Strategic Plan and Charter - 2019 Tū mai Te Ahūmairangi, tū mai hoki tātou - Northland School
Page content transcription
If your browser does not render page correctly, please read the page content below
Strategic Plan and Charter 2019 Incorporating the 2015 – 2019 Strategic Plan Tū mai Te Ahūmairangi, tū mai hoki tātou As Te Ahūmairangi stands, we also reach for great heights
Our Students At the start of 2019, 82% of our students identify as Pakeha/European, 8% as Māori, 2% Pasifika and 6% Asian with an equal gender mix across the school. We recognise the Treaty of Waitangi as a founding document of New Zealand and acknowledge the special status of the tangata whenua. The school aims to give practical effect to the Treaty as it implements the National Education Goals. The Board meets with members of the Māori parent community each term and reports to them on the progress of Māori students as a group. The school acknowledges the cultural backgrounds of all of its students and actively seeks to incorporate elements of these in school programmes. The majority of families live within a Ministry of Education designated enrolment zone with a small number of families also located in surrounding suburbs. The enrolment scheme identifies a Home Zone from within which all children have an automatic right of enrolment at the school. The process for seeking enrolment from outside the Home Zone is outlined in the school’s Enrolment Scheme. Student Learning Student achievement is a result of the combined contributions of the students, teachers, family and whānau and community. As a teaching staff we: Give all students the opportunity and encouragement to develop a wide range of academic, social, recreational and cultural skills and to extend the boundaries of their learning and thinking. Expect that students will develop as self-motivated, independent learners and thinkers, who can work effectively in a co-operative team environment. Recognise that students are individuals who learn at different rates and in different ways. Expect our students to demonstrate on-going growth through all Learning Areas of the New Zealand Curriculum with a particular emphasis on Literacy and Numeracy especially in the first four years of schooling. Expect our Year 8 students to be well prepared for their secondary education. They will leave with well-developed skills in various learning areas and will be able to use the New Zealand Curriculum key competencies to high levels across a range of learning areas and situations. Expect high standards of student achievement in relation to literacy and numeracy. Encourage high levels of student attendance and follow-up on all unexplained absences. We work closely with a very small number of families where attendance may be of a concern and provide support where necessary. School Organisation Northland School is a Decile 10 Wellington urban full primary school with an end of year roll of approximately 350 students. The school is organised into four Teaching Teams with composite classes from Year 3. Northland School will forward a copy of the updated charter including student achievement targets to the Ministry of Education by the first day of March.
Strategic Plan – 2019 Action Plan To meet the school’s Student Achievement Expectations the Board, Staff and Community have identified the following objectives as part of the 2015 – 2019 Strategic Plan. Curriculum Objectives All students achieve to high personal standards The school curriculum is comprehensive, reflects the New Zealand Curriculum and the Northland community, and gives priorities to literacy and numeracy All students work in collaborative supportive classroom environments. Curriculum Development Goals 2019 Action Plan To review and redevelop data Develop new schoolwide assessment procedures to show target student progress over time that will allow for gathering and assessment deeper analysis and reporting of student achievement. practices that show student Use of e-asTTle to provide baseline data for Target groups in mathematics and writing. progress over time. Work alongside other schools in Te Kāhui Ako o Te Whanganui-a-Tara to develop shared/common approach to assessment procedures and data gathering. Use differentiated PATs to provide more detailed information of individual student ability. To introduce the digital Provide opportunities for professional development in the implementation of the digital technologies technologies curriculum curriculum. Promote professional development opportunities that support innovative use of ICT in classrooms. Develop a school curriculum for the digital technologies curriculum. Provide a digital citizenship programme for Years 3 – 8. Review the use of IWBs within classroom programmes. To review and rewrite the Plan an extensive review of the Northland School curriculum that utilises earlier reviews of writing, mathematics, Northland School curriculum to reading, science and Health and PE. reflect the school’s new vision Redevelop the school’s ICT programme to reflect the digital technologies curriculum. Update the school’s Special Needs and Gifted and Talented sections of the curriculum. Review and update the school’s assessment procedures to reflect changes in assessment requirements. Introduce the school’s vision within classroom programmes. To enhance student wellbeing Work closely with two secondary schools and two primary schools to establish Te Kāhui Ako o Te Whanganui-a- and facilitate student transition. Tara with a focus on student well-being and transition. Provide release time for Across School Lead Teacher and Within School Lead Teacher to work closely with Northland School staff and other schools involved in the Kāhui Ako. Provide additional release time for Associate Principal - Pastoral to develop support programmes. Review attendance data and analyse by gender and ethnicity for trends.
Personnel Objective Capable and engaged staff who the deliver the school curriculum in a collaborative approach. Curriculum Development Goals 2019 Action Plan Provide leadership opportunities Provide staff with an appropriate environment and resources for teaching and non-teaching time for teaching staff. Fund professional development to meet school annual plans and personal teacher goals Fund professional development to meet leadership development needs for team leaders Provide opportunities for teaching staff to lead curriculum reviews and lead professional development in mathematics, writing and digital technologies Provide a support programme for a provisionally certificated teacher and an overseas trained teacher to reach full registration. Strengthen curriculum delivery in Initiate ALiM programme in Teams 2, 3 and 4. the teaching of mathematics Provide opportunities for maths PLD Team to support teaching team members. Set up a dedicated maths lead team to guide ongoing school development. Work closely with maths facilitator Strengthen curriculum delivery Use “teaching as inquiry” principles to focus on reflective teaching practices and improve student learning and Teaching staff undertake classroom observations during CRT once each term achievement through Self Review Provide feedback to staff as part of the classroom review observations and mid and end of year appraisal processes and effective process performance management. Maintain a positive and collegial Review professional development and performance management policies with staff work environment in which staff Discuss with staff the findings from the 2018 NZCER Teacher and Workplace Practices. Revisit survey in September feel respected, supported and with time provided for all teaching staff to complete. included in decision making Discuss and implement where possible suggestions for improvement in physical environment and ways to address workload issues. Provide opportunities for the Associate Principal - Pastoral to lead professional development of support staff and provide feedback on their performance. Provide opportunities for teaching staff to visit and observe other classrooms Ensure that all new staff complete an induction programme with support from Team Leaders and Associate Principals Review planning expectations for classroom teachers. Investigate Innovative Learning Visit schools using ILEs effectively Environments, collaborative Provide opportunities for teachers to trial ILE approaches Provide opportunities for reflection and discussion amongst staff
teaching and the pedagogy that Provide professional development of ILE pedagogy once construction of the new building is confirmed. underpins this approach Resource Management Objective Northland School grounds and facilities are safe, supportive of 21 st century learning and welcoming to students, staff and members of the community Property Goals 2019 Action Plan To maintain an up-to-date Undertake a twice yearly, or more frequently if required, Health and Safety check of grounds and buildings schedule of property Meet monthly with staff Health and Safety Committee to discuss issues maintenance and improvement Prepare a maintenance schedule and complete repairs as necessary To start construction of a new Work alongside project managers, architects and construction company as building project progresses. classroom block that meets the Develop alternative school organisation plans as the building project progresses. Provide information to families changing needs of education and staff well in advance of proposed changes. To plan for a new playground Develop a new 5YA and 10YPP to meet Ministry of Education requirements. Install a new junior playground before the old playground is demolished. Develop designs for a new playground that links in with the building project. Continue with fundraising endeavours including grant applications when appropriate. Finance Goals 2019 Action Plan To maintain sound financial Manage school expenditure within budget management systems that Maintain reserve funds (working capital) at a minimum of $75,000 support the school and future school communities. Review Objective Northland School uses self review systematically to improve its policies, practices and curriculum plans, Charter and education practices. Review Goals 2019 Action Plan To maintain an annual curriculum To undertake a major review of reading in Terms 2 and 3 review programme over a four To review the arts curriculum year cycle To review the classroom use of Interactive Whiteboards
To maintain a three year cycle of To review: review of major policy areas of o Personnel policies and procedures Board responsibilities o NAG 7 and 8 To review assessment procedures Community Objective Families, whanau and the community are actively engaged. Community Goals 2019 Action Plan To provide regular opportunities Hold community information meetings and provide regular parent updates as construction progresses with the for consultation with and new building project. involvement of the school Hold parent information evenings on literacy for parents with Year 1 children community. Raise the profile of the Board of Trustees in the parent community and amongst staff. Consult with the school community and seek feedback on the Sexuality Road programme Consult with the school whānau group four times per year To enhance communications and Value and acknowledge the contributions by our volunteers from the school and wider community build relationships with and Support the work of the Home and School Committee with its community focused activities and fundraising among the school and wider events community. Publish a school contact directory Redevelop the school website and review its content Enhance communications with the school community by exploring the use of Team or class blogs, and the use of SeeSaw.
Treaty of Waitangi Objective Northland School acknowledges Te Tiriti o Waitangi, the Treaty of Waitangi is the bicultural foundation of Aotearoa New Zealand The unique position of Māori as tangata whenua, by: o Partnership o Participation of whānau o Protection Treaty of Waitangi Goals 2019 Action Plan To build relationships with our Consult with the school whānau group each term, arranging special meetings when required and inviting new Māori whanau and tamariki families who identify as Māori to attend Māori, through Build wider community links: Look to outside expertise and leadership to help reach our goals eg: storytelling, te whakawhanaungatanga (concept reo and tikanga, build on local iwi and hapū connections, build resilience through support networks of inclusiveness), and to recognise Consult with the school kaumatua and kuia to utilise their expertise, advice and guidance the importance of whānau, hapū Celebrate Matariki across the school including dawn vigil and shared meal and iwi. Enhance the opportunities for kapa haka performance and participation in Māori cultural events Employ a kapa haka tutor Promote te reo Māori through the inclusion of Te Kupu o te Wiki on the school website and in the weekly community newsletter To find connections, using a Māori Use of whakapapa, and storytelling about the world, people’s relationship with the world, with people and with lens, within all subjects. life, to add value to our curriculum and to have consistency of our messaging and values – utilise people with mana To value and promote tikanga Provide learning opportunities in tikanga Māori and te reo Māori in every classroom Māori and te reo Māori in a Use of te reo Māori on the school website and in the newsletter eg: te wiki words, karakia, school whakataukī genuine, natural engaging way on etc a daily basis.
Cultural Diversity Objective Northland School is enriched by being open and inclusive accepting difference and valuing diversity Cultural Diversity Goals 2019 Action Plan To promote awareness, Team planning provides, where appropriate, opportunities to showcase and develop cultural understanding, acceptance, and understanding of awareness and inclusiveness cultural diversity within Use resource base within each class to celebrate cultural differences Northland School and the Ensure awareness within the school community of policies and procedures which promote cultural acceptance Northland School community and inclusiveness. Create an environment in which all cultures are valued for the contributions they bring Encourage and foster educational Consider educational opportunities both within and outside of the classroom that promote engagement with and learning opportunities within diverse cultures the school that celebrate cultural diversity
Northland School 2019 Targets for Raising Student Achievement 1.1 Writing 1.2 Mathematics 1.1 To increase the number of students achieving at or above expected levels of achievement in writing Targets Baseline Data Schoolwide writing data from December 2018 showed 26 % of Year 5 students were not To raise the level of writing achievement in Year 6. meeting end of Year 5 expectations. 74% were meeting or exceeding expectations. This is very different to other cohorts across the school where typically 90% of students meet end of year expectations. Further analysis of the data showed that: Boys achievement was less than girls. 9 boys (45%) were not meeting end of year expectations compared to 2 girls (10%). Actions to Achieve Targets Led By Resourcing Timeframe Review 2018 data for end of Year 5 expectations, Lexia reports and end of year writing samples to Team 3 Leader, class teachers, Mid-March identify students. Analyse student needs including relevant personal information and consider e- Literacy Lead Team asTTle writing elements. Initiate a Literacy Lead Team to guide a professional development programme with the aim of raising Literacy Lead Team End of March boys’ engagement in writing Review 2018 PLD writing programme and student survey to find key elements that will enhance Literacy Lead Team End of March student engagement in writing Develop teaching programme to meet identified student learning needs with a focus on boys and Team 3 Leader, class teachers, End of Term 1 their engagement and achievement in writing Literacy Lead Team Develop a system to monitor student progress every term and to then discuss next steps Principal, Associate Principals, End of Term 1 Team Leaders Report to Board of Trustees on student progress in writing for target groups Principal, Literacy Lead Team End of Terms 1, 2, 3 and 4 Professional development in moderation of student achievement in writing – use of PaCT, e-asTTle Literacy Lead Team Terms 2 and 3 writing, Literacy Learning Progressions and associated exemplars Analyse December achievement data to inform progress and planning for 2020 Principal, Literacy Lead Team December
1.2 To increase the number of students achieving at or above expected levels Targets of achievement in Mathematics To increase the number of students in Years 6 and 8 in 2019 who exceed end of year Baseline Data expectations for mathematics. Schoolwide Mathematics data from December 2018 showed over 85% of students were either meeting or exceeding end of year cohort expectations. Some cohorts To increase the number of students in Year 5 who meet or exceed end of year had more students exceeding than those meeting expectations. expectations in mathematics. Analysis of the data identified: In 2018 21% of Year 4 students did not meet end of year expectations Year 5: 90% of students were either meeting (65%) or exceeding expectations (25%) Year 7: 95% of students were either meeting (69%) or exceeding expectations (26%) Actions to Achieve Targets Led By Resourcing Timeframe Review 2018 end of year data for cohort expectations, Numeracy Stages and 2019 PAT Associate principal – End of February Maths to identify students curriculum, Team leaders and class teachers Identify needs of target groups Team Leaders, class teachers, Mid-March AP Curriculum Develop support programme for target groups – beginning in late March to run in Terms 2 AP Curriculum, class teachers, Funding for Mid-March (Teams 2 and 3), and 3 Maths Lead Team mentor support late April (Team 4) for maths PLD committee Introduce ALiM support programme utilising ALiM trained teachers Maths PLD committee End of Term 1 commence, AP Curriculum, ALiM mentor continues for Term 2 Use regular and standardised monitoring to track progress Principal, AP Curriculum End of each term. Report to Board of Trustees on student progress for target groups Principal, AP Curriculum End of each term Analyse December achievement data to inform progress and planning for 2020 Principal, AP Curriculum December
You can also read