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
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




                                   2
THIS IS THE CHARTER OF
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.


                                     3
THIS IS THE CHARTER OF
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




          Collaborator               Challenge Taker




                              4
THIS IS THE CHARTER OF
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.

                                  Congratulations: You have
                                  conquered one more
            EUREKA!               challenge and are ready to
                                                                        CONSIDER:
            Wow! That was         begin the next.                       This is where I reflect and
            great! Now I feel                                           think about my thinking.
            like I understand                                           What did I learn climbing
            it. I can do this.                                          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?




                                 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
                                                                        COGNITIVE CONFLICT:
                                 having to work hard at it.
                                                                   There are so many things to
                                                                   consider. It’s confusing! I feel
                                                                   like giving up but I won’t.
                                    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
 CONCEPT:                          climb up the mountain.
 I am ready to make my first
                                                 5
 attempt at learning something
 new.
THIS IS THE CHARTER OF
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.




                                            6
THIS IS THE CHARTER OF
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
7
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
                                                          Timing       Responsibility   Resourcing        FINAL EVEALUATION
Actions   TARGET 1 READING
1.1 Increasing dose and density                           Ongoing      All              NA                Principal:
     •    Reading to be daily                                          Teachers                           The students participated and enjoyed buddy
     •    Buddy class reading                                                                             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                Ongoing      All              A flexible fund   Principal:
research                                                               Teachers         which will

 8
•   New strategies gained from professional                                     enable new       Teachers keep a professional reading log to show
         readings                                                                    programmes       that they are keeping up to date with current
     •   New Strategies gained from opportunities to                                 to be            pedagogical approaches.
         see other reading programmes                                                introduced
     •   Making links between reading and writing                                    without
                                                                                     barriers
1.3 Parent Partnerships                                   Workshops    All           Resources and    Principal:
     •   Workshops for parents                            Term 1       Teachers      equipment for    Teachers have been having regular contact with the
     •   Reading together                                 and/or 2                   workshops        parents/caregivers of target students. Parents have
     •   Whole term focus for homework – reading with                                                 been invited into the classes to view the programme
         parents guided by a take home sheet                                                          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                                         Ongoing      All           NA               Principal:
     •   Knowing how they see themselves as readers       Especially   Teachers                       Some teachers have been effective in using the
     •   Collect student voice to determine the change    Term 1                                      success criteria to gain students voice. This enables
         in attitude to reading amongst target students   and Term                                    the teacher to check their understanding and make
     •   Students to identify what the barriers are to    4                                           adjustments where necessary.
         reading
1.5 Culturally Responsive Pedagogy                        Ongoing      All           Appropriate      Principal:
     •   Focus on Maori and Pasifika Students                          Teachers      Texts            One of the key contributors to increased
     •   Tataiako                                                                    Library Budget   achievement in this area are the relationships
     •   Connecting with family                                        Brenda                         between students and teachers. The students have
     •   Celebrating successes with family                             organising    PD Budget –      responded to teachers who care about their
     •   Using oral language to improve reading                        the outside   Outside expert   learning, set high but realistic goals and have a belief
     •   Finding text which will hook in Maori and                     expert        - Charlene       that they can achieve those goals. Teachers know
         Pasifika Boys                                                               Mataio           students family and background.
 9
•   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                       Ongoing   All          Board           Principal:
   •   Choosing texts and books with high interest to              Teachers     provided        The library has purchased books which will hook in
       boys                                                                     devices         boys, particularly Maori boys. Next year we will be
   •   Teacher reading aloud – High interest for boys                           Headphones –    working on encouraging senior boys to visit the
   •   Use of devices to help increase engagement                               class sets      library at times which are not at set class times.
       and output – what apps can be used at home?                 Principal    Children to     Maker Space activities will attract boys.
   •   Principal to share reading                                               bring their
   •   Librarian to find books to hook in boys –                                own
       especially Maori and Pasifika Boys – specific                            headphones
       displays                                                                 also.
1.7 Collaborative Teaching                               Ongoing   All          Additional      Principal:
   •    Time to collaborate with other teachers                    Teachers     release time    Teachers help other teachers through PLGs
        around planning for target students (Time to                                            (Professional Learning Groups), paired teaching, in
        prepare reports)                                           Sean to                      their team meetings. The focus of these groups
   •    Sharing ideas                                              organise                     should be on raising student achievement.
                                                                   release                      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                              Ongoing   SLT          Funding of      Principal:
   •    Working with students just below ‘AT’.                     Organising   additional TA   The provision of teacher aide support has had a big
   •    Teachers to share planning – LIs and SCs, with             TAs          time            impact on time that the teacher has been able to
        TAs                                                                                     spend on target students.


 10
•    Not to be working with the target group except             Teachers to
        as detailed above                                          coordinate
   •    Allows teacher to spend more time with target              with TAs –
        students                                                   spending
   •    Rainbow Reading focus on Year 5/6 students                 time
                                                                   sharing
                                                                   planning
1.9 SOLO and Visible Learning                            Ongoing   All           NA   Principal:
  •    Integrating SOLO with Learning Intentions and               Teachers           Teachers have worked on incorporating the
       Success Criteria                                                               language of SOLO into their learning intentions and
  •    Peer and self-assessment                                                       success criteria. This has been a work in progress for
  •    Assessment capable students - reading                                          us as a school and as yet we are not convinced it is
  •    Using learning dispositions to help students                                   making a significant difference.
       identify the characteristics of good learners –                                Students continue to use the Learning Dispositions
       particularly in reading                                                        and the Learning Climb to talk about their learning
  •    Language of learning                                                           and what makes a good learner at Opaheke School.
  •    Using the Learning Climb for target students to
       monitor their progress
2.0 Monitor Progress                                     Ongoing   All           NA   Principal:
   •   Use e-AsTTle and other standardised                         Teachers           Teachers this year used a range of strategies to
       assessments                                                                    determine progress over a period of time for target
   •   Moderation                                                                     students. The trick has been how do we know we
   •   Teams and Year groups to meet to discuss                                       are making a difference and if no difference is
       progress towards meeting the targets                                           reported, then making a change in practice in
   •   Senior Leadership kept informed of progress                                    sufficient time.
   •   Progress reported to the Board of Trustees                                     Informal assessment over regular times is the key.



 11
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)

12
•   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            66.6 (6/9)                               62.5 (5/8)                                  -3.5
Year 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




 13
FINAL EVALUATION
                                                         Timing       Responsibility Resourcing       FINAL EVALUATION
Planned Actions   TARGET 2 WRITING
1.1 Increasing dose and density                          Ongoing      All Teachers   NA               Principal:
   •   Writing to be daily                                                                            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           Throughout All Teachers     Teachers to      Principal:
writing                                                  the year                    use CRT to       Teachers have spent considerable time this year
   •   Teachers observe other classes within school                 Team Leaders     observe          moderating students writing in order to make
   •   View schools trying innovative ideas in writing              to organise      classes          accurate OTJs.
   •   Visitor with expertise                                                        within           Teachers and teacher aides have sought to extend
   •   How to hook in boys                                                           school.          their knowledge of literacy learning both within
   •   ELP book Y5-8                                                                 Request          the school and from external providers.
   •   TKI – Literacy on line                                                        professional
   •   ARBs – the where to next                                                      learning
   •   Literacy in e-Learning                                                        money for
                                                                                     expert visitor
                                                                                     or learning
                                                                                     outside the
                                                                                     school.
1.3 Student Voice                                        Ongoing      All Teachers   NA               Principal:
   •   Knowing how they see themselves as writers        Especially                                   It would be good to have a school wide tool for
   •   Collect student voice to determine the change     Term 1 and                                   collecting students voice (target students) to see
       in attitude to writing amongst target students    Term 4                                       shifts in their attitude to writing over the year. I
 14
•   Discussing with the students what the barriers                                              can see teachers are checking in with regards to
       are to writing (chalk talk)                                                                 their understanding but perhaps not so much
                                                                                                   about their attitude.

1.4 Collaborative Writing Activities                    Throughout All Teachers     Funding of     Principal:
   •   Night Zoo Keeper                                 the year                    Night Zoo      Classes have been engaged on Night Zookeeper
                                                                   Team Leaders     keeper         this year. The teacher who was the driving force
                                                                   to organise                     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                      Ongoing    All Teachers     Appropriate    Principal:
   •   Focus on Maori and Pasifika Students                                         Texts          Teachers help other teachers through PLGs
   •   Tataiako – Ako (students to see themselves as               Brenda           Library        (Professional Learning Groups), Paired Teaching, in
       teachers also)                                              organising the   Budget         their team meetings. The focus of these groups
   •   Connecting with family                                      outside                         should be on raising student achievement.
   •   Providing relevant authentic purposes for                   expert           PD Budget –    Collaborative teaching, in its many different forms,
       writing (experiences to motivate)                                            Outside        continues to be encouraged throughout the
   •   Using the reo                                                                expert         school.
                                                                                                   Teachers have viewed other schools and
                                                                                                   completed their inquiries in this field.

1.6 High interest writing for boys                      Ongoing    All Teachers     Board          Principal:
   •   Ideas from work done by David Riley                                          provided       Teachers help other teachers through PLGs
   •   Student voice about what they are interested                                 devices        (Professional Learning Groups), paired teaching, in
       in                                                                           Additional     their team meetings. Teachers have taken
   •   Opportunities to choose – non-fiction (Murray                                Resources      advantage of the various types of writing across
       Gadd)                                                                        Library Text   the curriculum which has provided for different
                                                                                                   writing genre, such as their writing in Science.
 15
•   Use of devices to help increase engagement                                     PD
       and output                                                                     opportunities
   •   Give the student a choice in writing style/genre                               (from PD
   •   Further resources from Down The Back Of The                                    budget)
       Chair
   •   Real life experiences to build up vocabulary
       knowledge
   •   TKI – success for Boys– eg Story Starters, Game
       of Awesome
1.7 Incentive for Writing                                 All Year     Sean/Nikkie    Ensure target   Principal:
   •   Use of devices and writing apps                                 to organise    students        There is little doubt that writing on devices, when
   •   Website games and activities at home               New                         have access     the focus is on writing, allows students to write
   •   Opportunities to have work published               devices by   Teachers to    to devices      more freely and is a motivating factor for boys. It
                                                          the end of   monitor use    Board may       also allows the students to be more effective when
                                                          Term 1                      need to         it comes time to edit and recraft their writing.
                                                                                      provide
                                                                                      further
                                                                                      funding of
                                                                                      devices
                                                                                      Storybird
                                                                                      $25, Snapfish
                                                                                      $10
1.8 Peer Writing                                          Ongoing      All Teachers   NA              Principal:
   •    Able student with a target student                                                            From the teachers reviews it does seem that
   •    Following a script                                                                            teachers have opted not to do so much peer
   •    20 minutes at regular intervals                                                               writing this year.
   •    Sample comments they can say to their buddy

 16
1.9 Collaborative Teaching                               Ongoing   All Teachers    Additional      Principal:
   •    Time to collaborate with other teachers                                    release time    As with reading the teachers meet together
        around planning for target students (time to               Sean to                         regularly to discuss the progress they are making
        prepare reports)                                           organise                        with target students and their writing.
                                                                   release                         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                              Ongoing   SLT             Funding of      Principal:
   •    Working with students just below ‘AT’                      Organising      additional TA   The provision of teacher aide support has had a
   •    Not to be working with the target group                    TAs             time            big impact on time that the teacher has been able
        except as detailed above                                   Teachers to                     to spend on target students.
   •    Allows teacher to spend more time with target              coordinate
        students                                                   with TAs –
                                                                   spending time
                                                                   sharing
                                                                   planning
2.1 SOLO and Visible Learning                            Ongoing   All Teachers    NA              Principal:
  •    Integrating SOLO with Learning Intentions and                                               It is clear that in some classes students have a
       Success Criteria                                                                            better understanding of what lower and higher
  •    Peer and self-assessment                                                                    order thinking looks like in writing.
  •    Assessment capable students - writing                                                       Understandably teachers have had to make
  •    Using learning dispositions to help students                                                choices which areas of their professional learning
       identify the characteristics of good learners –                                             they have been able to focus on with their class.
       particularly in writing                                                                     Adding on too many layers may cause too much
  •    Language of learning                                                                        confusion, especially for target students.


 17
•        Using the Learning Climb for target students to
           monitor their progress
2.2 Monitor Progress                                         Ongoing   All Teachers    NA              Principal:
      •    Use e-AsTTle and other standardised                                                         Teachers have been taking small samples of target
           assessments                                                                                 student writing and making regular judgement of
      •    Moderation                                                                                  whether students are progressing.
      •    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
 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
 18
•   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




 19
FINAL EVALUATION
Planned Actions TARGET 3 MATHS                      Timing      Responsibility   Resourcing       FINAL EVALUATION

1.1 External Programmes                             Throughout Mathletics –      Budget           Principal:
   •   Mathletics                                   the year   Nikkie to         allocation for   It will be interesting to see the overall impact the
   •   Khan Academy                                            organise.         Mathletics to    investment in Mathletics that the school has made.
   •   e-Ako                                                   Year 8            all students –   Decisions will need to be made on whether it is
   •   NZ Maths                                                teachers to       subsidised       funded next year.
   •   Teacher Tools Site                                      run and           but covering
                                                               monitor           all students
                                                                                 regardless.
1.2 A Focus on Number Knowledge                                                  Breakfast        Principal:
   •   Breakfast Club                                                            items            Numbers of students involved in these
   •   Number Club                                                                                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                          All Year    All teachers     N/A              Principal:
   •   3 x a week (3 x strand, 1 day number                                                       Collaborative teaching has continued throughout
       knowledge)                                                                                 the year and teachers have seen it as a more
   •   Discussions around assessment capability –                                                 efficient way to get through content and to see
       next steps, goal review                                                                    more groups regularly – especially target students.
   •   Collaborative sharing of ideas                                                             Some teachers have also trialled personalised
                                                                                                  learning with students (whereby the students
                                                                                                  timetable their day prioritising their learning). This
 20
can be a highly motivating activity for students and
                                                                                                       provides for student agency.

1.4 Access to Technology                                  All Year.    Sean             BOT funded     Principal:
   •   Target students to access board funded             New          Teachers to      devices –      All students have access 1:1 on devices and use
       devices                                            Devices –    monitor use      may need to    digital technology on a daily basis as a tool to aide
                                                          end of                        increase       and enhance their learning.
                                                          Term 1                        number
1.5 Culturally Responsive Pedagogy                        All year.    All Teachers     Outside        As with reading and writing
   •   Focus on Maori Students                            PD in Term                    Expert (PD     Principal:
   •   Tatiako                                            1 and 2      Brenda to        Budget) -      Teachers help other teachers through PLGs
   •   Connecting with family                                          organise         Charlene       (Professional Learning Groups), paired teaching, in
   •   Providing relevant authentic purposes for                       outside expert   Mataio         their team meetings. The focus of these groups
       mathematics (experiences to motivate)                                                           should be on raising student achievement.
   •   Using the reo                                                                                   Collaborative teaching, in its many different forms,
   •   Use of patterns in the cultural art (eg Koru and                                                continues to be encouraged throughout the school.
       tessellations)                                                                                  Teachers have viewed other schools and
                                                                                                       completed their inquiries in this field.

1.6 Visible Learning/SOLO                                 All year                      Skype          Principal:
   •   Developing LI’s and SC’s using SOLO                                              connection     Teachers have been using the SOLO verbs in their
   •   Moving from lower level to higher level                                          with           success criteria for mathematics.
       thinking                                                                         Australia
                                                                                        second on
                                                                                        site session
                                                                                        with Luke
                                                                                        and Sophie –
                                                                                        PD budget

 21
1.7 Context related Maths                               All year    All Teachers   Resource     Principal:
   •   Link high interest to girls eg measurement and                              material     Teachers have been creative in the ways that they
       fashion                                                                                  have used real life problems or contexts in the
   •   Link with Technology at Rosehill                                                         world of mathematics.
   •   High interest to Pasifika
   •   Financial Literacy – (Enterprise Programme)
   •   Careers Education – How maths is used in the
       work place
1.8 Teacher Aide                                        All year    SLT            Cost of TA   Principal:
   •   Access to a TA with maths experience                                        time         The Teacher Aide has been used in a way that is
   •   Teacher to share planning, assessment LI’s                                               contrary to the philosophy research backs. We will
       and SC’s with TA                                                                         see once OTJs come in whether this has been
   •   To help those students just below ‘at’.                                                  effective.

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

 22
National Standards NAG2A(b) reporting


     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%

23
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




24
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


25
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)
26
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             Effect size: overall                    Effect size: Maori                      Effect size: Pasifika
      Data                                                                                                   (The number of Pasifika is small-
      Year group                                                                                                  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                 Effect size: overall                     Effect size: Maori                         Effect size: Pasifika
      Data                                                                                                       (The number of Pasifika is small- distorting
      Year group                                                                                                               the figures)
                                  2016                    2017             2016                    2017                 2016                   2017
      4                    0.67                    1.20             1.11                    1.13                 0.64                   0.92

27
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                  Effect size: overall                Effect size: Maori                  Effect size: Pasifika
      Number &                                                                                (The number of Pasifika is small- distorting
      Algebra Maths                                                                                         the figures)
      Data
      Year group
                             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.




28
Reporting on gifted and talented students

                                                             The National Standard that gifted and talented students are achieving at for reading.

                                                                                After 2     After 3      Year 4      Year 5       Year 6       Year 7   Year 8   Year 8+
Year level of gifted and talented students in reading 2017




                                                                                years at    years at
                                                                                school      school


                                                             After 1 year at
                                                             school             4

                                                             After 2 years at               20
                                                             school

                                                             After 3 years at                            22
                                                             school

                                                             Year 4                                                  16           5

                                                             Year 5                                                               16           0

                                                             Year 6                                                                            13       4

                                                             Year 7                                                                                     19        3

                                                             Year 8
                                                                                                                                                                 35


29
The National Standard that gifted and talented students are achieving at for writing.

                                                                                After 2     After 3      Year 4      Year 5       Year 6       Year 7   Year 8   Year 8+
Year level of gifted and talented students in writing 2017




                                                                                years at    years at
                                                                                school      school

                                                             After 1 year at    4
                                                             school

                                                             After 2 years at               4
                                                             school

                                                             After 3 years at                            6
                                                             school
                                                             Year 4                                                  16           2

                                                             Year 5                                                               17           1

                                                             Year 6                                                                            10       3

                                                             Year 7
                                                                                                                                                        10       1
                                                             Year 8
                                                                                                                                                                 32


30
The National Standard that gifted and talented students are achieving at for mathematics.

                                                                               After 2    After 3      Year 4      Year 5       Year 6      Year 7      Year 8   Year 8+
Year level of gifted and talented students in mathematics




                                                                               years at   years at
                                                                               school     school


                                                            After 1 year at    7
                                                            school

                                                            After 2 years at              8
                                                            school

                                                            After 3 years at                           6
                                                            school

                                                            Year 4                                                 18           1

                                                            Year 5                                                              9           1

                                                            Year 6                                                                           11         2

                                                            Year 7                                                                                      10       2
2017




                                                            Year 8
                                                                                                                                                                 20




31
2017 National Standards Reporting (Due 1 March 2018)
 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
32
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




33
Mathematics all levels                     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 by levels                      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




34
Opaheke School                                                                      STRATEGIC PLAN 2018 - 2020
                                                                  2018                                                     2019                                              2020
                                      Strengthen pedagogical knowledge to enhance student             Strengthen pedagogical knowledge to enhance         Strengthen pedagogical knowledge to
                                      achievement. Sustaining and maintaining Visible Learning.       student achievement. A focus on support of          enhance student achievement. A focus on
                                      A focus on support of progress and achievement of MOE           progress and achievement of school priority         support of progress and achievement of
                                      Priority Students – Maori, Pasifika and students with special   students.                                           school priority students.
                                      needs. Follow Visible Learning and Digital Technologies         Review Visible Learning and Digital                 Review Visible Learning and Digital
                                      action plan. SOLO Taxonomy integrated with Learning             Technologies action plan. Using SOLO hexagons       Technologies action plan. Using SOLO
                                      Intentions and Success Criteria.                                shows the links with various aspects of school      hexagons shows the links with various
                                                                                                      development.                                        aspects of school development.
                                      Review of standardised and non-standardised data collected      Teachers regularly tracking progress of priority    Teachers regularly tracking progress of
                                      at class and school level.                                      students through analysis of standardised and       priority students through analysis of
                                      Extend and update tracking system for priority students –       non-standardised data.                              standardised and non-standardised data.
     Curriculum Learning & Teaching




                                      collating all aspects of assessments and support. Close         Refine tracking system for priority students –      Refine tracking system for priority students
                                      monitoring of progress.                                         collating all aspects of assessments and            – collating all aspects of assessments and
                                      Teachers and leaders analyse and act on effect sizes.           support. Close monitoring of progress.              support. Close monitoring of progress.
                                                                                                      Teachers and leaders analyse and act on effect      Teachers and leaders analyse and act on
                                                                                                      sizes.                                              effect sizes.
                                      Wellbeing initiatives implemented resulting from the            Continue to implement recommendations.              Student Wellbeing survey carried out.
                                      student survey in 2016.                                         Review current research on effective initiatives.   Biennial Health Community Consultation
                                      Implement recommendations carried out Term 1 2018.

                                      Further develop formative assessment practices in maths.        Further develop formative assessment practices   Further develop formative assessment
                                      Develop formative practices in minor area - Science             in reading.                                      practices in writing.
                                                                                                      Develop formative practices in minor area –      Develop formative practices in minor area
                                                                                                      Social Science                                   – The Arts
                                      Learners are using digital technology to enhance their          Effectively integrate digital technologies into  Effectively integrate digital technologies
                                      learning. Receiving and giving feedback on their learning.      newly developed FLS’s (Flexible Learning         into newly developed FLS’s (Flexible
                                      Develop parent education sessions in the use of digital         Spaces) and classes who are working              Learning Spaces) and classes who are
                                      technologies.                                                   collaboratively.                                 working collaboratively.
                                      Review new e-Learning Curriculum Document                       Practices in line with new curriculum document   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 Enhance GATE programme by researching
                                                                                                      to ensure we are achieving a balance.            new and innovative practices.
                                      Improve pedagogical knowledge by trialing new way of            Implement recommendations of review of trial     Embed new system of delivering
                                      carrying out professional learning in the school.               carried out in 2018.                             professional learning.
                                      Review


35
Review school using the school review schedule.                    Curriculum reporting – review.                      Review school using the school review
                                Implement annual programme.                                        Review school using the school review               schedule.
                                Update remainder documents of other curriculum areas in            schedule.                                           Implement annual programme.
                                the curriculum folder. (Literacy and Maths completed)
     Documentation and Review




                                Board to review ERO indicators and the school’s                    Board to review ERO indicators and the school’s     Board to prepare documents for ERO
                                performance in relation to these.                                  performance in relation to these.                   review this year.
                                Achievement reports delivered to the board placed on the           Report on tracking of student achievement over      Report on tracking of student achievement
                                hub or website for parents to view.                                time.                                               over time.
                                BOT to continue consulting its parent community on an              BOT to continue consulting its parent               BOT to continue consulting its parent
                                ongoing basis. Maori and Pasifika consultation annually.           community on an ongoing basis. Maori and            community on an ongoing basis. Maori and
                                Focus on consultation for other ethnicities.                       Pasifika consultation annually.                     Pasifika consultation annually.
                                Introduce consultation of Latin American and Indian
                                community. Informally report on Latin American and Indian                                                              Heath Biennial Community Consultation
                                student achievement.                                                                                                   this year.
                                Health Biennial Community Consultation this year.
                                Review policies NAG 2 and 4.                                       Review policies NAG 1 and 6.                        Review policies NAG 3 and 5.
                                Annual reporting of finance policies at the beginning of the       Annual reporting of finance policies at the         Annual reporting of finance policies at the
                                year.                                                              beginning of the year.                              beginning of the year.
                                Review the way that we are reporting achievement.                  Implement new MOE recommendations for               Implement new MOE recommendations
                                ‘Meeting Expectation’ – what will this be based on.                reporting in a way that will meet the needs of      for reporting in a way that will meet the
     Reporting




                                Look at new MOE recommendations for reporting.                     our school community.                               needs of our school community.
                                After a review and further analysis of parent, teacher and
                                student surveys, implement the changes in the way we
                                report to parents.


                                Teachers have one goal based around school wide targets or         Teachers have one goal based around school          Teachers have one goal based around
                                class targets if the school wide targets do not pertain to their   wide targets or class targets if the school wide    school wide targets or class targets if the
     Personnel




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



36
•   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)
                                    2) Know Thy Impact
                                    3) Inspired and Passionate Teaching

                            Promote high levels of staff performance by providing           Promote high levels of staff performance by      Promote high levels of staff performance
                            support and ongoing professional development.                   providing support and ongoing professional       by providing support and ongoing
                            Implement an effective Induction Programme for new staff.       development.                                     professional development.
                                                                                            Implement an effective Induction Programme       Implement an effective Induction
                                                                                            for new staff.                                   Programme for new staff.

                            Check monthly financial reports. Aim to ensure school is in     Check monthly financial reports. Aim to ensure   Check monthly financial reports. Aim to
                            healthy financial state.                                        school is in healthy financial state.            ensure school is in healthy financial state.
                            Manage roll to increase to previous level.                      Response to any increase in roll.                Response to any increase in roll.
                            Review MOE property funding levels in response to               Review MOE property funding levels in            Review MOE property funding levels in
     Finance and Property




                            increased students.                                             response to increased students.                  response to increased students.
                            Implement new 10 year and 5 year property plan.                 Year 1/2 of Property Plan.                       Year 2/3 of Property Plan.
                            Library/ICT Suite – New library leader to introduce changes.    New system for hall and Innovative Lab.          Review plan for new infrastructure based
                            Replace data projector with TV                                  Replacing COW laptops.                           on possible building expansion or
                            Replacing COW laptops.                                                                                           alterations.
                            Replace Multi-points – begin to phase out.
                            1:1 Achieved.
                            My Mobile Learning strengthened in Year 4.
                            Review whether to implement My Mobile Learning in Year
                            3.
                            Look at new sound system for the hall.
                            New system for Innovative Lab.



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Monitor patterns, locations of accidents to students and        Ensure all in school are aware of all Health and   Ensure all in school are aware of all Health
     Health & Safety

                       staff, identifying, eliminating or minimizing hazards where     Safety Policies in the school and are actively     and Safety Policies in the school and are
                       possible.                                                       involved in the process of monitoring health       actively involved in the process of
                       Implement new policies related to changes to Health and         and safety issues and hazards.                     monitoring health and safety issues and
                       safety Act. School Health Team to implement systems.                                                               hazards.
                       Health Team to meet regularly.
                       Maintaining a safe, secure, clean school environment.           Maintaining a safe, secure, clean school           Maintaining a safe, secure, clean school
                                                                                       environment.                                       environment.
                       Monitoring absenteeism and truancy. Analyse by ethnicity        Monitoring absenteeism and truancy. Analyse        Monitoring absenteeism and truancy.
                       and age. Look for patterns. Address issues with the             by ethnicity and age. Look for patterns. Address   Analyse by ethnicity and age. Look for
     Administration




                       implementation of initiatives.                                  issues with the implementation of initiatives.     patterns. Address issues with the
                                                                                                                                          implementation of initiatives.
                       Board of Trustees and school’s senior leaders maintain          Board of Trustees and school’s senior leaders      Board of Trustees and school’s senior
                       sound communications to ensure cohesive leadership              maintain sound communications to ensure            leaders maintain sound communications to
                       continues.                                                      cohesive leadership continues.                     ensure cohesive leadership continues.
                       All staff, parents and students support PTA in activities       All staff, parents and students support PTA in     All staff, parents and students support PTA
                       planned to benefit all at school.                               activities planned to benefit all at school.       in activities planned to benefit all at school.

                       To complete an annual update of the Opaheke School              Write charter with changes after removal of        To complete an annual update of the
 Charter
 Update




                       Charter by 1 March.                                             national standards reporting.                      Opaheke School Charter by 1 March.
 School




                       Review new requirements of charter for 2019                     To complete an annual update of the Opaheke
                       Review vision and mission to reflect changes in the school      School Charter by 1 March.
                       and the new direction the school is heading.
                       Strengthen pedagogical knowledge to enhance student             To provide an Analysis of Variance between         To provide an Analysis of Variance
 Variance
 Analysis




                       achievement.                                                    school performance and goals set out in the        between school performance and goals set
    of




                       A focus on support of progress and achievement of MOE           School’s Charter.                                  out in the School’s Charter.
                       Priority Students – Maori, Pasifika and students with special
                       needs.




38
2018 ANNUAL SECTION:            ANNUAL TARGETS 2018 and IMPROVEMENT PLANS

Target 1 Reading
To increase the number of Year 7 Maori Boys who are reading at or above the expected level to 75% by
the end of the year.

Target 2 Writing
To increase the number of Year 6 Maori and Pasifika Boys who are writing at or above the expected
level to 75% by the end of the year.

Target 3 Mathematics
To increase the number of students who are at or above the expected level in Mathematics to 75% by
the end of the year. The specific focus will be on the following students:
     a)   Year 6 Maori Boys
     b)   Year 6 Pasifika Boys
     c)   Year 7 Pasifika Girls
     d)   Year 8 Boys
     e)   Year 8 – All Maori Students




39
Target 1 Reading
To increase the number of Year 7 Maori Boys who are reading at or above the expected level to 75% by the end of the
year.
i)   Key Competencies and Learner Dispositions
     • Using language, symbols and texts
     • Managing Self
     • Thinking
     • Relating to others
     • Participating and Contributing
     • All 5 Learning Dispositions

ii) Strategic Objectives
    • Accelerate the rate of progress of Year 7 Maori Boys identified as underachieving
    • Accelerate the progress of Maori as school priority students
    • Professional Learning will be around the 6 PL Domains throughout the school; CPR (Culturally Responsive Pedagogy), Coaching, GATE, SOLO, Digital Technology,
        Visible Learning (Broken into 3 sub categories – The Visible learner, Know Thy Impact, Inspired and Passionate Teaching)
    • 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, within the context of the PL Domains, for the annual appraisal of teachers with target students in their
        class




40
iii) Analysis of Baseline Data indicates that:
     • The proportion of Maori boys in Year 6 at the end of 2017 as being below the National Standard in reading is 55.5% (5 students out of 9)

                 Reading Year 7                         Well Below                 Below                      At                    Above         Total
                 (Year 6 2017)
                                                   No           %           No          %           No           %            No          %        No
                                 Male              2           7.4          10         37.0         12          44.4           3         11.1      41
     All students               Female             2           4.8           1         2.4          25          59.5          14         33.3      39
                                 Total             4           5.8          11         15.9         37          53.6          17         24.6      80
                                 Male              1           11.1          4         44.4          4          44.4           0         0.0       10
         Maori                  Female             0           0.0           1         7.7           9          69.2           3         23.1      11
                                 Total             1           4.5           5         22.7         13          59.1           3         13.6      21
                                 Male              1           7.7           5         38.5          5          38.5           2         15.4      21
     NZ/European                Female             0           0.0           0         0.0          11          64.7           6         35.3      19
                                 Total             1           3.3           5         16.7         16          53.3           8         26.7      40


Target 2 Writing
To increase the number of Year 6 Maori and Pasifika Boys who are writing at or above the expected level to 75% by
the end of the year.
i)   Key Competencies
     • Using language, symbols and texts
     • Managing Self
     • Thinking

ii) Strategic Objectives
    • Accelerate the rate of progress of Year 6 Maori and Pasifika Boys identified as underachieving
    • Accelerate the progress of Maori and Pasifika as school priority students
    • Professional Learning will be around the 6 PL Domains throughout the school; CPR (Culturally Responsive Pedagogy), Coaching, GATE, SOLO, Digital Technology,
        Visible Learning (Broken into 3 sub categories – The Visible learner, Know Thy Impact, Inspired and Passionate Teaching)
    • Monitor student progress and achievement of school target students in writing
    • Report to the Board of Trustees on the progress of these students
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