SOUTHBRIDGE SCHOOL CHARTER 2018

 
SOUTHBRIDGE SCHOOL CHARTER 2018
SOUTHBRIDGE SCHOOL
     CHARTER
       2018

                                 03 324-2545
                               25 Hastings St
                            Southbridge 7602
              principal@southbridge.school.nz
SOUTHBRIDGE SCHOOL CHARTER 2018
T​ABLE OF ​C​ONTENTS
_____________________________________________________________________________________

    Whakatauki                                                                3
    Our school community                                                      4
    Strategic vision                                                          5
    Principles                                                                6
    Values                                                                    7
    Our curriculum                                                            9
    Policy: Instruction in te reo and tikanga Māori                           10
    Policy: Consultation with Māori Community                                 11
    Policy: Treaty of Waitangi                                                12
    Inclusive practices                                                       13
    Culturally responsive practice                                            14
    School context                                                            15
    Operational compliance                                                    16
    Strategic and annual planning                                             17
         Strategic goals 2017 - 2019                                          18
         Annual plan - Strategic Goal 1                                       20
         Strategic Goal 2                                                     21
         Strategic Goal 3                                                     22
    Analysis of variance – 2017 Student achievement targets                   23
         Reading                                                              24
         Writing - Year 2                                                     28
         Writing - Year 6                                                     31
         Mathematics                                                          34
    2018 Student achievement targets                                          37
         Writing                                                              38
         Engagement and wellbeing                                             40

Southbridge School Charter 2018   2
SOUTHBRIDGE SCHOOL CHARTER 2018
W​HAKATAUKI
_____________________________________________________________________________________

       Ka whangia ka tupu ka
             puawai

              That which is nurtured will
                  flourish and grow

                            This whakatauki was gifted to our school by Te Taumutu Rūnanga

Southbridge School Charter 2018   3
SOUTHBRIDGE SCHOOL CHARTER 2018
O​UR​ S​CHOOL ​C​OMMUNITY
_____________________________________________________________________________________

“Students are provided with a wide range of interesting experiences that contribute to their learning. Most
students are achieving well in reading and writing against the National Standards.” ERO report 2014

Southbridge School is a U4 rural school on the Canterbury Plains, between the Rakaia River and Te Waihora / Lake
Ellesmere, about 40 kms south of Christchurch. It is a co-educational state school for children from Years 1-6. The
school is rated decile 8 with a roll of 140, a teaching staff of six and a non-teaching principal. We serve the rural
town of Southbridge and outlying farming districts from the Main South Road to the coast.

The school was established in 1868 and has a long tradition of being an integral part of the community. Until the
1980s, Southbridge School was a District High School, the secondary school serving the entire Ellesmere District.
Today we are one of three primary schools contributing to Ellesmere College in Leeston.

Southbridge is well known for its arable farming; both dairy and horticultural. There are a number of thriving
businesses within the township and a number of parents commute to Lincoln, Rolleston, Ashburton and
Christchurch for work. The community has a strong sporting tradition.

Our school values the input and involvement of parents, community and students; student voice is a feature of
our school. Our productive and strong connections with our community, families and relevant agencies, improves
outcomes for our students.

Southbridge School is recognised for its variety or programmes, kapa haka group, student voice, community
involvement, effective relationship with Te Taumutu Rūnanga and Seeds of Learning (SOL) programme. The Board
of Trustees provides strong leadership and direction for the school and strives to deliver the best possible learning
environment for students to make progress and achieve success.

Southbridge School maintains close links with the Taumutu rūnanga and Ngāti Moki marae. In Māori the school’s
title is ‘Te Kura O Te Whata’, Te Whata being the storage house of Ruahikihiki, an ancestor of Taumutu.

Southbridge School Charter 2018   4
SOUTHBRIDGE SCHOOL CHARTER 2018
O​UR ​S​TRATEGIC​ V​ISION
_____________________________________________________________________________________

             Inspire, Equip, Ignite

Our vision develops naturally from our long-term strategic consultation process. For six years we followed a
‘​2020VISION’ ​process, however we have recently converted to a more traditional strategic process.

Our vision is inspired by the New Zealand Curriculum, which invites schools to form partnerships with whānau and
community for the better education of our tamariki. Through many strands of consultation and endeavour our
vision defines our aspirations, our work and our hopes for our children.

‘Inspire, Equip, Ignite’​ encompasses three major ideas. First, the purpose of schooling is much broader than an
academic curriculum. We wish to teach our tamariki to be good citizens, to protect their environment, and to
nurture their bodies and spirits as well as their minds.

Furthermore, we wish to ensure our tamariki are well equipped in terms of the learning experiences they’ve
encountered, the skills they’ve mastered, the people they’ve worked with and the equipment / devices they can
use.

Finally, each child’s motivation for learning will develop at different times. We aim to ignite our students’
enthusiasm for learning and to have set them on the path to become the lifelong learners with 21​st​ century skills
idealised by the New Zealand Curriculum.

Southbridge School Charter 2018   5
SOUTHBRIDGE SCHOOL CHARTER 2018
P​RINCIPLES
_____________________________________________________________________________________

“Principles put students at the centre of teaching and learning, asserting that they should experience a curriculum
that engages and challenges them, is forward-looking and inclusive, and affirms New Zealand’s unique identity.”
                                                                                  New Zealand Curriculum 2007, p.9.

Rationale
Principles express our local curriculum goals and link these to national goals.

Statement of Delivery
Our curriculum incorporates and strives to achieve the following principles:

    1. Community partnership; our curriculum:
          is a partnership between school and community. The community is engaged in constructing and
          delivering the curriculum through continuous consultation and “inside out – outside in” learning;

    2. Personal excellence; our curriculum:
           creates a general environment and specific opportunities for all students to achieve personal
           excellence. Personal excellence is realised when students strive to extend themselves in areas of
           strength and to do their best in areas of need;

    3. Learning for life; our curriculum:
           is both wide and deep. It connects with students’ lives, interests and prior knowledge. It enables
           students to become independent, lifelong learners; they learn to be team members and to reflect on
           their experiences;

    4. Treaty of Waitangi; our curriculum:
           models the principles of the Treaty of Waitangi. It is inclusive of the needs of Māori and pākēha and
           creates opportunities for all students to become bi-cultural New Zealanders; and

    5. Inclusion and diversity; our curriculum:
           is non-sexist, non-racist and non-discriminatory. All students have the right to individuality, to have
           their talents fostered and to have their needs fulfilled. The curriculum embraces multi-cultural
           contexts.

Southbridge School Charter 2018   6
SOUTHBRIDGE SCHOOL CHARTER 2018
V​ALUES
_____________________________________________________________________________________

“Values are deeply held beliefs about what is important or desirable. They are expressed through the ways in
which people think and act.”
                                                                         The New Zealand Curriculum 2007, p.10.

Rationale
Values are the touchstones against which we measure our actions and outlook on life. Values guide our
decision-making. They express how we want to be and who we want to become, both as individuals and as a
community.

Development
Our school values were reviewed during 2014 and a new model created aligned to the values of Taumutu marae
and Ngā Mātāpuna o Te Waihora cluster. The new values model is firmly based on community and student voice
and was formalised at the start of 2016.

The colours of the graphic relate to each value and are designed to assist students in remembering the values
independently.

Throughout 2015 we asked parents, students and staff about suitable role models for each value. Our preference
was New Zealanders who were well known, still living, and who were easy for our students to relate to. Although
we weren’t able to fulfil all criteria for each value, we have been able to identify five New Zealanders for use as
role models and these were launched at the beginning of the 2016 school year.

Southbridge School Charter 2018   7
SOUTHBRIDGE SCHOOL CHARTER 2018
Southbridge School Charter 2018   8
SOUTHBRIDGE SCHOOL CHARTER 2018
O​UR ​C​URRICULUM
_____________________________________________________________________________________

We follow the New Zealand Curriculum through the implementation of a school-based curriculum created
following strategic consultation with our community. This document is updated regularly to reflect changes in
research / best practice and also following strategic consultation with our community. The last revision was in
December 2015.

Our curriculum includes:
   ● a graduate profile which provides the basis for planning learning programmes within each roopu;
   ● agreed expectations for the teaching of Reading, Writing and Mathematics in each classroom
        (community);
   ● cyclic programmes in the domains of the Arts, Science, Social Studies, Health and Technology to ensure
        coverage of all strands;
   ● a commitment to teaching tikanga Māori and te reo. A teaching programme for te reo has been
        established;
   ● a focus on teaching the key competencies in age-appropriate progressions; and
   ● our school values, which were rewritten in 2014 and personalised in 2015.

Ka Hikitia emphasises the following points that are relevant to our school:
    ● knowing where students come from and building on this cultural capital, nurtures effective relationships
         for learning;
    ● learning is more effective when whānau and iwi are valued partners in the education process and when
         educators, whānau and iwi are open to learning from and with each other (ako);
    ● the importance of developing strong foundations for learning early in life; and
    ● increasing the professional learning and capability of teachers to maximise the effect of high-quality
         teaching on student achievement.

Southbridge School Charter 2018   9
I​NSTRUCTION IN ​T​E ​R​EO & ​T​IKANGA ​M​ĀORI
_____________________________________________________________________________________

Rationale
According to the principles of the Treaty of Waitangi and the expectations of the New Zealand curriculum, schools
must ensure all reasonable steps are taken to provide instruction in tikanga Māori and te reo Māori for full time
students enrolled at the school and, in particular, for Māori students. It is desirable that students develop
knowledge and understanding of te reo and tikanga Māori in order to participate fully in bi-cultural New Zealand.

Statement of Delivery
    1. Southbridge School currently provides a programme of te reo and tikanga Māori at level 6 of the Ministry
       of Education’s scale of Māori language learning. This is described as ‘students learn Māori songs,
       greetings and simple words.’
    2. We are committed to increasing the level of instruction by:
           ● Actively recruiting staff with strengths in te reo Māori
           ● Providing professional development in te reo Māori for all staff
           ● Using members of our community to support instruction in te reo Māori
           ● Upgrading teaching resources
           ● Having a school kapa haka group.
    3. Southbridge School is currently unable to provide instruction at levels greater than level 6.

Māori Responsiveness Plan
If a whānau requests a higher level of tikanga and/or te reo than is at present evident in our school’s Māori
programme the board of trustees, staff and family will discuss and explore the following options:
     ● Further explain the existing programmes;
     ● Further extend the existing programmes if and as appropriate;
     ● Discuss the feasibility of combining with a neighbouring school for parts of the day/programme;
     ● Offer dual enrolment with the Correspondence School of New Zealand; and
     ● Use of community expertise or resources to help with any of the above.

Southbridge School Charter 2018   10
C​ONSULTATION WITH ​M​ĀORI ​C​OMMUNITY
 _____________________________________________________________________________________

Rationale

National Administration Goal 1 (v) states that each Board of Trustees, through the principal and staff, is required to:

“in consultation with the school’s Māori community, develop and make known to the school’s community policies,
plans and targets for improving the achievement of Māori students.”

Statement of Delivery

   1.     The Board of Trustees of Southbridge School will conduct annual consultation with its Māori community in
          accordance with the provisions of NAG 1(v).

   2.     Consultation will usually happen in term two, after the review of the previous year’s Māori student
          achievement target and as part of the process of identifying future targets.

   3.     Consultation will include one or more of the following:
            ●    A community meeting with invitation to Taumutu Rūnanga
            ●    A questionnaire or survey
            ●    Meetings with individual members of the school’s Māori community

On those occasions when the Taumutu Rūnanga convenes a meeting of local schools at Ngāti Moki marae this will be
deemed to be a community meeting for the purposes of this consultation process.

 Southbridge School Charter 2018   11
T​REATY OF ​W​AITANGI
_____________________________________________________________________________________

Purposes

To fulfil the intent of the Treaty of Waitangi by valuing and reflecting New Zealand’s dual heritage by promoting
equitable outcomes for all children.
 ● All Māori pupils irrespective of tribal affiliations should have the opportunity to grow in the knowledge of
     their own language and culture.
 ● Children need to develop an understanding of tikanga Māori, as part of their dual heritage and to equip
     them for their future.
 ● As Southbridge School is the nearest to Ngāti Moki marae, and some of the children belong to the Taumutu
     rūnanga. This policy promotes respect for and co-operation with the Taumutu rūnanga. There is a rich Māori
     history in this area, which is part of the heritage of all the children of this district.

Objectives
To provide:
 1. A school climate in which Māori culture and values are respected.
 2. Opportunity for community participation in the Māori activities.
 3. An endeavour to include the Māori dimension in all subject areas.
 4. For Māori children to retain and grow in their language and the knowledge of tikanga Māori.
 5. All children an opportunity to learn te reo me tikanga Māori.
 6. For development of resources to support this policy.
 7. Opportunities to visit the marae by children and interested parents.
 8. Encouragement for all children to relate positively to one another.

Southbridge School Charter 2018   12
I​NCLUSIVE ​P​RACTICES
_____________________________________________________________________________________

Inclusive practice ensures that all students feel valued and involved in all aspects of school life. It involves
removing barriers to presence, participation and achievement. Through embracing the values of kotahitanga,
whanaungatanga, rangatiratanga and manaakitanga each student will experience belonging and success.

                                        Ko te tamaiti te pūtake o te kaupapa
                                        The child is at the heart of the matter

Guidelines
At Southbridge School teachers will practise:

         Manaakitanga​ – the culture of care
         1.    Differentiation of the physical environment to meet the needs of the individual
         2.    Differentiation of the curriculum to meet the needs of the individual

         Whanaungatanga​ – build and value relationships
         1. Collaboration with whānau
         2. Collaboration with professionals

         Rangatiratanga​ – protect and build the mana of the student through effective teaching
         1. Plan for meaningful learning experiences relevant to the student’s needs
         2. Scaffolding learning experiences to ensure students achieve success
         3. Utilising a variety of best inclusive practices

         Kotahitanga​ – create a sense of belonging
         1. All students will have equal opportunities to belong to the school community

         Pumanawatanga​ – recognise that students are at the heart of our school community
         1. The belief that supporting students is the responsibility of the whole school community

Southbridge School Charter 2018   13
C​ULTURALLY ​R​ESPONSIVE ​P​RACTICES
_____________________________________________________________________________________

Culturally responsive practice focuses on ensuring Māori students feel valued, respected and involved in all
aspects of school life.

The following examples of culturally responsive practice have been taken from ‘​Kia hiwa ra! Listen to culture –
Māori students’ plea to educators’ by Professor Angus Hikairo Macfarlane. ​These examples are expected to be
practised in all areas of Southbridge School life. The ‘​Hikairo Schema’​ for the compulsory sector (primary and
secondary schools) is used by teachers to audit their practice against these and other examples.

       ●      Whanaungatanga
               o Know students’ backgrounds
               o Use people in the community
               o Involve parents and families
               o Use cooperative learning

       ●      Rangatiratanga
               o Scan the room
               o Use effective body language
               o Make eye contact
               o Use physical proximity
               o Use assertiveness

       ●      Manaakitanga
               o Turn teaching into authentic, real life learning opportunities
               o Use cultural connectedness

       ●      Kotahitanga
               o Use whole class rewards
               o Do a class study on the treaty of Waitangi
               o Person to person class bonding
               o Celebrate and set a programme of learning for ‘Te Wiki o Te Reo Māori’

       ●      Pūmanawatanga
               o Students have the ability to make choices about and lead their learning
               o Keep the student needs and best interests at the heart of teaching

Southbridge School Charter 2018   14
S​CHOOL ​C​ONTEXT
_____________________________________________________________________________________

Student learning
Our students are confident, motivated and engaged learners within our school context. Attendance patterns are
consistently high. National Standards data show that our Māori, Pasifika and Asian students are performing at or
above the level of the school as a whole.

We have a large number of students receiving Learning Support, including two ORS high. These students continue
to make progress and represent a significant financial, expertise and time investment on behalf of the school.

Student engagement
Our students are actively involved in their learning, particularly in our place-based education programme ‘Seeds
of Learning’ (SOL). It is part of the practice of our school to invite and value student voice, particularly in terms of
the focus of individual class inquiries.

School organisation and structures

                                                          Principal

                                       Deputy Principal               Assistant Principal

                                         Junior roopu                   Senior roopu

                                  3 classroom teachers                      3 classroom teachers

Review of charter and consultation
We will continue to review our charter annually. In addition to this, student achievement targets will continue to
be reported on at mid and end of year. These targets also form the basis of four ‘data’ meetings for roopu during
the year.

We participate in an annual cluster Māori education hui held in conjunction with Ngāti Moki marae. We meet
annually with our Māori community as part of our strategic planning programme and seek community and
student input into our strategic direction, priorities and programmes. Student voice is an integral part of our
practice.

We continue to meet our obligations to consult with our community regularly regarding Health curriculum
programmes.

Southbridge School Charter 2018   15
Operational Compliance
_____________________________________________________________________________________

NAG 1 – Curriculum                                             NAG 2 – Self-review

●    Maintain regular curriculum review                        ●    Review school charter annually

●    Encourage regular peer observations (including QLC)       ●    Continually improve school assessment procedures

●    Set charter annual targets in line with community         ●    Review the reporting cycle and formats
     consultation and government priorities
                                                               ●    Review School Docs policies and procedures as per
●    Innovative Technology strategic plan is continued              Board of Trustees timeline for review

●    Local curriculum document reviewed 2015                   ●    Performance appraisal system in place

●    Continue to improve the assessment and reporting
     system

●    Assess and report against National Standards

NAG 3 – Personnel / Stewardship                                NAG 4 – Property

●    PLD programme established for the year.                   ●    Maintain grounds and property as best possible with
                                                                    available funding
●    Performance appraisal system maintained for all staff
     including principal and linked to Tātaiako                ●    Complete the upgrade of heating and electrical
                                                                    infrastructure
●    Peer observation schedule established for teachers
                                                               ●    Complete the demolition of the boiler house
●    Regular meetings for staff: PLD, admin, briefings etc
                                                               ●    Complete monthly grounds checks and send returns to
                                                                    Argest

                                                               ●    Meet annual audit requirements

NAG 5 – Health & Safety                                        NAG 6 – Legislation

●    Identify, minimise and eliminate hazards as they arise.   ●    Strategic plan and reporting requirements met

●    Hold emergency evacuation drills for lock down, fire      ●    March 01 roll return
     and earthquake each term
                                                               ●    July 01 roll return
●    Complete monthly building safety / property checks
     and send returns to Argest                                ●    Monthly safety checks (Argest) and walkarounds

●    Specialist training to meet individual students’ needs
     (e.g. diabetes)

●    Register of injuries and medication kept

Southbridge School Charter 2018   16
Strategic and Annual
                  Planning

Southbridge School Charter 2018   17
Strategic Goals 2018 - 2020
                       ​

                                                 Inspire, Equip, Ignite
      Goals                               2018                                2019                                     2020
Strategic Goal 1           1.1 Teachers create authentic         1.1 Review the school’s curriculum       1.1 Launch school’s reviewed
All students                   learning                              and reporting format reflect             curriculum and reporting
enthusiastically                experiences which are driven         current practice and recent              format.
access authentic               by student voice and link these       teaching and learning
and engaging                   to the Southbridge                    developments.
learning                       environment and also to wider
opportunities as               communities online which are
evidenced by their             identified by students.
progress and
achievement in         1.2 Annual Target 1                       1.2 Student Target 1                     1.2 Student Target 1
relation to the New        -   The ten Year 6 students               – TBC                                    – TBC
Zealand Curriculum             who achieved below the
                               national standard in              1.3 Student Target 2 – TBC               1.3 Student Target 2 – TBC
                               writing in 2017 will move
                               up to two curriculum              1.4 The curriculum level of te reo       1.4 Consistent and effective
                               sub-levels in 2018.                   teaching programmes is                   teaching of te reo at the
                                                                     increased to reflect the                 appropriate levels is embedded
                           1.3 Annual Target 2                       improving ability of our students        across the whole school,
                               -  Increase the safety,               in te reo. These progressions are        continued support and PLD is
                                  belonging and                      implemented across the school.           provided to ensure ongoing
                                  engagement for all Year 5                                                   staff development and growth.
                                  boys with the aim of
                                  improving well-being and
                                  student achievement
                                  outcomes.

                           1.4 Senior roopu will be exposed
                               to Level 2 of Te Aho Arataki
                               Mārau within our learning
                               progressions to reflect the
                               improving ability of our
                               students in te reo. These
                               progressions are implemented
                               across the school.

Strategic Goal 2       2.1 The school’s close relationship       2.1 The school consults with the         2.1 There is a close, reciprocal and
The community is           with Te Taumutu rūnanga is                education committee of Ngāti             positive relationship between
our extended               continued through hui and                 Moki marae regarding provision           marae and hapū and our school
classroom                  consultations, student visits to          of a programme for school                so our students are
                           the marae and consultation                leaders similar to Māori                 strengthened from their
                           with the education committee,             Achievement Collaboratives               bicultural experiences.
                           especially regarding strategic            (MACs).
                           review.
                                                                 2.2 Students’ Science skills are taken   2.2 Strong relationships are built
                       2.2 Students’ Science skills are                                                       between Southbridge School
                           taken into the community                  into the community and used to
                                                                     enhance Southbridge township             students and specific
                           (Rakaia Island Revitalisation
                                                                     and the Selwyn area.                     community groups e.g
                           Programme) and are used to                                                         playcentre, horticultural group,
                           enhance Southbridge
                                                                                                              St James Church & sporting
                           community.

Southbridge School Charter 2018      18
groups.

                       2.3 The SOL programme is grown          2.3 The SOL programme is reviewed       2.3 The SOL programme is
                           so that the entire senior roopu         including student voice, parent         re-launched.
                           are actively engaged and                and community feedback.
                           participate in SOL each week
                           and some SOL responsibilities
                           are given to the junior school
                           to engage more students,
                       grow
                           skills and ensure sustainability.
                                                               2.4 The school takes on more            2.4 Our staff are all fully informed
                       2.4 The school will continue its            leadership roles within the Ngā          and involved with Ngā
                           involvement with the Ngā                Mātāpuna o Te Waihora Kāhui             Mātāpuna o Te Waihora Kāhui
                           Mātāpuna o Te Waihora Kāhui             Ako and drives the                      Ako and our students are
                           Ako and support the                     implementation of the CoL’s             experiencing direct benefits
                           establishment phase and                 strategic plan.                         through the actions of the CoL.
                           implementation of the CoL’s
                           new strategic plan.

Strategic Goal 3        3.1 Upgrade Coms 2 - 3 in line         3.1 Innovative and effective use of     3.1 Whole school review of how
Students lead their         with the school’s flexible              flexible learning spaces to best       our learning spaces are being
learning.                   learning expectations so                meet the needs of learners and         used and what improvements
                            students have choices about             provide differentiation.               could be made to ensure best
                            how and where they learn.                                                      outcomes for student learning.

                        3.2 Review Linc-ed reporting,          3.2 Google Classroom is used in the     3.2 Students take ownership and
                            adjust where necessary and             senior roopu to allow students to       make informed decisions about
                            create Linc-Ed e-portfolios for        access, collaborate, share and          their learning and can create,
                            all senior students to share the       work through learning anywhere,         share and communicate their
                            learning with whānau.                  anytime and support better              learning preferences, outcomes
                                                                   online management of content            and next steps.
                                                                   for teachers.

                        3.3 Ensure a collaborative             3.3 Students now make appropriate       3.3 Students can articulate and
                            approach to teaching and               choices to ensure they are              decide how they learn best,
                            learning is offered throughout         working effectively and                 where they learn best, who
                            the day to make the most of all        extending their learning.               supports their learning, what
                            participants’ strengths and                                                    they have learned, what their
                            interests within the learning                                                  next steps are and then can
                            community.                                                                     communicate and share this
                                                                                                           with their teacher/s, peers and
                                                                                                           whānau.

Southbridge School Charter 2018   19
ANNUAL PLAN 2018
  Strategic Goal 1
  All students enthusiastically access authentic and
  engaging learning opportunities as evidenced by their
  progress and achievement in relation to the New Zealand                                          Inspire, Equip, Ignite
  Curriculum.

   Annual goals &
                                              Actions to achieve                                              Outcomes
      targets

                                                                                        WHO        WHEN                 SO WHAT?

                           Data and evidence collected to understand student           All staff   All year     All children participate in
 1.1                       thoughts and attitudes towards well-being and learning                               authentic learning activities,
 Teachers create           and used to inform teaching.                                                         that help to build their
 authentic and                                                                                                  knowledge, skills, well-being
 engaging learning         All staff participate in PB4L PLD programme and T@I                                  and engagement levels.
 experiences to meet       based on positive behaviour for learning and
 the different needs of    well-being and engagement.                                                           We have a school culture
 their learners.                                                                                                where positive behaviour
                                                                                                                and learning is a way of life.

                           See detailed action plan located later in this document      Nicole     All year     The cohort of 10 Y6
 1.2                                                                                                            students identified in the
 Annual Target 1                                                                                                target will show increased
                                                                                                                confidence, engagement
 The ten Year 6                                                                                                 and achievement in their
 students who                                                                                                   writing ability. The rest of
 achieved below the                                                                                             the Y6 class will also
 national standard in                                                                                           demonstrate many of these
 writing in 2017 will                                                                                           positive outcomes from
 move up to two                                                                                                 supporting and learning
 curriculum sub-levels                                                                                          alongside the cohort target
 in 2018.                                                                                                       group.

                           See detailed action plan located later in this document     Nikki and   All year     The cohort of all Y5 boys will
 1.3                                                                                    Simon                   feel they belong and are
 Annual Target 2                                                                                                safe at school and are
                                                                                                                engaged in their learning.
 Increase the safety,                                                                                           The rest of the Y4/5
 belonging and                                                                                                  students will also
 engagement for all                                                                                             demonstrate many of these
 Year 5 boys with the                                                                                           positive outcomes from
 aim of improving                                                                                               supporting and learning
 well-being and                                                                                                 alongside the cohort target
 student achievement                                                                                            group.
 outcomes.

                           Progressions developed in 2015 are implemented all          Principal   All year     Te reo Māori is valued and
 1.4                       year, units are planned, taught and assessed. Teachers                               normalised, through
 Senior roopu will be      are supported to improve their own te reo skills            All staff                improved student & teacher
 exposed to Level 2 of     through regular professional learning meetings led by                                exposure, confidence and
 Te Aho Arataki Mārau      Tamara and Wendy. We will build on from the 2017                                     competence. Students feel
 within our learning       key targets achieved for all staff and students this year                            their culture is celebrated,
 progressions to reflect   e.g. 2x karakia, 3 waiata, mihi, basic greetings, mihi                               building a culturally safe
 the improving ability     whakatau.                                                                            environment where
 of our students in te                                                                                          students are valued & can
 reo. These                                                                                                     successfully learn.
 progressions are
 implemented across

Southbridge School Charter 2018     20
the school.

  Strategic Goal 2 2018
  The community is our extended classroom.
                                                                                                  Inspire, Equip, Ignite
   Annual goals &
                                              Actions to achieve                                              Outcomes
      targets

                                                                                       WHO         WHEN                SO WHAT?

                            Attend Ngāti Moki hui and invite Ngāti Moki to school     All staff    All year     Staff develop knowledge
 2.1                        strategic planning. Consult with Ngāti Moki regarding                               and skills that demonstrates
 The school’s close         marae visits and liaison with marae personnel                                       they are culturally
 relationship with Te       regarding matters of tikanga.                                                       responsive practitioners,
 Taumutu rūnanga is                                                                                             including important
 continued through hui                                                                                          knowledge & awareness of
 and consultations,                                                                                             our local hapū & whenua,
 student visits to the                                                                                          that we can share with our
 marae and                                                                                                      learners.
 consultation with the
 education committee,
 especially regarding
 strategic review.

                            Roopu identify key community personnel to involve          Nicole      All year     A mutually beneficial and
 2.2                        when they plan programmes each term.                                                meaningful relationship is
 Students’ Science skills                                                                                       ignited and sustained
 are taken into the         SOL unit holders and roopu leaders will involve the                                 between the school and our
 community and are          wider community in regular SOL activities.                                          community, hapū and iwi
 used to enhance                                                                                                that provides meaningful
 Southbridge                Southbridge School students are actively involved and                               learning experiences in the
 community.                 contribute to the Rakaia Island Revitalisation                                      community for our students.
                            Programme.

                                                                                     Nicole and    All year     Students are actively
 2.3                        SOL planning team make an annual action plan and         Bernadette                 involved in meaningful and
 The SOL programme          distribute SOL tasks appropriately to each area of the                              authentic learning through
 is grown so that the       school.                                                                             our place-based and
 entire senior roopu                                                                                            environmental education
 are actively engaged       Southbridge School works towards becoming an                                        programmes SOL and
 and participate in SOL     Enviroschool.                                                                       Enviroschools.
 each week and some
 SOL responsibilities
 are given to the junior
 school to engage
 more students, grow
 skills and ensure
 sustainability.

                                                                                      Principal    All year     Our school works closely
 2.4                        Establishment phase of CoL led by lead principal.                                   and collaboratively with our
 The school will            Achievement challenges identified.                        All staff                 CoL schools to improve
 continue its               In and across school positions identified and                                       outcomes and pathways for
 involvement with the       appointed.                                                                          all students in our rohe.
 Ngā Mātāpuna o Te
 Waihora Kāhui Ako
 and support the
 establishment phase
 and implementation
 of the CoL’s new

Southbridge School Charter 2018     21
strategic plan.

  Strategic Goal 3
  Students lead their learning.
                                                                                                   Inspire, Equip, Ignite
   Annual goals &
                                             Actions to achieve                                                Outcomes
      targets

                                                                                        WHO         WHEN                 SO WHAT?

                                                                                         BoT       Throughout
 3.1                       Renovation of Com 2-3 cloakroom spaces into breakout                     the year
 Upgrade Coms 2 - 3        learning spaces for the two classes. Make this space a      Year 4/5
                                                                                                                  Flexible learning
      in                   more open workable and warmer environment for               teachers
                                                                                                                  environments will provide
 line with the school’s    students to utilise as part of their learning.
                                                                                                                  safe, warm and fit for
 flexible learning
                                                                                                                  purpose options for varied
 expectations so
                                                                                                                  learning activities that
 students have
                                                                                                                  better engages our
      choices
                                                                                                                  students.
 about how and
 where they learn.

                                                                                         SLT                      Reporting is ongoing and
 3.2                       Assessment schedules will be followed so that learning                                 easily accessible for
 Review Linc-ed            posts are made as units of work are completed.              Nicole &      Term 1       whānau, parents know
 reporting, adjust                                                                      senior                    how their child is
 where necessary and       Senior Roopu students will be given log-in details and       roopu                     progressing at all times and
 create Linc-Ed            will create their own e-portfolios to share & celebrate                                are more involved with
 e-portfolios for all      their own learning.                                          Nick                      and aware of learning.
 senior students to
 share the learning                                                                                               All senior students have an
 with whānau.                                                                                                     individual e-portfolio that
                                                                                                                  empowers them to create
                                                                                                                  content and assess, share
                                                                                                                  and celebrate their
                                                                                                                  learning with an authentic
                                                                                                                  audience.

                                                                                       All staff    All year      Collaboration skills are
 3.3                       Provide opportunities for students to have choice                                      developed growing
 Ensure a collaborative    about their learning and the flexibility to work where                                 improved systems,
 approach to teaching      they feel comfortable.                                                                 communication,
 and learning is offered                                                                                          cooperation & teamwork.
 throughout the day to     Roopu collaboration will continue in the form of all unit
 make the most of all      planning and also when suitable/possible, classes
 participants’ strengths   working collaboratively together.
 and interests within
 the learning
 community.

Southbridge School Charter 2018    22
Analysis of Variance:
          Student Achievement
              Targets 2017

Southbridge School Charter 2018   23
S​TUDENT ​A​CHIEVEMENT ​T​ARGET 2017
_____________________________________________________________________________________

Reading

Strategic Goal 1.
 To provide real world learning experiences for our students within and outside the classroom.

Curriculum Area: ​English

Annual Target                                                          Student Group
The number of Years 2 students achieving ​at and above​ the            Year 2 cohort
national standard for reading is increased (achievement goal).

Baseline Data
49% (9/18) of our Year 1 students are achieving ​below ​the National Standard for reading (2016).

Action Plan
What will the school do to meet the                                    Resources allocated to
                                            When and Who?                                           Review
target?                                                                meet target
                                                                                                    Completed at Roopu meeting
                                                                                                    28.02.2017
Identify the Year 2 students who are
                                            February
currently achieving below the national
                                                                                                    Students were identified and areas of
standard for reading and discuss their                                 N/A
                                            Principal, junior roopu                                 testing were identified by team so
progress as a group, identifying gaps in
                                            leader, Year 2 teacher                                  that Literacy Leader could go ahead
learning, strengths and next steps.
                                                                                                    with supporting Class teacher test
                                                                                                    and analyse data
                                                                                                    May - Completed as student’s Six year
                                                                                                    nets completed - information shared
Analyse detailed achievement data to        February
                                                                                                    with parents during 1:1 conference
pinpoint key areas of learning for focus.
                                                                       N/A                          and with class teacher, which allowed
Identify strategies that will assist with   Junior roopu leader,
                                                                                                    targeted and precision teaching to
instruction in these areas.                 teacher
                                                                                                    occur by class teacher, TA and
                                                                                                    supported by home.
Implement regular communication with                                                                May - completed for each student,
the parents of this group, with a focus                                                             some have maintained regular
on positive communication, early                                                                    contact and others need further next
identification of any issues and the        February - March                                        steps strategies introduced now.
provision of support / ideas for reading                               N/A
support at home.                            Junior roopu leader,                                    Regular contact was kept with some
                                            teacher                                                 parents and this allowed the support
Invite these parents to meet teachers to                                                            at home to continually reflect and
discuss individual students and their                                                               support the teaching that was
needs.                                                                                              happening at school.

Implement learning programmes and                                                                   May - TA support added for reading
groupings to include these strategies in                                                            support session so that she can take a
explicit teaching.                          February - May
                                                                                                    group to work in Com 5, to reduce
Ensure barriers to learning (noise level,                              Literacy budget              noise levels and interruptions to
                                            Junior roopu leader,
group size, resources, distractions etc)                                                            teaching groups with teacher.
                                            teacher
are minimised to allow learning to
occur.                                                                                              This group made better progress with
                                                                                                    concentration, engagement and

Southbridge School Charter 2018      24
progress with sentence structures
                                                                                                and support with increased phonics
                                                                                                knowledge transferring into
                                                                                                continuous writing.

                                                                                                Extra half an hour a day with Reading
                                                                                                Recovery teacher - to allow two
                                                                                                phonics groups to operate

                                                                                                This was an excellent strategy as it
                                                                                                allowed targeted phonics teaching at
                                                                                                two levels daily and it was reflected in
                                                                                                writing and reading ability

                                                                                                May - two observations made in
                                                                                                other classes. This gave the teacher
                                                                                                ideas of strategies which could be
                                                                                                implemented in her teaching.

                                                                                                The class teacher took on specific
                                                                                                feedback given during observations
                                                                                                by the Literacy Leader and changed
                                                                                                her practice accordingly.
Make observations of other teachers
taking reading lessons at this level of the
                                                                                                During the modelling phase, the
school or at other schools. Observation
                                              February - March                                  teacher also built her skills after
focus is on the strategies used by the
                                                                        CRT time                observing the Literacy Leader and
teacher and the students’ response to
                                              Teacher                                           understood how to implement some
them. The overarching question is,
                                                                                                teaching practices.
“How could I use this in my own
teaching of reading?
                                                                                                The teacher made shifts in her
                                                                                                practice which led to students
                                                                                                building more independence with the
                                                                                                strategies they used.

                                                                                                Follow up observations showed that
                                                                                                the teacher has maintained changes
                                                                                                in her practice, including the use of
                                                                                                data to drive her teaching
                                                                                                programmes.

Gather mid-year data on this group.
Discuss progress made including
attitudes towards reading.                                                                      Mid-year data has been collected on
Strategies used will be critiqued,                                                              the target students and a term plan
discussed, examined and adapted               June – July                                       has been formulated to help make a
where required.                                                                                 shift to these students. All students
                                                                        PL budget if required
If minimal progress has been made,            Principal, junior roopu                           are making progress and most at an
external observations by a trained            leader, teacher                                   accelerated level.
literacy facilitator will be organised.
Programme adaptations and teaching
techniques will be implemented
following this intervention.

                                                                                                Two students have completed the
                                                                                                Reading Recovery programme and
                                                                                                another two have been taken in.
The cycle used from February – May will       July - November
                                                                                                The students have all moved class
be reused and adapted where
                                                                        N/A                     over the second half of the year and
necessary. These adaptations will be          Junior roopu leader,
                                                                                                identified practices based on Reading
discussed and recorded.                       teacher
                                                                                                Recovery strategies have continued
                                                                                                to be implemented. Two parents are
                                                                                                still in regular contact and
                                                                                                communication through KIT books,

Southbridge School Charter 2018       25
which is allowing successes to be
                                                                                                  shared and next steps to be specific
                                                                                                  and achievable.
                                                                                                  As a group the progress has been very
                                                                                                  pleasing with accelerated progress
                                                                                                  achieved for all but two of the
Gather end-of-year data on these                                                                  students.
groups. Discuss progress made including
attitudes towards reading.                   November                                             The cycle of observation. specific
                                                                                                  feedback, modelling, and further
                                                                       N/A
Strategies used will be critiqued,           Principal, junior roopu                              rounds of observation have had a
discussed, examined and successful           leader, teacher                                      very positive impacts on teaching
strategies will be adapted for future                                                             practices.
use.
                                                                                                  The in-depth analysis of data has
                                                                                                  made teaching targeted to the
                                                                                                  specific needs of students.

S​UMMARY
In ​2016 ​only 51% of Year 1 students were ​at or above​ the National Standard for reading.

In ​2017​ 59% of Year 2 students were​ at or above​ the National Standard for reading.

SOY = 49% of Y2 students were below the national standard with 51% at or above.
EOY = 41% of Y2 students are below the national standard with 59% at or above.
EOY breakdown = 6/22 (27%) are above, 7/22 (32%) are at, 9/22 (41%) are below and 0 well below.

Reasons for the acceleration of these students’ achievement include:
    ● Implementation of a planned specific phonological awareness programme;
    ● Five of the ten students have or are currently involved in the Reading Recovery programme;
    ● Students encouraged to talk about what they’re reading. There is a lot of talk before the lesson. Though the amount
        of reading is slightly reduced, increased rich conversation about the text is having an impact on comprehension and
        achievement;
    ● Careful analysis of data and discussion with staff as to next steps teaching;
    ● Re-assessing and analysis of data;
    ● Teaching students to find and understand vocabulary that is challenging in order to increase their word knowledge.
        They are taught to source the meaning of words and understand the text rather than just ‘read the words’;

Southbridge School Charter 2018         26
●    Planned observations, with specific feedback, modelling, discussion, and repeat of cycle;
    ●    Building students’ confidence and vision of themselves as learners – encouraging and supporting them to take
         ownership of their learning;
    ●    Ensuring students are ready to learn and ready to focus;
    ●    Setting up parents to be effective teachers at home;
    ●    Improved partnerships between home and school; and
    ●    Discussing every 5 and 6 year old net (assessment) with the student’s parents.

Reasons for the achievement of these students not being greater include:
    ● A significant gap to close, even after one year;
    ● A number of these students had also scored low on Record of Oral Language at entry to school and so needed to
        build the Oral skills to support reading; and
    ● Three students with other learning disabilities.

Next steps for this group include:
    ● Continuing the targeted phonological awareness programmes;
    ● Helping students make links between phonological programmes and reading texts;
    ● Continuing to build a work ethic in student – ‘Good enough’ is not good enough;
    ● Engaging students with appropriate texts;
    ● Providing a greater choice of reading texts – encourage reading and develop use of the library as a reading resource;
    ● Encouraging students to be thoughtful about their choice of independent reading activities; and
    ● Encouraging discussion about texts, making predictions, summarising and discussing new vocabulary.

Southbridge School Charter 2018   27
S​TUDENT ​A​CHIEVEMENT ​T​ARGET 2017
_____________________________________________________________________________________

Writing

Strategic Goal 1.
 To provide real world learning experiences for our students within and outside the classroom.

Curriculum Area: ​English

Annual Target                                                           Student Group
The number of Year 2 students achieving ​at and above​ the national     Year 2 cohort
standard for writing is increased (achievement goal).

Baseline Data
49% (9/18) of our Year 1 students are achieving ​below ​the National Standard for writing (2016).

Action Plan
What will the school do to meet the                                     Resources allocated to
                                            When and Who?                                           Review
target?                                                                 meet target

                                                                                                    Completed at ​Junior Roopu Meeting
Identify the Year 2 students who are
                                            February                                                28.02.2017
currently achieving below the national
standard for writing and discuss their                                  N/A
                                            Principal, junior roopu                                 Students have been identified which
progress as a group, identifying gaps in
                                            leader, Year 2 teacher                                  has allowed for the beginning of
learning, strengths and next steps.
                                                                                                    in-depth data gathering.
                                                                                                    Student’s Six year nets completed -
                                                                                                    information shared with parents
                                                                                                    during 1:1 conference and with class
Analyse detailed achievement data to        February                                                teacher.
pinpoint key areas of learning for focus.
                                                                        N/A
Identify strategies that will assist with   Junior roopu leader,                                    This has given parents some
instruction in these areas.                 teacher                                                 strategies to work on at home and
                                                                                                    has identified areas for further
                                                                                                    development with teaching practices.

Implement regular communication with                                                                Completed for each student, some
the parents of this group, with a focus                                                             have maintained regular contact and
on positive communication, early                                                                    others need further next steps
identification of any issues and the        February - March
                                                                                                    strategies introduced now.
provision of support / ideas for reading                                N/A
support at home.                            Junior roopu leader,
                                                                                                    This has helped parents understand
                                            teacher
Invite these parents to meet teachers to                                                            the progressions with writing and to
discuss individual students and their                                                               celebrate the gains made.
needs.

                                                                                                    TA support added for full writing
Implement learning programmes and                                                                   session so that she can take a group
groupings to include these strategies in                                                            to work in Com 5, to reduce noise
explicit teaching.                          February - May
                                                                                                    levels and interruptions to teaching
Ensure barriers to learning (noise level,                               Literacy budget             groups with teacher.
                                            Junior roopu leader,
group size, resources, distractions etc)    teacher
are minimised to allow learning to                                                                  Students have been focussed and
occur.                                                                                              engaged with learning, having a small
                                                                                                    group has allowed students to have

Southbridge School Charter 2018      28
more support and so take more risks
                                                                                                 and try things which they may not
                                                                                                 have done in the full class setting.

                                                                                                 Extra half an hour a day with Reading
                                                                                                 Recovery teacher - to allow two
                                                                                                 phonics groups to operate

                                                                                                 This has been an excellent strategy
                                                                                                 which has allowed the students to
                                                                                                 have daily phonics practice at their
                                                                                                 level, ‘arming them with the building
                                                                                                 blocks’ to put writing together.

Make observations of other teachers
                                                                                                 Two observations made in other
taking reading lessons at this level of the
                                                                                                 classes.
school or at other schools. Observation
                                              February - March
focus is on the strategies used by the
                                                                        CRT time                 This has given the teacher further
teacher and the students’ response to
                                              Teacher                                            strategies and management skills to
them. The overarching question is,
                                                                                                 enable her to work with two writing
“How could I use this in my own
                                                                                                 groups a day.
teaching of writing?

Gather mid-year data on this group.
Discuss progress made including                                                                  Mid-year data was collected on the
attitudes towards writing.                                                                       target students and a term plan was
                                                                                                 formulated to help make a shift for
Strategies used will be critiqued,
                                                                                                 these students in the second half of
discussed, examined and adapted               June – July
                                                                                                 the year. As yet an outside facilitator
where required.
                                                                        PL budget if required    has not been organised as a support
                                              Principal, junior roopu
If minimal progress has been made,                                                               person.
external observations by a trained            leader, teacher
literacy facilitator will be organised.                                                          Students attitudes in their ability has
Programme adaptations and teaching                                                               improved and are able to write
techniques will be implemented                                                                   greater length of text independently.
following this intervention.

The cycle used from February – May will       July - November
                                                                                                 The analysis of data at mid year, led
be reused and adapted where
                                                                        N/A                      to further targeted teaching in both
necessary. These adaptations will be          Junior roopu leader,
                                                                                                 phonics and writing content.
discussed and recorded.                       teacher

Gather end-of-year data on these                                                                 Students are feeling that they have
groups. Discuss progress made including                                                          the skills to write independently.
attitudes towards writing.                    November
                                                                                                 The specific use of data to drive
                                                                        N/A
Strategies used will be critiqued,            Principal, junior roopu                            teaching has had an impact on
discussed, examined and successful            leader, teacher                                    teaching, making sure it is directed to
strategies will be adapted for future                                                            student’s needs.
use.

S​UMMARY
In ​2016​ only 51% of Year 1 students were ​at or above ​the National Standard for writing.

In ​2017​ 54.5% of Year 2 students were ​at or above ​the National Standard for writing.

EOY = 2/22 (9%) are above, 10/22 (45.5%) are at, 10/22 (45.5%) are below and 0 are well below.

Southbridge School Charter 2018         29
Reasons for the acceleration of these students’ achievement include:
    ● Increased phonological awareness;
    ● Teaching more focussed on student’s identified needs;
    ● Smaller group opportunities;
    ● Students being able to write more independently; and
    ● Setting personal goals, which have been reviewed regularly and shared with parents.

Reasons for the achievement of these students not being greater include:
    ● A low readiness to learn across the cohort;
    ● A low Oral language ability over the cohort, as identified by the Record of Oral Language assessment at school entry;
        and
    ● A poor ability to work independently across the cohort meaning that teachers are less able to extend capable writers
        because the remainder of the class is often unable to work effectively independently.

Next steps for this group include:
    ● A focus on establishing a class culture of learning from the beginning of the year – high expectations of learning,
        behaviour and attitude.
    ● Setting aspirational and challenging class and individual goals in writing;
    ● Increasing the amount of talk there is about writing before the writing actually begins; and
    ● Introduce the Storytelling for Writing through the Junior roopu.

Southbridge School Charter 2018   30
S​TUDENT ​A​CHIEVEMENT ​T​ARGET 2017
Writing

Strategic Goal 1.
 To provide real world learning experiences for our students within and outside the classroom.

Curriculum Area: ​English

Annual Target                                                            Student Group
The number of Year 6 students achieving ​above​ the national             Year 6 cohort
standard for writing is increased (achievement goal).

Baseline Data
36% (8/22) of our Year 5 students are achieving ​below ​(6/8) or ​well below ​(2/8) the National Standard for writing (2016).

Action Plan
What will the school do to meet the                                      Resources allocated to
                                             When and Who?                                               Review
target?                                                                  meet target

                                                                                                         Students identified and next steps
Identify the Year 6 students who are
                                             February                                                    teaching planned based on
currently achieving at the national
                                                                                                         analysis of e-asttle data and
standard for writing and discuss their                                   N/A
                                             Principal, Literacy                                         workbooks.
progress as a group, identifying gaps in
                                             leader, teacher
learning, strengths and next steps.

                                                                                                         Comparisons have been made
                                                                                                         between 2016 data and 2017 to
                                                                                                         see if a shift in asTTle scores and
Analyse detailed achievement data to                                                                     achievement has been made.
                                             February
pinpoint key areas of learning for focus.
                                                                         N/A
Identify strategies that will assist with                                                                Comparisons of mid year data and
                                             Literacy leader, teacher
instruction in these areas.                                                                              end of year data as per asTTle
                                                                                                         assessments show that all
                                                                                                         students in this group have made
                                                                                                         progress throughout the year.

Implement regular communication with
the parents of this group, with a focus
on positive communication, early
identification of any issues and the                                                                     N/A - as these students are the
                                             February - March
provision of support / ideas for writing                                                                 target to excel, they are not at
                                                                         N/A
support at home.                                                                                         risk of not achieving their writing
                                             Literacy leader, teacher
                                                                                                         levels at the end of the year.
Invite these parents to meet teachers to
discuss individual students and their
needs.

                                                                                                         Data analysed with Literacy
                                                                                                         Leader and Y6 teacher, plan made
                                                                                                         and resources and ideas for
Implement learning programmes and
                                                                                                         teaching this shared and
groupings to include these strategies in
                                                                                                         discussed. Links are made to
explicit teaching.
                                             February - May                                              weekly Writing plan and
                                                                         Literacy budget                 references made to Sheena
Ensure barriers to learning (noise level,
                                             Literacy leader, teacher                                    Cameron The Writing Book to give
group size, resources, distractions etc)
                                                                                                         guidance to teaching and
are minimised to allow learning to
                                                                                                         learning. The group size has been
occur.
                                                                                                         kept small to ensure that
                                                                                                         sufficient teacher time is given to
                                                                                                         each student.

Southbridge School Charter 2018      31
Two students from the target
                                                                                                 group were given the opportunity
                                                                                                 to attend a two day writing
                                                                                                 workshop as part of the cluster
                                                                                                 with local schools, this related
                                                                                                 directly to what we were covering
                                                                                                 in class and extended these
                                                                                                 students.

Make observations of other teachers                                                              As I had observed other teachers
taking writing lessons at this level of the                                                      in action last year at Year 6 level,
school or at other schools. Observation                                                          there was not a current need to
                                              February - March
focus is on the strategies used by the                                                           do this as this reaffirmed that
                                                                         CRT time
teacher and the students’ response to                                                            what I was teaching and the way I
                                              Teacher
them. The overarching question is,                                                               was teaching was in fact the way
“How could I use this in my own                                                                  is was being taught at other
teaching of writing?                                                                             schools.

Gather mid-year data on these groups.
Discuss progress made including                                                                  Mid-year data has been collected
attitudes towards writing.                                                                       on the target students and a term
                                                                                                 plan has been formulated to help
Strategies used will be critiqued,                                                               make a shift to these students. As
discussed, examined and adapted               June – July                                        yet an outside facilitator has not
where required.                                                                                  been organised as a support
                                                                         PL budget if required
                                              Principal, Literacy                                person.
If minimal progress has been made,            leader, teacher
external observations by a trained                                                               No outside observation was
literacy facilitator will be organised.                                                          required as the students in the
Programme adaptations and teaching                                                               target group continued to make
techniques will be implemented                                                                   progress.
following this intervention.

The cycle used from February – May will                                                          Students identified and next steps
                                              July - November
be reused and adapted where                                                                      teaching planned based on
                                                                         N/A
necessary. These adaptations will be                                                             analysis of e-asttle data and
                                              Literacy leader, teacher
discussed and recorded.                                                                          workbooks.

Gather end-of-year data on these
groups. Discuss progress made including
attitudes towards writing.                    November                                           Comparisons have been made
                                                                                                 between 2016 data and 2017 to
                                                                         N/A
Strategies used will be critiqued,            Principal, Literacy                                see if a shift in asTTle scores and
discussed, examined and successful            leader, teacher                                    achievement has been made.
strategies will be adapted for future
use.

Southbridge School Charter 2018         32
S​UMMARY
In ​2016​ only 5% of Year 5 students were achieving ​above​ the national standard for writing.

In ​2017​ 8% of Year 6 students are achieving ​above​ the national standard for writing.

SOY = 1/21 (5%) above, 13/21 (62%) at, 6/21 (28%) below, 1/21 (5%) well below
EOY = 2/25 (8%) are above, 15/25 (60%) at, 5/25 (20%) below, 3/25 (12%) well below

4 new children = 1 below, 2 well below and 1 at.

Reasons for the acceleration of these students’ achievement include:
    ● Writers’ workshop opportunity for some students to extend their writing ability and consolidate understanding of
        sentence structure and punctuation;
    ● Small group that had sufficient 1:1 support;
    ● Considerable engagement within the group and providing writing opportunities that the students could relate to;
    ● Specific targeted teaching that identified students needs and next steps for further development; and
    ● Regular and meaningful feedback and feedforward.

Reasons for the achievement of these students not being greater include:
    ● Needs within the class that did not allow for more time to be spent with these students;
    ● The lower ability of other students who required a lot of teacher time and support with their writing;
    ● Some students lack of drive to push themselves; and
    ● Still areas for further development for some students are punctuation and figurative language that has held them
        back.

Next steps for this group include:
    ● Further work on figurative language in writing; and
    ● Extending knowledge in punctuation across genres.

Southbridge School Charter 2018    33
S​TUDENT ​A​CHIEVEMENT ​T​ARGET 2017
Mathematics

Strategic Goal 1.
 To provide real world learning experiences for our students within and outside the classroom.

Curriculum Area: ​Mathematics

Annual Target                                                           Student Group
The number of Year 5 students achieving ​at and above​ the national     Year 5 cohort
standard for mathematics is increased (achievement goal).

Baseline Data
40% (8/20) of our Year 4 students are achieving ​below ​(7/8) or ​well below ​(1/8) the National Standard for mathematics (2016).

Action Plan
What will the school do to meet the                                     Resources allocated to
                                            When and Who?                                               Review
target?                                                                 meet target
                                                                                                        Early in Term 1 a group of students
                                                                                                        from Com 2 and Com 3 Year 5 were
Identify the Year 5 students who are
                                                                                                        chosen to take part in ALiM Y2
currently achieving ​below or well below    February
                                                                                                        programme and identified as target
the national standard for mathematics
                                                                        N/A                             students for maths development.
and discuss their progress as a group,      Principal, Senior roopu
                                                                                                        This smaller group made it easier to
identifying gaps in learning, strengths     Leader, teachers
                                                                                                        manage and enabled the teacher to
and next steps.
                                                                                                        give better 1:1 support to the target
                                                                                                        students.
                                                                                                        Teacher knowledge and confidence
                                                                                                        grew due to receiving PLD support
                                                                                                        from UC maths facilitator to analyse
Analyse detailed achievement data to        February                                                    and data, identify learning areas and
pinpoint key areas of learning for focus.                                                               identify key strategies. With this
                                                                        N/A
Identify strategies that will assist with   Senior Roopu Leader,                                        support, our teachers were able to
instruction in these areas.                 teachers                                                    clearly identify what learning areas
                                                                                                        and strategies needed to be further
                                                                                                        developed for each individual
                                                                                                        student.
                                                                                                        A parent information evening was
                                                                                                        held in March to discuss what ALiM
Implement regular communication with
                                                                                                        is about and how it will support
the parents of this group, with a focus
                                                                                                        their children. Support given to
on positive communication, early
                                                                                                        parents to help develop their
identification of any issues and the        February - March
                                                                                                        understanding of the teaching of
provision of support / ideas for
                                                                        N/A                             maths and how they can help their
mathematics support at home.                Senior Roopu Leader,
                                                                                                        child with maths at home. this grew
                                            teachers
                                                                                                        deeper knowledge and support
Invite these parents to meet teachers to
                                                                                                        from our parents and resulted in
discuss individual students and their
                                                                                                        better communication and
needs.
                                                                                                        consistency of support from home
                                                                                                        and school.
                                                                                                        Fast Maths for target children in T3,
Implement learning programmes and
                                                                                                        extra 20 mins maths per day. TA
groupings to include these strategies in
                                                                                                        support where available to help
explicit teaching.                          February - May
                                                                                                        reduce barriers to learning. This
                                                                        Maths budget                    intervention enabled the teacher to
Ensure barriers to learning (noise level,   Senior Roopu Leader,
                                                                                                        actively support and monitor the
group size, resources, distractions etc)    teachers
                                                                                                        target students progress and
are minimised to allow learning to
                                                                                                        resulted in a huge boost of
occur.
                                                                                                        confidence for students as they

Southbridge School Charter 2018      34
You can also read
NEXT SLIDES ... Cancel