Strathmore School Charter 2021 - Strathmore Primary School
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Strathmore School Charter
2021Our Vision
Tūruapō tā mātou
Giving Children a Future
Te hoatu nga tamariki ki meake nei
Our Mission
Whakatakanga tā mātou
We will advance a culturally responsive learning environment where school, whanau and
community support students to succeed in all their endeavours.
Our Logo
Waitohu tā mātou
The school logo is made up of a Scottish thistle which represents the Scottish heritage that was brought to Tokoroa when Sir David Henry set up the Kinleith Mill.
Many street names given to the early-established streets in Tokoroa are from Sir David Henry’s home town of Edinburgh – including Strathmore.
The motif under the thistle was used on the School’s Silver Jubilee Booklet. The Maori design reflects our large Maori whanau and the tipani above the Koru
represents our Cook Islands whanau. Below the koru is a design similar to ones found throughout the Pacific, it stands for all Pacific Islands cultures at our school.
2Our School Community
Hapori kura tā mātou
This Charter is important to our school community – our children, staff, principal, parents, grandparents, board of trustees, and community.
As well, we are aware of our accountability to the Ministry of Education.
About Strathmore School – Our school opened as Tokoroa South School in 1965. It currently has 6 operational classrooms plus a room used for the school’s Flying
Start pre-school preparation programme. It is known for its friendly whanau feel.
• It runs #ItsCooltoKōrero to encourage students to make use of te Reo Māori.
• It runs a Reading League Programme providing an educationally powerful partnership with parents.
• It has strong Kapa Haka and Pasifika performing groups and has a strong choir.
• It draws its students primarily from the Strathmore area although many of the students are from outside this zone.
The school has a number of second generation and some third generation students on the roll.
A marked feature is the transient nature of the population in the Strathmore area as reflected by enrolment patterns. Approximately 1/3 of the school roll changes
each year. In 2020 the school ended with 150 students on the roll, with enrolment figures of 60 children for a nett gain of 11 children for the year.
The ethnic mix is: 2021 School Ethnic Grouping 2021 MOE Ethnic Grouping 2017 School Ethnic Grouping 2017 MOE Ethnic Grouping
NZ Maori 44% 55% 56% 64%
Pasifika 29% 23% 34% 29.5%
NZ European 26% 21% 10% 6.5%
The ethnic composition of the school has changed in the last few years with a fall in the percentage of Maori children and rise in the percentage of Pasifika and NZ
European children.
The school’s community is characterised by:
Young families, shifting population, occupational variety, a number of beneficiaries and solo parent families and a variety of ethnic groups.
The school is an urban contributing school with an average roll of 140 mid-year. It currently has a decile rating of 1B.
3To help achieve our Vision & Mission – we expect students to be Strathmore Kids
4Strathmore School Values
Whanonga pono o te Kura Tatamoa
At Strathmore School we encourage students to keep it R.E.A.L
These values are encouraged, modelled, and reinforced through our school culture, classroom practice, explicit learning
activities, and celebration of success in these values at assemblies
Respect - Whakaute
We show respect to ourselves, others, property and the community.
Excellence - Hiranga
We give our best at all times. We attempt all that is asked of us and take risks with our learning.
Attitude - Waiaro
We have a positive attitude towards all that we do.
Leadership - Hautū
We develop leadership through a range of activities and opportunities provided during our time at Strathmore School
5Strathmore School Strategic Plan 2021-2023
Strategic Goals Annual Aims Annual Targets
The 10 boys and 11 girls achieving below learning expectations in
Mathematics will make accelerated progress with 60% being at by
the end of 2021 and the others being on track to be at or above
To increase the number of students achieving at or above the
expectations by the end of Year 6.
learning progressions in Reading, Writing and Mathematics
Goal 1: The 21 boys and 11 girls achieving below learning expectations in
Reading will make accelerated progress with 60% being at by the end
To raise student of 2021 and the others being on track to be at or above expectations
achievement by by the end of Year 6..
To effectively implement the Digital Technologies curriculum
ensuring access to the content The 13 boys and 7 girls achieving below learning expectations in
New Zealand Writing will make accelerated progress with 60% being at by the end
To increase the use of Unit Study areas (Science, Social of 2021 and the others being on track to be at or above expectations
Curriculum.
Studies, Art) to develop key competencies by the end of Year 6.
To develop and deliver schoolwide lessons on the history of
Aotearoa.
To increase school attendance to 92% and thereby increase
To maximise learning opportunities for students by ensuring children's learning opportunities.
regular attendance at school and making use of Online learning To reduce unjustified absences to less than 4%.
Students are proud of their unique identities, their culture and
Goal 2: language
To value and embrace Maori and Pasifika students are engaged in learning through a
all cultures of our culturally responsive practices and achieving educational success
children so they can be
proud of where they Effective strategies for enhancing Māori and Pasifika school
are from and who they community educational involvement in place
are.
To make use of the Pasifika Education Plan 2020- 2030 to enhance
learning opportunities for our Pasifika children
6Strategic Goals Annual Aims Annual Targets
Goal 3:
Support students to take responsibility for their own learning
through developing their key competencies.
To encourage students to
become self-managing,
Further develop the use of Spotlight to allow students to have
lifelong learners, able to greater control over their learning and be responsible for providing
contribute effectively to evidence of that learning.
society.
Schoolwide self-review system focussed on maximising student
achievement
Goal 4: Teachers participate in and make use of Professional Development
in boys’ Reading to support increased student progress
Teachers will develop
culturally responsive
Teachers develop knowledge and understanding of te reo and
teaching, learning and
Tikanga Maori in order to further ensure culturally responsive
assessment practice
teaching.
leading to increased
student progress and Teachers develop knowledge and understanding of te reo and
achievement so they au ‘apinga Kuki Airani in order to further ensure culturally
responsive teaching.
succeed in all their
endeavours. Teachers are upskilled and delivering digital technology content
in classroom programmes
To continue to use Spotlight effectively for Planning and
Assessment.
7Strategic Plan 2021 -2023
Goal 2021 2022 2023
To raise achievement of Students’ achievement measured against Learning Students’ achievement measured against Students’ achievement measured against
students by ensuring Progressions Learning Progressions. Learning Progressions.
Target groups established in classes with teachers Target groups established in classes with Target groups established in classes with
access to the New focussing on accelerating those students’ learning teachers focussing on accelerating those teachers focussing on accelerating those
Zealand Curriculum Target group students being regularly assessed in students’ learning students’ learning
accordance with school assessment requirements Target group students being regularly assessed Target group students being regularly assessed
Ongoing regular assessment and monitoring of in accordance with school assessment in accordance with school assessment
progress for target group students at class, requirements requirements
Syndicate and Staff meetings. Ongoing regular assessment and monitoring of Ongoing regular assessment and monitoring of
Board of Trustees given regular updates on target progress for target group students at class, progress for target group students at class,
group progress. Syndicate and Staff meetings. Syndicate and Staff meetings.
Funding made available to support targeted groups Board of Trustees given regular updates on Board of Trustees given regular updates on
Focus on best practice for reading for boys in the target group progress. target group progress.
classroom. Funding made available to support targeted Funding made available to support targeted
Teachers undergoing Boys’ Reading PLD groups groups
Teachers using digital curriculum content in Effective Reading practices for boys being used Science and Social studies being effectively
classroom programmes. in the school. taught throughout school.
Students using digital technology to create own Science and Social studies practices reviewed Technology and PE and Health Curriculum
content and PLD on best practice held being reviewed
Unit studies being used to support growth of key History of Aotearoa being taught throughout
competencies in students the school
Students are aware of past events in Aotearoa and
how they have affected us today.
Use of Electronic registers and incentives for
attendance help maximise students’ learning
opportunities.
To value and embrace all Maori and Pasifika Students’ achievement Maori and Pasifika Students’ achievement Maori and Pasifika Students’ achievement
cultures of our children so measured against Learning Progressions. measured against Learning Progressions. measured against Learning Progressions.
Ongoing monitoring of progress. Ongoing monitoring of progress. Ongoing monitoring of progress.
they can be proud of Curriculum planning and delivery includes relevant Curriculum planning and delivery includes Curriculum planning and delivery includes
where they are from and cultural content. relevant cultural content relevant cultural content
who they are. Regular celebration of cultures held. Regular celebration of cultures held. Ongoing review of school practices to ensure
#ItsCooltoKorero@Strathmore encouraging use of Cultural kete in place at levels 1 -3 and being we are being culturally responsive to the needs
te reo and tikanga used to ensure students are taught, have of our students
Teachers encouraged to undertake Māori/Pasifika involvement in appropriate cultural Regular celebration of cultures held.
studies. programmes. Cultural kete being used to ensure students are
Greater involvement of students in leading taught, have involvement in appropriate
Goal setting conferences
8Teachers work with Kāhui Ako to implement Further development of programmes that cultural programmes Teachers encouraged to
Cultural Kete with expectations for students at involve parents in their children’s learning. undertake Māori/Pasifika studies.
different levels Use of eTAP@ home/Spotlight to provide lines Parents regularly support student learning
Te reo and Tikanga Māori being used by teachers of communication and support with parents. through ongoing communication and support
and students. Parents being provided with resources and from classroom teachers.
Findings from work on Pasifika Action Plan being support to assist children’s learning at home. School using best practice for Maori and
implemented (see below) Practices that support learning success for Pasifika learners
Class goal setting conferences give parents Pasifika learners embedded in classroom
resources to support their child's learning at home. practice
Current initiatives to involve parents in supporting
their children’s learning are maintained.
Investigate and trial innovative ways of involving
parents in their children’s education
Reporting to parents includes activities to be done
at home.
Community hui to discuss future directions for
school and development of a relevant future
focussed curriculum.
Use staff meetings to develop and grow teacher
knowledge and understanding of what works best
for Pasifika Learners
Work with Pasifika community to develop
knowledge and understanding of how their
children learn best.
Regular delivery of te reo and au ‘apinga Kuki
Airani by CRT release teacher.
To encourage students to Teachers provide opportunities for students to use Teachers continue to embed opportunities for Students are able to take responsibility for their
become self-managing , Spotlight/Seesaw to take responsibility for their students to take responsibility for their learning learning.
own learning. Work done on effective student agency being Teachers and students set goals for learning
lifelong learners, able to Teachers attend and implement Kāhui Ako PLD implemented in classrooms Teachers ensure students know what they need
contribute effectively to focussed on student agency Teachers and students set goals for learning to do next to further their learning.
society and the economy Teachers and students set goals for learning Teachers provide learning tools to enable Key competencies continue to be focussed on
Teachers provide learning tools to enable students students to be responsible for own learning in planning, delivery and assessment of the
to be responsible for own learning Teachers ensure students know what they need curriculum
Teachers ensure students know what they need to to do next to further their learning. Teachers using planning and assessment tools
do next to further their learning. Teachers using planning and assessment tools for key competencies.
Teachers make use of Spotlight to plan for and for key competencies. Curriculum is future focussed and making
assess key competencies Curriculum is future focussed and making effective use of e-learning to enhance students
Teachers set up Spotlight so students can access effective use of e-learning to enhance students learning opportunities.
their learning programmes. learning opportunities Students able to share learning with parents
through the Spotlight portal.
9Students taught how to access, provide evidence Students making effective use of Spotlight to
and comment on their learning. take responsibility for their own learning
Teachers monitor and support students in use of
Spotlight
Teachers will develop Self-review area of Boys Reading for 2021 set up Self-review areas for 2021 - established and Self-review areas for 2022- established and
culturally responsive and under way. under way. – Social Studies, Science under way. Technology, PE and Health
Reviews provide recommendations which are Reviews provide recommendations which are Reviews provide recommendations which are
teaching, learning and actioned and lead to improved student actioned and lead to improved student actioned and lead to improved student
assessment practice achievement achievement. achievement
leading to increased Teachers provided with PLD – Theory and practice Ongoing PD in line with school reviews and Ongoing PD in line with school reviews and
student progress and to enhance knowledge and skills in delivering curriculum development. curriculum development
achievement so they Reading programmes for Boys Teachers continue to grow their knowledge and Digital tools being used effectively by teachers.
Teachers implement best practice in their reading understanding of te reo and tikanga Māori, and to inform next steps for learning.
succeed in all their programmes au ‘apinga and te reo Kuki Airani. Teachers support students to use digital tools
endeavours. Teachers make use of understandings and Teachers using best practice to improve to inform parents of their learning and support
knowledge from programmes to enhance learning success of Māori and Pasifika students parents to help their children’s learning at
classroom programmes and practices Digital tools being used effectively by teachers. home.
Teachers make use of cultural kete to support to inform next steps for learning.
students’ use of tikanga and te reo. Teachers continue to develop students ability
Teachers make use of te Kakano resources to to use Spotlight to take responsibility for their
upskill their te reo own learning.
Teachers make use of understandings and Teachers using digital tools to inform parents
knowledge from programmes to enhance and provide support for parents to assist
classroom programmes and practices children’s learning in the home
Teachers make use of work implementing the
Pasifika Education Plan to develop students’ use of
au ‘apinga and te reo Kuki Airani.
Teachers undertake PLD in Digital technology.
Staff Meetings used to upskill teachers in use of
coding and robotics.
PLD in use of Spotlight
Staff sharing planning through Spotlight
Teachers upskill students in use of Spotlight for
learning
102021 Annual Plan
Goal: To raise achievement of students by ensuring access to the New Zealand Curriculum.
Aim Expected Outcomes Specific Actions Responsibility Timeframe Variance
To increase the number of Number of students working at Students’ achievement measured against Learning Principal End of 2021
students achieving at or or above the Learning Progressions Teaching Staff
above the learning Progressions shows significant
progressions in Reading, increase
Writing and Mathematics
Students in target groups show Target groups established in classes with teachers focussing Principal Ongoing
accelerated progress. on accelerating those students’ learning Leadership Team
Target group students being regularly assessed in accordance Classroom Teachers
Schoolwide targets for Reading,
with school assessment requirements
Writing and Mathematics being
Ongoing regular assessment and monitoring of progress for
met
target group students at class, Syndicate and Staff meetings.
Board of Trustees given regular updates on target group
progress.
Funding made available to support targeted groups
There is improved Literacy achievement Focus on best practice for reading for boys in the classroom. Principal Throughout
achievement in Literacy throughout the school is Teachers undergoing Boys’ Reading PLD Literacy Leaders 2021
throughout the school improved
To effectively implement Students are able to become Teachers using digital curriculum content in classroom Principal Ongoing
the digital Technologies creators of digital technology programmes. Leadership Team
curriculum content Students using digital technology to create own content TIC - Technology
To increase the use of Unit Unit studies programmes Unit studies being used to support growth of key Principal Ongoing
Study areas (Science, enhanced and supporting competencies in students Leadership Team
Social Studies, Art) to growth of Key competencies Teachers
develop key competencies
To develop and deliver Students are aware of past Teachers using #ItsCooltoKōrero to introduce historical Principal Ongoing
schoolwide lessons on the events in Aotearoa and how events and their effects Classroom Teachers
history of Aotearoa. they have affected us today. Classroom teachers following up with in depth look at those
events and their effects
To maximise learning Students are attending school Use of Electronic registers and incentives for attendance help Principal Ongoing
opportunities for students on a regular basis maximise students’ learning opportunities. Teachers
by ensuring regular The number of truancy or
attendance at school unjustified absences are
minimal
11Goal: To value and embrace all cultures of our children so they can be proud of where they are from and who they are.
Aim Expected Outcomes Specific Actions Responsibility Timeframe Variance
Maori and Pasifika All Maori and Pasifika students will Maori and Pasifika Students’ achievement Principal End of 2021
students are engaged show progress in achievement measured against Learning Progressions. Classroom Teachers
in learning and against Learning Progressions by Ongoing monitoring of progress.
achieving educational the end of the year.
success
Students are proud of Celebration of our Maori and Curriculum planning and delivery includes relevant Principal Throughout
their unique Pasifika cultures taking place on a cultural content. Deputy Principal 2021
identities, their regular basis. Regular celebration of cultures held. Cultural Committees
culture and language #ItsCooltoKorero@Strathmore encouraging use of
te reo and tikanga
Ensure our cultures are recognised Teachers encouraged to undertake Māori/Pasifika Principal Throughout
throughout our curriculum studies. Classroom teachers 2021
Teachers work with Kāhui Ako to implement Kāhui Ako Lead By end of Term
Cultural Kete with expectations for students at teachers 2
different levels
Te reo and Tikanga Māori being used by teachers
and students.
Findings from work on Pasifika Action Plan being
implemented (see below)
Effective strategies for Parents support students in Class goal setting conferences give parents BOT Ongoing
enhancing Māori and learning by helping them at home resources to support their child's learning at home. Senior Leadership
Pasifika school Parents aware of and supporting Current initiatives to involve parents in supporting Team
community classroom programmes their children’s learning are maintained.
educational Investigate and trial innovative ways of involving
Parents further involved in their
involvement in place parents in their children’s education
children’s education.
Reporting to parents includes activities to be done Classroom Teachers March/August
at home.
Community hui to discuss future directions for Term 1 2021
school and development of a relevant future Ongoing
focussed curriculum.
To make use of the Teachers are using effective Use staff meetings to develop and grow teacher Principal Throughout
Pasifika Education practice that support Pasifika knowledge and understanding of what works best Senior Leadership 2021
Plan 2020- 2030 to learner success for Pasifika Learners team
enhance learning Work with Pasifika community to develop
opportunities for our knowledge and understanding of how their children
Pasifika children learn best. CRT release teacher
Regular delivery of te reo and au ‘apinga Kuki Airani
by CRT release teacher.
12Goal: To encourage students to become self-managing, lifelong learners, able to contribute effectively to society and the economy
Aim Expected Outcomes Specific Actions Responsibility Timeframe Variance
Support students to Students participate in Teachers provide opportunities for students to Senior Leadership Ongoing
take responsibility for planning and assessment of use Spotlight/Seesaw to take responsibility for Team
their own learning their learning. their own learning.
through encouraging Teachers attend and implement Kāhui Ako PLD Classroom Term1 & 2
Students know next steps to
student agency and focussed on student agency Teachers
further their learning.
developing their key Ongoing
Teachers and students set goals for learning
competencies. Students take responsibility Senior Leadership
for their own learning. Teachers provide learning tools to enable Team
Students have skills and students to be responsible for own learning Classroom
understanding that allows Teachers ensure students know what they need Teachers
them to become lifelong to do next to further their learning.
learners Teachers make use of Spotlight to plan for and
assess key competencies
Further develop the use Teachers Ongoing
Students able to use Teachers set up Spotlight so students can
of Spotlight to allow
Spotlight to manage their access their learning programmes.
students to have
own learning.
greater control over Students taught how to access, provide
their learning and be Teachers able to monitor evidence and comment on their learning.
responsible for student learning through
Teachers monitor and support students in use
providing evidence of student input in Spotlight
of Spotlight
that learning.
13Goal: Teachers will develop culturally responsive teaching, learning and assessment practice leading to increased student progress and achievement so they succeed in all their
endeavours.
Aim Expected Outcomes Specific Actions Responsibility Timeframe Variance
Schoolwide self-review system Self-review identifies areas for Self-review area of Boys Reading for 2021 set up and BOT By Term 4
focussed on maximising school/ teacher/ systems under way. Principal
student achievement improvement that will enhance Reviews provide recommendations which are actioned Leadership Team
outcomes for students and lead to improved student achievement
Teachers participate in and Teachers able to use best practice Teachers provided with PLD – Theory and practice to Teaching Staff By end of
make use of Professional in planning, teaching and enhance knowledge and skills in delivering Reading Principal Term 2
Development in boys’ Reading assessment of reading to programmes for Boys
to support increased student enhance Reading learning for all Teachers implement best practice in their reading
progress students, particularly boys. programmes
Teachers develop knowledge Teachers’ understanding of Te Teachers make use of understandings and knowledge Principal Throughout
and understanding of te reo Reo and tikanga Maori supports from programmes to enhance classroom programmes Teaching Staff 2021
and tikanga Maori in order to classroom practices and and practices Ongoing
further ensure culturally enhances learning for students. Teachers make use of cultural kete to support
responsive teaching. Students confident in use of te students’ use of tikanga and te reo.
reo and tikanga Teachers make use of te Kakano resources to upskill
their te reo
Teachers are upskilled in delivering the history of
Aotearoa
Teachers develop knowledge Teachers’ understanding of Te Teachers make use of understandings and knowledge Principal Throughout
and understanding of te reo Reo and au ‘apinga Kuki Airani from programmes to enhance classroom programmes Teaching Staff 2021
and au ‘apinga Kuki Airani in supports classroom practices and and practices Ongoing
order to further ensure enhances learning for students. Teachers make use of work implementing the Pasifika
culturally responsive teaching. Students gain confidence in use Education Plan to develop students’ use of au ‘apinga
of te reo and au ‘apinga and te reo Kuki Airani.
Teachers are upskilled and Teachers are able to effectively Teachers undertake PLD in Digital technology. Principal Throughout
delivering digital technology deliver digital technology content Staff Meetings used to upskill teachers in use of coding Deputy Principal 2021
content in classroom in classrooms and robotics.
programmes
To continue to use Spotlight Teachers planning effectively for PLD in use of Spotlight Principal Ongoing
effectively for Planning and students. Staff sharing planning through Spotlight Deputy Principal
Assessment.
Teachers support students to use Teachers upskill students in use of Spotlight for
Spotlight to take greater learning
responsibility for their learning
Planning available for Leadership
team to view
14Annual Targets 2021
Goal: To increase the number of students achieving at or above the
Learning Progressions for reading Target:
Baseline data: School wide reading data in 2016 showed 77%, 2017 showed 75.5%, The 21 boys and 11 girls achieving below learning expectations in
2018 showed 58%, 2019 showed 63%, 2020 showed 62% of all students were
achieving or exceeding Learning Progressions.
Reading will make accelerated progress with 60% being at or above by
Analysis of the 2020 data identified concerns with 32 out of 115 students working the end of 2021 and the others being on track to be at or above
below Learning Progressions. expectations by the end of Year 6.
Actions to achieve targets Led by Budget Timeframe
Review November 2020 achievement data with teachers and determine the particular Principal / Teachers Week 1- 3 Term 1
learning needs of target group.
Establish target groups of identified students and carry out baseline data gathering Classroom Teachers By week 4 Term 1
Teachers to undertake Teaching as Inquiry project focussing on target group AP/DP Ongoing
In school. Classroom Teachers
Provide support and Resources to enable teachers to develop and deliver programmes of Maths leaders 400 Ongoing
work focussed on areas of weakness
Develop reading programmes focussed on engaging identified students Classroom Teachers On-going throughout year
Use of Reading League to encourage students to Read
Monitoring meetings every term to discuss progress of target students – Syndicate /Staff Classroom Teachers On-going throughout year
Board receives report on progress towards meeting targets, April, August October and Principal As needed April. August, October
considers any recommendations for additional support
Individualised support of teachers by Literacy leaders Maths Lead Teachers / Senior On-going throughout year
Leadership Team
Professional Development for teachers with a focus on boys’ reading as required Senior Leadership Team 500 As needed
Meet with parent and whanau of target group students around ways to support students’ Principal / Teachers 200 On-going throughout year
learning
Review target group progress from June Learning Progressions Data Principal/Senior Leadership June
Targeted group students placed where applicable in Teacher Aide programmes SENCO / Teachers Ongoing
Analyse November achievement data to inform progress and planning for the following Principal / Teachers November 2021
year
15Goal: To increase the number of students achieving at or above the Learning Progressions for writing Target:
Baseline data: School wide writing data in 2014 showed 59%, 2015 showed 72%, 2016 showed 67%, 2017 The 13 boys and 7 girls achieving below learning
showed 67%, 2018 showed 57%, 2019 showed 70%, and 2020 showed 71% of all students were achieving
or exceeding Learning Progressions.
expectations in Writing will make accelerated progress
Analysis of the 2020 data identified concerns with the achievement of 20 students working below Learning with 60% being at or above by the end of 2021 and the
Progressions. others being on track to be at or above expectations by
the end of Year 6.
Actions to achieve targets Led by Budget Timeframe
Review November 2020 achievement data with teachers and determine the particular Principal / Teachers Week 1- 3 Term 1
learning needs of target group.
Establish target groups of identified students and carry out baseline data gathering Classroom Teachers By week 4 Term 1
Teachers to undertake Teaching as Inquiry project focussing on target group AP/DP Ongoing
In school.
Provide support and Resources to enable teachers to develop and deliver programmes of Classroom Teachers
Literacy leaders 400 Ongoing
work focussed on areas of weakness
Develop writing programmes focussed on engaging identified students. Classroom Teachers On-going throughout year
Monitoring meetings every term to discuss progress of target students – Syndicate /Staff Classroom Teachers On-going throughout year
Board receives report on progress towards meeting targets, April, August October and Principal As needed April. August, October
considers any recommendations for additional support
Individualised support of teachers by Literacy leaders Maths Lead Teachers / Senior On-going throughout year
Leadership Team
Professional Development for teachers as required Senior Leadership Team 500 As needed
Meet with parent and whanau of target group students around ways to support students’ Principal / Teachers 200 On-going throughout year
learning
Review target group progress from June Learning Progressions Data Principal/Senior Leadership June
Targeted group students placed where applicable in Teacher Aide programmes SENCO / Teachers Ongoing
Analyse November achievement data to inform progress and planning for the following year Principal / Teachers November 2021
16Goal: To increase the number of students achieving at or above the
Learning Progressions for Mathematics Target:
Baseline data: School wide maths data in 2016 showed 60%, 2017 showed 57%, The 10 boys and 11 girls achieving below learning expectations in
2018 showed 60%, 2019 showed 72%, and 2020 showed 75% of all students were
achieving or exceeding Learning Progressions.
Mathematics will make accelerated progress with 60% being at or
Analysis of the 2020 data identified concerns with 21 students working below above by the end of 2021 and the others being on track to be at or
Learning Progressions. above expectations by the end of Year 6.
Actions to achieve targets Led by Budget Timeframe
Review November 2020 achievement data with teachers and determine the particular Principal / Teachers Week 1- 3 Term 1
learning needs of target group.
Establish target groups of identified students and carry out baseline data gathering Classroom Teachers By week 4 Term 1
Teachers to undertake Teaching as Inquiry project focussing on target group AP/DP Ongoing
In school. Classroom Teachers
Provide support and Resources to enable teachers to develop and deliver programmes of Maths leaders 1000 Ongoing
work focussed on areas of weakness
Develop mathematics programmes focussed on engaging identified students Classroom Teachers On-going throughout year
Monitoring meetings every term to discuss progress of target students – Syndicate /Staff Classroom Teachers On-going throughout year
Board receives report on progress towards meeting targets, April, August October and Principal As needed April. August, October
considers any recommendations for additional support
Individualised support of Teachers by Mathematics leaders Maths Lead Teachers / Senior On-going throughout year
Leadership Team
Professional Development for teachers through Whole School PLD Senior Leadership Team 500 As needed
Meet with parent and whanau of target group students around ways to support students’ Principal / Teachers 200 On-going throughout year
learning
Review target group progress from June Learning Progressions Data Principal/Senior Leadership June
Targeted group students placed where applicable in Teacher Aide programmes SENCO / Teachers Ongoing
Analyse November achievement data to inform progress and planning for the following Principal / Teachers November 2021
year
17Goal: To maximise learning opportunities for students by ensuring Targets:
regular attendance at school To increase school attendance to 92% and thereby increase
Baseline Data: Attendance rate for 2017 was 87.8% Unjustified absences 5.4% children's learning opportunities.
Attendance rate for 2018 was 87.8% Unjustified absences 5.4%
Attendance rate for 2019 was 88.9% Unjustified absences 4.95%
To reduce unjustified absences to less than 4%.
Attendance rate for 2019 was 87.7% Unjustified absences 4.44%
Actions to achieve targets Led by Budget Timeframe
Use Etap SMS Attendance registers to allow quick identification of Office Administrator Ongoing
absences
Monitor attendance and send letters where there are concerns about Office Administrator Administration Ongoing
attendance Office time
Use newsletter to remind parents of requirement to send children to Principal Principal time Ongoing
school Newsletters
Provide rewards for full attendance as incentives for others to attend Principal $100 Ongoing
Use eTAP SMS to send letters to parents regarding absences/lateness Principal $50 Ongoing
where this is causing concern. Office Administrator
Use the Attendance service to locate the whereabouts of students absent Office Administrator Administration Ongoing
without notes or the office being informed for longer than two days Officer time
Make use of SWIS where truancy is being condoned by parent of excuses Principal Truancy As needed
are not within school absences policy Service
In severe cases of truancy refer to CYFS as a care and protection concern Principal Principal time As needed
18Board Undertakings
Notes: Date(s): Next
Consultation with Pasifika community Meeting – to be held annually Term 1 2021
Consultation with Maori community Meeting – to be held annually Term 1 2021
Report to Maori community on Maori achievement Meeting – to be held annually Term 1 2021
Consultation with wider community about strategic direction Questionnaire Term 4 2020
Consultation with wider community re charter Newsletter/Survey Term 4 2020
Website
Ratification of charter BOT meeting By 28 February 2021
Submit 2021 Charter, Annual Plan and Targets to Ministry By 28 February 2021
Submit Charter 2020 Variance Report and Annual targets to By 28 February 2021
Ministry
School’s Planning Year Report, review goals, set new targets/goals, 01/01/2021 – 31/12/2021
develop action plans, implement, review
performance
Annual Report Audited accounts sent to Ministry By 31/05/2021
The school offers Te Reo Maori and Tikanga Maori programmes in all classrooms. The students learn Maori songs, greetings and words, mihi and sentence
formation. It is expected that students in Year 3 up will have met the requirements of Level 1 Te Reo Maori and students at Year 6 will meet the requirements of
Level 2 Te Reo Maori. The school has an active Kapa Haka group.
In addition the school offers Te Reo Kuki Airani to classes through the classroom release teacher.
19You can also read
