Charter2011 2013

Enner Glynn SchoolOur Mission: Growing People

“...Amazing People, Inspiring Place, Active Learning and Awesome Future...”

Enner Glynn Board of Trustees16 October 2010

Growing People

Enner Glynn School Strategic Plan 2011-2013, Page 1

ContentsEnner Glynn School 3

Introduction 3Grounds and Property 3Learning Support 4Professional Learning 5e-Learning 5The Arts 6Governance 6Our Mission 7

Enner Glynn School Vision 8Enner Glynn School Vision: 8Learning Principles: 8

Strategic Section 9Vision, Strategy NEGs and NAGs 9National Administration Guidelines (NAGs) and School Policy 10Policy Outside of School Vision 10Overarching Strategy for 2011-2013 11

Annual Section 12Annual Targets Overview 12Enabling Learning - Annual Aim 1: 14Growing Strong Relationships - Annual Aim 2: 16Preparing for the Future - Annual Aim 3: 18Preparing for the Future - Annual Aim 4: 20Living with Integrity - Annual Aim 5: 22Living with Integrity - Annual Aim 6: 24Enabling Learning - Student Target Writing (Whole School) 26

Self Review 28Purpose 28Self Review KEY Question: 28Supporting Questions: 28Self Review Approaches 28Self Review Process 29Self Review Lens 30Self-Review Programme 30

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Enner Glynn SchoolIntroductionEnner Glynn School is a Co–educational Contributing Primary School that caters for children in Years 1- 6. The school has a roll of over 300 students and is classified as Decile 7.It is situated in the suburb of Enner Glynn, in Stoke, and is 4km from the centre of Nelson. Enner Glynn is a steadily growing community, which has two residential subdivisions continuing to be developed. At present the school has a staff of twelve full time teachers, three part time teachers, six teacher aides, two administration staff, a property manager, a gardener and one part time music teacher.

Grounds and PropertyThe school itself is located within spacious grounds. The children enjoy the use of two large grassed playing fields, a swimming pool, three adventure playgrounds and large court areas that accommodate netball, tennis, mini- ball and a number of other court activities. The

school grounds are attractively landscaped and the buildings are well maintained. There are fourteen well-equipped classrooms with one room that is spare during the first half of the year. This room is used to accommodate a new class created due to roll growth. The school grounds, including the swimming pool in summer, are available for community use.We have undertaken a number of recent property projects to open up our spaces and develop our ‘learning community’ approach in the School. This has included opening many classrooms with wide glass doorways and developing ramps and access around the school to allow the learners to

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congregate, share and play. We have a number of other projects to support this which are under development.

Learning SupportWe have a well developed special needs programme which support all of our students who have learning difficulties. The classroom teacher is responsible for the learning of all students in their class, however we have a Special Needs co-ordinator and a number of other support staff who support the teacher and learners. We have developed a number of expert support people for students with a variety of learning needs. A number of outside agencies also support students within the school. These include the Public Health Nurse, Resource Teachers, Learning and Behaviour (RTLB’s), the Dental Therapist, Advisory Services and The Ministry of Education - Special Education (SE).Teachers have high expectations of, and for, their students. The children are presented with challenging and stimulating learning and the positive relationships between teachers and students are a key factor in the delivery of high quality learning programmes.

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Professional LearningThe school has recently reviewed and developed our work in assessment practices, we have school wide learning journals which are focussed strongly on formative assessment and help provide a record of some the the child’s learning while they are at Enner Glynn School. Teachers have been involved in extensive programmes of Professional Development to facilitate ongoing improvement in these areas as well as areas of inquiry learning, creativity and thinking. The School is currently the Lead School in the Whakatu School’s ICT-PD Contract and has completed numeracy training with all of its teachers.

e-LearningThe school has a strong commitment to ICT and all rooms are networked with Apple computers. Printing needs are met through the networking of colour and black and white laser printers and our photocopier is also linked to the network. The school also provides laptop computers for

all teachers. Students can use; classroom computers, 13 digital still cameras, 3 digital video cameras, one of 8 data projectors, 2 pods of laptops and we have an automated library system. We are planning to bring more mobile technologies into the classrooms in the coming years.The school also has its own website (www.ennerglynn.school.nz) where, together with other information about the school, our newsletter can be viewed each fortnight. Students manage much of the content on this site.

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http://www.ennerglynn.school.nz

http://www.ennerglynn.school.nz

The ArtsThe School prides itself for its strong Arts and Performance programmes. It has excelled in the Community Mask Parade as part of the Nelson Arts Festival. We have a kapahaka group, two choirs and a school rock band. Both groups have performed admirably at the Nelson Arts Festival.The school is committed to providing its students with opportunities to learn from high quality artists and musicians. In 2010 we appointed a teacher for 3 days a week to deliver specialist performing arts programmes to the classrooms while also allowing the classroom teachers to be released for their Classroom Teacher Release.

GovernanceThe Enner Glynn School Board of Trustees is entrusted to work on behalf of all stakeholders. It has ultimate accountability for the school’s performance. The trustees set the vision for the school. They provide strategic leadership and ensure that legal and policy requirements are

addressed. Enhancing student achievement is the focus of the Enner Glynn School Board of Trustees. The successful governance of the school results from:• Effective systems for reporting, self-review, monitoring and appraisal; • Clearly documented and understood roles and responsibilities of the board and the

Principal; and • Clear board-approved policies that provide direction for the board, Principal and

staff. The board is proactive rather than reactive in its operations and decision making. It does not involve itself in the day to day running of the school.Important board’s stakeholders include the:• Ministry of Education;• Stoke/Nelson community including local Maori and the business community;• Parents and caregivers;

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• Surrounding schools, early childhoold education facilities; and• Nelson City Council.

The board of trustees is composed of five elected parent representatives;A board chairperson and deputy chairperson elected from the five elected parent representatives; The Principal and an elected staff trustee; and from time to time Co-opted or appointed trustees (in particular to provide expert advice where necessary eg. Maori representative). The board has one standing committee – that of the Finance Standing Committee. This committee comprises of the Board Chair (and an elected parent representative); and the Principal and staff trustee.

Our MissionOur School’s Mission is “Growing People”. Through our Vision and Learning Principles we plan to grow all people at our School or who have a connection with our School. For students this is in their holistic learning and growth during their time with us; for the teachers it is seeing ourselves as learners and learning ‘with and from’ others in the School; and for the community it is through the many opportunities for connecting and learning with our students and our staff. This mission is emerging and will continue to grow with us as our ideas and philosophies grow as a group with a common purpose.

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Enner Glynn School VisionEnner Glynn School Vision:“...Amazing People, Inspiring Place, Active Learning and Awesome Future...”Learning Principles:

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“...Amazing People, Inspiring Place, Active Learning and Awesome Future...”

Embracing DIFFERENCES through celebrating diversity, and treasuring our uniqueness, ourselves and others

Understanding

Growing STRONG RELATIONSHIPS through open communication, meaningful connection and compassion, and a strong sense of fairness

Uniting

Preparing for THE FUTURE through honouring our past, encouraging innovation, looking after our environment and positive contribution to the local and wider World.

Giving

Living with INTEGRITY through an empowering attitude, with honesty and trust, while having faith in othersBeing

Enabling LEARNING through opportunities for curiosity, inquiry, creativity, fun, developing competence, high achievement and reflection

Growing

DRAFT

Each of these areas works together with all of the others, these are not separate but intertwined into our actions, our being and our learning (the yellow centre).

Strategic SectionVision, Strategy NEGs and NAGsThe diagram below provides an elementary illustration of how our School Vision informs our planning and is derived from the National Education Goals (NEGs), National Education Guidelines (NEGs) and the National Administration Guidelines (NAGs).

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National Education Goals (NEGs)

National Education Guidelines (NEGs)

National Administration Goals (NAGs)

Amazing People, Inspiring Place, Active Learning and Awesome Future

Embracing Differences Growing Relationships

Preparing for the Future

Living with Integrity Enabling Learning

Gov

ernm

ent P

olic

y/D

irect

ion

Scho

ol a

nd C

omm

unity

Pol

icy/

Dire

ctio

n

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National Administration Guidelines (NAGs) and School Policy

Policy Outside of School Vision 1

•Attendance, School Day and School Year•Student Stand-downs and suspensions•Legislative Requirements

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1 Note: Some school policies fit outside of the School Vision - These are listed here

Learning Principles Policy Related NAG

Embracing Differences

•Special Needs•Maori Student Achievement

NAG 1

Growing Strong Relationships

•Employment and Personnel

•Community Consultation

NAG 3


•Strategic Planning, Self Review and Reporting

•Health and Safety (incl. Healthy Food and Nutrition)

NAG 2, NAG 5

Living with Integrity

•Board of Trustees•Delegations•Financial and Asset Management

NAG 3, NAG 4

Enabling Learning •Curriculum and Assessment

•National Standards

NAG 1, NAG 2a

Overarching Strategy for 2011-2013Growing People


Amazing People, Inspiring Place, Active Learning and Awesome Future

Embracing Differences1.Ensure students with diverse

needs are catered for by effective classroom teaching and specialists where required

2.Enhance the bi-cultural element of the School through curriculum and grounds development

3.Students actively embracing and celebrating their differences and different passions and abilities

4.Creativity??


14.Develop Enner Glynn School Curriculum.

16.Develop a learning model to support the vision, principles and values of the NZ Curriculum enabling our students to be lifelong learners through learning to learn.

17.Provide opportunities to learn with a variety of technologies including developing mobile technologies to support learning

Growing Relationships5.Build a culture of quality

relationships with all stakeholders and passion for our work

6.Adapt buildings and ground to support a ‘community of learners’ philosophy

7.Consult regularly with our community around matters which impact their children’s learning and the Enner Glynn School Curriculum and Environment

8.Use the FISH! philosophy School wide

9.Self Review (active partnerships)

Living with Integrity10.Use of effective

assessment practices to inform accurate reporting of student achievement to Students/staff/parents/community

11.Develop effective moderation systems school-wide

12.Effective appraisal - all teachers making powerful impact on student learning through effective pedagogy

13.Build a quality system of Self-Review based on effective and accurate information

Enabling Learning18.All students successfully

able to access the New Zealand Curriculum, as evidenced by progress and achievement in relation to National Standards.

19.National Standards are used effectively to support improvement in student outcomes.

20.Quality professional learning programmes to support student learning and achievement

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Annual SectionAnnual Targets Overview

Learning Principles Strategic Aim Annual Target


• Ensure students with diverse needs are catered for by effective classroom teaching and specialists where required

• Enhance the bi-cultural element of the School through curriculum and grounds development

• Students actively embracing and celebrating their differences and different passions and abilities

• Build teacher capability to manage diverse learning needs in the classroom


• Consult regularly with our community around matters which impact their children’s learning and the Enner Glynn School Curriculum and Environment

• Build a culture of quality relationships with all stakeholders and passion for our work

• Consult with our community on how the National Standards Reports could be delivered effectively to improve outcomes for their children


• Develop Enner Glynn School Curriculum.

• Develop a learning model to support the vision, principles and values of the NZ Curriculum enabling our students to be lifelong learners through learning to learn.

• Provide opportunities to learn with a variety of technologies including developing mobile technologies to support learning

• To have established a curriculum framework for EGS

• Explore the use of mobile classroom technologies and how, with effective eLearning pedagogy, these can improve learning and student achievement

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Learning Principles Strategic Aim Annual Target

Living with Integrity • Use of effective assessment practices to inform accurate reporting of student achievement to Students/staff/parents/community

• Develop effective moderation systems school-wide

• Effective appraisal - all teachers making powerful impact on student learning through effective pedagogy

• Build a quality system of on-going Self-Review based on effective and accurate information for our growth

• To use the e-Asttle tool to support Teacher Judgements and improve learning outcomes and communication of student learning needs

• To build systems for effective moderation of OTJs

Enabling Learning • National Standards are used effectively to support improvement in student outcomes.

• Quality professional learning programmes to support student learning and achievement

• Student targets based on National Standards Data from 2010 to raise achievement

• Professional Development Targets based on student needs identified from Self-Review

Student Targets(Whole School)For 80% boys in years 1-6 to be on target to achieve the Standard for writing at their appropriate level (excluding those on IEPs)

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Enabling Learning - Annual Aim 1:Student Achievement and Progress TargetProfessional Learning TargetOther Target:

Strategic Aim Ensure students with diverse needs are catered for by effective classroom teaching and specialists where required

Annual Aim Build teacher capability to manage diverse learning needs in the classroom

Baseline Data Currently many of our students are withdrawn from the classroom for learning support. Over time this can lead to a culture of ‘Support staff deal with the learners who struggle’. While that is not the prevailing sentiment at this school we wish to develop our practices to further support inclusion and to re-inforce that it is the teacher who is responsible for the child’s learning. So while a teacher aide may be assigned to support learners, that person could work with the more able learners, while the teacher spends more time with those who are not achieving as highly. After all, why do we have our least qualified staff working with our hardest to reach learners?

Targets •100% of Teachers aware that student with diverse learning needs need to be managed by the classroom teacher

•Change practices to support diverse needs, vary teaching techniques to support all students - not just a few

•Ensure teacher aides are working within the classroom setting to support 80% of learners with special needs

•Teacher aides no longer working with the most needy students

Actions to achieve targets Lead by Budget $ or FTE

TimeframeAchieved

Set appraisal targets for teaching with special needs students to ensure that they spend good amounts of time providing instruction for these learners

AP/DP 0 Term 1

Develop and Affirm a ‘work in progress’ effective teaching and learning (Pedagogy) for Enner Glynn SchoolEffective Teaching and Learning model (Pedagogy) can be adapted to form part of appraisal process

DP $1250 By Term 4

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TimeframeAchieved

Run workshops on how to reach the ‘difficult to reach’ learnersWorkshop ‘follow up’ support teachers in class in providing quality instruction for our difficult to reach learners

SENCO/DP (4 Release Days)

Term 3

Look at effective practice and consider the finding of the BES - effective Teaching for Diverse Students when developing our learning and understanings

DP/SENCOPrincipal

$250 All Year

Achievement Continuum

Not Achieved Some Achievement Evident

Achieved Achieved Highly

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Growing Strong Relationships - Annual Aim 2:Student Achievement and Progress TargetProfessional Learning TargetOther Target: Consultation

Strategic Aim Consult regularly with our community around matters which impact their children’s learning and the Enner Glynn School Curriculum and Environment

Annual Aim Consult with our community on how the National Standards Reports could be delivered effectively to improve outcomes for their children

Baseline Data While we are reporting against expected levels of achievement in the curriculum, we are not expressly reporting these against the National Standards. We have plotted the NS against our expected Levels of Achievement and plan to report this to parents in 2011.

Targets •95% of parents are satisfied with the reporting process and understand how their child is achieving and are aware of what they can do to support at home


TimeframeAchieved

Continue to undertake National Standards Professional Learning and Development

Leadership Team

$1,250 All Year

Develop reporting options for Years 0-3 and Years 4-6 for Reading, Writing, Maths and KCs

Leadership Team, Assessment FG

0 Term 1

Hold a consultation meeting with parents later in Term 1 to share understandings about National Standards and discuss implications for learners at EGS.

Leadership Team

$250 Term 1

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Growing Relationships


TimeframeAchieved

•Develop reporting timelines and systems to support ‘plain language’ reporting “at least twice a year”

•Consult with our Parents on National Standards Reporting in Term 1, and in Term 4 survey parents to find out whether parents are satisfied with the information provided in the reports

Leadership Team, Assessment FG

0 By Start of Term 2

Develop a School-Wide progress report for all parents to consider student achievement across the school in December each Year.

Principal, Leadership Team, Assessment FG

0 By Term 4




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Preparing for the Future - Annual Aim 3:Student Achievement and Progress TargetProfessional Learning TargetOther Target:

Strategic Aim Develop an Enner Glynn School Curriculum within the direction for teaching and learning as set in the New Zealand Curriculum Framework

Annual Aim To have established a curriculum framework for EGS ready for implementation for 2012

Baseline Data Currently we have no EGS curriculum or strategic approach for implementing the NZC. We have some links to the Key Competencies, but these have not been established school-wide, and we need a consistent approach to ensuring the the Vision, Principles, Values and Learning Areas of the NZC are realised and are actively being integrated and tracked in our School

Targets •We have a curriculum framework in place which supports the NZC and the School vision buy Term 4, 2011.

•Provide opportunities for leadership development in curriculum and building expertise and curriculum leadership in our staff.

•Explore innovative ways of implementing curriculum and curriculum models, including effective practice in curriculum development and implementation.

•Introduce development to staff and develop a shared approach to designing the ‘EGS Curriculum’.


TimeframeAchieved

Appoint a senior leader to oversee this development

Principal 0 Term 4, 2010

Senior Leader to oversee development and provide plan to Principal and BoT on programme for implementation and development

Justine Brydon

1 FTU Term 1, 2011

Senior Leader to undertake programme of Professional Learning, Mentoring, and School Visits to support implementation and Leadership of project

$1,250 (Budget)4 Days Release

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TimeframeAchieved

Senior Leader to consult with staff, students and community on curriculum development, plans and implementation

Justine Brydon

$250 (Budget)

Terms 1-4, 2011

Have a group of staff ‘leaders’ as a core group focussed on future (Beyond 2011)curriculum development and on-going and innovative review of curriculum and curriculum implementation.

Justine Brydon

0 By End Term 4




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Preparing for the Future - Annual Aim 4:Student Achievement and Progress TargetProfessional Learning TargetOther Target:

Strategic Aim Provide opportunities to learn with a variety of technologies including developing mobile technologies to support learning

Annual Aim Explore the use of mobile classroom technologies and how, with effective eLearning pedagogy, these can improve learning and student achievement

Baseline Data Our students now have greater access to technology for their own use in school. A recent survey of Year 4 students indicated that 22% of them believed that using the computers helped them with their learning, about 16% could identify clearly how it helped their learning. We would like to provide more opportunities for children to learn with technologies and during the process get them to build their understandings about how they learn.

Targets •90% of students have opportunities to use technologies to support their learning at least 6 time per term.

•90% of students feel that this technology is supporting their learning and can identify how it does.


TimeframeAchieved

Develop eLearning ‘Pedagogy Plan’ to support current school effective practice

eLearningLT $0 All Year

Provide time for teachers to play with some of the technologies and explore their application in class

Principal 4 Release Days

Term 1

Ongoing development as a result of our eLearning Cluster PLD Programme

eLearningLTPrincipal

Release allocated

All Year

Provide a summary report from the students on how they feel that using this technology can support their learning (for self review).

eLearningLT 1 Release Day

Term 4

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TimeframeAchieved

eLearning Lead Teacher/other leaders has some release to work alongside teachers and find/discover ways to help them integrate eLearning into their programme

eLearningLTPrincipalAP/DP/LTL

10 Release Days

All Year




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Living with Integrity - Annual Aim 5:Student Achievement and Progress TargetProfessional Learning TargetOther Target: SYSTEMS

Strategic Aim Use of effective assessment practices to inform accurate reporting of student achievement to Students/staff/parents/community. This will give our data some INTEGRITY.

Annual Aim To use the e-Asttle tool to support Teacher Judgements and improve learning outcomes and communication of student learning needs

Baseline Data Progressive Achievement Tests are currently our sole standardised assessment measure (as opposed to standards references assessments). While they provide some useful data, they do not provide the formative assessment use that e-Asttle provides. We would like to use aspects of e-Asttle to assess students and share some of this assessment data with parents to support our on-going reporting to parents.

Targets •100% of Teachers using e-Asttle to support making OTJs (from Years 1-6)and considering next learning and teaching steps for students, teachers and parents.

•Design and assign appropriate tests for age levels•Use an e-Asttle report in Learning Journals to inform parents of student

progress compared to standardised averages for age and stage•Develop a plan for e-Asttle use in the school


TimeframeAchieved

Form an implementation team to learn about and implement e-Asttle assessments in their own classroomsLiaise with the Assessment Focus Group to plan how to integrate e-Asttle into current assessment practices and reporting strategiesAND plan how to integrate e-Asttle into current assessment practices and reporting strategies

PrincipalLeadership TeamAssessment FGUnit holder

1 FTU$750

Term 1, 2011

Teachers to design and assign appropriate tests for student age levels

Assessment FG

none All Year

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TimeframeAchieved

Develop a plan for using e-Asttle to support the making of OTJs for National Standards referenced assessments AND to inform teacher’s classroom programmes

Unit holder none By Term 4

Develop a clear assessment plan for use of e-Asttle in the School and expectations for reporting, interpreting and sharing of ‘achievement, progress and learning’ with students and parents. (Develop progress reports and target setting)

Leadership TeamAssessment FGUnit Holder

none By Term 4




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Living with Integrity - Annual Aim 6:Student Achievement and Progress TargetProfessional Learning TargetOther Target: Systems

Strategic Aim Develop effective moderation systems school-wide to give our data INTEGRITY.

Annual Aim To build systems for effective moderation of Overall Teacher Judgements (OTJs)

Baseline Data Currently we have no school wide systems in place for moderation of OTJs to ensure the reliability, validity, consistency and accuracy of OTJs over a period of time. There is no clear process for and effective evidence-based approach to OTJs. Although we do use the New Zealand Curriculum Exemplars, there is a need to implement appropriate systems and processes to ensure our OTJs have integrity.

Targets •Develop a system for the moderation of only ‘difficult to place’ students, which:

- Uses an ‘evidence-based’ approach- Allows for a moderation group to make independent OTJs then share

their findings- Makes the most use of National Standards, Literacy Learning

Progressions, Numeracy Strategy and Curriculum Exemplar resources to support moderation and OTJs

- Allows for moderation across Year Levels/Learning Teams/School- Includes clear recording of decision making, so that placements can be

justified AND to allow us to evaluate whether consistent decisions are being made over time.

- Ensure judgements are made at consistent times during the year with approximate timings at 40, 80, 120 weeks as well as the end of Years 4, 5 and 6

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TimeframeAchieved

Undertake professional lea PrincipalLeadership TeamAssessment FGUnit holder

1 FTU$750

Term 1, 2011

Teachers to design and assign appropriate tests for student age levels

Assessment FG

none All Year

Develop a plan for using e-Asttle to support the making of OTJs for National Standards referenced assessments AND to inform teacher’s classroom programmes

Unit holder none By Term 4

Develop a clear assessment plan for use of e-Asttle in the School and expectations for reporting, interpreting and sharing of ‘achievement, progress and learning’ with students and parents. (Develop progress reports and target setting)

Leadership TeamAssessment FGUnit Holder

none By Term 4




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Enabling Learning - Student Target Writing (Whole School) Student Achievement and Progress TargetProfessional Learning TargetOther Target: Governance

Strategic Aim •National Standards are used effectively to support improvement in student outcomes.

Annual Aim Student targets based on National Standards Data from 2010 to raise achievement

Baseline Data From our student data review we identified that boysat Year 1 65% were not achieving the standardat Year 2 44% not achievingat Year 3 42%Year 4 54%Year 5 36%Year 6 54%

Targets •For 80% boys in years 1-3 to be on target to achieve the Standard for writing at their appropriate level (excluding those on IEPs)

•For 80% of boys in year 4-6 to be at or above the National Standard for Writing appropriate to their time at school (excluding those on IEPs)


TimeframeAchieved

Involve a core group of Dads and Grand-dads to come in and work with boys while they are writing

Principal 0 All year

Involve a Literacy Development Officer to support in developing

Principal 0 All year

Pedagogy plan for writing using current documentation to support, including Literacy Progressions, Effective LIteracy Practice

DP $1250 (4 Days release)

By Term 4

Developing a writing learning process - link this to the EGS inquiry

ChinweAP/DP

(2 Days release)

By Term 4

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Enabling Learning


TimeframeAchieved

Use e-Asttle and learning journal samples to monitor and measure progress - support these with EGS exemplars

Graham (4 Days release)

Terms 1-4

Using ICTs to increase motivation for the reluctant writers.Bring in Male authors to motivate and work with students

Classroom TeachersPrincipal

$250 (6 Days Release)

Terms 1-4

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Self ReviewPurposeSelf-review at Enner Glynn School is designed to fulfill two outcomes:1.to inform all stakeholders (Staff, Trustees, Students and Community) on

how effectively we are implementing the School’s Mission, Vision and Principles through its policies, systems, programmes and practice.

2.to identify to all stakeholders (Staff, Trustees, Students and Community) areas where improvement or growth is required

Self Review KEY Question:“...How effectively are we ‘Growing People’?...”

Supporting Questions:• How do we assess the extent to which our people are ‘amazing’?• How do we assess the extent to which our place is ‘inspiring’?• How do we assess the extent to which our learning is ‘active’?• How do we assess the extent to which our future is ‘awesome’?

Self Review ApproachesThis table illustrates different approaches which can be taken to self-review:

Delegated Review Team Review Peer Review

• This review is delegated to one or more teachers/leaders to complete and requires a short time to complete it.

• This review usually involves one narrower focus area.

• This review is completed by a team comprising of staff, Trustees, parent representatives and students.

• This review usually involves a number of focus strategic areas.

• Where an external appointee joins the Team Review. This could be another school trustee, MOE representative or another principal

• This review usually involves a key strategic area.

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Self Review Process

Self-review at Enner Glynn School is a cyclic process.

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Area of Focus

Baseline Data• Collection of data

from area of focus for self-review

• Comparison to support prior review

Inquiry• Questions posed to

develop growth in focus area

• Alignment to key questions and data

Analysis• Analysis of baseline

data to support growth

Action Plan• Development of

action plan to support inquiry

• Setting of targets

Communication• Communication of

plans and timelines to those it effects and expected targets

Implementation• Implementation of

plan, ongoing support and PLD where required

Vision

Practice

STRATEGY

Self Review LensAll self-review is linked to our key principles of:

Self-Review Programme

Vision Area Review Focus Area 2011 2012 2013 Lead Type


• Special Need/Abilities SENCOEmbracing Differences • Celebrations ArtsLT


• Community Consultation PR


• Staff induction AP/DPGrowing Strong Relationships

• Transition to/from school AP/DPGrowing Strong Relationships • New families induction AP/DP


• Student Relationships (incl. behaviour) LTL


• Staff Relationships PR


• Charter, Strategy and Plans BoT


• Self Review PR


• Health and Safety PMPreparing for the Future

• EGS Curriculum AP/DP

Preparing for the Future • eLearning eLrnLT


• Sustainability LTL


• Community Contribution LTL


Living with

• Board of Trustees BOTLiving with Integrity

Living with

• Delegations BOT


Living with

• Financial and Asset Management BOT

Growing People


Being

UnderstandingGiving

Uniting

Growing

Vision Area Review Focus Area 2011 2012 2013 Lead Type



• Data Collection PR


Living with Integrity • Appraisal and quality of Teaching PR



• Quality of Leadership BOT

Enabling Learning

• Review of Learning Areas of NZC LTL - LTs

Enabling Learning

• Literacy Teaching and Learning LitLT

Enabling Learning

• Numeracy Teaching and Learning MathLT

Enabling Learning

• Assessment AssesLTEnabling Learning • Learning Model InqLT

Enabling Learning

• Student Targets PR

Enabling Learning

• Professional Learning AP/DP

Enabling Learning

• Vision PR

Key: Review Type

Delegated Review

Team Review

Peer Review

Key: Leader

Principal PR

Board of Trustees BOT

Deputy and Associate Principal DP/AP

Property Manager PM

Learning Team Leaders LTL

Literacy Lead Teacher LitLT

Mathematics Lead Teacher MathLT

eLearning Lead Teacher eLrnLT

Assessment Lead Teacher AssesLT

Inquiry Lead Teacher InqLT

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Charter2011 2013

Documents

propertythe school

ennerglynn school

enner glynn school vision

elearningthe school

learning annual aim

school policy10 policy

currentlythe lead school

school widelearning