School Charter

HAVELOCK NORTH PRIMARY

2017  CHARTER

Principal’s endorsement: Nick Reed        Board of Trustees Endorsement: Phil Chandler

Submission date ot the Ministry of Education: 1 March 2017

Introductory Section

Havelock North Primary School is located close to the main business centre of Havelock North which includes the three Census area units of Anderson Park, Iona and Te Mata.  The Havelock North area is surrounded by the rural hinterland of Arataki, Longlands and Karamu. Hastings City lies 5 km to the northwest and Napier City 20 km to the north.

HOME ZONE (Enrolment Scheme requirement)

The zone is the area comprised within those properties which have direct access to the following roads within the boundaries of Havelock Road/St Andrews Road intersection, Havelock Road including St Andrews Road to St Georges Road, St Georges Road to Karamu Road including Crosses Road to the north, Napier Road/Goddards Lane intersection, Te Mata Road/Carl Ave intersection, (not including Carl Ave, Danners Street and St Hill Lane), Lindsay Street, Scannell Street, George Place, McHardy Street, Greenwood Road, Tauroa Road to the east, Hikanui Drive, Tainui Drive, Tanner Street, Keith Sands Grove, Von Dadelszen Place, Keirunga Road, Glenpark Place, Toop Street, Pufflett Road, Kopanga Road, Woodford Terrace to the south and Lucknow Road/Middle Road intersection and Te Aute Road Bridge 510 over Mangarau

Stream to the west. 2008 saw the zone encompass the rural area around Arataki road and out on to the Waimarama Road and expanded to include:

(1) Napier Road (to Lawn Road), Lawn Road (from Napier Road to Te Mata Mangateretere Road), Te Mata Mangateretere Road (from Lawn Road and including River Road), Waimarama Road (to Maraetotara Road including Tukituki Road to and including Craggy Range Road), Maraetotara Road (to Waipoapoa Road), a line overland from Waipoapoa / Maraetotara Road junction to Rochfort Road and then overland to Kopanga Road.

(2) Include the roads named but exclude the area within bounded by St Hill Lane (from Te Mata Road to Brookvale Road), Brookvale Road (from St Hill Lane to Ayrshire), Ayrshire (includes Hanna Place and Olive Place), Russell Robertson Drive (from Ayrshire to Arataki Road – includes Meissner to Karoola and Karoola only), Arataki Road (from Russell Robertson Drive to Te Mata Road), Te Mata Road (from Arataki Road to Te Mata Mangateretere Road junction), Black Barn road, a line from the end of Black Barn Road to the top of Te Mata Peak Road, Te Mata Peak Road, Simla Avenue (includes Franklin, Emerald Hill and Hereworth Grove) and Te Mata Road (from Simla Avenue to St Hill Lane).

 

In addition to the area defined above the following streets/roads are also included in the school’s home zone:

  • Brookvale Road (from No 113 Brookvale Road to Arataki Road) including Whakatomo Place and Whittaker Place
  • Arataki Road to Russell Robertson Drive (including Te Heipora Place, Devine Close, Albany Lane)
  • Meissner Road (from Arataki Road to the intersection with Karoola Place) including Percy Berry Place.

NOTE: Urban Rochfort Road is outside our school zone.

In 2017, after much consultation, we changed our school vision to “Empowering Learners for Life”

As a school with history, we respect tradition. We’ve come a long way from the early days where the motto was “He carries his cross bravely”. We love the fact that our school has a solid foundation – over a century and a half of passion and care for education. Tu Mana, Tu Kaha Tu Tangata, is the new school motto. In the school Charter, the vision and strategy have been revised, and the branding (including logo) is in the process of being updated.

At the heart of our school are the children. Many of our school families have made the active choice to live in Hawke’s Bay, a stunning part of NZ. Havelock North is a special place, nestled at the foot of iconic Te Mata Peak. We are lucky and proud to be the school that’s right here in the midst of Havelock North – a great little village.

Our core values have been revised and are now represented by the 4 “Rs”: Resilience, Respect, Responsibility and Relationships.

Our school is a community of learners who respect and value each other and our place in Havelock North, our environment and the wider world.

At Havelock North Primary School every decision is based on:   “How does this affect the learning of our students”

 

The Havelock North Primary School Board of Trustees undertakes to take all reasonable steps to achieve the purpose, aims and objectives in this Charter, which has been approved by the Board following consultation with the community and to take full account of the National Education Guidelines and all statutory obligations (NAG 6,7 & 8).

Procedural Information

Annual Cycle

Havelock North Primary School will lodge a copy of the Charter and Strategic Plan with the Ministry of Education by 1st March 2017 and report on the achievements of the previous year.

Catering for Cultural Diversity

Havelock North Primary School acknowledges New Zealand’s cultural diversity and the unique position of Maori culture (Education Standards Act 2001).  This is demonstrated through;

  •  School Policy and curriculum delivery
  •  Consultation with the Maori families (Hui)
  •  Consultation with Pasifika families

The Board will meet the request for instruction in and through Te Reo, to the best of its ability, dependent upon staffing and financial resources.

Consultation 2016

  • Community consultation survey
  • Vision/Values
  • Reporting to parents
  • Maori
  • Year 1 Induction
  • Year 7 (Year 6 programmes)
  • Homework
  • EOTC
  • Travel Plan
  • Well-being student consultation

Supporting Documents

  • Havelock North Primary School Budget 2017
  • Havelock North Primary School Curriculum Delivery Plan
  • Havelock North Primary School Self Review Plan
  • Havelock North Primary School Policies and Procedures
  • National Standards Achievement Reports based on overall teacher judgements (O.T.J’s) for the 2016 student cohort.
  • 2016 Analysis of Variance
  • Collation of Community Consultation survey - 2016
  • Havelock North Primary School 2016 ERO Report

Personnel, Finance and Property

Havelock North Primary School Board of Trustees will:

  • Act as a good employer to teaching and non-teaching staff.
  • Provide Professional Development opportunities for all staff members.
  • Prepare a budget to monitor and control school expenditure.
  • Allocate funds to meet the school’s priorities so that student achievement is enhanced.
  • Utilise the 5 year / 10 year property plan to ensure the school’s facilities provide a safe, healthy learning environment.

 

Aim 1

To grow student achievement by providing quality teaching, where all learners are engaged, inspired  and achieving to their potential.

(NAGS 1, 2 2A, 3,6)

 Aim 3

To ensure a safe and caring optimal learning environment.

(NAGS 3,4,5)

Aim 2

To develop and empower well rounded and capable students who are confident and engaged lifelong learners.

(NAGS 1,2,5)

Vision

“Empowering Learners for Life”

Motto

“Tu Mana Tu Kaha Tu Tangata”

Our Values (we value)

Responsibility, Respect, Resilience, Relationships

Aim 4

To develop a fully inclusive school culture where whanau and community partnerships are nurtured and strengthened.

(NAGS 3,4,5 )

New Zealand Curriculum - Key Competencies

Thinking, Using Language, Symbols and Text, Managing Self, Relating to Others, Participating and Contributing

 

ERO’s Evaluation Indicators of a Successful School

Our School

Senior Leadership Team

  • Gives high quality leadership to the school
  • Supports, values and empowers others
  • Maintains effective communication between home and school
  • Ensures quality teaching and learning Monitors progress to ensure equitable outcomes for Maori learners
Policies and Procedures

  • Are developed through consultation
  • Meet legislative requirements
  • Are clearly stated and understood
  • Are accessible to everyone
  • Are regularly reviewed
Parents

  • Feel welcomed, included and well-informed
  • Encourage children in their schooling
  • Respect the professional judgment of the staff
  • Work in partnership with staff
  • Are supportive of the Board, staff and school.
Students

  • Take responsibility for their actions and learning
  • Are actively engaged in their learning
  • Achieve to their potential
  • Are respectful, considerate and confident learners
  • Are proud of their school
  • Feel safe and cared for
  • Are encouraged and challenged
  • Take pride in their achievements
  • Accept leadership opportunities
Teachers

  • Focusing on Literacy and Numeracy, while providing a balanced programme.
  • Use assessment to inform and review planning and teaching programmes
  • Are enthusiastic, and foster a love for learning
  • Plans individualised programmes based on need
  • Apply Teaching as Inquiry
  • Communicate the purpose of learning.
  • Receive appropriate support
  • Are committed to professional growth
  • Have high expectations
  • Demonstrate caring and supportive interpersonal skills
  • Provides needs based programmes
  • Work in partnership with parents
Board of Trustees

  • Meets requirements of the NEGS and the NAGS
  • Is a good employer  and stays well informed
  • Works alongside staff
  • Ensures all resources are effectively managed
  • Plans for the future
  • Consults effectively with the community
Curriculum

  • Balanced, high interest, challenging
  • Integrated themes link all learning areas
  • Reflect local contexts
  • Include student voice
  • Literacy and Numeracy meets the needs of all children
  • Is regularly reviewed and updated
  • Fulfil national curriculum requirements
Support Staff

  • Are supportive of the school and its aims, feel valued, and part of the team
  • Care for the students
  • Are positive and professional
Environment

  • Is inviting and attractive
  • Supports learning programmes
  • Is safe and well maintained
  • Child centred, interactive
  • Children’s work displayed and celebrated

 

Strategic Section

The Board has a three year Strategic Plan, which outlines the strategic direction. This document is reviewed annually.

The base of this plan is the goals and a sound vision and philosophy for the school. Our Motto is “Tu Mana Tu Kaha Tu Tangata” which is a statement we live by. We understand that people are our most important resource.

Gathering information which can be used to meet the learning needs of our Maori students and raise achievement will be demonstrated by:-

Recognition of Cultural Diversity and Dual Cultural Heritage

The ethnic composition of our school is as follows:

NZ European          66.8%

Maori                        9.4%

Asian                        2.1%

Pasifika                      .4%  

Other                      21.3%

 

Te Ao Maori

The cultural diversity of New Zealand is recognised through every school curriculum plan which outlines cultural elements to be included within the class programme.

Learning opportunities in Tikanga Maori and Te Reo are provided in every classroom. All teachers are required to include Maori perspectives in curriculum planning wherever possible, and to introduce basic Te Reo Maori language into the classroom learning. Resources to support these requirements have been purchased. The HNPS Board of Trustees will look to use both external and internal providers to provide professional development opportunities to the staff.

Self Review Programme 2017 - 2019

Havelock North Primary School has a responsibility under the NAGs to review its performance and accountability documents. Self review plays an important part in the development and improvement of our school.

2017

Term 1

Term 2

Term 3

Term 4

  • Achievement and Curriculum
  • BOT Operations
  • Policy
  • Whanau Hui
  • Reporting
  • Written Language programmes
  • Sport/PE programmes
  • Website
  • Pasifika Consultation
  • Year 7 review
  • Policy
  • Maori students
  • Inquiry Learning model
  • Student voice
  • School uniform
  • Mid Point Target review
  • Policy- Finance (Property)
  • Student Wellbeing survey
  • Health Consultation
  • Religious Education
  • School Term dates
  • National Std reports
  • Policy
  • EO


2018

Term 1

Term 2

Term 3

Term 4

  • Achievement and Curriculum
  • BOT Operations
  • Maths  Programmes
  • Whanau Hui
  • ILE Pedagogy
  • Maori Consultation
  • Pasifika Consultation
  • Year 7 review
  • Policy
  • Student voice
  • Mid Point Target review
  • Policy
  • Student Wellbeing survey
  • Religious Education
  • School Term dates
  • National Std reports
  • Teams review
  • EOTC review
  • Policy


2019

Term 1

Term 2

Term 3

Term 4

  • Achievement and Curriculum
  • BOT Operations
  • Reading Programmes
  • Whanau Hui
  • ILE Pedagogy
  • G & T programmes
  • Maori Consultation
  • Pasifika Consultation
  • Year 7 review
  • Policy
  • Health Consultation
  • Sport/PE Programmes
  • Mid Point Target review
  • Policy
  • Student Wellbeing survey
  • Gifted and Talented programmes
  • Religious Education
  • School Term dates
  • National Std reports
  • Teams review
  • EOTC review
  • Polic


ANNUAL SECTION

 

Havelock North Primary Strategic Plan 2017 - 2019    

Aim 1     To grow student achievement by providing quality teaching, where all learners are engaged, inspired  and achieving to their potential

2017

2018

2019

  • Leadership capacity further developed
  • Community of Learners focus determined
  • Gifted and Talented programmes further developed
  • Whanau group consolidation
  • Embedding of Ka Hikitia principles/Hautu
  • Refine “student agency” and “power of two” model
  • Review Inquiry Learning model
  • Support programmes for reading, writing and maths (ALL, ALiM and Quick 60)
  • Explore further use of E Tap SMS
  • Introduce new appraisal document/system
  • Explore Play Based Learning across the Junior team
  • Year 7 review
  • Student Learner licence introduced
  • Acceleration of learning
  • Leadership capacity is further developed
  • Community of Learners programmes underway
  • Gifted and Talented review
  • Support programmes for reading, writing and maths
  • Embed student agency
  • Science / Technology (STEM)
  • Appraisal review
  • Fully implement play-based learning
  • “Future leaders” programme
  • Review of leadership capacity
  • Community of Learners review
  • Support programmes for reading, writing and maths
  • Review student agency
  • Science initiative
  • Maths and Literacy sustainability
  • Review play-based learning
  • Buddy appraisal
Aim 2     To develop and empower well rounded and capable students who are confident and engaged lifelong learners

  • Implement new vision and values
  • Maori achieving as Maori - Ka Hikitia
  • Orchestra
  • Continue to strengthen Student voice - Year 6 leavers, maori students, well being, student council
  • Graduate/student profile
  • Embed and sustain Kapa Haka
  • Sport / PE review
  • Embed Maori achieving as Maori - Ka Hikitia
  • Student voice - Year 6 leavers, Maori students, well being, student council
  • Performing Arts Extravaganza
  • Maori achieving as Maori - Ka Hikitia
  • Dance
  • Student voice - Year 6 leavers, Maori students, well being, student council
  • Art Intensive /Fundraiser
Aim 3      To ensure a safe and caring optimal learning environment.

  • Review role of library
  • Keeping ourselves safe programme (KOS)
  • Review student voice
  • Update 5 YA-spend contingency
  • Zone implementation
  • New signage-Houses, Vision, Teams
  • Health and Safety review
  • Cybersafety programmes
  • Health consultation
  • Repaint playgrounds
  • Uniform review
  • Re-carpet rooms
  • Air conditioning units
  • Hall upgrade
  • Quad area seating replaced
  • Quad area shade
  • Hotmix right of way from Te Mata Road
  • Explore cooling options in Rooms 8-13
  • Implement Travel Plan
  • Keeping ourselves safe programme
  • Implement new 5 YA
  • Furniture purchase
  • Property footprint discussed with MOE
  • Zone implementation
  • Policy review
  • Explore use of library space
  • Review Travel Plan
  • Zone implementation
  • New 5 YA implemented
  • Furniture purchase
  • Policy review
  • Health Consultation
Aim 4     To develop a fully inclusive school culture where whanau and community partnerships are nurtured and strengthened.  

  • Community consultation and review: website, new report feedback
  • New website implementation
  • Whanau day
  • School open days - new spaces
  • Cultural week
  • Marae partnership establish
  • Year 1 parent evenings
  • Parent education evening
  • Maori consultation
  • Modern Learning Pedagogy (MLP)
  • Green Team development
  • Community consultation
  • Whanau day
  • EOTC review
  • Parent education evening
  • Pasifika education plan
  • Maori consultation
  • Pasifika consultation
  • MLP review
  • Green team review
  • Community consultation
  • Whanau day
  • Cultural week
  • Parent education evening
  • Maori consultation


HAVELOCK NORTH PRIMARY SCHOOL ANNUAL PLAN 2017

 

Aim 1     

To grow student achievement by providing quality teaching, where all learners are engaged, inspired  and achieving to their potential.

Expected Outcomes

Action

Responsibility

Timeframe

Monitoring

Leadership capacity further developed

  1. Leadership opportunities via Think Tanks.
  2. Middle Management work with ED Lead twice per term.
  3. DPs involved in PLG with other DPs.
  4. Professional learning opportunities are sought where applicable.
Nick

Nick

Shona/Damion

Nick

Ongoing

 
Gifted and Talented programmes further developed

  1. Staff complete student analysis.
  2. G & T coordinator released 0.1 to monitor students/programmes.
  3. Feedback sought from staff/students.
  4. Parent nomination form developed.
Jenny

Term 1

All Year

Term 3

Term 2

 
Community of Learners focus determined

  1. Group to decide focus and submit proposal to the MOE
Nick

Term 1

 
Whanau group consolidation

  1. Termly whanau group meetings to build on development to date.
Tania

Ongoing

 
Embedding of Ka Hikitia principles

  1. Staff to be further immersed with the intent of this document.
Tania

Term 1

(Ongoing)

 
Refine “student agency” and “power of two” model

  1. Staff to refine definition of student agency.
  2. Staff to develop a learner licence.
  3. Relevant PD sought (Mark Osborne).
  4. Teachers to trial the power of two model.
  5. Review of Learner Licence
Jo /Toni

Amanda/Jo

Nick

Teachers

Jo/Toni

Term 1

Term 1

Term1/2

Ongoing

Term 3

 
Inquiry Learning model

  1. Review Inquiry Learning model.
Inquiry Learning Think Tank (Jo/Toni)

Term 1

 
Support programmes for reading, writing and maths (ALL, ALiM and Quick 60)

  1. ALL focus on writing.
  2. ALiM focus on selected priority learners.
  3. Quick 60 trialed on select group of priority learners
Raewyn

Shona

Raewyn

Ongoing

Term 2

Term 2

 
Explore further use of

E Tap SMS

  1. PD sought to ensure we are getting the best out of the ETap system
Nick/Damion

Ongoing

 
Introduce new appraisal document/system

  1. Teachers will be introduced to a new appraisal document.
Shona

Term 1

 
Explore Play Based Learning across the Junior team

  1. Junior room (Year 1-2) teachers explore the effectiveness of play-based learning.
Annie,Tania

Term 1

(Ongoing)

 
Year 7 review

  1. Year 7 students will be invited back to HNPS to give us feedback.
  2. Feedback will be reported to the BOT identifying strengths and weaknesses
Nick

Shona

Term 2

Term 3

 
Acceleration of learning

  1. Children needing acceleration will be identified.
  2. Programmes will be put in place and monitored with changes made every five weeks as necessary.
  3. Professional readings will be sought
  4. Data will be discussed regularly at team mtgs.
  5. Reporting of data to the BoT
Term 1

Term 1

Ongoing

Fortnightly

Termly

Teachers

Teachers

Shona,

Raewyn, Nick

Nick

 
Aim 2

To develop well rounded and capable students who are confident and engaged lifelong learners.

Expected Outcomes

Action

Responsibility

Timeframe

Monitoring

Implement new motto, vision, logo and values

  1. New vision,values and motto will be approved by the Board of Trustees.
  2. Teach the children the significance of these changes.
  3. Values will be explicitly taught in classrooms.
Board

Teachers

Teachers

Term 1

Term 1

Term 1 (ongoing)

 
Sport / PE review

  1. A parent reference group will meet as required to provide feedback to the PE/Sport Think tank
Kelly, Sam

Term 1

(ongoing)

 
Embed and sustain Kapa Haka

  1. The Kapa Haka groups (senior and junior) will have regular practises.
  2. The Senior kapa Haka will compete in the Ngati Kahungunu festival
  3. Kapa Haka will have opportunities to perform at assemblies
Tania, Amanda

Ongoing

Term 3

Ongoing

 
Continue to strengthen Student voice - Year 6 leavers, maori students, well being, student council

Graduate/student profile

  1. Year 6 leavers from 2016 will give the staff feedback about their preparation to Intermediate.
  2. Maori students will be surveyed around achievement and “Maori achieving as Maori”.
  3. All Year 4-6 students will take part in a well-being survey.
  4. A graduate profile will be adopted.
  5. Classroom teachers will seek regular feedback from students.
Nick

Tania

Damion

Shona

Teachers

Term 3

Term 2

Term 2

Term 1

Ongoing

 
Orchestra

  1. A school orchestra will be formed.
Julie

Term 3

 

 

Aim 3

To ensure a safe and caring optimal learning environment.

Expected Outcomes

Action

Responsibility

Timeframe

Monitoring

Repaint playgrounds

  1. The senior and junior playground will be repainted
Nick

Term 1

 
Health and Safety review

  1. Health and Safety policies will be reviewed
  2. Health and Safety procedures will be reviewed
  3. Keeping ourselves safe programme parent information session
  4. KOS programme will run
Board

Health and Safety team

Damion

Damion

Term 2

Term 2

Term 3

Term 3

 
Uniform review

  1. Parents will be surveyed about the current uniform.
  2. Students (Year 4-6) will be survey about the uniform
  3. Feedback will be presented to the Board for discussion
Nick

Nick

Nick

Term 1

Term 1

Term 2

 
Health consultation

  1. Families will complete a bi-annual health survey
Damion

Term 2

 
Cybersafety programmes

  1. Cybersafety programmes will be explicitly taught.
  2. Concerns or queries will be discussed at management/BOT if required
Karen

Karen

Ongoing

 
Explore cooling options classrooms

  1. Avenues will be sought for cooling of the classrooms.
Nick

Term 1

 
Implement Travel Plan

  1. The golden boot will be introduced.
  2. i-way programmes will run
  3. We will provide feedback to the Council and community around the effectiveness of these initiatives.
Nick

Jenny C/ FM/ DK

Nick

Term 1

Term 1

Ongoing

 
All walkways will be safe

  1. Hotmix right of way from Te Mata Road.
  2. Hotmix low points around school.
  3. Paint “yellow” any identified hazards.
Robin

Ongoing

 
Replace shade area

  1. Look at options for creating a  shade area over the quad.
Timely Consultants/Mike

Term 1-2

 
Hall upgrade

  1. Explore options for expanding the hall.
  2. Investigate an upgrade the heating system in the hall.
  3. Apply to the MOE to use $100k of BOT funds.
  1. Upgrade the hall interior
Timely Consultants/Mike

Nick

Timely Consultants/Mike

Term 1

Term 1

Term 1

Term 4

 
Review role of library

  1. Reingage the National Library services manager to provide assistance with the future direction of the library.
  2. Assess the feedback form the staff about the library space.
  3. Prepare to move the library back to its original site
Nick

Jo/Nick

Jo/Nick/Jenny B

Term 1

Term 1

Term 4

 
Update 5 YA-spend contingency

  1. Re-carpet rooms 3-5
  2. Heating / Cooling systems 8-13 and 3-5
Timely Consultants/Mike

Term 3

Term 1 / 3

 
Zone implementation

  1. Siblings will be the only out of zone students accepted unless agreed by the BOT
Board of Trustees

Ongoing

 

 

Aim 4

To develop a fully inclusive school culture where whanau and community partnerships are nurtured and strengthened.  

Expected Outcomes

Action

Responsibility

Timeframe

Monitoring

Community consultation and review: website, new report feedback, PE/Sport

  1. A new website will be introduced.
  2. EOY report format will be reviewed.
  3. An anniversary report will be introduced.
  4. PE/Sport programmes will be reviewed
Nick

Nick/Shona

Nick/Shona

Kelly/Sam

Term 1

Term 1

Term 1

Termly

 
Parent education evening

  1. A series of education workshops will be offered to parents.
  2. Mark Osborne will speak to our community about ILE and associated pedagogies.
Nick/Shona

Nick

Term 3

Term 1-2

 
Green Team development

  1. An environmental team will be set up.
  2. Kowhai seedlings will be produced to be presented at the EOY assembly.
  3. The team will explore ways to make our school more environmentally friendly.
Fiona

Fiona/Shona

Fiona and the Green Team

Term 1

Term 2

Ongoing

 
Marae partnership establish

  1. The school will re-establish its relationship with Matahiwi marae.
  2. The school will visit Matahiwi Marae.
Tania /Nick

Tania/Nick

Term 1

Term 3

 
Whanau day

  1. The school will have an open day for all whanau where learning is shared.
Senior Management team

Term 3

 
Year 1 Parent Evenings

  1. New families will have the opportunity to meet with the Junior Team Leader and the Principal to discuss the transition to school process/
Annie / Nick

Termly

 
Cultural week

  1. A cultural week will take place
  2. A variety of cultures will be invited to participate.
  3. Havelock North High School will be asked to assist.
  4. A Hangi will be put down
  5. A Marae visit will take place
Nick/Tania

Nick

Nick

Whanau Hui/Nick

Nick/Tania

Term 3

 
Maori consultation

  1. Whanau Hui will take place.
  2. Maori students will be surveyed
Tania/Nick

Tania

Termly

Term 3

 
School open days - new spaces

  1. Several open days will be introduced for parents to see the new spaces in action.
Nick /Jenny C

Term 3

 

Student Achievement Target 1 2017 - Reading

Overall aim: To accelerate the progress of all Year 1 – 6 learners in Reading.

Background data:  

  • 84% (406) of all children are at or above expectation
  • 85% (333) of European children are at or above expectation
  • 100%(4) of Pasifika children are at or above in expectation
  • 87% (219) of all females are at or above expectation
  • 80% (184) of males are at or above expectation
  • 87% (51) of all Year 6 school leavers are at or above expectation
  • 70% (16) of Asian children are at or above expectation
  • 81% (52) of Maori students are at or above expectation
  • 76% of all children after 40 weeks at school are at or above expectation

Specific target:

In 2017 all Maori students will make accelerated progress and at least 58%(7 of the 12) of these target students identified as being BELOW in 2016 will achieve AT the NS in Reading by the end of 2017.

In 2017 all students after two years (80 weeks) will make accelerated progress and at least 62.5% (15 out of 24) of these target students identified as being BELOW in 2016 will achieve AT the NS in Reading by the end of 2017.

In 2017 all students after Year 5  will make accelerated progress and at least 54% (7 out of 13) of these target students identified as being BELOW in 2016 will achieve AT the NS in Reading by the end of 2017.

In 2017 all Asian students will make accelerated progress and at least 58% (4 out of 7) of these target students identified as being BELOW in 2016 will achieve AT the NS in Reading  by the end of 2017.

Focus Area

Aim 1

To grow student achievement by providing quality teaching, where all learners are engaged, inspired  and achieving to their potential. (NAGS 1, 2 2A, 3,6)

Aim 2

To develop well rounded and capable students who are confident and engaged lifelong learners. (NAGS 1,2,5)

Baseline Data:

We have considered and discussed student progress and achievement data from the previous year.  We have also reviewed the areas for improvement from the analysis of variance and the school data from the current year.  From the trends and patterns of the data we have identified we need to focus on student progress and achievement in reading.  To achieve this we have developed targets and planned actions.

Analysis of school wide data at the end of 2016 shows 84 % (406) of all children are at or above expectation

  • 84% (406) of all children are at or above expectation
  • 85% (333) of European children are at or above expectation
  • 100%(4) of Pasifika children are at or above in expectation
  • 87% (219) of all females are at or above expectation
  • 80% (184) of males are at or above expectation
  • 87% (51) of all Year 6 school leavers are at or above expectation
  • 70% (16) of Asian children are at or above expectation (last year -  57% (14) of Asian children are at or above expectation)
  • 81% (52) of Maori students are at or above expectation (last year - 70 % (61) of Maori students are at or above expectation)
  • 76% of all children after 40 weeks at school are at or above expectation
  • Although both Asian and Maori data have improved we need to continue to focus on these because we have had some withdrawals and some additions which have affected the data.
  • Students after 40 weeks at school are the other group that in comparison to the other year groups is low.
  • The Maori boys, Asian boys, and European boys cohorts are  below 82%
Aim

Expected Action

Timeframe

Responsibility

Budget

Text appropriate to children, rather than the teacher selected all the time.

Children will have a greater ownership of the text they choose.

Student Library leaders will be part of the purchasing committee.

Purchasing high interest texts for boys.

Ongoing

Classroom Teachers

Jo Burns /Jenny Bennett

$3000

More rigorous monitoring of progress throughout the year

Structuring the team meeting agenda so that there is a focus on student progress.  More rigorous discussion and questioning around accelerated learning.

Appraisal process focus on acceleration of progress.  This means every five weeks teachers will be discussing data and progress, looking at what is working and what needs to happen next.

More in-depth analysis of PAT testing in March (Year 3-6) to identify needs of students.

Referrals to outside agencies for teacher support.

Ongoing

Team Leaders

Classroom teachers

$500

Effective use of teacher aides to support priority learners

Teacher aides will be used by each team to monitor the learning of priority students. “A” Team will support priority learners

Ongoing

Team Leaders & Senior Management

$ 50,000 approx

E Learning use is maximised.

Ensure e learning opportunities are carefully considered and support the learning intentions.

Ongoing

Team Leaders

Classroom teachers

Nil

Develop book bags for holiday times for priority learners

Book bags are available to take home at the end of each school term -priority learners only.

Term 2

Raewyn Field

Shona Burrough

$2000

Promote the importance of reading at home

improve relationships with home ie Whanau Hui

A whanau hui will take place each term and reading/achievement discussions will be an integral part of this

Termly

Tania Henare

Raewyn Field

Nick Reed

$500

Improve resources

Purchasing of new resources at each colour band (variety of content) and discard old damaged stock.

Term 1

Raewyn Field

$10,0

Student Achievement Target 2 2017 -Writing

Overall aim: To accelerate the progress of all Year 1 – 6 learners in Writing

Background data:  

  • 85 % (413) of all children are at or above expectation
  • 88 % (346) of European children are at or above expectation
  • 95% ( 90) children after 80 weeks at school are at or above in expectation
  • 91% of all NZ European females are at or above expectation
  • 90% of all female Maori students are at or above expectation
  • 100% of all female Pasifika students are at or above expectation
  • 85% of all Year 6 school leavers are at or above expectation
  • 28% (24) of students at end of Year 4 are well below or below.
  • 33% (11) Maori males students are below or well below.
  • 58% (10) Asian male students are below or well below.

Specific target:

In 2017 all male Maori students will make accelerated progress and at least 55% (6 of the 11) of these target students identified as being BELOW in 2016 will achieve AT the NS in Writing by the end of 2017.

In 2017 all male Asian students will make accelerated progress and at least 60%(6 of the 10) of these target students identified as being BELOW in 2016 will achieve AT the NS in Writing by the end of 2017.

In 2017 all students at the end of Year 5 will make accelerated progress and at least 62% (15 out of 24) of these target students identified as being BELOW in 2016 will achieve AT the NS in Writing by the end of 2017.

In 2017 all students after Year 6  will make accelerated progress and at least 59% (10 out of 17) of these target students identified as being BELOW in 2016 will achieve AT the NS in Writing by the end of 2017.

Focus Area

Aim 1

To grow student achievement by providing quality teaching, where all learners are engaged, inspired  and achieving to their potential. (NAGS 1, 2 2A, 3,6)

Aim 2

To develop well rounded and capable students who are confident and engaged lifelong learners. (NAGS 1,2,5)

Baseline Data:

We have considered and discussed student progress and achievement data from the previous year.  We have also reviewed the areas for improvement from the analysis of variance and the school data from the current year.  From the trends and patterns of the data we have identified we need to focus on student progress and achievement in writing.  To achieve this we have developed targets and planned actions.

Analysis of school wide data at the end of 2016 shows 86 % (416) of all children are at or above expectation

  • 85 % (413) of all children are at or above expectation
  • 88 % (346) of European children are at or above expectation
  • 95% ( 90) children after 80 weeks at school are at or above in expectation
  • 91% of all NZ European females are at or above expectation
  • 90% of all female Maori students are at or above expectation
  • 100% of all female Pasifika students are at or above expectation
  • 85% of all Year 6 school leavers are at or above expectation
  • 28% (24) of students at end of Year 4 are well below or below.
  • 33% (11) Maori males students are below or well below.
  • 58% (10) Asian male students are below or well below.
Aim

Expected Action

Timeframe

Responsibility

Budget

Third year of Accelerated Learning in Literacy (ALL) will focus on writing.

ALiL teacher will act as a resource teacher to improve teacher practice through an inquiry based approach.

Ongoing

Raewyn Field

$7300

Ensure the writing contexts are relevant to our Maori and Asian male students.

Student voice will be collected.

Teachers will reflect on practice and monitor progress.

Parents will be part of the “learning team”.

Ongoing

Classroom teachers

$1000

Re-modelled appraisal system

Appraisal process focus on acceleration of progress.  This means every five weeks teachers will be discussing data and progress, looking at what is working and what needs to happen next.

Ongoing

Team Leaders/Senior management

Nil

Making the link between reading and written language.

Teachers will make explicit links between reading and writing as part of their everyday teaching and learning programmes.

Ongoing

Classroom Teachers

Nil

Source external Professional Development

Gail Loane (Private Provider) to work with teachers around current practice.

Gemma (Waikato University) will work with the staff to refine practice during the year.

Term 1

Ongoing

Nick

Raewyn

$4000

Nil

More rigorous monitoring of progress throughout the year

Structuring the team meeting agenda so that there is a focus on student progress.  More rigorous discussion and questioning around accelerated learning.

Ongoing

Team Leaders

Classroom teachers

Nil

Effective use of teacher aides to support priority learners

The teacher aide ‘A’ Team working with the target students who are below and well below

Ongoing

Team Leaders & Senior Management

$50,000 approx

E Learning use is maximised.

Ensure e learning opportunities are carefully considered and support the learning intentions.

Ongoing

Team Leaders

Classroom teachers

$500

 

Student Achievement Target 3 2017 - Maths

Overall aim: To accelerate the progress of all Year 1 – 6 learners in Maths

Background data:  

  • 86 % (416)of all children are at or above expectation
  • 87% (343) of European children are at or above expectation
  • 82 % (53) of Maori students are at or above expectation
  • 75%(3) of Pasifika children are at or above in expectation
  • 100% (6) of female Asian children are at or above expectation
  • 85% of all females are at or above expectation
  • 87% of males are at or above expectation
  • 84% of all Year 6 school leavers are at or above expectation
  • 25% of children after 120 weeks at school  are below expectation.
  • 19% of children at the end of Year 4 are below or well below expectation.
  • 16% of children at the end of Year 5 are below expectation

Specific target:

In 2017 all male Maori students will make accelerated progress and at least 58%(7 of the 12) of these target students identified as being BELOW in 2016 will achieve AT the NS in Maths by the end of 2017.

In 2017 all male Asian students will make accelerated progress and at least 67%(4 of the 6) of these target students identified as being BELOW in 2016 will achieve AT the NS in Maths by the end of 2017.

In 2017 all students at the end of Year 4  will make accelerated progress and at least 56% (9 out of 16) of these target students identified as being BELOW after 120 weeks in 2016 will achieve AT the NS in Maths by the end of 2017.

In 2017 all students at the end of Year 5 will make accelerated progress and at least 56% (9 out of 16) of these target students identified as being BELOW in 2016 will achieve AT the NS in Maths by the end of 2017.

In 2017 all students after Year 6  will make accelerated progress and at least 61% (8 out of 13) of these target students identified as being BELOW in 2016 will achieve AT the NS in Maths by the end of 2017.

Focus Area

Aim 1

To grow student achievement by providing quality teaching, where all learners are engaged, inspired  and achieving to their potential. (NAGS 1, 2 2A, 3,6)

Aim 2

To develop well rounded and capable students who are confident and engaged lifelong learners. (NAGS 1,2,5)

Baseline Data:

We have considered and discussed student progress and achievement data from the previous year.  We have also reviewed the areas for improvement from the analysis of variance and the school data from the current year.  From the trends and patterns of the data we have identified we need to focus on student progress and achievement in maths.  To achieve this we have developed targets and planned actions.

Analysis of school wide data at the end of 2016 shows 86 % (486) of all children are at or above expectation

  • 86 % (416)of all children are at or above expectation
  • 87% (343) of European children are at or above expectation
  • 82 % (53) of Maori students are at or above expectation
  • 75%(3) of Pasifika children are at or above in expectation
  • 100% (6) of female Asian children are at or above expectation
  • 85% of all females are at or above expectation
  • 87% of males are at or above expectation
  • 84% of all Year 6 school leavers are at or above expectation
  • 25% of children after 120 weeks at school  are below expectation.
  • 19% of children at the end of Year 4 are below or well below expectation.
  • 16% of children at the end of Year 5 are below expectation
  • More students after 120 weeks, at end of Year 4 and 5 are below the National expectation in  comparison to the rest of the school.  
Aim

Expected Action

Timeframe

Responsibility

Budget

Focus on Year group sub-Targets

The sub-targets for 2017 are:

Year 2 - accelerating students through Stage 4.

Year 3 - accelerating students through from Stage 4 to Stage 5.

Year 4 - accelerating students through Stage 5

Year 5 - accelerating students through from Stage 5 to Stage 6.

Focus areas for acceleration of student learning are:

  • Developing number sense above 50
  • Place value understanding
  • Fractional understanding
Ongoing

Fiona, Nick S, Shona

$7300

Source relevant Professional development

PD with Dinah Harvey - Maths leadership (2 staff), Rich Tasks (1 Staff), Number (1 staff).

Ongoing

Classroom teachers

$3000

Improve Teacher Practice

Revisiting the MOE “ Mathematics Standards”.

ALiM 2 - the focus is on teacher learning and practice

Target the application of number through the strands - helping the students make connections.

Ongoing

Term 2

Ongoing

Team Leaders/Senior management

Shona

Fiona/Nick S

Nil

$7300

More rigorous monitoring of progress throughout the year

Structuring the team meeting agenda so that there is a focus on student progress.  More rigorous discussion and questioning around accelerated learning.

PAT testing to identify the needs of the students. A detailed analysis will be completed by teachers following the PAT.

Appraisal process will focus on acceleration of progress. This means every 5 weeks teachers will be discussing data and progress, identifying what is working and what needs to be different for the students. This discussion will occur in the mixed PLG’s and at team meetings.

Use Etap more effectively to monitor progress.

Ongoing

March (Year 3-6)

Team Leaders/Senior Management

Damion/Teachers

Team Leaders

Classroom teachers

Nil

Effective use of teacher aides to support priority learners

The teacher aide ‘A’ Team working with the target students who are below and well below

Ongoing

Team Leaders & Senior Management

$50,000 approx

E Learning use is maximised.

Ensure e learning opportunities are carefully considered and support the learning intentions.

Ongoing

Team Leaders

Classroom teachers

$500