2014 charter

Ngongotaha School Charter 2014

Ngongotaha School

Vision: We will provide quality teaching and learning opportunities to enable our

students to be:-

Confident:

Be comfortable with who they are

Develop goals for themselves

Be resourceful

Be motivated and reliable

Connected:

Develop a positive attitude towards learning

Be caring, respectful and responsible

Be effective users of communication tools

Be responsible members of the community

Actively Involved:

Participate in a range of contexts to develop life skills

Lifelong Learner:

Develop skills to acquire learning

Make lifelong choices – informed decision makers

Are literate and numerate

Are critical and creative thinkers

Growth- Grow by having a go

Respect - Respectful, kind and caring

Equality - Everyone is important

Achievement - Are keen to succeed

Trust- Trustworthy and honest

Beliefs About Learning

Ngongotaha School has the following core beliefs about children’s learning:-

All students can learn and have the right to do so

Students learn best in an environment when positive relationships are developed and where whanaungatanga is fostered

Learning happens most effectively when intentions and outcomes are shared

Students learn best when they take ownership and responsibility for their learning

Learning is a shared experience which lasts a lifetime

Learning is best when there is a purpose to learn

Staff empower all students to achieve personal excellence

Attitudes and Values

At Ngongotaha School we value:-

Growth - Physically, Mentally, Socially, Academically, Creatively

Respect and Care - For Self, For Others, For Human Rights

Equality - Fairness, Social Justice, Recognising & Acknowledging diversity, difference and inclusion

Achievement - By aiming for and persevering towards excellence academically, culturally, artistically, socially and in sporting endeavours

Trust - Which involves being honest, responsible, accountable and acting with integrity,

General Goals

To work as a team to provide quality-learning opportunities for all students and staff that reflects current teaching and learning practices

and presents realistic challenges, with an emphasis on Literacy, Numeracy and Inclusion. To provide appropriate resources for the effective delivery and implementation of the curriculum. To provide a safe, healthy and challenging environment.

To provide an environment for students, staff and Whanau where an understanding, appreciation and respect of Màori and other cultures is fostered.

To improve educational achievement of Màori and Pasifika students.

Local Goals

To help children become aware of the uniqueness of our local environment / history.

To provide effective learning assistance for children with identified special needs and abilities

To maintain a positive partnership with the school and local community / iwi

To provide a range of well-designed experiences outside of the classroom to help children foster an appreciation of their environment

To provide a range of physical activity to develop movement, fitness, flexibility skills and an attitude for good sportsmanship.

To provide a Level 1 Te Reo (80 to 100%) programme for students Years 0 to 6, in response to community needs.

To provide opportunities for students and families to foster pride in the school through extra curricula activities.

To foster and enhance whanaungatanga and school culture for all.

To develop leadership skills through the provision of roles of responsibility within the school (staff and pupils).

Cultural Diversity and Te Ao Màori

Through our class programmes Ngongotaha School students will have the opportunity to learn about our heritage and how our heritage

(Màori, European and other ethnicities) influences our world today.

Programmes will recognise the multicultural society in which we now live encouraging and supporting a mutual respect for cultural

differences and beliefs.

This learning may arise in many areas of learning and will be supported and modelled through teachers’ attitudes and acceptance of New Zealander’s cultural diversity.

The unique position of the Màori Culture

Ngongotaha School is situated on the outskirts of Rotorua in a village type setting. The community is well served by three local marae, each has a Kohanga Reo attached to it providing early childhood experiences in a

Màori setting. These are Awahou, Ariki and Ngongotaha Kohanga. There are two further marae that are on the outskirts of Ngongotaha itself.

Students at Ngongotaha School will learn about their local area, history, traditions and language.

Students at Ngongotaha School will be given the opportunity to learn in a Màori Immersion educational environment.

Staff at Ngongotaha School will take part in a Noho Marae at Tarimano Marae in January.

A Màori Student Achievement team has been set up for 2014. The focus of this team will be to ensure Màori students are progressing and

achieveing. Across the school.

Tikanga and Te reo sessions will be part of every staff meeting during 2014.

School Description

Ngongotaha School, opened in 1911, and has the equivalent of 16 teaching spaces, which comprise a blend of traditional and variable space classrooms. Facilities include:- Whare Waananga (a Multi Purpose Room) Information and Technology Centre (incorporating Computer Suite, Library and Multi-Media Suite) Teaching Resource Room, Solar Heated Learners’ Swimming Pool, Coal-fired Central Heating System, Turf area and Administration Block. Sited on three levels, the school has well-established grounds, open areas between buildings, fixed playground apparatus for junior, middle and senior pupils, petanque pit, turf area and a large grassed sports and recreation field. Shade is provided to some of the classrooms and play areas demonstrating the Board’s commitment to providing our students with appropriate safety from the sun. The junior school sandpit and play equipment are screened with shade sails. Cobblestones have been laid in many areas of the school with a large-scale chessboard incorporated into the design. Another feature of the school is the well established trees that provide shade to students and whanau and enhance the physical environment. The school is well maintained providing an attractive, stimulating environment for students. A Rumaki programme operating at Level 1 for students Year 0 to Year 6 is available. These classes provide the “Màori Medium Setting” for those students whose parents and / or caregivers choose to have their tamariki enrolled in these learning environments. Currently a decile 3 school, we are an active participant in the successful Books in Homes Programme, our major sponsor being Mainfreight New Zealand. This is an extremely valuable programme and is one of the many that the school offers to promote and foster literacy for life. We have received funding from the Ngati Whakaue Education Endowment Trust Board, which enables us to provide specific programmes for Màori students who are at risk of not achieving in literacy and numeracy. Experienced teachers, Mrs Evelyn Elsmore and Mrs TinaLeach facilitate these programmes. All classes are well resourced and the Board employs teacher assistants to carry out specific programmes. Currently we have a full time Physed assistant, Mrs Donna Ngatai, who assists with the implementation of our physical activity, fitness and sports programme. Class, teacher and student support, from specialist teachers, is evident particularly for our hearing and vision impaired students. The School’s community reflects a wide socio-economic base and is a blend of both rural and urban environments. The central business area is vibrant and provides the community with all essential services. Pre-school facilities include day care centres, Kindergarten and Kohanga Reo. The school has joined the Fonterra Milk in Schools programme in 2014. Children will have the opportunity to have chilled milk daily as part of this programme. The school welcomes and embraces all students and endeavours to provide the best environment to suit the individual needs of each child. We welcome whanau and community input into the development of the school and its future direction.

Principles

Foundations of curriculum decision making. The principles set out below embody beliefs about what is important and desirable in school curriculum – nationally and locally. They should underpin all school decision making.

High Expectations The curriculum supports and empowers all students to learn and achieve personal excellence, regardless of their individual circumstances.

Treaty of Waitangi The curriculum acknowledges the principles of the Treaty of Waitangi and the bicultural foundations of Aotearoa New Zealand. All students

have the opportunity to acquire knowledge of te reo Màori me ona tikanga.

Cultural Diversity

The curriculum reflects New Zealand’s cultural diversity and values the histories and traditions of all its people.

Inclusion

The curriculum is non-sexist, non-racist, and non-discriminatory; it ensures that students’ identities, languages, abilities, and talents are recognised and affirmed and that their learning needs are addressed.

Learning to Learn The curriculum encourages all students to reflect on their own learning processes and to learn how to learn.

Community Engagement The curriculum has meaning for students, connects with the wider lives, and engages the support of their families, whanau, and communities.

Coherence The curriculum offers all students a broad education that makes links within and across learning areas, provides for coherent transitions, and

opens up pathways to further learning.

Future Focus

The curriculum encourages students to look to the future by exploring such significant future-focused issues as sustainability, citizenship, enterprise, and globalisation.

Supporting our Charter

Curriculum implementation plans Library Strategic Plan 10 YR maintenance plan Annual curriculum reports ICT Strategic Plan 5 YR property plan

Assessment procedures Performance management system Annual budget

Allocation of FTTE All policies and procedure High Health Needs register

Fortnightly newsletter Monthly community journal Parent interviews

Community values we aim to

instil in our tamariki while at

Ngongotaha.

Strategic Plan

2014 – 2016

Ngongotaha School Charter

Strategic Plan 2014 – 2016

Strategic Goals 2014 2015 2016 Related NEGS: National Education Goals

The highest standards of achievement Equality of educational opportunity

A sound foundation in the early years Increased participation and success by Màori.

Excellence through clear learning Success for those with special needs

Related NAGS: National Administrative Guidelines

Develop and implement teaching and learning programmes Give priority to student achievement in literacy & numeracy

Give priority to regular quality physical activity Range of assessment practices to enable progress and achievement to be evaluated

Identify students who are achieving, at risk of not achieving, gifted and talented Consult with the schools Màori community

Report to students and parents on progress and achievement in relation to NS and NW

Strategic Goal 1:

All students are able to access The New Zealand

Curriculum as evidenced by progress and achievement in relation to

the National Standards.

National standards will be used to

support improvement in student outcomes.

Curriculum areas will be reviewed by teams on an annual cycle.

PLD in literacy (writing).

PB4L contract continues

We will run a “Reading Together”

Programme with whanau during term one.

We will have an oral language focus for early years and transition to school

students. This is supported by our Ngati Whakaue application to raise achievement of Màori students.

We will have a reading / writing focus for early year’s students who are at

risk of not achieving. This is supported by our Ngati Whakaue application to raise achievement of Màori students.

PD in writing to support student

achievement.

PB4L contract continues

PD in writing to support student

achievement.

Support programmes in place for reading and writing targeting groups of

children at risk of not achieving the national standards and children with special needs.

Report to parents in relation to progress and achievement in relation

to national standards, plain language, in writing at least twice a year.

Analysis of variance completed and measured against National Standards.

Budget reviewed

Support programmes in place for children at risk of not achieving the

national standards. Focus directed by analysis of achievement.

Areas of need from 2014 identified

and addressed

Areas of need from 2015 identified

and addressed

Strategic Goal 2:

Màori students are engaged in their learning and are achieving

educational success, with pride in their unique

identity, language and culture as Màori. Whanau are supporting their

children’s learning.

Màori student achievement data

collected and measured against national standards.

Formation of a Màori Student Achievement team at school to review progress and achievement throughout

the year.

Te Ao Màori professional

developments to continue to ensure culturally responsive practices are in

place.

Ka Hikitia document kept at the

forefront to guide staff. Te Mangoroa online site used with and by staff to continue this development.

Tàtaiako document used as professional development to enhance

culturally responsive practices with students and staff.

Continue to consult and engage with Màori whanau about educational success for their tamariki.

Strategic Goal 3:

Màori students, in Rumaki settings, are engaged in

their learning and are achieving educational

success as evidenced by progress and achievement in relation to the Nga

Whanaketanga

Nga Whanaketanga will be used effectively to support improvement in

student outcomes.

Oral language te reo focus for early

years and transition to school tamariki. This is supported by our Board of Trustees to raise achievement of Màori

students in immersion settings.

PLD in Nga Whanaketanga Pangarau.

Analysis of variance completed and measured against Nga Whanaketanga

Nga Whanaketanga Tuhituhi reviewed

Whanau hui held each term to keep

Whanau informed and are a part of the direction of the Rumaki programme.

Continue with the development of an

ICT Rumaki support group for kaiako across schools. This to include

tamariki sharing across the cluster.

Nga Whanaketanga Te Reo reviewed

Nga Whanaketanga Pangarau reviewed

Nga Whanaketanga Panui reviewed

Nga Whanaketanga Tuhituhi reviewed

Strategic Goal 4:

Students with special learning needs are supported in their learning

so that they can progress in relation to The New

Zealand Curriculum and fully participate in and contribute to their school

and community environment.

ORS students are identified and

supported in their education and life at school.

Close liaison with support agencies to

ensure students and staff are receiving appropriate support and guidance.

Close liaison with Kelston and BLENZ for identified students with

hearing and vision needs.

IEP’s in place for all ORS students

and special needs students as the need arises.

SENCO Team kept informed of all

aspects related to students with special needs.

SENCO team to keep a high health

needs register up to date and made available to all staff.

PD provided for staff, as required, who are working with children with special

needs. Sign Language classes during 2014.

Professional Development for staff on classroom and teaching practices when working with differentiated learning

programmes for students.





Strategic Goal 5:

Teachers are supported to improve pedagogy,

teaching, learning and assessment practices which will lead to

increased student progress and achievement.

ICT development to be maintained.

Continuation of SOLO development and evidence of this in class

programmes.

Increased student voice when

discussing their progress and achievement

Teacher development in writing, Nga Whanaketanga Pangarau, assessment

practices, behaviour management, leadership development, social science.

Development of ETap for class management and assessment recording

and reporting.

Appraisal processes in place and

refined as necessary

Teachers to maintain self review

reflective practices through appraisal.

Development of mentor and coach

model for beginning teachers in


Teacher development in writing, Nga

Whanaketanga, assessment practices, behaviour management, leadership

development.


Teacher development to be decided on

when we complete 2014/ 2015.

relation to registered teacher criteria.

Related NEGS: National Education Goals

The highest standards of achievement Equality of educational opportunity A sound foundation in the early years

Increased participation and success by Màori. Excellence through clear learning

Success for those with special needs A broad education through a balanced curriculum

Related NAGS: National Administrative Guidelines

Allocate funds to reflect school’s priorities Monitor and control school expenditure Comply with conditions of asset management

Implement a maintenance programme Ensure school buildings and facilities provide a safe, healthy learning environment

Strategic Goal 6:

Finance:

Budget prepared to ensure areas of strategic development have priority.

Ensure all aspects of personnel employment are catered for in budget.

Maintain accurate records of income and expenditure.

Audit reports completed by 31st March.

Complete Kiwi sport finance reporting for audit.

Implement auditor’s recommendations.

Complete funding applications as

required for identified projects.

Priorities for 2015 set in October.

Action capital purchases identified for 2014.





Strategic Goal 7:

Property

Maintain a regular review of property,

buildings and grounds.

Liaise with caretaker to ensure aspects

of property are maintained.

Carry out cyclical maintenance as required.

School Network Upgrade Project carried out during term one.

Junior playground review in relation to transition to school and PB4L.

Projects for 5YA 2015 implemented

by project managers.

Projects for 5YA 2016 implemented

by project managers.

Strategic Goal 8:

Physed & Kiwisport

Provide a consistent programme of

physical education across the school.

Provide and maintain equipment to

enhance physed programmes.

Provide funding to employ a resource

staff member to assist in the implementation of physical education.

Allocate Kiwi sport funding to all transport costs involved in sport,

fitness, physed and cultural activities.

Strategic Goal 9:

School Culture

Review school duty procedures to ensure hot spots in the playground are identified and monitored. (PB4L)

Further develop the clubs initiative which will see children involved in a

number of sporting, cultural and craft activities. (PB4L)

Continue to develop our Màori dimension, Te Ao Màori, with staff

and in class so that students acknowledge and value their cultural identity.

PLD in “Positive Behaviour for

Learning” – we are in our 2nd year.

Complete review of the junior area

playground in relation to student engagement and transition to school.

Continue the development of roles of

responsibility, for senior pupils, to foster participating and contributing

Continue with “Caught Being Great” initiative for playground and class

actions.

Continue with “Brainy Awards” for in

class acknowledgement.

Continue to provide a range of

activities for children in the playground that develop independence and co-operation.

Maintain Graduate Profile for Rumaki classes, continue whanau hui to foster

this.

Complete graduate profile for

mainstream and share with whanau.

Maintain Graduate Profile for

mainstream and continue with whanau hui to foster this.

Annual Plan

2014

NGONGOTAHA SCHOOL ANNUAL PLAN OVERVIEW 2014

Priority Areas For Learning

Improvements – Targets and areas of

interest

Literacy - Reading After 2 years at school Year 6 Literacy - Writing Year 6 Mathematics – Year 5 Year 6 Nga Whanaketanga Rumaki Tuhituhi After 6 years in immersion After 1 year in immersion Writing – Across the school and staff Attendance – whole school Ngati Whakaue milestone reporting Oral language early years Reading / Writing early years Te Reo early years – BOT initiative Student with special learning needs Màori Student Achievement

Community Consult with the community on graduate profile (mainstream). Encourage participation in activities related to Ko au ko koe ko koe ko au ko tàua ko tàtau - concept for 2014 (Social Science)

Finance

Confirm budget (February) Allocation of cash reserves: Areas for 2014:

- Furniture - ICT Equipment - Playground Reviews - Drinking Fountains - Shade in the school - Hand rails for various rooms - Security Lighting - Support programmes

Health and Safety

Emergency drills each term Regular property review Review shade options within the school PB4L recommendations Playground surfacing Fencing of the school site Lock down procedures

Property

Work on - Middle playground structure - Playground surfacing Junior

and Middle - Hand rails for various rooms - Shade provision - Gate / Fences at school exits - Driveway repairs - Drinking fountains - Security lighting - Tree assessment / review

Carpet cleaning – all rooms over the year. Improve outdoor seating areas

Self Review / Reporting Strategic planning review Community consultation Property programme review Assessment and reporting review IEP Monitoring SENCO team development Màori Student Achievement Team development Social Science self-review

Professional Development Leadership PLD with Waikato University / Principal Appraisal incorporated. ICT Integration in the classroom ICT Rumaki integration with cluster schools Written language – school wide focus NZSL – New Zealand Sign Language PB4L – three year contract, we are in Year 2 Mentoring and Coaching – Beginning teacher development Nga Whanaketanga Pangarau ETap management system Oral language assessment and programme delivery

OVERVIEW OF SELF REVIEW

2014

2015

2016

Social Science Inclusion / Special Needs

Te Ao Màori - On-going

The Arts – Music Inclusion / Special Needs

Te Ao Màori - On-going

Technology Health & PE

Inclusion / Special Needs Te Ao Màori - On-going

Reporting to the Board of Trustees will be in the following two formats.

Target Self Review and Reporting:

Significance of results

Groups of students at risk

Outline for teaching and learning plan to address the goal

Implications for BOT with reference to resourcing

Recommendations

Curriculum Self Review: What pedagogical approach underpins the teaching of ………………………..

On what basis do teachers plan their work?

What planning emphasis do classes place on the teaching of …………………

What is the school’s level and quality of resourcing?

What tools and/or methods of assessment do teachers use to determine achievement in ……………

How well are students achieving?

What professional development have teachers undertaken in the last year?

NGONGOTAHA SCHOOL – CURRICULUM and SELF REVIEW PROGRAMME - 2014

BOT Meeting Meeting 1 February 11th

Meeting 2 February 24

th

Meeting 3 April 8th

Meeting 4 27

th May

Meeting 5 24

th June

Meeting 6 12

th August

Meeting 7 9

th Sept.

Meeting 8 4

th Nov.

Meeting 9 9

th Dec.

201

4

Student

Achievement

Maori Student Achievement

Ngati Whakaue

Programmes

Inclusion Special Needs

Target Reviews Reading Writing Maths

Tuhituhi

Ngati Whakaue

Milestones



Inclusion

Special Needs

Target Reviews Reading Writing Maths

Tuhituhi

Curricula

Targets 2014 Social Sciences

Inclusion at Ngongotaha

Social Sciences

Attendance

Policy /

Practice

Review

Budget 2014

Variance Report 2013


Budget 2014

Variance Report 2013

National

Standards Reporting


Legislative

Requirements 2014

NAG 1 Curriculum

Delivery

Assessment & Evaluation

NAG 2

Administration Self Review

NAG 3 Employer

Responsibility

EEO

NAG 4 Financial

Management

Voluntary Donations

Cash

Management

Theft & Fraud

Schedule of Delegations

NAG 5 Health &

Safety

Non-Violence

Education Rotorua

Attendance

NAG 4 Property

Management

NAG 6 Legislative

Requirements 2015

Special

Topic

Property Projects

Property Projects

PB4L

GALA Whare

Development

Ngati Whakaue

Milestones

Property Project Review

PB4L

Ngati Whakaue

Milestones

NGONGOTHA SCHOOL – CURRICULUM and SELF REVIEW PROGRAMME – 2015

BOT Meeting Meeting 1 Meeting 2 Meeting 3 Meeting 4 Meeting 5 Meeting 6 Meeting 7 Meeting 8 Meeting 9

2014

Student Achievement

Support

Programmes

Special Needs

Màori Student

Achievement

Inclusion /

Special Needs

Target Reviews Ngati Whakaue

Milestones

Màori Student

Achievement

Inclusion /

Special Needs

Support

Programmes

Special Needs

Màori Student

Achievement

Target Reviews

Ngati Whakaue

Milestones

2015

Curricula

The Arts-

Music

Policy / Practice Review

Budget 2015

Variance

Report 2014

Strategic Plan

Attendance

Special Topic

NGONGOTHA SCHOOL – CURRICULUM and SELF REVIEW PROGRAMME - 2016

BOT Meeting Meeting 1 Meeting 2 Meeting 3 Meeting 4 Meeting 5 Meeting 6 Meeting 7 Meeting 8 Meeting 9

2015

Student Achievement

Support

Programmes

Special Needs

Màori Student

Achievement

Inclusion /

Special Needs

Màori Student

Achievement

Inclusion /

Special Needs

Support

Programmes

Special Needs

Màori Student

Achievement

Target Reviews

Ngati Whakaue

Milestones

2016

Curricula

Technology Health & PE

Policy / Practice Review

Budget 2016

Variance

Report 2015

Strategic Plan

Special Topic

Ngongotaha School Targets 2014

Student Achievement Target 2014 – Reading

Strategic Aim All students are able to access the New Zealand Curriculum as evidenced by achievement in relation to National Standards

Annual Aims To increase the number of students achieving at or above the National Standard for Reading

Baseline Data Analysis of November 2013 school-wide reading data and Overall Teacher judgements identified concerns regarding the achievements of students in the End of 1 Year and Year 5 cohorts.

The reading data in November 2013 showed that 35% (17/48) of End of 1 Year students (current End of 2 years students) were achieving at or above the National Standard for the end of 2013. 65% (31/48) were achieving below or well-below the end of year

standard. Within this group, 33% (9/27) of Maori students were achieving at or above the National Standard and 67% (18/27) were achieving below or well-below the end of year standard.

9% (1/11) of Maori boys were achieving at or above the standard, and 91% (10/11) were achieving below or well-below the standard. 50% (8/16) of Maori girls were achieving at or above the standard, while 50% (8/16) were achieving below the standard.

The reading data in November 2013 showed that 66% (35/53) of Year 5 students (current Year 6 students) were achieving at or above the National Standard for the end of 2013. 34% (18/53) were achieving below or well-below the end of year standard.

Within this group, 52% (15/29) of Maori students were achieving at or above the National Standard and 48% (14/29) were achieving below or well-below the end of year standard.


Target 85% of End of 2 years at school students will achieve at or above the National Standards in reading (Working at Turquoise)

85% of Year 6 students will achieve at or above the National Standards in reading (Working at Level 3)

Actions to achieve targets Led by Budget Timeframe

1. Review assessment data with staff and determine the particular learning

needs of target students.

Principal and literacy

leader

December 2013

February 2014

2. Review and monitor achievement of Màori students who are included in the target groups.

Literacy Team Māori Student

Achievement Team

On-going throughout the year

3. Monthly monitoring meetings to discuss progress of target students.

Literacy Team On-going throughout the year

4. Running record procedures will be in place to monitor all students who are below and well below the national standard

Class teachers

5. School-wide professional development for teachers on culturally responsive teaching practice with emphasis on success for and with Màori

students

Principal and management team

PD budget On-going throughout the year

6. Enrichment programmes developed to work with target groups requiring

extra support to achieve national standard a) Evelyn – End of 2 Years and End of 1 Year students reading and

writing, reviewed to assess further needs.

Literacy Team Ngati Whakaue

and staffing component

7. Professional development to assist staff, as required, in data gathering, data interpretation and programme implementation to develop reading

across the curriculum, across genre and accelerated progress and achievement.

Literacy team – Dean; Alison

PD Budget On-going throughout the year

8. Professional development to up-skill staff in the use of aural modelled reading resources. i.e. Rainbow Reading, School Journal Listening Post

Literacy Team Check headsets are working


9. Tuakana – Teina programme (buddy reading) to continue so children

further develop reading skills and social skills.

Class Teachers On-going throughout the year

10. Programme implemented for Ngongotaha Helpers, members of the

community who volunteer their time to the school and students.

Literacy Team Acknowledgement

morning tea


11. Work with support agencies to up-skill staff and to assist in student achievement. i.e R.T Lit and RTLB

Alison Astwood On-going throughout the year

12. Implement and monitor the use of the 2011 developed library programme for classes and students.

Literacy Team Librarian


13. Target the purchase of resources to address the needs and interests of identified students. i.e. Bold Print Books

Literacy Team $2000 Term 1

14. Monitor use of ICT tools to enhance learning in literacy. i.e. Free Rice; PM Readers; Rainbow Reading; refer to only 2 clicks school

site www.only2clicks.com/pages/ngongotahaschool

Literacy Team ICT Team


15. Work with families and Whanau around ways to support students’ learning. Reading Together Programme

Literacy Team Dean and Alison


16. Analyse year-end data to inform progress and planning for the following year.

Literacy Team Principal and

management team

End of Year

http://www.only2clicks.com/pages/ngongotahaschool

Student Achievement Target 2014 – Writing


Annual Aims To increase the number of students achieving at or above the National Standard for Reading

Baseline Data Analysis of November 2013 school-wide reading data and Overall Teacher judgements identified concerns regarding the achievements of students in the Year 5 cohorts.

The writing data in November 2013 showed that 55% (29/53) of Year 5 students (current Year 6 students) were achieving at or above the National Standard for the end of 2013. 45% (24/53) were achieving below or well-below the end of year standard.


9% (1/11) of Maori boys were achieving at or above the standard, and 91% (10/11) were achieving below or well-below the standard. 56% (10/18) of Maori girls were achieving at or above the standard, while 44% (8/18) were achieving below the

standard.

Target 85% of Year 6 students will achieve at or above the National Standards in Writing (Working at Level 3)


1. Review assessment data with staff and determine the particular learning needs of target students.

Principal and literacy leader

December 2013 February 2014

2. Review and monitor achievement of Màori students as a cohort at risk of

not achieving the National Standard.


3. Monthly monitoring meetings to discuss progress of target students.

Literacy Team

Māori Student Achievement Team


4. School-wide professional development for teachers on culturally

responsive teaching practice with emphasis on success for and with Màori students.

Principal and

leadership team

PD budget On-going throughout the year

5. Enrichment programmes developed to work with target groups requiring extra support to achieve national standard

Dean Henderson Alison Astwood

Term 1 & 2 then review

6. Professional development to assist staff, as required, in data gathering, data interpretation and programme implementation to develop writing across the curriculum and across genre.

a) Teacher Development Day b) Matrix Implementation for staff

c) Peer Review

Literacy team – PD Budget On-going throughout the year

7. School wide professional development and reading in relation to the motivation, teaching and assessment of writing.

Literacy Team PD Budget On-going throughout the year

8. Work with support agencies to up-skill staff and to assist in student achievement. i.e R.T Lit and RTLB


9. Monitor use of ICT tools to enhance learning in literacy. i.e. Free Rice; PM Readers; Rainbow Reading; refer to only 2 clicks school

site www.only2clicks.com/pages/ngongotahaschool

Literacy Team ICT Team


10. Work with families and Whanau around ways to support students’ learning.

Literacy Team Photocopying budget for

literacy set up



Literacy Team Principal and

management team

End of Year


Student Achievement Target 2014 – Mathematics


Annual Aims To increase the number of students achieving at or above the National Standard for Mathematics

Baseline Data Analysis of November 2013 school-wide maths data and Overall Teacher judgements identified concerns regarding the achievements of students in the Year 4 and Year 5 cohorts.

The maths data in November 2013 showed that 64% (27/42) of Year 4 students (current Year 5 students) were achieving at or

above the National Standard for the end of 2013. 36% (15/42) were achieving below or well-below the end of year standard. Within this group, 59% (16/27) of Maori students were achieving at or above the National Standard and 41% (11/27) were achieving below or well-below the end of year standard.


The maths data in November 2013 showed that 75% (39/53) of Year 5 students (current Year 6 students) were achieving at or above the National Standard for the end of 2013. 26% (14/53) were achieving below or well-below the end of year standard.



Target 85% of Year 5 students will achieve at or above the National Standards in maths. (Working at Early Level 3)

85% of Year 6 students will achieve at or above the National Standards in maths (Working at Level 3)


1. Review assessment data with staff and determine the particular learning

needs of target students.

Principal and maths

leader

December 2013

February 2014

2. Identify the cohort of students, review any new students who may fall into the cohort, and set up initial starting points for the cohort.

Maths Team February 2014

3. Review and monitor achievement of Màori students as a cohort identified as at risk.

Maths Team Maori Student Achievement Team


4. Fortnightly monitoring meetings to discuss progress of target students. Maths Team On-going throughout the year

5. School-wide professional development for teachers on culturally responsive teaching practice with emphasis on success for and with

Màori students

Principal and leadership team /

Maori student achievement team


6. Professional development with maths lead teacher, Jane Nunn, and

maths team to develop teachers’ skill and knowledge in assessment procedures when making overall teacher judgements.

Maths Team On-going throughout the year

7. Professional development provided to staff by Maths Curriculum Team

at designated staff meetings (e.g problem solving approaches; rich mathematical tasks; talk moves; student discourse).


8. Continued professional development for staff in the effective use of maths resources to support class programmes, as required.


9. Up skill staff in their professional knowledge of national norms and

national standards and their understanding of assessment data to inform their classroom programmes. Professional reading by staff e.g Effective

Pedagogy in Maths.


10. Review of equipment and resources to effectively meet mathematics

curriculum needs.

Maths Team $2000 budget On-going throughout the year

11. Work with families and Whanau around ways to support students’ learning. Reminder about “Maths at Home” information booklet for suggestions about supporting their children with their maths learning.

Develop a library of maths games for use within classrooms and for students to take home. (Involve parent helpers in making and

maintaining games)


12. Monitor use of ICT tools to enhance learning in maths i.e. E-AsTTle, Tutput; Study Ladder; Free Rice; Galaxy Maths refer to only 2 clicks school site www.only2clicks.com/pages/ngongotahaschool

Maths Team ICT Team

Ongoing throughout the year


Maths Team Leadership Team

End of Year


Student Achievement Target – Tuhituhi

Strategic Aim

All students are able to access Te Marautanga o Aotearoa as evidenced by achievement in relation to Ngā Whanaketanga o Aotearoa.

Annual Aims

To increase the number of students achieving at or above Ngā Whanaketanga Tuhituhi.

Baseline data

Analysis of the November 2013 Rūmaki Tuhituhi data identified some concerns in the Year 5 and year 2 cohorts for

monitoring in 2014. (5 years in immersion and 2 years in immersion)

End of 5 years in Rūmaki data in November 2013, showed that 3/9 students are working at the level (Manawa Ora), 1/9 students working above the level (Manawa Toa).

End of 1 year in Rūmaki data in November 2013, showed that 2/6 students are working at the level (Manawa Ora), 0/6 students are working above the level (Manawa Toa)

.

Target 1

The End of 6 years in Rūmaki students will be working at Pingao or above in relation to Ngā Whanaketanga Rūmaki Māori – Tuhituhi.

Target 2

The End of 2 years in Rūmaki students will be working at KKa (Kete Kōrero ‘a’) or above in relation to Ngā Whanaketanga Rūmaki Māori – Tuhituhi.

Actions to achieve targets

Led by Budget Timeframe

1. Review assessment data with Rūmaki staff and determine the particular learning needs of target students.

Principal Rūmaki staff

Dean/ Alison

December 2013 February 2014

2. Monthly meetings to discuss progress of target students.

Rūmaki staff

Dean Henderson

February 2014

3. Continued School-wide professional development for teachers on culturally responsive teaching practice with the emphasis on success for and with Māori

students.

Principal and Leadership Team.

Rūmaki team to continue providing

guidance.

4. To source professional development in developing leadership and teacher practice in relation to student achievement.

Rūmaki team. PD budget for release.

5. Work with whānau around ways to support students learning.

Rūmaki staff

6. Inform staff and the principal in their professional knowledge of Ngā Whanaketanga and their understanding of assessment data to inform their

classroom programmes.

Rūmaki staff

7. Up-skill Rūmaki staff in Tuhituhi with the emphasis on professional knowledge

and programme implementation.

Rūmaki staff

Principal Dean Henderson

8. Up-skill Rūmaki staff in Tuhituhi with the emphasis on AsTTle Tuhituhi

interpretation and use to inform class programmes.

Rūmaki staff

Dean

9. Provision of material resources and human resources to support the development of Tuhituhi across the curriculum.

Rūmaki staff Rūmaki budget


Rūmaki staff Principal and leadership

team.

End of year

11. Up-skill rumaki staff and principal in the use of Te Waharoa Ararau à-Kura. The collection, collation and reporting of Ngà Whanaketanga Rumaki Màori achievement at individual, class and school-wide levels.

Rumaki Staff Principal


12. Up-skill rumaki staff and principal in the use of Te Waharoa Ararau à-Motu. The collection, collation and reporting of Ngà Whanaketanga Rumaki Màori

achievement information by Whanaketanga and year level to the Ministry.

Rumaki Staff Principal


Process Target – Staff Literacy Professional Development

Annual Aims To increase teachers’ pedagogical knowledge and improve programmes in written language across the school.

Baseline Data Analysis of school-wide writing data in 2012 identified concerns across the school. Staff surveys’ in 2011 identified a need for

personal up-skilling of staff in dimensions of written language. (analysis of writing samples; moderations of writing; programmes to meet needs; programmes to meet genre coverage)

Target 1 Teachers’ will be up-skilled in identified areas of written language over a 2 year development period which will impact on improved

student achievement. This was begun in 2012 and will extend to 2014 and beyond.

Actions to achieve targets

Led By Budget Timeframe

1. Prepare an action plan to address development of written language development.

Literacy Team December 2014

2. Prepare a timeline of actions to be implemented during 2014.

Literacy Team February 2014

3. Carry out class observations of written language programmes to collate picture of school needs and developments.

Team Leaders Literacy Team

On-going throughout 2014

4. Review assessment data with staff and determine the particular learning needs of target students.

Literacy Team February 2014

5. Up-skill staff in moderation practices for written language


6. Professional Development to review resources for written language. Literacy Progressions, SOLO rubrics; Effective Literacy Practice, Dancing

with the Pen; ESOL Literacy progressions, Sheena Cameron resources and any other resources that are produced for use in school.

Literacy Team Ongoing throughout the year

7. Develop Professional Development Library for staff.

Ongoing throughout the year

8. Analyse year-end data to inform progress and planning for the following year. Literacy Team Leadership Team

Term 4

2014 charter

Documents

learning learning

learning ngongotaha

fostered learning

learning practices

lifetime learning

shared students

effective learning assistance

qualitylearning opportunities