Sheffield Primary School Charter 2019 - 2021 (School ID No. 3502)

 
Sheffield Primary School Charter 2019 - 2021 (School ID No. 3502)
Sheffield Primary School
         Charter
       (School ID No. 3502)
          2019 - 2021
Sheffield Primary School Charter 2019 - 2021 (School ID No. 3502)
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

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Sheffield Primary School Charter 2019 - 2021 (School ID No. 3502)
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.

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Sheffield Primary School Charter 2019 - 2021 (School ID No. 3502)
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.

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Sheffield Primary School Charter 2019 - 2021 (School ID No. 3502)
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 th​rough 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

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Sheffield Primary School Charter 2019 - 2021 (School ID No. 3502)
Māori Achievement Statement
Sheffield Scho​ol 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.

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Sheffield Primary School Charter 2019 - 2021 (School ID No. 3502)
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.

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Sheffield Primary School Charter 2019 - 2021 (School ID No. 3502)
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.

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Section 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.

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Section 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.

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Section 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.

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Section 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.

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Annual 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.

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Section 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’.

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Term 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.

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Baseline 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.

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Ongoing 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.

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Baseline 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).

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Term 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.

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Procedural 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

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