Sheffield Primary School Charter 2019 - 2021 (School ID No. 3502)
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Sheffield Primary School
Charter
(School ID No. 3502)
2019 - 2021
Contents Page Section A Our Mission Statement 3 Our Vision 3 Our Values 4 Description of our School and Community 5 Māori Achievement Statement 6 Special Needs/Abilities Achievement Statement 7 Section B - Strategic Section - Our Strategic Goals Curriculum 8 Personnel 9 Property and Finance 10 Governance and Community Engagement 11 Section C - Annual Section - Annual Plan and Targets Annual Plan 12 Student Achievement Targets 14 - 19 Procedural Information 20 Detailed Timeline 20 Supporting Documentation 20 2019 Review Schedule 21 2
Mission Statement
Sheffield School is committed to equipping our students with the key transferable social and academic skills
they require to become future-focused contributors to our society.
“Mā te ako tahi, ka ekea”
“From learning as one, it [the summit] can be reached”
Our Sheffield School Vision and School Charter has evolved over a number of years to reflect the dynamic learning needs of our
learners/ākonga. Through the genuine commitment of ‘Learning in Partnership’, this School Charter has been co-constructed through extensive
consultation with staff, students and the Sheffield community. This document sets the direction and tone for which all teaching and learning will
occur.
At the heart of this vision is the statement “From learning as one, it [the summit] can be reached”.
This can be further described as follows:
Learning in Partnership, Reaching our PEAK
P - Possibilities (Dream Big Dreams)
E - Excellence (Reach Sky High)
A - Accountability (Stand Up and Be Counted)
K - Kindness (Love Your World)
This will be achieved through the delivery of a rich, responsive curriculum that promotes community involvement and encourages the
development of strong values in the 21st Century.
3
Sheffield School Values
Learning in Partnership (We’re all in this together)
Possibilities - Dream Big Dreams (Think Big and Ask “Why Not?”)
Excellence - Reach Sky High (Always Do OUR Best)
Accountability - Stand Up and Be Counted (Take Responsibility For What We Say and What We Do)
Kindness - Love Our World (Show Kindness To All. Respect Our Environment)
Virtues Programme
The Sheffield School Values are explicitly supported by the Sheffield School ‘Virtues Programme’.
Adaptability Collaboration Curiosity Empathy Initiative Resilience Responsibility Service
Sheffield PEAK Inquiry Learning Model
At Sheffield ‘Curiosity’ drives our will to learn. The Sheffield ākonga are able to be curious and inquisitive learners by structuring their intrigue
through the Sheffield School P.E.A.K. (Point, Explore, Assemble, Kete) Inquiry Learning Model.
4
School Statement
Ko Tawera te maunga, Ko Waimakariri te awa, Nau mai, haere mai ki te kura tuatahi o Sheffield.
Tawera is the mountain, Waimakariri is the river. Welcome, welcome to Sheffield School.
● Sheffield Consolidated School was opened in 1949. It was formed through the consolidation of Waddington, Russells Flat and Annat
Schools.
● The school is situated 50 kilometres west of Christchurch, nestled among the foothills of the Southern Alps. Lakes, rivers, ski-fields,
national parks, Christchurch and countless other recreational activities are less than 30 minutes away.
● The school grounds are extensive and maintained through the generosity of the Sheffield community’s skilled volunteers. Landscaping
initiatives have developed further native bush areas and places for the students to learn and play.
● The Sheffield School roll comprises of European New Zealanders (84%), Maori (15%) and Asian (1%) learners/ākonga.
● The School Learning Centre (incorporating Library and flexible learning spaces) was completed in October 2015. The four classroom
spaces are currently being upgraded to meet the MoE Innovative Learning Environment (ILE) requirements.
● Relationships between students, staff, board and parents are positive and the school enjoys strong support from the Sheffield community.
The board is very proactive, supporting a wide range of initiatives, which benefit the students. Parents are involved in many aspect of the
programme including PTA, fundraising, sport, camps, transport, classroom programmes, library and options programmes.
● Sheffield Primary School (Formally known as Sheffield Consolidated School) is part of the Malvern Schools’ Community of Learning |
Kāhui Ako and has taken an active and leading role in the formation of this group of 2 Early Childhood Centres, 8 Primary Schools and
local High School as they collectively seek to address achievement challenges collaboratively.
● Sheffield School has been part of a range of exceptional professional development opportunities with other Malvern schools. Recent
initiatives have included Ministry of Education Student Achievement Facilitators (SAF), Storytelling Schools Programme and Collaborative
Inquiry PLD through Core Education. Sheffield Primary School is an active and visible contributor to the Malvern Schools’ Community of
Learning | Kāhui Ako.
● Sheffield School maintains close ties with the other schools in the Malvern Community of Learning | Kāhui Ako, coming together regularly
for sporting and cultural events.
● The children are a pleasure to teach. They are well supported from home and come to school keen and expecting to learn. There are very
few behaviour problems in classrooms or the playground and bullying is not tolerated.
● For further information refer to the school’s 2017 ERO Report -
http://www.ero.govt.nz/review-reports/sheffield-contributing-school-06-11-2017/ or
Sheffield School’s Website – www.sheffieldprimary.school.nz
5
Māori Achievement Statement
Sheffield School is committed to strengthening the cultural identity of all students by recognising the values and aspirations of different cultures,
and developing policies that reflect New Zealand’s cultural diversity.
Our school programmes and practices will foster positive cultural understandings through the involvement with our local Māori community.
Regular consultation will take place with our Māori community and will be kept informed of Māori achievement. Sheffield School, as appropriate
to its community, will develop procedures and practices that reflect New Zealand’s cultural diversity and the unique position of Māori culture.
Sheffield Contributing School recognises the unique position of Māori as tangata whenua. As a school we will take all reasonable steps to
provide instruction in tikanga Māori (Māori culture), te reo Māori (Māori language) and culturally responsive practices to ensure Māori tamariki
are learning as Māori.
Māori Responsiveness Plan:
If whānau from the Sheffield School Community request a higher level of tikanga Māori and/or te reo Māori than is at present evident in our
school’s Māori programme, the school will take all reasonable steps to discuss and explore the following options with the family:
● Further explain the integration of tikanga Māori and te reo Māori in school life.
● Examine the promotion of te reo Māori in the home.
● Extend the existing integration of tikanga Māori and te reo Māori as appropriate.
● Work alongside the Malvern Schools’ Community of Learning | Kāhui Ako ASL teacher of Culturally Responsive Practices
● Dual enrolment with the New Zealand Correspondence School.
● Provide in-school support and resources to enhance inclusion of te reo Māori and tikanga Māori within the classroom.
● Use community expertise (people and places) to help with any of the above.
6
Special Educational Needs/Abilities Achievement Statement
At Sheffield School we aim for ALL ākonga to experience educational success and achievement irrespective of their ability. Every child has the
right to learn and be part of a welcoming, nurturing and safe environment. We foster and encourage collegial, supportive relationships between
all stakeholders invested in children’s education to ensure the best possible learning experiences for them. Collaborative partnerships would
include the child, the parents/caregivers, whānau, teachers and/or principal and agencies and services which support students with special
education needs (MoE, Oranga Tamariki, Resource Teacher of Learning and Behaviour, Mana Ake).
Special Educational Needs/Abilities can be for those children who have difficulty accessing the curriculum at their chronological age/level or for
those children whose skills and talents exceed the curriculum expectation associated with their age/level. Sheffield School will maintain a Special
Educational Needs Register (including those children with special abilities) to ensure that those children who require additional learning support
and/or extension are recorded and having their needs met.
We will endeavour to:
● Gather, collate, and review data, progress and achievement of students on the Special Needs Register
● Use external agencies and expertise to provide additional support and/or funding to assist children. This may include (but is not limited to)
Ministry for Vulnerable Children - Oranga Tamariki, Resource Teacher of Learning and Behaviour, Resource Teacher of Literacy, Ministry
of Education specialists, Public Health, Mana Ake.
● Use of Teacher-Aides to support classroom remedial and extension learning programmes. Programmes may include: Phonological
Awareness, SevenPlus, ALiM (Accelerated Learning in Mathematics).
● Utilise an ORRS (Ongoing and Reviewable Resourcing Schemes) Funded teacher to work alongside the SENCO (Special Education
Needs Coordinator), classroom teachers, and Teacher-Aides to support the children with ORRS funding.
● Appoint a SENCO to support teaching staff who have children requiring additional learning support, in particular, those groups identified
through the annual school targets.
● SENCO and Senior Management Team provide timely support in the preparation and planning of Individual Education Plans (when
required) to monitor the planning and review of target ākonga’s learning. Working with parents/caregivers to support their children with
their learning and transitions into our school and beyond.
7
Section B: Strategic Section - Our Strategic Goals Curriculum
Goal: To support and empower our students to learn and achieve personal excellence by providing quality, engaging and reflective
teaching and learning programmes, ensuring our students “Reach Sky High”.
Objectives: 2019 Development 2020 - Consolidate 2021 - Maintain
Support the Malvern Schools’ Community of ● Take part in the Malvern Schools’ Community of ● Take part in the Malvern Schools’ Community of ● Take part in the Malvern Schools’ Community of
Learning | Kāhui Ako in addressing the Learning | Kāhui Ako professional development Learning | Kāhui Ako professional development Learning | Kāhui Ako professional development
achievement challenges and goals as outlined in ● Work alongside the ‘Across School Lead ● Work alongside the ‘Across School Lead ● Work alongside the ‘Across School Lead
the ‘Action Plan’. Teachers’ to accelerate target ākonga. Teachers’ to accelerate target ākonga. Teachers’ to accelerate target ākonga.
Provide rich, child-centred learning opportunities ● Work alongside Core Education facilitator to ● Review Curriculum Plan to ensure it is meeting ● Review Curriculum Plan to ensure it is meeting
through a school based curriculum founded on create a coherent learning pathway through the needs of the students/ākonga and the needs of the students/ākonga and
targeted and measured numeracy, literacy, aligning Virtues, PEAK IL Model, and STEAM community community
integrated learning, sporting and cultural teaching and learning programmes ● Specialist STEAM resource and teaching ● Specialist STEAM resource and teaching
experiences ensuring excellence is achieved in all ● Prepare for the implementation of the Digital spaces spaces
students learning. Technologies Curriculum. ● Implement the Digital Technologies Curriculum. ● Implement the Digital Technologies Curriculum.
Foster a love of learning based on a framework of ● Raise the profile of the school wide ‘Virtues’ ● Create visual representation of the Sheffield
strong values and attitudes. programme based on the NZ Curriculum Vision, ‘Virtues’ programme and values around the
Key Competencies and Values in line with the school’s environment.
Sheffield community’s expectations.
Work towards becoming a culturally responsive ● Extend the use of tikanga Māori and te reo ● Implement the co-constructed bi-culturally and ● Implement the co-constructed bi-culturally and
school through learning languages, learning about Māori at Sheffield culturally responsive goals identified and culturally responsive goals identified and
different cultures and maintaining connections. ● Actively contribute to the Malvern Schools Kapa planned through consultation with the Malvern planned through consultation with the Malvern
Incorporate and promote Māori values into the Haka programme Kāhui Ako Culturally Responsive Practices ASL Kāhui Ako Culturally Responsive Practices ASL
Sheffield School Virtues programme. ● Work alongside Malvern Kāhui Ako ASL Teacher and Sheffield’s Māori community. Teacher and Sheffield’s Māori community.
Teacher and Sheffield’s Māori community to
design and refine our teaching and learning
programmes.
Build on the collaborative teaching and learning ● All Sheffield teaching staff collaboratively ● All Sheffield teaching staff collaboratively refine ● All Sheffield teaching staff collaboratively refine
model utilising our Innovative Learning Spaces working and teaching in ILE. working and teaching in ILE systems. Upskill working and teaching in ILE systems.
(ILE). support staff in ILE.
8Section B: Strategic Section - Our Strategic Goals Personnel
Strategic Goal: To attract, develop and value professional and motivated staff that are committed and passionate about providing
the highest quality education, enabling our students to “Dream Big Dreams”.
Objectives: 2019 Development 2020 - Consolidate 2021 - Maintain
Recruitment and Retention ● Support staff who are working in the ALiM ● Embed the ALiM programme ● Embed the ALiM programme
● Employ the best person for the job while programme ● Train additional staff wishing to be part of the ● Train additional staff wishing to be part of the
adhering to the EEO regulations ● Extend staff who are part of the Storytelling Storytelling Schools ‘Advanced Trained Storytelling Schools ‘Advanced Trained
● Employ teaching staff who will support and Schools ‘Advanced Trained Teachers’ Teachers’ Teachers’
uphold the school’s Vision and Mission ● Build leadership capacity in Sheffield School ● Continue developing leadership capacity in ● Continue developing leadership capacity in
Statement through active succession planning in the Senior Sheffield School through active succession Sheffield School through active succession
● Provide an environment where staff are Leadership Team ensuring key specific roles are planning in the Senior Leadership Team planning in the Senior Leadership Team
encouraged to explore leadership opportunities delegated to Deputy Principal and Assistant ● Continue developing Middle Management ● Continue developing Middle Management
and personal/professional interests. Principal capability through Unit Allocations capability through Unit Allocations
● Support the ASL Teacher on staff ● Support staff working as an ASL Teacher in ● Support staff working as an ASL Teacher in
● Develop Middle Management capability through 2020-2021. 2021.
Unit Allocations
● Support staff wishing to apply for ASL Teacher
positions for 2020-2021.
● Promote personal and professional development ● Ensure professional development is targeted ● Ensure professional development is targeted ● Ensure professional development is targeted
in all staff. and personalised to meet the needs of our target and personalised to meet the needs of our target and personalised to meet the needs of our target
ākonga. ākonga. ākonga.
9Section B: Strategic Section - Our Strategic Goals Property and Finance
Strategic Goal: To maintain a future focussed, safe, positive emotional and physical environment for all, as well as providing the best
systems and resources for student learning, to enable our students to “Stand Up and Be Counted”.
Objectives: 2019 Development 2020 - Consolidate 2021 - Maintain
Upgrade the teaching spaces to be in line with the ● Complete the 5YA projects in existing classroom ● Review 5YPP/10YPP for both school and school ● Review 5YPP/10YPP for both school and school
MoE Innovative Learning Environments (ILE) spaces (Rooms 1-4) house house.
standards. ● Continue to upgrade classroom furniture ● Upgrade classroom furniture as required by staff
● Continue to work with School Support Property to support students learning.
Project manager to complete 2017 – 2022 5YA
and 10YPP
● Maintain and review ongoing Property
maintenance needs.
Verandah weathertightness issues. ● Complete the 5YA and Budget Plus Verandah ● Reynolds Construction to check on sustainability
Replacement Project. of Verandah Replacement Project.
Create a safe, positive and inclusive physical ● Health and Safety checks monthly and annual audit ● Health and Safety checks monthly and annual audit ● Health and Safety checks monthly and annual audit
environment ● Argest compliance schedule ● Argest compliance schedule ● Argest compliance schedule
● Electrical Appliance compliance ● Electrical Appliance compliance ● Electrical Appliance compliance
Use of approaches to formally and informally
● Building Warrant of Fitness ● Building Warrant of Fitness ● Building Warrant of Fitness
assess and respond to the physical and emotional ● Collection and review of student voice relating to their ● First Aid Certificates updated ● First Aid Certificates updated
safety of students. physical and emotional safety at school ● Collection and review of student voice relating to their ● Collection and review of student voice relating to their
● Contract CityCare to conduct a new playground audit. physical and emotional safety at school physical and emotional safety at school.
● Complete priority tasks identified in school’s playground ● Monitor school’s playground equipment using
audit conducted by CityCare. CityCares audit checklist.
Build on the collaborative teaching and learning model ● All Sheffield teaching staff collaboratively working and ● All Sheffield teaching staff collaboratively refine working ● All Sheffield teaching staff collaboratively refine working
utilising our Innovative Learning Spaces. teaching in ILE. and teaching in ILE systems. Upskill support staff in and teaching in ILE systems. Upskill support staff in
ILE. ILE.
Employ strong fiscally responsible financial management ● Budget set with student priorities identified and ● Budget set with student priorities identified and ● Budget set with student priorities identified and
systems and strategies resourced. resourced. resourced.
● Operate within the set budget, reviewing every month ● Operate within the set budget, reviewing every month ● Operate within the set budget, reviewing every month
Seek extra income streams in order to enhance learning with Finance Sub-Committee and Board of Trustees with Finance Sub-Committee and Board of Trustees with Finance Sub-Committee and Board of Trustees
opportunities. ● Review of Finance policies and procedures ● Review of Finance policies and procedures ● Review of Finance policies and procedures
● Capital works finance – 5YA ● Capital works finance – 5YA ● Capital works finance – 5YA
● Update school asset register ● Update school asset register ● Update school asset register
● Prepare annual accounts for audit ● Prepare annual accounts for audit ● Prepare annual accounts for audit
● Continue to explore funding options beyond operational ● Continue to explore funding options beyond operational ● Continue to explore funding options beyond operational
funding. funding. funding.
10Section B: Strategic Section - Our Strategic Goals Governance & Community Engagement
Strategic Goal: To foster strong relationships with parents and the community to ensure our students are engaged, achieving and
riven by a school culture based on respect.
“Learning In Partnership” d
Objectives: 2019 Development 2020 - Consolidate 2021 - Maintain
Ensure that student achievement through effective ● Ensure that Student Achievement data and ● Promote Professional Development ● Review the Governance Handbook.
governance is the major focus of the BoT. progress against targets and goals is monitored opportunities to trustees (Such as the annual
through the principal’s reports to the BoT and NZSTA Conference and local workshops).
review processes
● Trustees are committed to attending
professional development workshops, webinars
and/or NZSTA conference.
Ensure a succession plan is in place for new ● Induction pack for new trustees - promotion of ● Review the Governance Handbook ● A process for identifying / encouraging people to
trustees with the Triennial elections in 2019. the role of a trustee through personal voice of ● Begin a process for identifying / encouraging put themselves forward as candidates is in
current elected trustees people to put themselves forward for the BoT as place.
● A BoT induction policy/package developed and candidates is in place.
included in Governance Policies.
● Ensure Governance Handbook is setup in
relation to the BoT role at Sheffield School.
Community Engagement - Explore ways of ● Continue to promote and provide opportunities ● Continue to promote and provide opportunities ● Continue to promote and provide opportunities
strengthening communication between home and for parents to participate positively in the day to for parents to participate positively in the day to for parents to participate positively in the day to
school. day running of the school day running of the school. day running of the school
● Prioritise and promote events and celebrations ● Prioritise and promote events and celebrations ● Prioritise and promote events and celebrations
of learning which requires parent support. of learning which requires parent support. of learning which requires parent support.
● Create and introduce PEAK resources that can ● Create and introduce PEAK resources that can ● Create and introduce PEAK resources that can
support the PEAK values at home support the PEAK values at home support the PEAK values at home
● BOT elections ● BOT elections ● BOT elections
● Promote and work closely alongside school ● Promote and work closely alongside school ● Promote and work closely alongside school
PTA. PTA. PTA.
11Section C: Annual Section - Annual Plan: Enhancing Teaching and Learning
Strategic Aim: To support and empower our students to learn and achieve personal excellence by providing quality, engaging and reflective
teaching and learning programmes, ensuring our students “Reach Sky High”.
Annual Objective
1. Support the Malvern Schools’ Community of Learning | Kāhui Ako in addressing the achievement challenges and goals
What needs to be done to meet Resources By who? By When? Monitoring
our objective?
● Identify target students, set specific ● Across School Lead Teachers ● Across School Lead Teachers ● Written feedback each term in Termly
goals and regularly monitor progress ● Staff PLD ● Classroom Teachers Overviews to Senior Leadership Team
● PLD-Staff Meetings ● Core Ed. ● Senior Leadership Team ● Teaching as Inquiry systems
● Regular moderation across all ● SevenPlus ● Termly Overviews, Weekly monitoring, ● SeeSaw
classrooms ● PM Benchmark kits Daily plans ● Formative Assessment and Anecdotal
● Ability based group and individual ● Storytelling Schools Programme. ● RT Literacy Notes.
teaching ● Teacher Aides.
● Additional support/acceleration
programmes.
Annual Objective
2. To identify and accelerate the learning progress of students at risk of not achieving in Reading, Writing and Mathematics
● Identify target students, set specific ● Staff PLD ● Across School Lead Teachers ● Written feedback each term in Termly
goals and regularly monitor progress ● e-asTTle Writing ● Classroom Teachers Overviews to Senior Leadership Team
● Focus on target Māori ākonga that`are ● PAT ● Senior Leadership Team ● Teaching as Inquiry systems
not achieving at their expected ● JAM ● Termly Overviews, Weekly monitoring, ● SeeSaw
potential ● STAR Daily plans ● Formative Assessment and Anecdotal
● Regular moderation across all ● PM Benchmark kits ● RT Literacy Notes.
classrooms ● ALiM. ● Teacher Aides.
● Ability based group and individual
teaching
● Additional support/acceleration
programmes.
12Annual Objective
3. Students to extend their bi-cultural understanding
● All students receive quality te reo Māori ● Kapa Haka programme ● Matua Anton Senior Leadership Team
and tikanga Māori instruction through the ● Integrated Learning Themes ● ASL Cultural Responsiveness Teacher Across School Lead Teacher
authentic integration in classroom teaching ● Virtues Programme ● Whanau and local iwi (Te Taumutu) Whānau feedback/voice
and learning programmes ● Māori Language Week ● Senior Leadership Team Kaiako/Teachers reflections.
● Embedding te reo Māori and whakatauki ● School Hangi ● Classroom Teachers
(proverbs) into ‘Virtues Programme’ ● Include bi-culturally responsive contexts for ● All Kaiako (Teachers) and Tumuaki (Principal)
● Kapa haka programme. learning. modelling daily and in formal occasions.
Annual Objective
4. Embed the Collaborative Teaching and Learning model using our Innovative Learning Environments.
● Explore teaching practice and ILE in the ● ILE Teaching and Learning Spaces ● Junior School Room 1/Ruma Tahi (Green ● Senior Leadership Team
Canterbury Region (Waitaha Project) ● Coaching Model Pod) and Room 2/Ruma Rua (Blue Pod) ● ALiM Unit Holders.
● Peer Coaching and ‘Spirals of Inquiry’ ● Fixed Term units ● Senior School Room 3/Ruma Toru (Green
processes developed to enhance ● Flexible learning furniture Pod) and Room 4/Ruma Wha (Blue Pod)
collaborative sense-making of student ● Google Apps for Education (GAfE) ● Green Pod (Room 1 and 3) and Blue Pod
learning needs ● Hapara, SeeSaw, Arinui. (Room 2 and 4)
● Bridge the learning gap between Senior ● Senior Leadership Team
and Junior School staff ● ALiM Unit Holders.
● Student/ākonga agency (student led
learning) developed further.
Annual Objective
5. Consolidate Sheffield School’s Inquiry Learning Model, Virtues, STEAM Integrated Studies. and Core Curriculum programmes
● Create explicit links between Virtues, ● STEAM Resources ● Classroom teachers ● Senior Leadership Team
STEAM Int Studies and IL Model ● Piagetian research/resources/prog. ● Senior Leadership Team ● ALiM Unit Holders
● Refine the Virtues and IL Programme to ● Core Education PLD ● Fixed Term Unit Holders ● Culturally Responsive Practices ASL.
better align with the NZC Key ● ALiM ● ALiM Unit Holders
Competencies, Values, Guiding Principles ● Classroom Solutions Weekly Quiz ● Culturally Responsive Practices ASL.
and Vision. ● EPro8 Challenge.
● Focus responsive ‘Learning’ - Rather than
one specific approach
● Promotion of ‘Problem finders and problem
solvers’ - authentic contexts/experiential
learning/promoting adaptive expertise in
students.
13Section C: Annual Section - Student Achievement Targets
To support and empower our students to learn and achieve personal excellence by providing quality, engaging and reflective teaching and learning programmes, ensuring our students
“Reach Sky High”.
To have all students achieving at or above the National Learning Progressions for their year’s cohort in Mathematics & Statistics.
Analysis of school-wide mathematics data in December 2018 identified 85% of Sheffield School students apply mathematics at or above the relevant National Learning Progression.
Upon analysis of Mathematics data collected in December 2018 and at the beginning of the 2019 school year, teaching staff have highlighted the following target groups:
Target: All 23% (12/52) Years 4-6 students that were achieving BELOW the National Learning Progressions the prior year will make more than one year’s progress (accelerated progress) in relation
to at or above the Mathematics and Statistics National Learning Progressions at the end of the 2019 school year. (Please note: Where the sample size is too small data is not shown for privacy reasons)
Action Plan
When: What: Who: Indicators of Progress:
Term 1 Students are assessed in February and November. Classroom Teachers and Senior Leadership Team Target students identified and DAT to meet specific
Yr 0-3 – NUMPA Diagnostic, Gloss, J.A.M. needs developed
Yr 3-6 – Gloss, IKAN, Benchmarks, e-asTTle & PAT’s
PaCT training and moderation.
Fortnightly meetings to discuss and monitor target learners.
PaCT will be trialled with a select group of students.
Term 1 - Ongoing All classroom teachers will fully implement school-wide All teaching staff PLD delivery plan and journal in conjunction with
mathematics programmes as per guidelines in the Sheffield CFPLD requirements.
School curriculum document. Staff will review this
programme throughout the year.
Term 1 - Ongoing Teachers will promote the progress and learning All teaching staff Reflect on Seesaw analytics
opportunities at school and at home by constantly updating
SeeSaw and GAfE for parents giving more opportunity for
‘Learning in Partnership’.
14Term 1 - Ongoing Parents/Caregivers will be kept up to date with the progress All teaching staff 100% attendance of family/whanau
their children are making and advised of how they can Parents/Whanau
support learning in mathematics through two parent interview
sessions and consultation.
Reports:
Junior - Anniversary
Senior - Term 2 & 4
Interviews:
Junior - Within in 2 weeks of Anniversary Report
Senior - Term 1 and 3
Term 1 - Ongoing Mathletics will be used as a direct platform for All teaching staff Targeted support is identified and provided
parents/students/teachers to compliment key mathematical
concepts and content covered in classroom programmes,
whilst allowing students to consolidate their Number
Knowledge and Basic Facts.
Consolidate Khan Academy and Khan Kids as interactive
and collaborative tools for consolidating mathematics and
statistics between school and home to accelerate learning.
Share Maths strategies with whanau through SeeSaw App.
Term 1 - 4 ALiM Intervention (Year 3) All teaching staff with ongoing support from UC Plus Development of Sheffield School Maths Curriculum
CFPLD Mathematics (UC Plus Team). Education Team and Mathematics Team
Term 1 - 4 All teachers will incorporate individual Teaching as Inquiry – All teaching staff Arinui portfolio documentation
Case Study’ goals to enhance maths programmes.
Term 3 - 4 Design and implement a practical, ‘real world’ Mathematics Principal Rich learning documentation and reflection
Programme – ‘Agri-Maths’. Programme to be co-constructed Teaching Staff
alongside key stakeholders in our school’s local industry. Local Business’
Sheffield School will be working in partnership with Fonterra UC Plus (Robyn McNeil)
and Hazlett Rural to develop meaningful connections and
transferable Maths learning.
March and November Share achievement data with BOT and wider community. Principal Report to the BOT
End of Year Analyse and reflect on 2019 data to inform progress and Senior Leadership Team, Mathematics Team End of year results used to inform next steps.
planning for the following year.
CRT release and funding (included in 2019 PLD budget) to take part in relevant Mathematics professional development.
Regular (twice per term) monitoring of students by the Senior Leadership Team, Mathematics Team and Staff.
15Baseline Data or School Context
Writing/Speaking/Presenting
To support and empower our students to learn and achieve personal excellence by providing quality, engaging and reflective teaching and learning programmes, ensuring our students
“Reach Sky High”.
To have all students achieving at or above the National Learning Progressions for their year’s cohort in Writing/Speaking/Presenting.
Analysis of school-wide Writing data in December 2018 identified 90% of Sheffield School students are working at or above the relevant National Learning Progression.
Upon analysis of Writing data collected in December 2018 and at the beginning of the 2019 school year, teaching staff have highlighted the following target groups:
Target: All 10% (5/52) Years 4-6 students that were achieving BELOW the National Learning Progressions the prior year will make more than one year’s progress (accelerated progress) in relation to
at or above the Writing Learning Progressions at the end of the 2019 school year. (Please note: Where the sample size is too small data is not shown for privacy reasons)
Action Plan
When: What: Who: Indicators of Progress:
Term 1 - 4 Gathering and Analysing Written Language Data All teaching staff Target students identified and DAT to meet specific
All teachers to: needs developed
● Gather termly written language samples from each student
● Analyse each written language sample (language features Assessment data recorded and moderated.
and vocabulary), identifying strengths and needs
As a school we will:
● Moderate data collected (as a whole staff)
● Use data to group students for future learning and set
reading and writing goals for 2019.
Term 1 - ongoing Storytelling Schools Programme: All teaching staff Target students identified and DAT to meet specific
Junior School teachers to continue ‘Advanced Storytelling Advanced teachers needs developed
Schools’ programme by making explicit links to the Sheffield Storytelling Schools Facilitator - Lis Swanson Clear links of the Storytelling Schools Programme to
School Virtues Programme Resource Teacher of Literacy - Jo Anderson the Sheffield School Curriculum/Integrated Learning
themes
Senior staff to embed the ‘Hear, Map, Step, Speak’ structure Assessment data recorded and moderated - e-asTTle
into their Writing|Tuhituhi programme Year 6 teachers PaCT training and moderation alongside Malvern
Year 6 Target Learners progress is tracked and monitored Kahui Ako - Across School Lead (ASL) Teachers Year 6 teachers and ASL.
through the PaCT learning progression resource.
16Ongoing throughout the year Target group children will be constantly reviewed by All teaching staff Tracking is ongoing with appropriate gains in
individual Target group children will be clearly identified in achievement levels recorded.
weekly plans and reviewed by individual teachers and whole
school staff meetings (at least twice per term). Focus Areas
– Teachers to identify specific DEEPER Features and
SURFACE Features for individual students to explicitly target
in each writing genre being taught.
Term 1 - 4 All classroom teachers will continue to fully implement All teaching staff Literacy Learning Progressions
school-wide literacy programmes as per guidelines in the
Sheffield School curriculum document, including including
‘2019 Assessment Plan’ and related visuals/resources. Staff
will review this programme throughout the year.
Term 1 - 4 All teachers will explicitly teach a range of text types All teaching staff Literacy Learning Progressions
throughout this year. Writing/Speaking/Listening will be
celebrated in a variety of ways – newsletter, publishing,
website, public presentations.
Term 1 - 4 All teachers will incorporate individual “Teaching as Inquiry” All teaching staff Arinui Portfolio reflection
goals to enhance writing programmes.
Term 1 - ongoing Teachers will promote the progress and learning All teaching staff Reflect on Seesaw analytics
opportunities at school and at home by constantly update Principal
SeeSaw and GAfE for parents giving more opportunity for Family/whanau
‘Learning in Partnership’.
Term 1 - ongoing Consult with, and report to the parent community about the All teaching staff 100% attendance of family/whanau
schools Literacy Programme, National Learning Principal
Progressions and the individual progress of their child(ren) Family/whanau
offering support and guidance.
Reports:
Junior - Anniversary
Senior - Term 2 & 4
Interviews:
Junior - Within 2 weeks of Anniversary Report
Senior - Term 1 & 3
March and November Share achievement data with BOT and wider community. Principal Report to the BOT
Term 1 - ongoing Train the Teacher-Aides to deliver an R.T. Lit maintenance All teaching staff Tracking is ongoing with appropriate gains in
programme daily with the target Year 4-6 writers. Resource Teacher of Literacy - Jo Anderson achievement levels recorded
End of year Analyse and reflect on 2019 data to inform progress and Senior Leadership Team. End of year results used to inform next steps.
planning for the following year.
Regular (twice per term) monitoring of students by the Senior Leadership Team, Advanced Storytelling Teachers and Staff.
CRT release time and funding (included in 2019 PD budget) to take part in relevant Writing professional development.
17Baseline Data or School Context
Reading/Viewing/Listening
To support and empower our students to learn and achieve personal excellence by providing quality, engaging and reflective teaching and learning programmes, ensuring our students
“Reach Sky High”.
To have all students achieving at or above the National Learning Progressions for their year’s cohort in Reading/Viewing/Listening.
Analysis of school-wide Reading data in December 2018 identified 90.5% of Sheffield School students are working at or above the relevant National Learning Progression.
Upon analysis of Writing data collected in December 2018 and at the beginning of the 2019 school year teaching staff have highlighted the following target groups:
All 10% (5/52) Year 4, 5 and 6 students that were achieving BELOW the National Learning Progressions the prior year will make more than one year’s progress (accelerated progress) in relation to at
or above the Reading Learning Progressions at the end of the 2019 school year. ( Please note: Where the sample size is too small data is not shown for privacy reasons)
Action Plan
When: What: Who: Indicators of Progress:
Term 1 - 4 Gathering and Analysing Reading Data All teaching staff Target students identified and DAT to meet
All teachers to: specific needs developed
● Gather reading data for each student using STAR, PAT
Vocab/Comp. e-asTTle and Probe/PM’s. Assessment data recorded and moderated
● Analyse each reading result, identifying strengths and needs (group
according to needs).
Collect school wide data on MUSAC Edge (SMS). Principal to analyse
school wide data noting areas of strengths and development.
Teachers will develop individual plans to target remedial student
needs.
Ongoing throughout the year Target group children will be clearly identified in weekly plans and All teaching staff Tracking is ongoing with appropriate gains in
reviewed by individual teachers and whole school staff meetings (at achievement levels recorded
least twice per term).
18Term 1 - 4 All classroom teachers will continue to fully implement school-wide All teaching staff Literacy Learning Progressions
literacy programmes as per guidelines in the Sheffield School
curriculum document, including ‘2019 Assessment Plan’ and related
visuals/resources. Staff will review this programme throughout the
year.
Term 1 - ongoing All teachers will explicitly plan and teach a range of text types All teaching staff Literacy Learning Progressions
throughout the year in authentic and integrated learning contexts to Principal to oversee
enhance the learner’s understanding of Reading/Viewing/Listening
purpose.
Term 1 - ongoing Teachers will use ICT to enhance reading programmes, as well as All teaching staff Seesaw analytic data
engage family/whanau through Seesaw and GAfE.
Ongoing throughout the year Targeted students will be provided with extra support, if required (e.g. All teach staff DAT and interventions identified for target
Reading Recovery, Rt. Lit). Senior Leadership Team learners
Term 1 - ongoing Consult with, and report to the parent community about the schools All teaching staff 100% attendance of family/whanau
Literacy Programme, National Learning progressions and the
individual progress of their child(ren) offering support and guidance.
Reports:
Junior - Anniversary
Senior - Term 2 & 4
Interviews:
Junior - Within in 2 weeks of Anniversary Report
Senior - Term 1 & 3
March - November Share achievement data with BOT and wider community. Principal Report to the BOT
Term 1 - Ongoing Train the Teacher-Aides to deliver a Multi Lit inspired maintenance Senior Leadership Team Tracking is ongoing with appropriate gains in
programme daily with the target Year 5/6 readers. SevenPlus All teaching staff achievement levels recorded
programme to be incorporated into daily Reading programme in the
Senior School.
End of year Analyse and reflect on 2019 data to inform progress and planning for Senior Leadership Team. End of year results used to inform next steps.
the following year.
Regular (twice per term) monitoring of students by the Senior Leadership Team and Staff.
CRT release and funding (included in 2019 PLD budget) to take part in relevant Reading professional development.
19Procedural Information:
Sheffield School will lodge a copy of the annually updated Charter to the Ministry of Education by the required due date of March 1st. This
Charter will include the school’s annually updated targets for improvement.
Sheffield School will consult with its community, including its Māori community, on a regular basis as part of the self-review process.
Targets for student achievement will be identified by:
● Analysis of student achievement data for Sheffield School
● Information gathered from regular monitoring
● National priorities and research
● Board, School and Syndicate self-review
Detailed Timeline:
● Work on annual objectives - throughout school year
● Data gathering and Review of Charter - September - December
● Setting of targets for following year - November - December - January
● Send updated Charter to Ministry of Education - by 1st March
● Compilation of Annual Report - January - February - March - April
● Send Annual Report to Ministry of Education - May
Supporting Documentation:
● BoT 2019 Review Schedule
● Current 5 Year Property Agreement
● Annual Budget
● Supporting analysis of school achievement information
● Sheffield School Curriculum Plan
● BoT Documentation Trail
2021
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