THIS IS THE CHARTER OF

THIS IS THE CHARTER OF

THIS IS THE CHARTER OF

THIS IS THE CHARTER OF 2018 Principals’ endorsement: Board of Trustees’ endorsement: Submission Date to the Ministry of Education:

THIS IS THE CHARTER OF

2 CONTENTS OF CHARTER OUR SCHOOL VISION page 3 MISSION STATEMENT page 3 PRIORITIES FOR OUR page 3 CORE VALUES FOR OUR SCHOOL page 4 FIVE STUDENT LEARNING DISPOSITIONS page 4 THE LEARNING CLIMB page 5 MĀORI DIMENSIONS AND CULTURAL DIVERSITY page 6 ANALYSIS OF VARIANCE – ACHIEVEMENT TARGETS 2017 page 7 REPORTING ON NATIONAL STANDARDS NAG 2A Page 23 REPORTING ON GIFTED AND TALENTED STUDENTS Page 29 2017 NATIONAL STANDARDS DATA Page 32 STRATEGIC PLAN 2018 - 2020 page 35 ANNUAL PLAN -TARGETS 2018 page 39 and IMPROVEMENT PLANS OVERVIEW OFF ACHIEVEMENT TARGETS ACROSS THE SCHOOL page 50 OTHER 2018 KEY IMPROVEMENT STRATEGIES page 55 COMMUNITY ENGAGEMENT AND CONSULTATION page 56

THIS IS THE CHARTER OF

3 OUR SCHOOL VISION Empowering our community of learners to confidently meet the challenges of the 21st century. MISSION STATEMENT Pupils sharing, caring, learning and achieving. (a) Sharing and Caring To provide an environment which encourages the growth of self-esteem, respect and responsibility. (b) Learning and Achieving To provide a quality learning environment and a balanced curriculum that will promote high standards of achievement. (c) Community To strengthen our partnership with the community in a way that encourages meaningful support, participation and communication. (d) Physical Environment To improve the environment and resources of the school community to enhance learning.

PRIORITIES FOR OUR SCHOOL Maori: Through our vision and mission statement our priority is for the wellbeing and achievement of Maori students in our school. Opaheke has a significant Maori population, 31%, and these students are identified and supported. Maori students are identified as a priority in our strategic plan, achievement targets and annual plan. (see Maori Achievement Plan) Pasifika: Through our vision and mission statement our priority is for the wellbeing and achievement of Pasifika students in our school. 9% of our students are Pasifika and these students are identified and supported.

Pasifika students are identified as a priority in our strategic plan, achievement targets and annual plan.

Special Needs: Approximately 5% of our students are special needs. The school is welcoming and supportive of students with special needs. These students are identified early and programmes of support are put in place to help these students achieve. Opaheke has no ORS students.

THIS IS THE CHARTER OF

4 CORE VALUES FOR OUR SCHOOL (STAR) Striving for Excellence Teamwork Achieving Personal Best Respect for Self and Others OPAHEKE SCHOOL’S FIVE STUDENT LEARNING DISPOSITIONS Self Regulator Thinker Innovator Challenge Taker Collaborator

THIS IS THE CHARTER OF

5 THE LEARNING CLIMB The student learning journey at Opaheke School is represented by climbing a mountain.

Each student belongs to a mountain based on his or her class and year. A common language is used to describe the challenge of climbing the mountain just as we are faced with challenges in our learning. There is not always one clear route to climb the mountain, but many routes. Often we may need to back track or we may stumble or get stuck. We may also need the assistance of a fellow climber or mountain guide. However, the summit is always clearly in sight and is the main goal.

Students begin to understand that they need to use the Learning Dispositions; the characteristics of a good learner at Opaheke School, in order to achieve a learning challenge. CONCEPT: I am ready to make my first attempt at learning something new. CHALLENGE: It isn’t as easy as I thought. I keep finding problems with my first answer/ first attempt. Maybe it’s not as easy as I thought. Congratulations: You are now on the learning climb up the mountain. COGNITIVE CONFLICT: There are so many things to consider. It’s confusing! I feel like giving up but I won’t. CONSTRUCT: I’m starting to make sense of it all.

It feels great to have a better answer/ solution/idea. It’s starting to make sense to me but I’m still having to work hard at it.

CONSIDER: This is where I reflect and think about my thinking. What did I learn climbing the mountain? How can I apply this learning to other contexts? What could I do differently for an even better outcome? What will my next challenge be? EUREKA! Wow! That was great! Now I feel like I understand it. I can do this. Congratulations: You have conquered one more challenge and are ready to begin the next.

THIS IS THE CHARTER OF

6 MĀORI DIMENSIONS AND CULTURAL DIVERSITY The school implements programmes which recognise and value the school’s multi-cultural community. Students are encouraged to value each other’s culture.

The School recognises the need to integrate aspects of Te Reo and Tikanga Māori into teaching and learning programmes. Reasonable steps will be taken to provide instruction in Te Reo Māori to full time students whose parents request it, either via present staff, community resource people or through dual enrolment at the Correspondence School.

THIS IS THE CHARTER OF

7 ANNUAL TARGETS and Analysis of Variance 2017 Target 1 Reading To increase the number of identified students (detailed below) in Years 5 and 6 who are reading at or above the National Standard to 75%. The specific focus will be on the following students: a) Year 5 Maori Boys b) Year 5 Pasifika Boys c) Year 6 Maori Boys i) Key Competencies • Using language, symbols and texts • Managing Self • Thinking ii) Strategic Objectives • Accelerate the rate of progress of Year 5 and 6 students identified as underachieving • Accelerate the progress of school priority students – Maori and Pasifika • Professional Learning will be around the goals in the Accelerated Achievement Plan for Maori Students.

In particular the learning around culturally responsive pedagogy this year • Monitor student progress and achievement of school target students in reading • Report to the Board of Trustees on the progress of these students • These students will form either the teacher inquiry or goal for the annual appraisal of teachers with target students in their class iii) Analysis of Baseline Data indicates that: • The proportion of Maori boys in Year 4 at the end of 2016 as being below the National Standard in reading is 70% (7 students out of 10) • The proportion of Pasifika boys in Year 4 at the end of 2016 as being below the National Standard in reading is 40.0% (2 students out of 5) • The proportion of Maori boys in Year 5 at the end of 2016 as being below the National Standard in reading is 54.5% (6 students out of 11

8 iv) Analysis at the end of 2017: ➢ We did not achieve our target of 75% in all three areas of target 1. This was perhaps an unrealistic goal for 2 of the three years groups given the very low original percentage of students achieving at or above the national standard in reading. ➢ A significant gain of 14.4% was achieved for Year 5 Maori Boys achieving at or above the national standard in reading from the end of 2016 to the end of 2017. ➢ There was a drop of 35% for Pasifika students however the very low numbers should be taken into account.

➢ There was a negligible drop for Year 6 Maori Boys.

Target 1 - Reading 2016 Students At & Above 2017 Students At & Above Percentage Increase % Y5 Maori Boys 30% (3/10) 44.4 (4/9) +14.4 Y5 Pasifika Boys 60 (3/5) 25 (1/4) -35 Year 6 Maori Boys 45.5 (5/11) 44.4 (4/9) -0.6 FINAL EVALUATION Actions TARGET 1 READING Timing Responsibility Resourcing FINAL EVEALUATION 1.1 Increasing dose and density • Reading to be daily • Buddy class reading Ongoing All Teachers NA Principal: The students participated and enjoyed buddy reading throughout the year.

Daily SSR, being read to, class novel, reading groups. Reading across the curriculum is an effective way of increasing dose and density. There was a huge boost in reading during Book Week this year. 1.2 Innovative approaches based on current research Ongoing All Teachers A flexible fund which will Principal:

9 • New strategies gained from professional readings • New Strategies gained from opportunities to see other reading programmes • Making links between reading and writing enable new programmes to be introduced without barriers Teachers keep a professional reading log to show that they are keeping up to date with current pedagogical approaches.

1.3 Parent Partnerships • Workshops for parents • Reading together • Whole term focus for homework – reading with parents guided by a take home sheet Workshops Term 1 and/or 2 All Teachers Resources and equipment for workshops Principal: Teachers have been having regular contact with the parents/caregivers of target students. Parents have been invited into the classes to view the programme in action and to see how the Breakfast Club is working. This also has the effect of increasing the students motivation.

1.4 Student Voice • Knowing how they see themselves as readers • Collect student voice to determine the change in attitude to reading amongst target students • Students to identify what the barriers are to reading Ongoing Especially Term 1 and Term 4 All Teachers NA Principal: Some teachers have been effective in using the success criteria to gain students voice. This enables the teacher to check their understanding and make adjustments where necessary. 1.5 Culturally Responsive Pedagogy • Focus on Maori and Pasifika Students • Tataiako • Connecting with family • Celebrating successes with family • Using oral language to improve reading • Finding text which will hook in Maori and Pasifika Boys Ongoing All Teachers Brenda organising the outside expert Appropriate Texts Library Budget PD Budget – Outside expert - Charlene Mataio Principal: One of the key contributors to increased achievement in this area are the relationships between students and teachers.

The students have responded to teachers who care about their learning, set high but realistic goals and have a belief that they can achieve those goals. Teachers know students family and background.

10 • Using the reo Our teachers are working hard in this area and this is an area for continued improvement. 1.6 High interest reading for boys • Choosing texts and books with high interest to boys • Teacher reading aloud – High interest for boys • Use of devices to help increase engagement and output – what apps can be used at home? • Principal to share reading • Librarian to find books to hook in boys – especially Maori and Pasifika Boys – specific displays Ongoing All Teachers Principal Board provided devices Headphones – class sets Children to bring their own headphones also.

Principal: The library has purchased books which will hook in boys, particularly Maori boys.

Next year we will be working on encouraging senior boys to visit the library at times which are not at set class times. Maker Space activities will attract boys. 1.7 Collaborative Teaching • Time to collaborate with other teachers around planning for target students (Time to prepare reports) • Sharing ideas Ongoing All Teachers Sean to organise release Additional release time Principal: Teachers help other teachers through PLGs (Professional Learning Groups), paired teaching, in their team meetings. The focus of these groups should be on raising student achievement. Collaborative teaching, in its many different forms, continues to be encouraged throughout the school.

Teachers have viewed other schools and completed their inquiries in this field.

1.8 Teacher Aide Assistance • Working with students just below ‘AT’. • Teachers to share planning – LIs and SCs, with TAs Ongoing SLT Organising TAs Funding of additional TA time Principal: The provision of teacher aide support has had a big impact on time that the teacher has been able to spend on target students.

11 • Not to be working with the target group except as detailed above • Allows teacher to spend more time with target students • Rainbow Reading focus on Year 5/6 students Teachers to coordinate with TAs – spending time sharing planning 1.9 SOLO and Visible Learning • Integrating SOLO with Learning Intentions and Success Criteria • Peer and self-assessment • Assessment capable students - reading • Using learning dispositions to help students identify the characteristics of good learners – particularly in reading • Language of learning • Using the Learning Climb for target students to monitor their progress Ongoing All Teachers NA Principal: Teachers have worked on incorporating the language of SOLO into their learning intentions and success criteria.

This has been a work in progress for us as a school and as yet we are not convinced it is making a significant difference.

Students continue to use the Learning Dispositions and the Learning Climb to talk about their learning and what makes a good learner at Opaheke School. 2.0 Monitor Progress • Use e-AsTTle and other standardised assessments • Moderation • Teams and Year groups to meet to discuss progress towards meeting the targets • Senior Leadership kept informed of progress • Progress reported to the Board of Trustees Ongoing All Teachers NA Principal: Teachers this year used a range of strategies to determine progress over a period of time for target students. The trick has been how do we know we are making a difference and if no difference is reported, then making a change in practice in sufficient time.

Informal assessment over regular times is the key.

12 Target 2 Writing To increase the number of students on Years 5 and 6 who are writing at or above the National Standard to 75%. The specific focus will be on the following students: a) All Boys in Year 5 and 6 b) Maori Boys in Year 5 and 6 c) All Pasifika Students in Year 5 d) Maori Girls in Year 6 i) Key Competencies • Using language, symbols and texts • Managing self • Thinking ii) Strategic Objectives • Accelerate the rate of progress of Year 5 and 6 students identified as underachieving • Accelerate the progress of school priority students – Maori and Pasifika • Accelerate the progress of boys • Professional Learning will be around the goals in the Accelerated Achievement Plan for Maori Students.

In particular the learning around culturally responsive pedagogy this year • Monitor student progress and achievement of school target students in writing • Report to the Board of Trustees on the progress of these students • These students will form either the teacher inquiry or goal for the annual appraisal of teachers with target students in their class iii) Analysis of Baseline Data indicates that: • The proportion of all students in Year 4 at the end of 2016 as being below the National Standard in writing is 27.5% (22 students out of 80) • The proportion of boys in Year 4 at the end of 2016 as being below the National Standard in writing is 39.0% (16 students out of 41) • The proportion of Maori boys in Year 4 at the end of 2016 as being below the National Standard in writing is 70.0% (7 students out of 10)

13 • The proportion of all Pasifika students in Year 4 at the end of 2016 as being below the National Standard in writing is 33.3% (3 students out of 9) • The proportion of all students in Year 5 at the end of 2016 as being below the National Standard in writing is 31.7% (22 students out of 70) • The proportion of boys in Year 5 at the end of 2016 as being below the National Standard in writing is 48.4% (15 students out of 31) • The proportion of Maori boys in Year 5 at the end of 2016 as being below the National Standard in writing is 72.7% (8 students out of 11) • The proportion of Maori girls in Year 5 at the end of 2016 as being below the National Standard in writing is 33.3% (4 students out of 12) iv) Analysis at the end of 2017 ➢ We achieved our target in one area for writing from the groups targeted below.

Maori Girls increased by 10.3% to go from 66.6% to 76.9%., reaching the target of 75% achieving at or above the national standard for writing.

➢ Although not reaching the target Year 6 Maori Boys had the biggest increase from the groups targeted below achieving a17.1% increase from the end 2016 to the end of 2017. ➢ Year 5 Maori boys had a small increase however the percentage falls far below the target. ➢ The small decrease for Pasifika students should be taken with a grain of salt. Pasifika students experienced a huge jump in all areas last year. ➢ Boys overall for writing continue to be a concern in these two year groups for writing. Target 2 - Writing 2016 Students At & Above 2017 Students At & Above Percentage Increase % All Boys in Year 5 61 (25/41) 56.3 (18/32) -4.7 Maori Boys Year 5 30 (3/10) 33.3 (3/9) +3.3 All Pasifika Students in Year 5 66.6 (6/9) 62.5 (5/8) -3.5 All Boys in Year 6 51.6 (16/31) 51.8 (14/27) +0.2 Maori Boys Year 6 27.3 (3/11) 44.4 (4/9) +17.1 Maori Girls in Year 6 66.6 (8/12) 76.9 (10/13) +10.3

14 FINAL EVALUATION Planned Actions TARGET 2 WRITING Timing Responsibility Resourcing FINAL EVALUATION 1.1 Increasing dose and density • Writing to be daily Ongoing All Teachers NA Principal: It is evident in teachers plans and from going around classes that writing has had an increase for these classes this year. They have improved on the strategies that made a difference to students in the writing target group last year. 1.2 Opportunities for Professional learning in writing • Teachers observe other classes within school • View schools trying innovative ideas in writing • Visitor with expertise • How to hook in boys • ELP book Y5-8 • TKI – Literacy on line • ARBs – the where to next • Literacy in e-Learning Throughout the year All Teachers Team Leaders to organise Teachers to use CRT to observe classes within school.

Request professional learning money for expert visitor or learning outside the school.

Principal: Teachers have spent considerable time this year moderating students writing in order to make accurate OTJs. Teachers and teacher aides have sought to extend their knowledge of literacy learning both within the school and from external providers. 1.3 Student Voice • Knowing how they see themselves as writers • Collect student voice to determine the change in attitude to writing amongst target students Ongoing Especially Term 1 and Term 4 All Teachers NA Principal: It would be good to have a school wide tool for collecting students voice (target students) to see shifts in their attitude to writing over the year.

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15 • Discussing with the students what the barriers are to writing (chalk talk) can see teachers are checking in with regards to their understanding but perhaps not so much about their attitude. 1.4 Collaborative Writing Activities • Night Zoo Keeper Throughout the year All Teachers Team Leaders to organise Funding of Night Zoo keeper Principal: Classes have been engaged on Night Zookeeper this year. The teacher who was the driving force for this over the last two years is leaving. If this is to continue someone with as much passion for it will need to take this on.

1.5 Culturally Responsive Pedagogy • Focus on Maori and Pasifika Students • Tataiako – Ako (students to see themselves as teachers also) • Connecting with family • Providing relevant authentic purposes for writing (experiences to motivate) • Using the reo Ongoing All Teachers Brenda organising the outside expert Appropriate Texts Library Budget PD Budget – Outside expert Principal: Teachers help other teachers through PLGs (Professional Learning Groups), Paired Teaching, in their team meetings.

The focus of these groups should be on raising student achievement. Collaborative teaching, in its many different forms, continues to be encouraged throughout the school.

Teachers have viewed other schools and completed their inquiries in this field. 1.6 High interest writing for boys • Ideas from work done by David Riley • Student voice about what they are interested in • Opportunities to choose – non-fiction (Murray Gadd) Ongoing All Teachers Board provided devices Additional Resources Library Text Principal: Teachers help other teachers through PLGs (Professional Learning Groups), paired teaching, in their team meetings. Teachers have taken advantage of the various types of writing across the curriculum which has provided for different writing genre, such as their writing in Science.

16 • Use of devices to help increase engagement and output • Give the student a choice in writing style/genre • Further resources from Down The Back Of The Chair • Real life experiences to build up vocabulary knowledge • TKI – success for Boys– eg Story Starters, Game of Awesome PD opportunities (from PD budget) 1.7 Incentive for Writing • Use of devices and writing apps • Website games and activities at home • Opportunities to have work published All Year New devices by the end of Term 1 Sean/Nikkie to organise Teachers to monitor use Ensure target students have access to devices Board may need to provide further funding of devices Storybird $25, Snapfish $10 Principal: There is little doubt that writing on devices, when the focus is on writing, allows students to write more freely and is a motivating factor for boys.

It also allows the students to be more effective when it comes time to edit and recraft their writing. 1.8 Peer Writing • Able student with a target student • Following a script • 20 minutes at regular intervals • Sample comments they can say to their buddy Ongoing All Teachers NA Principal: From the teachers reviews it does seem that teachers have opted not to do so much peer writing this year.

17 1.9 Collaborative Teaching • Time to collaborate with other teachers around planning for target students (time to prepare reports) Ongoing All Teachers Sean to organise release Additional release time Principal: As with reading the teachers meet together regularly to discuss the progress they are making with target students and their writing. Teachers are choosing to collaborate in a variety of ways and some classes are collaborating in one curriculum area. Eg. two classes working together on their writing.

2.0 Teacher Aide Assistance • Working with students just below ‘AT’ • Not to be working with the target group except as detailed above • Allows teacher to spend more time with target students Ongoing SLT Organising TAs Teachers to coordinate with TAs – spending time sharing planning Funding of additional TA time Principal: The provision of teacher aide support has had a big impact on time that the teacher has been able to spend on target students.

2.1 SOLO and Visible Learning • Integrating SOLO with Learning Intentions and Success Criteria • Peer and self-assessment • Assessment capable students - writing • Using learning dispositions to help students identify the characteristics of good learners – particularly in writing • Language of learning Ongoing All Teachers NA Principal: It is clear that in some classes students have a better understanding of what lower and higher order thinking looks like in writing. Understandably teachers have had to make choices which areas of their professional learning they have been able to focus on with their class.

Adding on too many layers may cause too much confusion, especially for target students.

18 • Using the Learning Climb for target students to monitor their progress 2.2 Monitor Progress • Use e-AsTTle and other standardised assessments • Moderation • Teams and Year groups to meet to discuss progress towards meeting the targets • Senior Leadership kept informed of progress • Progress reported to the Board of Trustees Ongoing All Teachers NA Principal: Teachers have been taking small samples of target student writing and making regular judgement of whether students are progressing. Target 3 Mathematics To increase the number of Year 8 students who are at or above the National Standard in Mathematics to 75%.

The specific focus will be on the following students: a) All Females b) All Maori Students c) All Pasifika Students i) Key Competencies • Using language, symbols and texts • Thinking ii) Strategic Objectives • Accelerate the rate of progress of Year 8 students • Accelerate the progress of school priority students – Maori and Pasifika • Develop and enhance teacher capability in the teaching, assessment and moderation of mathematics • Professional Learning will be around the goals in the Accelerated Achievement Plan for Maori Students. In particular the learning around culturally responsive pedagogy this year

19 • Monitor student progress and achievement of school target students in mathematics • Report to the Board of Trustees on the progress of these students • These students will form either the teacher inquiry or goal for the annual appraisal of teachers with target students in their class iii) Analysis of Baseline Data indicates that: • The proportion of students in Year 7 at the end of 2016 as being below the National Standard in mathematics is 40% (32 students out of 80) • The proportion of all females in Year 7 at the end of 2016 as being below the National Standard in mathematics is 48.9% (23 students out of 47) • The proportion of all Maori students in Year 7 at the end of 2016 as being below the National Standard in mathematics is 69.6% (16 students out of 23) • The proportion of all Pasifika students in Year 7 at the end of 2016 as being below the National Standard in mathematics is 40.0% (4 students out of 10) iv) Analysis at the end of 2017: ➢ Although the target of 75% was not achieved for any of the groups below there were significant gains in all areas with all Year 8 Females achieving the biggest increase of 18.2% and only 5.8% off achieving the target.

➢ A significant increase was achieved for all Year 8 Maori Students (17%). ➢ Pasifika students achieved a small increase of 6.6% which is still significant given there were large increases for Pasifika students the previous year. Target 3 - Maths 2016 Students At & Above 2017 Students At & Above Percentage Increase % All Year 8 Females 51.0 (24/47) 69.2 (27/39) +18.2 All Year 8 Maori Students 30.4 (7/23) 47.4 (9/19) +17.0 All Year 8 Pasifika Students 60.0 (6/10) 66.6 (6/9) +6.6

20 FINAL EVALUATION Planned Actions TARGET 3 MATHS Timing Responsibility Resourcing FINAL EVALUATION 1.1 External Programmes • Mathletics • Khan Academy • e-Ako • NZ Maths • Teacher Tools Site Throughout the year Mathletics – Nikkie to organise.

Year 8 teachers to run and monitor Budget allocation for Mathletics to all students – subsidised but covering all students regardless. Principal: It will be interesting to see the overall impact the investment in Mathletics that the school has made. Decisions will need to be made on whether it is funded next year.

1.2 A Focus on Number Knowledge • Breakfast Club • Number Club Breakfast items Principal: Numbers of students involved in these programmes have fluctuated throughout the year. However any ‘extra’ time provided by teachers is only going to be of benefit to students. It is particularly beneficial to those students without devices or have Board issued devices which can only be used at school. 1.3 Collaborative Teaching • 3 x a week (3 x strand, 1 day number knowledge) • Discussions around assessment capability – next steps, goal review • Collaborative sharing of ideas All Year All teachers N/A Principal: Collaborative teaching has continued throughout the year and teachers have seen it as a more efficient way to get through content and to see more groups regularly – especially target students.

Some teachers have also trialled personalised learning with students (whereby the students timetable their day prioritising their learning). This

21 can be a highly motivating activity for students and provides for student agency. 1.4 Access to Technology • Target students to access board funded devices All Year. New Devices – end of Term 1 Sean Teachers to monitor use BOT funded devices – may need to increase number Principal: All students have access 1:1 on devices and use digital technology on a daily basis as a tool to aide and enhance their learning. 1.5 Culturally Responsive Pedagogy • Focus on Maori Students • Tatiako • Connecting with family • Providing relevant authentic purposes for mathematics (experiences to motivate) • Using the reo • Use of patterns in the cultural art (eg Koru and tessellations) All year.

PD in Term 1 and 2 All Teachers Brenda to organise outside expert Outside Expert (PD Budget) - Charlene Mataio As with reading and writing Principal: Teachers help other teachers through PLGs (Professional Learning Groups), paired teaching, in their team meetings. The focus of these groups should be on raising student achievement. Collaborative teaching, in its many different forms, continues to be encouraged throughout the school. Teachers have viewed other schools and completed their inquiries in this field. 1.6 Visible Learning/SOLO • Developing LI’s and SC’s using SOLO • Moving from lower level to higher level thinking All year Skype connection with Australia second on site session with Luke and Sophie – PD budget Principal: Teachers have been using the SOLO verbs in their success criteria for mathematics.

22 1.7 Context related Maths • Link high interest to girls eg measurement and fashion • Link with Technology at Rosehill • High interest to Pasifika • Financial Literacy – (Enterprise Programme) • Careers Education – How maths is used in the work place All year All Teachers Resource material Principal: Teachers have been creative in the ways that they have used real life problems or contexts in the world of mathematics. 1.8 Teacher Aide • Access to a TA with maths experience • Teacher to share planning, assessment LI’s and SC’s with TA • To help those students just below ‘at’. All year SLT Cost of TA time Principal: The Teacher Aide has been used in a way that is contrary to the philosophy research backs.

We will see once OTJs come in whether this has been effective.

1.9 Home School Partnership • Strengthen relations with home • Special letter home • Pack of resources for home • Parent Evening for Year 7 and 8 – Term 1 • Useful websites Letters home asap Parent evening – Term 1 All Teachers Resources and hire equipment for parent evening Principal: Well developed systems for keeping in close contact with parents of target students were developed in these classes and it helped to have the parent evening earlier in the year. 2.0 Monitor Progress • Use e-AsTTle and other standardised assessments • Teams and Year groups to meet to discuss progress towards meeting the targets • Senior Leadership kept informed of progress • Progress reported to the Board of Trustees All Year All Teachers NA Principal: Teachers reported impressive gains during the year based on their close monitoring using one assessment tool.

23 Reporting commentary on students in years 1 to 8 that use The New Zealand Curriculum. Date: 24 February 2017 School name: Opaheke School School number: 1401 NAG2A (b)(i) Areas of strength National Standard subjects: Discussion: Reading The number of students reading at and above the National Standard from 2016 (76.7%) to 2017 (76.3%) has remained relatively stable over the last year and we have continued to maintain the percentage over the 75% threshold. Stand out areas in reading for students at and above the National Standard: • All students after 2 Years at school – 76.5%. A gain of 18% • Maori Girls after 2 years at school – 86.7%.

A gain of 24.1% • Year 5 Boys at the end of Year 5 – 71.9%. A gain of 6% • All students at the end of Year 5 – 83.0%. A gain of 5.4% • Maori Girls at the end of Year 8 – 88.9%. A gain of 30.6% National Standards NAG2A(b) reporting

24 Writing There has been a good increase in the number of students writing at and above the National Standard from 2015 (66.1%) to 2016 (72.1%) to 2017 (75.9%). Stand out areas in writing for students at and above the National Standard: • Maori Students after 2 years at school - 76.9%. A gain of 5%. • Maori Students after 3 years at school– 81.8%. A gain of 16.4.0%. • Maori Girls at the end of Year 5 – 90.9%. A gain of 18.2% Mathematics There has been a good increase in the number of students writing at and above the National Standard from 2016 (71.2%) to 2017 (73.6%). Female students had the greatest gains this year in maths from 66.3% in 2016 to 73.3%.

Most significantly was the increase in Maori Female students who went from 57.4% in 2016 to 69.1% in 2017. A gain of 11.7% Stand out areas in mathematics for students at and above the National Standard: • All Maori Students at the end of Year 4 – 65%. A gain of 15%. • Maori Boys at the end Year 5 - 81.4%. A gain of 9.6%. Maori Girls in Year 5 - 81.1%. A gain of 8.4%. • Maori students in Year 6 – 72.7%. A gain of 7.5%.

• All students in Year 8 – 72.0%. A gain of 12.9% • Female students in Year 8 – 73.2%. A gain of 6.9

25 NAG2A (b)(i) Areas for improvement National Standard subjects: Discussion: Based on the cohorts for 2017 Reading Year 5 Maori Boys – 44.4.0% (9 students) at or above. An increase on 2016 (30%) but still too low. Year 6 Maori Boys – 44.0% at or above. A loss of 1.5%. Year 8 Maori Boys – 50.0% at or above. An increase on 2016 (45.5%) but still too low. Writing Year 4 Pasifika Boys – 50% at or above (Total 4 Boys). Year 5 Maori Boys – 33.3% at or above.

An increase on 2016 (30%) but still too low. Year 5 Pasifika Boys – 25.0% at or above (Total 4 Boys).

All Year 6 Boys – 51.8% at or above. A loss of 0.2%. Maori Boys increased on 2016 but still too low. Mathematics Maori Boys in Year 5– 22.2% at or above. A loss of 28.8 * a crucial area of focus for 2018 Pasifika Boys in Year 5– 50% at or above. No change from 2016 Pasifika Girls in Year 6– 16.7% (Total 6 girls) at or above. A loss of 3.3%. Boys in Year 7– 51.3% at or above. A loss of 26.8 * a crucial area of focus for 2018

26 All Maori Students in Year 7– 50.0% at or above. A loss of 7.7 * a crucial area of focus for 2018 NAG2A (b)(ii) Basis for identifying areas for improvement Discussion: Those students where 50% or more of them are achieving below or well below the National Standard in each of the 3 main curriculum areas.

Groups of students who have had a significant decrease in the number of students at or above the National Standard from 2016 to 2017. Data Analysis of assessment such as e-asTTle at class level by class teachers and school level by leadership team.

Moderation of writing and OTJs by teachers working in teams. Further moderation by school’s senior leaders. NAG2A (b)(iii) Planned actions for lifting achievement Discussion: Resources directed to target areas. Teacher Aide support will be directed to these three cohorts. Funding to support class programmes. PTA funding support of target students. E-Learning software to enhance learning at home and in the classroom – eg partial subsidisation of Mathletics in 2017. Restructuring of professional learning in 2018 to provide focus specific areas of need which will have maximum impact on student achievement.

These professional learning areas are: • Culturally Responsive Pedagogy • Coaching programme in formative assessment/visible learning for staff in these year groups to help develop assessment capable students • Gifted and Talented Education (GATE) • SOLO – Incorporation into Learning Intentions and Success Criteria • Digital Technology and e-Learning • Visible Learning – 1) The Visible Learner (The Learning Dispositions and the Learning Climb)

27 2) Know Thy Impact 3) Inspired and Passionate Teaching Note: All these areas are within the context of the NZ Curriculum.

NAG2A (b) (iv) Progress Statement Discussion: 2017 data At Opaheke we use effect size data to look at the effect in progress being made. Within a year, it is expected that the progress should be 0.40. An effect greater than 0.40 is seen as above the norm and leading towards a more-than-expected growth over a year. Within a year, we aim to get 0.4 or greater effect size. These effect sizes are calculated using standardised assessment tools with a 3 term period. Accelerated progress for students Well Below and Below the Standard will help them progress towards being ‘At’ the Standard. e-asTTle Writing Data Year group Effect size: overall Effect size: Maori Effect size: Pasifika (The number of Pasifika is small- distorting the figures) 2016 2017 2016 2017 2016 2017 2 0.79 1.23 0.76 1.40 1.30 0.97 3 0.87 0.62 0.84 0.37 0.76 0.85 4 0.66 0.43 0.50 0.30 1.01 0.02 5 1.02 0.43 0.94 0.30 1.20 0.07 6 1.18 0.37 1.15 0.47 1.35 1.35 7 0.71 0.74 0.91 0.79 0.80 0.45 8 0.76 0.64 0.75 0.41 0.82 0.42 Most groups showed a good effect size in writing.

Year 4 Pasifika students had the smallest effect size. Year 2 Maori students had the largest effect size.

e-asTTle Reading Data Year group Effect size: overall Effect size: Maori Effect size: Pasifika (The number of Pasifika is small- distorting the figures) 2016 2017 2016 2017 2016 2017 4 0.67 1.20 1.11 1.13 0.64 0.92

28 5 0.41 0.79 0.28 0.56 0.16 0.42 6 0.49 0.45 0.5 0.42 0.51 0.50 7 0.54 0.46 0.54 0.46 0.54 0.48 8 0.44 0.55 0.38 0.52 0.8 0.54 All year groups (Y4-8) had effect sizes above 0.40 for reading in 2017. The lowest was 0.42 for Year 6 Maori students and Year 5 Pasifika students. The highest was 1.20 by Year 4 students. e-asTTle Number & Algebra Maths Data Year group Effect size: overall Effect size: Maori Effect size: Pasifika (The number of Pasifika is small- distorting the figures) 2016 2017 2016 2017 2016 2017 4 0.53 0.82 0.45 0.74 0.42 0.25 5 0.56 0.46 0.58 0.24 0.71 0.37 6 0.66 0.36 0.60 0.27 0.75 -0.02 7 0.65 0.44 0.35 0.36 0.14 0.40 8 0.36 0.26 0.44 0.33 0.10 0.03 Overall most students made progress in maths (number and algebra) this year.

However for Maori students only Year 4 students had an effect size greater than 0.40 and for Pasifika students it was only Year 7 students. This is disappointing considering the positive gains made in 2016 and the effort put into Year 8 maths this year and the maths resource introduced to the whole school.

29 Reporting on gifted and talented students Year level of gifted and talented students in reading 2017 The National Standard that gifted and talented students are achieving at for reading. After 2 years at school After 3 years at school Year 4 Year 5 Year 6 Year 7 Year 8 Year 8+ After 1 year at school 4 After 2 years at school 20 After 3 years at school 22 Year 4 16 5 Year 5 16 0 Year 6 13 4 Year 7 19 3 Year 8 35

30 Year level of gifted and talented students in writing 2017 The National Standard that gifted and talented students are achieving at for writing.

After 2 years at school After 3 years at school Year 4 Year 5 Year 6 Year 7 Year 8 Year 8+ After 1 year at school 4 After 2 years at school 4 After 3 years at school 6 Year 4 16 2 Year 5 17 1 Year 6 10 3 Year 7 10 1 Year 8 32

31 Year level of gifted and talented students in mathematics 2017 The National Standard that gifted and talented students are achieving at for mathematics. After 2 years at school After 3 years at school Year 4 Year 5 Year 6 Year 7 Year 8 Year 8+ After 1 year at school 7 After 2 years at school 8 After 3 years at school 6 Year 4 18 1 Year 5 9 1 Year 6 11 2 Year 7 10 2 Year 8 20

32 Reading all levels Well below Below At Above Total Number % Number % Number % Number % No. All students 21 3.8% 111 20% 259 46.6% 165 29.7% 556 Maori 9 5% 47 26.3% 86 48% 37 20.7% 179 Pasifika 4 6.7% 14 23.3% 28 46.7% 14 23.3% 60 Asian 12 18.2% 29 43.9% 25 37.9% 66 NZ European/Pakeha/Other European 6 2.6% 33 14.2% 109 47% 84 36.2% 232 Male 9 3.4% 73 27.5% 116 43.8% 67 25.3% 265 Female 12 4.1% 38 13.1% 143 49.1% 98 33.7% 291 Reading by levels Well below Below At Above Total Number % Number % Number % Number % No.

After 1 year at school 29 44.6% 29 44.6% 7 10.8% 65 After 2 years at school 1 1.5% 15 22.1% 27 39.7% 25 36.8% 68 After 3 years at school 1 1.5% 9 13.8% 33 50.8% 22 33.8% 65 End of year 4 3 4% 12 16% 39 52% 21 28% 75 End of year 5 4 5.8% 11 15.9% 38 55.1% 16 23.2% 69 End of year 6 4 5.8% 11 15.9% 37 53.6% 17 24.6% 69 End of year 7 6 8% 14 18.7% 33 44% 22 29.3% 75 End of year 8 2 2.9% 10 14.3% 23 32.9% 35 50% 70 2017 National Standards Reporting (Due 1 March 2018)

33 Writing all levels Well below Below At Above Total Number % Number % Number % Number % No. All students 19 3.4% 115 20.7% 334 60.1% 88 15.8% 556 Maori 9 5% 48 26.8% 102 57% 20 11.2% 179 Pasifika 2 3.3% 13 21.7% 40 66.7% 5 8.3% 60 Asian 1 1.5% 10 15.2% 40 60.6% 15 22.7% 66 NZ European/Pakeha/Other European 5 2.2% 40 17.2% 142 61.2% 45 19.4% 232 Male 12 4.5% 73 27.5% 153 57.7% 27 10.2% 265 Female 7 2.4% 42 14.4% 181 62.2% 61 21% 291 Writing by levels Well below Below At Above Total Number % Number % Number % Number % No. After 1 year at school 12 18.5% 48 73.8% 5 7.7% 65 After 2 years at school 1 1.4% 11 15.9% 53 76.8% 4 5.8% 69 After 3 years at school 1 1.6% 13 20.3% 44 68.8% 6 9.4% 64 End of year 4 2 2.7% 18 24% 37 49.3% 18 24% 75 End of year 5 1 1.4% 16 23.2% 34 49.3% 18 26.1% 69 End of year 6 6 8.7% 14 20.3% 36 52.2% 13 18.8% 69 End of year 7 5 6.7% 15 20% 44 58.7% 11 14.7% 75 End of year 8 3 4.3% 16 22.9% 38 54.3% 13 18.6% 70

34 Mathematics alllevels Well below Below At Above Total Number % Number % Number % Number % No. All students 19 3.4% 129 23.2% 312 56.1% 96 17.3% 556 Maori 9 5% 53 29.6% 103 57.5% 14 7.8% 179 Pasifika 3 5% 15 25% 32 53.3% 10 16.7% 60 Asian 11 16.7% 32 48.5% 23 34.8% 66 NZ European/Pakeha/Other European 7 3% 44 19% 136 58.6% 45 19.4% 232 Male 9 3.4% 61 23% 145 54.7% 50 18.9% 265 Female 10 3.4% 68 23.4% 167 57.4% 46 15.8% 291 Mathematics bylevels Well below Below At Above Total Number % Number % Number % Number % No. After 1 year at school 6 9.4% 50 78.1% 8 12.5% 64 After 2 years at school 7 10.1% 54 78.3% 8 11.6% 69 After 3 years at school 1 1.5% 17 26.2% 41 63.1% 6 9.2% 65 End of year 4 7 9.3% 18 24% 31 41.3% 19 25.3% 75 End of year 5 3 4.3% 15 21.7% 41 59.4% 10 14.5% 69 End of year 6 4 5.8% 20 29% 32 46.4% 13 18.8% 69 End of year 7 2 2.7% 29 38.7% 32 42.7% 12 16% 75 End of year 8 2 2.9% 17 24.3% 31 44.3% 20 28.6% 70

35 Opaheke School STRATEGIC PLAN 2018 - 2020 2018 2019 2020 Curriculum Learning & Teaching Strengthen pedagogical knowledge to enhance student achievement. Sustaining and maintaining Visible Learning. A focus on support of progress and achievement of MOE Priority Students – Maori, Pasifika and students with special needs. Follow Visible Learning and Digital Technologies action plan. SOLO Taxonomy integrated with Learning Intentions and Success Criteria. Strengthen pedagogical knowledge to enhance student achievement. A focus on support of progress and achievement of school priority students.

Review Visible Learning and Digital Technologies action plan.

Using SOLO hexagons shows the links with various aspects of school development. Strengthen pedagogical knowledge to enhance student achievement. A focus on support of progress and achievement of school priority students. Review Visible Learning and Digital Technologies action plan. Using SOLO hexagons shows the links with various aspects of school development. Review of standardised and non-standardised data collected at class and school level. Extend and update tracking system for priority students – collating all aspects of assessments and support. Close monitoring of progress.

Teachers and leaders analyse and act on effect sizes. Teachers regularly tracking progress of priority students through analysis of standardised and non-standardised data. Refine tracking system for priority students – collating all aspects of assessments and support. Close monitoring of progress. Teachers and leaders analyse and act on effect sizes. Teachers regularly tracking progress of priority students through analysis of standardised and non-standardised data. Refine tracking system for priority students – collating all aspects of assessments and support. Close monitoring of progress.

Teachers and leaders analyse and act on effect sizes.

Wellbeing initiatives implemented resulting from the student survey in 2016. Implement recommendations carried out Term 1 2018. Continue to implement recommendations. Review current research on effective initiatives. Student Wellbeing survey carried out. Biennial Health Community Consultation Further develop formative assessment practices in maths. Develop formative practices in minor area - Science Further develop formative assessment practices in reading. Develop formative practices in minor area – Social Science Further develop formative assessment practices in writing.

Develop formative practices in minor area – The Arts Learners are using digital technology to enhance their learning.

Receiving and giving feedback on their learning. Develop parent education sessions in the use of digital technologies. Review new e-Learning Curriculum Document Effectively integrate digital technologies into newly developed FLS’s (Flexible Learning Spaces) and classes who are working collaboratively. Practices in line with new curriculum document Effectively integrate digital technologies into newly developed FLS’s (Flexible Learning Spaces) and classes who are working collaboratively.

Practices in line with new curriculum document Embed GATE in the school. Identification of junior students. Review the focus of GATE over the last 4-5 years to ensure we are achieving a balance. Enhance GATE programme by researching new and innovative practices. Improve pedagogical knowledge by trialing new way of carrying out professional learning in the school. Review Implement recommendations of review of trial carried out in 2018. Embed new system of delivering professional learning.

36 Documentation and Review Review school using the school review schedule.

Implement annual programme. Update remainder documents of other curriculum areas in the curriculum folder. (Literacy and Maths completed) Curriculum reporting – review. Review school using the school review schedule. Review school using the school review schedule. Implement annual programme. Board to review ERO indicators and the school’s performance in relation to these. Board to review ERO indicators and the school’s performance in relation to these.

Board to prepare documents for ERO review this year. Achievement reports delivered to the board placed on the hub or website for parents to view. Report on tracking of student achievement over time. Report on tracking of student achievement over time. BOT to continue consulting its parent community on an ongoing basis. Maori and Pasifika consultation annually. Focus on consultation for other ethnicities. Introduce consultation of Latin American and Indian community. Informally report on Latin American and Indian student achievement.

Health Biennial Community Consultation this year. BOT to continue consulting its parent community on an ongoing basis.

Maori and Pasifika consultation annually. BOT to continue consulting its parent community on an ongoing basis. Maori and Pasifika consultation annually. Heath Biennial Community Consultation this year. Review policies NAG 2 and 4. Annual reporting of finance policies at the beginning of the year. Review policies NAG 1 and 6. Annual reporting of finance policies at the beginning of the year. Review policies NAG 3 and 5. Annual reporting of finance policies at the beginning of the year.

Reporting Review the way that we are reporting achievement. ‘Meeting Expectation’ – what will this be based on. Look at new MOE recommendations for reporting. After a review and further analysis of parent, teacher and student surveys, implement the changes in the way we report to parents. Implement new MOE recommendations for reporting in a way that will meet the needs of our school community. Implement new MOE recommendations for reporting in a way that will meet the needs of our school community. Personnel Teachers have one goal based around school wide targets or class targets if the school wide targets do not pertain to their class cohort, and one personal professional goal.

One of these goals must be Teacher Inquiry.

These should involve one of these. Trial new way of carrying out professional learning in the school. This will cover • Culturally Responsive pedagogy Teachers have one goal based around school wide targets or class targets if the school wide targets do not pertain to their class cohort, and one personal professional goal. One of these goals must be Teacher Inquiry. Actions will come out of the way professional learning is delivered. Teachers have one goal based around school wide targets or class targets if the school wide targets do not pertain to their class cohort, and one personal professional goal.

One of these goals must be Teacher Inquiry.

Actions will come out of the way professional learning is delivered.