement is tracked from term to term for at-risk target learners.
Strategies for accelerating the learning for these students is the topic of review at Middle and Senior Leadership meetings so that successful
strategies can be implemented across the school and strategies that are ineffective or inefficient are stopped.
Resourcing
Budget for attendance by all teachers at the PLD course and for Learning Assistants in each learning community to support literacy acquisition and
accelerated progress for at-risk target learners.
14You can also read
