Cotswold School

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Cotswold School

Charter & Strategic Plan

2020 – 2021

He Ara Whakamua - Building Brighter Futures

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Introduction

Cotswold School has adopted a planning and reporting process that ensures a culture of continuous improvement. It is based on an annual process of evidence-based self-review. Self-review involves investigating evidence about student outcomes and current ways of doings things to find out where improvement is needed. Planning for school improvement requires schools to set goals and targets for better student outcomes and to make the changes that are necessary to bring about those improvements. The changes might be school-wide or they might be specific to particular classrooms and students. Implementing improvements will often require a school to make different decisions about the way it uses available resources. In its annual report each school is required to describe progress towards the goals and targets for student outcomes that are set out in its charter. Cotswold School is committed to improving overall achievement levels and to reducing systemic under-achievement. Through a process of on-going process of evidence-based self-review and an increased involvement of parents and other stakeholders by encouraging better information flows about students’ needs and outcomes Cotswold School will:

Gather comprehensive information about student achievement;

Identify specific areas for improvement;

Design and implement programmes to improve student outcomes in those priority areas;

Evaluate and report on progress each year; and on the basis of that evaluation make planning decisions that will reflect in the school’s charter for the following year.

National Priorities

Cotswold School will determine its priorities by focusing on the National Priorities. National Priorities are currently determined to be:

Providing a safe physical and emotional environment for students

Providing opportunity for success in all Essential Learning and Essential Skill Areas of the New Zealand Curriculum

Improving Numeracy and Literacy, especially in Years 1 – 4

Developing a range of assessment and evidence gathering practices that provide sufficiently comprehensive data to evaluate the progress and achievement of students.

Improve the achievement of Maori and Pasifika students

Reporting to students and parents on achievement of individual students and to the community on achievement of students as a whole and groups of students.

National Education & Learning Priorities

Cotswold School acknowledges the DRAFT National Education & Learning Priorities and have reflected on these when updating the Strategic and Annual sections of this Charter.

1. Learners at the centre – learners with their whānau are at the centre of education

Make sure that every learner/ākonga feels safe, appreciated and included for who they are, including their identity, language and culture, and learning needs.

Include family and whānau as partners central to the learning and achievement of every learner/ākonga.

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2. Barrier free access – great education opportunities and outcomes are within reach for every learner.

Have high expectations for every learner/ākonga and eliminate practices that limit access across the curriculum.

Support successful transitions into, within, and from places of learning.

Ensure financial and other barriers for learners/ākonga and their whānau do not prevent equitable access to teaching, learning and participation in the life of the early learning service or school.

3. Quality teaching and leadership – quality teaching and leadership make the difference for learners and their whānau.

Grow their workforce to strengthen teaching and leadership and to contribute to a stronger profession across the system.

Incorporate te reo Māori and tikanga Māori in the everyday life of the place of learning.

4. Future of learning and work – learning that is relevant to the lives of New Zealanders today and throughout their lives

Ensure they offer learning that equips learners/ākonga with an understanding of New Zealand’s cultural identities and our history.

5. World class inclusive public education – New Zealand education is trusted and sustainable

Develop relationships with their local iwi and hapū and communities to align aspirations and strategic direction setting.

Local Priorities

Local Priorities will be identified through:

The school’s programme of self-review

Analysis of the school’s assessment data

National Administration Guidelines

In meeting the National and Local Priorities, the school undertakes to work within the National Administration Guidelines framework.

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Recognising New Zealand’s Cultural Diversity

Cotswold School celebrates New Zealand's growing cultural diversity and ensures that all students feel culturally safe and valued. Our cultural diversity is a valuable resource for 21st-century learning. We celebrate and value a variety of cultures by recognising cultural difference. For example:

Integrating cultural perspectives through curriculum areas across all levels

Convening parent support groups and meetings

Accessing cultural advisors, cultural dance/food festivals

Conducting classroom programmes incorporating different greetings.

Our school hosts international students and our international programme is designed to increase and enhance our students’ awareness and understanding of other cultures and countries. We respect the unique position of Māori as tangata whenua (the indigenous people) of New Zealand and te reo Māori (Māori language) as an official New Zealand language, in accordance with our commitment to the Treaty of Waitangi. In recognising the unique position of the Māori culture, we provide instruction in tikanga Māori (Māori culture) and te reo Māori for students. We currently foster Māori culture through:

Teaching te reo Māori to an elementary level (greetings, counting, mihi, basic vocabulary for everyday items, pronunciation and translation of place names)

Singing waiata (Māori songs) in assembly, and classroom music time

Using resources in the curriculum (especially reading, maths, science, social studies, art, music, and PE) which recognise New Zealand’s dual cultural heritage

Integrating Māori through all curriculum areas where appropriate

Visits to marae and cultural centres, and fostering relationships with local iwi

Kapahaka, powhiri (welcome) for newcomers, signage around the school, whanau groups, etc.

If a whānau requests a higher level of tikanga and/or te reo, staff and family will discuss and explore the following options:

Further explanation of existing programmes

Extension of the existing programmes if and as appropriate

Combining with a neighbouring school for parts of the day/programme

Providing in-school support and resources to further enhance inclusion of te reo and tikanga Māori within the child’s classroom

Exploring other schools which may offer programmes closer to their expectations

Using community expertise (people and places) to help with any of the above.

We also respect the place of the Pasifika people and culture in New Zealand and foster it through integrating Pasifika into curriculum areas, where appropriate. We have considered the Pasifika Education Plan (PEP) 2013-2017 and its relative significance for our school. We support its vision to see "Five out of five Pasifika learners participating, engaging, and achieving in education, secure in their identities, languages and cultures and contributing to Aotearoa New Zealand’s social, cultural and economic well-being".

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Inclusiveness

At Cotswold School we believe:

Every student has the right to achieve success and make progress at school, regardless of their ability.

Every student with special education needs also has the right to receive extra support to ensure that they meet their full potential.

All students (including students who are Maori, Pasifika and with special learning needs) are able to access The New Zealand Curriculum and their progress and achievement is monitored effectively in relation to learning curriculum levels.

Effective partnerships between the Boards of Trustees, school personnel, specialists and particularly parents, caregivers, families and whānau will provide a strong platform for meeting the special education needs of all students.

Students’ identities, languages, abilities, and talents are recognised and affirmed.

At Cotswold School this is achieved through:

An inclusive culture which has agreed, shared values, welcomes everyone, is collaborative and respectful and encourages respect for all human rights

Inclusive policies which have a participatory development process, aim to reduce barriers to attendance and makes resources and buildings accessible to all

Inclusive practices which engage all children fully in the New Zealand Curriculum and require teachers to take responsibility for learning and progress of all learners

Inclusive cultural practices which recognise, support and provide for the learning needs of Māori, Pasifika and children of other ethnic identities, recognise and accept the cultural views and differences of Māori, Pasifika and children of other ethnic identities and expect teachers to understand Tātaiako and value of meeting the needs of all learners

Inclusive processes and systems which link to an agreed definition of what constitutes special education, are directed by the staff members (principal, management team, SENCO) and ensure that transition is effectively managed and monitored for all learners

Dates for Planning Year

The Annual Plan implementation is as for the normal school year – January to December.

Cotswold School will lodge a copy of its annually updated Charter to the Ministry of Education no later than 1st March each year.

Cotswold School consults its community, including its Maori community, regularly as part of its three year cycle of self-review.

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Relationship to Planning & Reporting

Achievement & Progress Aims - Inquiry Approach

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Strategic Direction

Our School Cotswold School is a Decile 8 contributing primary school located on the North West side of Christchurch. We provide an attractive, well maintained environment and place a priority on fostering the home and school partnership to promote student learning. Our Mission Cotswold School aims to build a brighter future for its pupils by providing a safe and secure environment for learning and teaching by fostering cooperation and communication among family, staff and community. Pupils will be challenged to achieve their potential at their stage of development and in so doing maintain high self-esteem while enjoying success and achievement, in an atmosphere which promotes learning, as well as fair and equal opportunities. Social skills will be promoted to encourage children to take responsibility for their own actions. Our Vision The Cotswold School community is Building Brighter Futures. Cotswold learners will be Respectful students who communicate effectively, are risk takers and thinkers who are actively involved in their learning and the community.

Our Beliefs At Cotswold School we believe that students learn best when teachers:

Create A Supportive Learning Environment

Encourage Reflective Thought And Action

Enhance The Relevance Of New Learning

Facilitate Shared Learning

Make Connections To Prior Learning And Experience

Provide Sufficient Opportunities To Learn

Inquire Into The Teaching-Learning Relationship

Our Values At Cotswold School we value:

Caring

Contributing

Communicating

Creating

Challenging

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Strategic Goals

Learning

To extend student and staff horizons by providing authentic learning experiences that develop creativity.

To improve student outcomes by ensuring all students (including students who are Maori, Pasifika and with special learning needs) are able to access The New Zealand Curriculum and their progress and achievement is monitored effectively.

Well-being

To provide a safe inclusive environment for students and staff that monitors and responds to their well-being and needs.

Community

To develop strong partnerships that values community involvement and diversity.

Governance

To operate the school in a prudent financial way in accordance with all legislative requirements.

2020 Student Achievement Targets

Cotswold School

All students will make forward progress in reading, writing and mathematics of at least one Year Level benchmark (i.e. Within level 1; At level 1; At early level 2; At level 2; Working towards level 3, At level 3) in a 12 month period, through the provision of quality learning programmes, appropriate assessment & reporting systems and the provision of additional support through the Cotswold School Learning Support programmes and resources.

To increase the Mathematics achievement level from 83% to 87% across the school.

To reduce the disparity in Mathematics between Maori/Pasifika and Pakeha/European students across the school by 5%.

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Cotswold School Charter

2020 – 2022 He Ara Whakamua - Building Brighter Futures

Our Mission Cotswold School aims to build a brighter future for its pupils by providing a safe and secure environment for learning and teaching by fostering cooperation and communication among family, staff and community. Students will be challenged to achieve their potential at their stage of development and in so doing maintain high self-esteem while enjoying success and achievement, in an atmosphere which promotes learning, as well as fair and equal opportunities. Social skills will be promoted to encourage children to take responsibility for their own actions.

Our Vision The Cotswold School community is Building Brighter Futures. Cotswold learners will be Respectful students who communicate effectively, are risk takers and thinkers who are actively involved in their learning and the community.

Our Beliefs At Cotswold School we believe that students learn best when teachers:

Create A Supportive Learning Environment

Encourage Reflective Thought And Action

Enhance The Relevance Of New Learning

Facilitate Shared Learning

Make Connections To Prior Learning And Experience

Provide Sufficient Opportunities To Learn

Inquire Into The Teaching-Learning Relationship

Our Values At Cotswold School we value:

Caring

Contributing

Communicating

Creating

Challenging

Our School Cotswold School is a Decile 8 contributing primary school located on the North West side of Christchurch. We provide an attractive, well maintained environment and place a priority on fostering the home and school partnership to promote student learning.

Goal 4 - Governance To operate the school in a prudent financial way in accordance with all legislative requirements.

Goal 3 - Community To develop strong partnerships that value community involvement and diversity.

Link: Tōtaranui Kāhui Ako Goal 1 & 2

Goal 2 – Well-being To provide a safe inclusive environment for students and staff that monitors and responds to their well-being and needs. (PB4L)

Link: Tōtaranui Kāhui Ako Goal 1

Goal 1 – Learning





R e f e r T o C o t s w o l d A n n u a l S e c t i o n f o r 2 0 2 0 C o t s w o l d P r i o r i t i e s

Tōtaranui Kāhui Ako Goal 1 Wellbeing Including

Whanau and Community Involvement Tōtaranui CoL will support all learners on their journey of hauora. This Includes embracing and developing reciprocal relationships that enhance learning and support wellbeing.

Tōtaranui Kāhui Ako Goal 2 Cultural Responsiveness Through

Engagement and Inclusion Tōtaranui CoL will provide an environment that respects the dignity of each learner’s culture, language and identity. Relevant teaching and learning opportunities will allow all to feel connected whilst acknowledging the special place of Māori within Aotearoa.

Tōtaranui Kāhui Ako Goal 3 Creativity and Innovation

Tōtaranui CoL will develop skills and capabilities by maximising opportunities that the NZ Curriculum offers through broad authentic learning experiences which allow imagination and creativity to flourish.

Tōtaranui Kāhui Ako Goal 2 Cultural Responsiveness Through

Engagement and Inclusion Tōtaranui CoL will provide an environment that respects the dignity of each learner’s culture, language and identity. Relevant teaching and learning opportunities will allow all to feel connected whilst acknowledging the special place of Māori within Aotearoa.

Tōtaranui Kāhui Ako Goal 1 Wellbeing Including

Whanau and Community Involvement Tōtaranui CoL will support all learners on their journey of hauora. This Includes embracing and developing reciprocal relationships that enhance learning and support wellbeing.

Tōtaranui Kāhui Ako Annual Priorities • Develop pathways of digital learning • Consider local curriculum design through a CoL lens

to develop understanding and identify potential for alignment across the CoL

• Have shared opportunities for teachers/students • Enhance CoL across school collaboration and

sharing of practice • Develop teacher expertise through targeted PLD • Implement Curriculum Progressive Tools • Have CoL-wide events to share and develop

common aspirations

Tōtaranui Kāhui Ako Annual Priorities Understand classroom practices using student voice and

other methods that develop feeling of inclusion for all learners – particularly Maori

Connect with local Iwi

Bring together teachers and share stories of practices and success (could be year based for relevance)

Develop student leadership opportunities and knowledge across the CoL

Develop consistency and understanding of effective successful culturally responsive practices across the CoL

Explore opportunities to engage with local community

Progressive development of cultural competencies and knowledge in a local context (building on knowledge)

Tōtaranui Kāhui Ako Annual Priorities • Develop pathways of digital learning • Consider local curriculum design through a CoL lens

to develop understanding and identify potential for alignment across the CoL

• Have shared opportunities for teachers/students • Enhance CoL across school collaboration and

sharing of practice • Develop teacher expertise through targeted PLD • Implement Curriculum Progressive Tools • Have CoL-wide events to share and develop

common aspirations

Tōtaranui Kāhui Ako Annual Priorities

Understand classroom practices using student voice and other methods that develop feeling of inclusion for all learners – particularly Maori


Bring together teachers and share stories of practices and success (could be year based for relevance)

Develop student leadership opportunities and knowledge across the CoL

Develop consistency and understanding of effective successful culturally responsive practices across the CoL

Explore opportunities to engage with local community

Progressive development of cultural competencies and knowledge in a local context (building on knowledge)

Develop pathways of digital learning

Consider local curriculum design through a CoL lens to develop understanding and identify potential for alignment across the CoL

Have shared opportunities for teachers/students

Enhance CoL across school collaboration and sharing of practice

Develop teacher expertise through targeted PLD

Implement Curriculum Progressive Tools

Have CoL-wide events to share and develop common aspirations

C o n n e c t , C o l l a b o r a t e , G r o w

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Strategic Section 2020 - 2022

STRATEGIC GOALS 2020 2021 2022

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Targeting Student Achievement Targeting Student Achievement Targeting Student Achievement




Further develop student ownership and understanding of their own learning and assessment.

To continue to build connections with local whanau and iwi and build on their aspirations for their children.

To Review & Implement Review & Implement Review & Implement

Cotswold School Improving Educational Outcomes for Māori Students and Recognition of Cultural Diversity Policy, Procedures and Guidelines

Cotswold School Developed Assessment & Reporting Programme

SNAC & Gifted and Talented Policy, Procedures and Guidelines

Curriculum/Operations Review Curriculum/Operations Review Curriculum/Operations Review

Learning Support Including Gifted & Talented & SENCO/LSC Roles The Cotswold Curriculum – e-Learning The Cotswold Curriculum - Physical Education & Activity

Charter/Strategic Plan Framework & Structure Review The Cotswold Curriculum - Literacy The Cotswold Curriculum – Health Education

The Cotswold Curriculum - Mathematics The Cotswold Curriculum Inquiry Model The Cotswold Curriculum – The Arts

The Cotswold Curriculum Inquiry Model The Cotswold Curriculum – Te reo Maori The Cotswold Curriculum – Mathematics & Statistics

Student Achievement Student Achievement Student Achievement

Monitor & Report Student Achievement Targets Monitor & Report Student Achievement Targets Monitor & Report Student Achievement Targets

Assess, Report & Analyse Assess, Report & Analyse Assess, Report & Analyse

Ongoing Collection, Analysis And Reporting Of Individual & School-Wide Achievement Data, Setting Specific And Challenging Achievement Expectations For Students

Implement Revised Cotswold School Assessment & Reporting Criteria and new/updated SMS framework In The Following Areas:

o Mathematics – Geometry & Measurement o English – Reading o The Arts

o English – Oral Language o English - Writing o Te Reo Maori

o Key Competencies o Mathematics – Statistics o PE, Sport & Health

Revise Cotswold School Assessment Criteria In The Following Areas: Revise Cotswold School Assessment Criteria In The Following Areas: Revise Cotswold School Assessment Criteria In The Following Areas:

o English – Reading o The Arts o Mathematics – Geometry & Measurement

o English - Writing o Te Reo Maori o English – Oral Language

o Mathematics – Statistics o PE, Sport & Health o Key Competencies

Continue to develop new Student Management System (eTap, including Learning Support, Gifted & Talented and Behaviour modules)

To continue to investigate the pedagogy that underpins Innovative Learning Environments as we transition to new and refurbished learning environments during 2020 & 2021

Report to Board on SNAC activities, programmes and student outcomes.

To complete the transition to the new Cotswold School Logo & Art Manifestations including a review of school signage linking to the Cotswold Renewal Programme in 2020 & 2021

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STRATEGIC GOALS 2020 2021 2022 L

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nd s

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all s

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Explore & Develop Aspects of Teaching & Learning Pedagogy Explore & Develop Aspects of Teaching & Learning Pedagogy Explore & Develop Aspects of Teaching & Learning Pedagogy

Major Focus Major Focus Major Focus

Exploring Local Curriculum Development both design and review (Our local curriculum is the way we bring The New Zealand Curriculum to life at our school – including SOLO)

Digital Technologies/Literacy including (but not limited to) Digital Technology Curriculum, Google Tools/Docs/Hapara, Seesaw, eTap Learning Support Including Gifted & Talented

Wellbeing including Whanau & Community Involvement (PB4L) Mathematics & Statistics

Cultural Responsiveness through Engagement & Inclusion. The Arts

Minor Focus Minor Focus Minor Focus

Collaborative Learning Practise and the pedagogy that underpins Innovative Learning Environments as we transition to new and refurbished learning environments during 2020 & 2021

Healthy Active Learning in partnership with Sport NZ and the Ministries of Health & Education Literacy - Reading

Literacy Through the Learning Progression Framework PaCT Tool & ALL The Arts PE & Health

Mathematics & Statistics (including LoL AliM) Education Outside The Classroom Education Outside The Classroom

Education Outside The Classroom Social Sciences

National Education & Learning Priorities (NELP)

Tōtaranui Kāhui Ako Teacher Only Day

Tōtaranui Kāhui Ako Professional Inquiry Groups

Health and safety training, including staff responsibilities and rights to a safe and healthy work place.

Individual Focus Individual Focus Individual Focus

Continue To Provide Funding To Allow For The Professional Development Of Individual Staff Members Based On Needs Identified As Part Of The Performance Management Programme

Continue To Provide Funding And Opportunities For Staff Improve Their Qualifications And Experience.

Continue To Provide Ongoing Professional Development In Digital Technologies, Solo Taxonomy & PB4L

Continue To Provide Ongoing Professional Development, which will allow staff to confidently implement the school’s Taha Maori, programme in their classroom.

Staff Performance Management Staff Performance Management Staff Performance Management

Review & Implement School Performance Management System


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To implement the Cotswold School Health, Safety, and Welfare Policy.

To implement the Supporting Student Well-being, Staff Well-being and Community Conduct Expectations Policies. (PB4L)

To provide a high level of pastoral care for the Cotswold School Community which both supports the individual but also engenders a strong collective identity and sense of responsibility and is based around our school values. (PB4L)

To incorporate locally prioritised values into enhancing school culture developing student’s ability to self-manage their learning and behaviour. (PB4L)


To fund training for staff to prepare them for the implementation of the Kia Kaha.

To fund training for staff to prepare them for the implementation of the Keeping Ourselves Safe Unit.

To fund training for staff to prepare them for the implementation of the Kia Kaha.

To implement the Kia Kaha unit across the school. To implement the Keeping Ourselves Safe Unit across the school. To implement the Kia Kaha unit across the school.

To implement Life Education/Sexuality Education programmes Grief, Loss & Change Unit - School wide To implement Life Education/Sexuality Education programmes

Analyse & act on student responses to Annual Bullying Survey Analyse & act on student responses to Annual Bullying Survey Analyse & act on student responses to Annual Bullying Survey

Analyse and report to Board on Behaviour Database Analyse and report to Board on Behaviour Database Analyse and report to Board on Behaviour Database

Connect with and support families using Mana Ake – Attendance – Anxiety – General Physical and Mental Health

Develop systems that allow for appropriate sharing and tracking of well being information (Kahui Ako wide)

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STRATEGIC GOALS 2020 2021 2022 C

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ips

that

val

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com

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.

Community Consultation Community Consultation Community Consultation

The Cotswold Way – Linked To Review Focus The Cotswold Way – Linked To Review Focus The Cotswold Way – Linked To Review Focus

Physical Education & Activity Maori/Pasifika Engagement/ Hautū - Māori Cultural Responsiveness Recognition of Cultural Diversity

e-Learning & Digital Technology Learning Support Including Gifted & Talented Home Learning

Education Outside The Classroom Transition to/from Cotswold School Health Education

Health Education Reporting on Individual & Collective Progress & Achievement The Arts

Behaviour Management

Innovative Learning Environments/Cotswold Renewal Programme

Developing Partnerships/Involvement Developing Partnerships/Involvement Developing Partnerships/Involvement

To work with the Totaranui CoL to further develop and implement the Totaranui CoL Plan

To Continue The Development And Implementation The Cotswold Transitions Plan Including Regular Liaison With Local Kindergarten, Pre-School Institutions And Intermediate Schools.

Continue to provide PD to staff focusing on further developing effective partnerships between schools and parents, whānau and communities leading to better outcomes for our students

Proactively engage with Whanau


To utilise community resources & resource people in our class programmes

Involve Our Community In School Events On A Regular Basis:

Assemblies

Sporting Fixture

Creativity & Innovation Expo (Tōtaranui Kāhui Ako)

Open Days

Media publicity & invitations to visit.

Cantamaths & Maths Display (Tōtaranui Kāhui Ako)

Cultural Events (Tōtaranui Kāhui Ako)

Cultural Events (Christchurch)

Regular update and maintenance of information provided on our school Website – http://www.cotswold.school.nz


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Finance Finance Finance

Continue To Implement the Financial Management Policy and Procedures



Property

To work with the Ministry of Education to plan and implement a comprehensive upgrade of Cotswold School’s teaching spaces to core modern learning environment standards ensuring: o Our students will be learning in modern, flexible and digitally connected classrooms. o Our teachers will have up-to-date facilities and teaching tools at their disposal.

Cotswold is working together with other Totaranui Kāhui Ako schools, providing students with flexible, personalised learning options.

To work with the Ministry of Education to ensure all post-earthquake Health and Safety repairs, 5YA related property works is progressed quickly and provides improved outcomes for the Cotswold School students and teachers.

To develop and implement a plan that delivers enhanced facility/property development for our school funded through the School Investment Package ($355,509.00)

Board Portfolio Review Board Portfolio Review Board Portfolio Review

To continue to develop our self-review schedule ensuring all aspects of the schools operations are reviewed over time. SchoolDocs will be used to assist us in self-reviewing all aspects of school operations.

Legislative Requirements Legislative Requirements Legislative Requirements

The Board will ensure that members of the Board who will act in accordance with the role and responsibilities outlined its Terms of Reference, the school charter and in partnership with the school principal focusing on Legislative Requirements. Specific activities will include keeping a watching brief on correspondence and documentation concerning the legislative requirements the school must meet and report these to the Board.

Compliance

To complete an annual update of the school Strategic Plan and provide the Secretary for Education with a copy of the updated school charter before 1 March, 2020 (NAG #7).

To provide a statement to the Secretary for Education providing an analysis of any variance between the school's performance and the relevant aims, objectives, directions, priorities, or targets set out in the school Strategic Plan before 1 March, 2020 (NAG #8).

http://www.cotswold.school.nz/

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Annual Section 2020

STRATEGIC GOALS 2020 J F M A M J J A S O N D DEVELOPMENT COORDINATED BY COMMENT

LE

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To

exte

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nd s

taff

horiz

ons

by p

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aut

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arni

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xper

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at d

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stud

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all s

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(incl

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Pas

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and

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spe

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are

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Targeting Student Achievement


Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

To increase the Mathematics achievement level from 83% to 87% across the school. Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff



Further develop student ownership and understanding of their own learning and assessment. Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

To continue to build connections with local whanau and iwi and build on their aspirations for their children.


To Review & Implement

Cotswold School Improving Educational Outcomes for Māori Students and Recognition of Cultural Diversity Policy, Procedures and Guidelines


Cotswold School Developed Assessment & Reporting Programme Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

SNAC & Gifted and Talented Policy, Procedures and Guidelines Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Curriculum/Operations Review

Learning Support Including Gifted & Talented & SENCO/LSC Roles Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Charter/Strategic Plan Framework & Structure Review Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

The Cotswold Curriculum - Mathematics Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

The Cotswold Curriculum Inquiry Model Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Student Achievement

Monitor & Report Student Achievement Targets Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Assess, Report & Analyse

Ongoing Collection, Analysis And Reporting Of Individual & School-Wide Achievement Data, Setting Specific And Challenging Achievement Expectations For Students


Implement Revised Cotswold School Assessment & Reporting Criteria and new/updated SMS framework In The Following Areas:


o Mathematics – Geometry & Measurement Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

o English – Oral Language Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

o Key Competencies Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Revise Cotswold School Assessment Criteria In The Following Areas:

English – Reading Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

English - Writing Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Mathematics – Statistics Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Continue to develop new Student Management System (eTap, including Learning Support, Gifted & Talented and Behaviour modules)


To continue to investigate the pedagogy that underpins Innovative Learning Environments as we transition to new and refurbished learning environments during 2020 & 2021


Report to Board on SNAC activities, programmes and student outcomes. Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

To complete the transition to the new Cotswold School Logo & Art Manifestations including a review of school signage linking to the Cotswold Renewal Programme in 2020 & 2021


Page 14

STRATEGIC GOALS 2020 J F M A M J J A S O N D DEVELOPMENT COORDINATED BY COMMENT L

EA

RN

ING

To

exte

nd s

tude

nt a

nd s

taff

horiz

ons

by p

rovi

ding

aut

hent

ic le

arni

ng e

xper

ienc

es th

at

deve

lop

crea

tivity

.

To

impr

ove

stud

ent o

utco

mes

by

ensu

ring

all s

tude

nts

(incl

udin

g st

uden

ts w

ho a

re M

aori,

Pas

ifika

and

with

spe

cial

lear

ning

nee

ds)

are

able

to a

cces

s T

he N

ew Z

eala

nd C

urric

ulum

and

thei

r pr

ogre

ss a

nd a

chie

vem

ent i

s m

onito

red

effe

ctiv

ely.

Explore & Develop Aspects of Teaching & Learning Pedagogy

Major Focus

Exploring Local Curriculum Development both design and review (Our local curriculum is the way we bring The New Zealand Curriculum to life at our school – including SOLO)


Digital Technologies/Literacy including (but not limited to) Digital Technology Curriculum, Google Tools/Docs/Hapara, Seesaw, eTap


Wellbeing including Whanau & Community Involvement (PB4L) Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Cultural Responsiveness through Engagement & Inclusion. Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Minor Focus

Collaborative Learning Practise and the pedagogy that underpins Innovative Learning Environments as we transition to new and refurbished learning environments during 2020 & 2021


Healthy Active Learning in partnership with Sport NZ and the Ministries of Health & Education Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Literacy Through the Learning Progression Framework PaCT Tool & ALL Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Mathematics & Statistics (including LoL AliM) Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Education Outside The Classroom Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

National Education & Learning Priorities (NELP) Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Tōtaranui Kāhui Ako Teacher Only Day Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Tōtaranui Kāhui Ako Professional Inquiry Groups



Individual Focus

Continue to Provide Funding To Allow For The Professional Development Of Individual Staff Members Based On Needs Identified As Part Of The Performance Management Programme


Continue to Provide Funding And Opportunities For Staff Improve Their Qualifications And Experience.


To Provide Ongoing Professional Development In Digital Technologies, Solo Taxonomy & PB4L Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff Continue to Provide Ongoing Professional Development, which will allow staff to confidently

implement the school’s Taha Maori, programme in their classroom. Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Staff Performance Management

Review & Implement School Performance Management System Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff


WE

LL

-BE

ING

To

prov

ide

a sa

fe in

clus

ive

envi

ronm

ent f

or

stud

ents

and

sta

ff th

at m

onito

rs a

nd r

espo

nds

to

thei

r w

ell-b

eing

and

nee

ds.

Continue to implement the Cotswold School Health, Safety, and Welfare Policy. Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Continue to implement the Supporting Student Well-being, Staff Well-being and Community Conduct Expectations Policies. (PB4L)


Continue to provide a high level of pastoral care for the Cotswold School Community which both supports the individual but also engenders a strong collective identity and sense of responsibility and is based around our school values. (PB4L)


Continue to incorporate locally prioritised values into enhancing school culture developing student’s ability to self-manage their learning and behaviour. (PB4L)




To fund training for staff to prepare them for the implementation of the Kia Kaha. Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

To implement the Kia Kaha unit across the school. Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

To implement Life Education/Sexuality Education programmes Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Analyse & act on student responses to Annual Bullying Survey Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Analyse and report to Board on Behaviour Database Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Connect with and support families using Mana Ake – Attendance – Anxiety – General Physical and Mental Health


Develop systems that allow for appropriate sharing and tracking of well-being information Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Page 15

STRATEGIC GOALS 2020 J F M A M J J A S O N D DEVELOPMENT COORDINATED BY COMMENT C

OM

MU

NIT

Y

To

deve

lop

stro

ng p

artn

ersh

ips

that

val

ues

com

mun

ity in

volv

emen

t and

dive

rsity

.

Community Consultation

The Cotswold Way – Linked To Review Focus Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Physical Education & Activity Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

e-Learning & Digital Technology Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Education Outside The Classroom Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Health Education Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Behaviour Management Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Innovative Learning Environments/Cotswold Renewal Programme Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Developing Partnerships/Involvement

To work with the Totaranui CoL to further develop and implement the Totaranui CoL Plan Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

To Continue The Development And Implementation The Cotswold Transitions Plan Including Regular Liaison With Local Kindergarten, Pre-School Institutions And Intermediate Schools.


To provide PD to staff focusing on further developing effective partnerships between schools and parents, whānau and communities leading to better outcomes for our students


Proactively engage with Whanau Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Connect with local Iwi Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

To utilise community resources & resource people in our class programmes Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Involve Our Community In School Events On A Regular Basis: Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

o Assemblies o Sporting Fixture o Creativity & Innovation

Expo (Tōtaranui Kāhui Ako)

o Open Days o Media publicity &

invitations to visit. o Cantamaths & Maths

Display (Tōtaranui Kāhui Ako)

o Cultural Events (Tōtaranui Kāhui Ako)

o Cultural Events (Christchurch)


Regular update and maintenance of information provided on our school Website – http://www.cotswold.school.nz



GO

VE

RN

AN

CE

To

oper

ate

the

scho

ol in

a p

rude

nt fi

nanc

ial w

ay in

acc

orda

nce

with

all

legi

slat

ive

requ

irem

ents

.

Finance

Continue to implement the Financial Management Policy and Procedures Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Property To work with the Ministry of Education to plan and implement a comprehensive upgrade of Cotswold

School’s teaching spaces to core modern learning environment standards ensuring:

o Our students will be learning in modern, flexible and digitally connected classrooms.

o Our teachers will have up-to-date facilities and teaching tools at their disposal.

Cotswold is working together with other Totaranui Kāhui Ako schools, providing students with flexible, personalised learning options.


To work with the Ministry of Education to ensure all post-earthquake Health and Safety repairs, 5YA related property works is progressed quickly and provides improved outcomes for the Cotswold School students and teachers.


To develop and implement a plan that delivers enhanced facility/property development for our school funded through the School Investment Package ($355,509.00)

Board Portfolio Review

To continue to develop our self-review schedule ensuring all aspects of the schools operations are reviewed over time. SchoolDocs will be used to assist us in self-reviewing all aspects of

school operations. Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

Legislative Requirements The Board will ensure that it will act in accordance with the role and responsibilities outlined its Terms of

Reference, the school charter and in partnership with the school principal focusing on Legislative Requirements. Specific activities will include keeping a watching brief on correspondence and documentation concerning the legislative requirements the school must meet and report these to the Board.


Compliance To complete an annual update of the school Strategic Plan and provide the Secretary for Education with a

copy of the updated school charter before 1 March, 2020 (NAG #7). Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff

To provide a statement to the Secretary for Education providing an analysis of any variance between the school's performance and the relevant aims, objectives, directions, priorities, or targets set out in the school Strategic Plan before 1 March, 2020 (NAG #8).


http://www.cotswold.school.nz/

Page 16

COTSWOLD SCHOOL STUDENT ACHIEVEMENT TARGET ACTION PLAN

STRATEGIC GOAL ANNUAL TARGET





STRATEGIC TARGET TARGET AREA:


Student Learning Personnel Finance

Strategic Doc Health & Safety Property

Leg Requirement Community Achievement Level

HISTORICAL POSITION TARGET GROUP

83% of all students met the Mathematics benchmark in 2019. Of these, 81% of females and 84% of males met the target.

84% of Pakeha/European students met the Mathematics benchmark in 2019. 78% of Maori and 62% of Pasifika students met the Mathematics benchmark.

The disparity between Maori and Pakeha across the whole school is 6%. Of those entering Cotswold at 5 years of age, the disparity is 1%

The disparity between Pasifika and Pakeha across the whole school is 22%. Of those entering Cotswold at 5 years of age, the disparity is 13%.

Gender: Girls and Boys

Ethnicity: All with an emphasis of priority learners

Level: All with an emphasis on Years 1 - 6.

ACTION PLAN

WHAT WILL THE SCHOOL DO TO MEET THE TARGET? WHEN WILL IT BE DONE BY?

WHO IS INVOLVED/RESPONSIBLE WHAT IS THE EXPECTED OUTCOME? J F M A M J J A S O N D

We have joined a national pilot project focusing on Healthy Active Learning as a medium to grow in particular boys’ achievement levels.

PE coordinators and outside provider.

All year levels Achievement levels will increase.

Maths leaders will participate in the ALIM programme. Maths Leaders / ALIM providers

Selected target students Attitude levels will improve.

Meet with underachieving students and their Whanau to discuss strategies that might be used at home.

All years

AP’s / Team leaders / Teachers

Increased ability for students to achieve at home, better home/school partnership.

Visits to other schools to observe and discuss best practice. Leaders Reflection regarding current practice.

Page 17

Student Learning Policy & Procedures Framework

According to Goal 1 of the National Administration Guidelines, the Cotswold School Board of Trustees with the Principal and teaching staff is required to:

i. develop and implement teaching and learning programmes:

a. to provide all students in years 1-10 with opportunities to achieve for success in all the essential learning and skill areas of the National Curriculum;

b. giving priority to student achievement in literacy and numeracy, especially in years 1-8;

c. giving priority to regular quality physical activity that develops movement skills for all students, especially in years 1-6;

ii. through the analysis of good quality assessment information*, evaluate the progress and achievement of students, giving priority first to:

a. student progress and achievement in literacy and numeracy and/or te re matatini and pāngarau, especially in years 1–8; and then to:

b. breadth and depth of learning related to the needs, abilities and interests of students, the nature of the school’s curriculum, and the scope of The National Curriculum, as expressed in The New Zealand Curriculum 2007 or Te Marautanga o Aotearoa;

iii. through the analysis of good quality assessment information*, identify students and groups of students:

a. who are not progressing and/or achieving;

b. who are at risk of not progressing and/or achieving;

c. who have special needs (including gifted and talented students); and

d. aspects of the curriculum which require particular attention;

iv. develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified in (c) above;

v. in consultation with the school’s Māori community, develop and make known to the school’s community policies, plans and targets for improving the progress and achievement of Māori students; and

vi. provide appropriate career education and guidance for all students in year 7 and above, with a particular emphasis on specific career guidance for those students who have been identified by the school as being at risk of leaving school unprepared for the transition to the workplace or further education/training.

* Good quality assessment information draws on a range of evidence to evaluate the progress and achievement of students and build a comprehensive picture of student learning across the curriculum

The Board of Trustees will implement the following policies: NAG 1: Curriculum & Student Achievement Policy Curriculum and Student Achievement Education Outside the Classroom Health Education/Curriculum consultation Home Learning Improving Educational Outcomes for Māori Learning Support Reading Recovery/Literacy Support Recognition of Cultural Diversity Religious Instruction/Religious Education

School Policy will be supported by: The Cotswold School Curriculum Plan

All policy is available at http://cotswold.schooldocs.co.nz/ (Username: cotswold; Password: elephant)

http://cotswold.schooldocs.co.nz/

Page 18

Strategic Documentation Policy & Procedures Framework


i. develop a strategic plan which documents how they are giving effect to the National Education Guidelines through their policies, plans and programmes, including those for curriculum, aromatawai and/or assessment, and staff professional development;

ii. maintain an on-going programme of self-review in relation to the above policies, plans and programmes, including evaluation of good quality assessment information* on student progress and achievement;

iii. on the basis of good quality assessment information* report to students and their parents on progress and achievement of individual students:

a. in plain language, in writing, and at least twice a year; and

b. across The National Curriculum, as expressed in The New Zealand Curriculum 2007 or Te Marautanga o Aotearoa, including in mathematics and literacy, and/or te reo matatini and pāngarau;

iv. on the basis of good quality assessment information*, report to the school’s community on the progress and achievement of students as a whole and of groups (identified through National Administration Guideline 1(iii) above) including the progress and achievement of Māori students against the plans and targets referred to in National Administration Guideline 1(v) above.

* Good quality assessment information draws on a range of evidence to evaluate the progress and achievement of students and build a comprehensive picture of student learning across the curriculum. information on student achievement;

The Board of Trustees will implement the following policies: NAG 2: Documentation and Self Review Reporting to Parents School Planning and Reporting

All policy is available at http://cotswold.schooldocs.co.nz/ (Username: cotswold; Password: elephant)


Page 19

Personal & Employment Policy & Procedures Framework


i. develop and implement personnel and industrial policies, within policy and procedural frameworks set by the Government from time to time, which promote high levels of staff performance, use educational resources effectively and recognise the needs of students;

ii. be a good employer as defined in the State Sector Act 1988 and comply with the conditions contained in employment contracts applying to teaching and non-teaching staff.

The Board of Trustees will implement the following policies: Appointment Procedure Appraisal of Staff Appraisal of the Principal Attestation Classroom Release Time/Timetable Complaints EEO Policy Employer Responsibility Performance Management Police Vetting for Non-Teachers Protected Disclosure Provisionally Certificated Teachers (PCTs) Salary Units/Management Allowances Staff Leave Teacher Certification and Police Vetting

Asset & Financial Management Policy & Procedures Framework


i. allocate funds to reflect the school's priorities as stated in the charter;

ii. monitor and control school expenditure, and ensure that annual accounts are prepared and audited as required by the Public Finance Act 1989 and the Education Act 1989;

iii. comply with the negotiated conditions of any current asset management agreement, and implement a maintenance programme to ensure that the school's buildings and facilities provide a safe, healthy learning environment for students.

The Board of Trustees will implement the following policies: 10 Year Property Plan (10 YPP) Finance and Property Management SUE (Staff Usage and Expenditure)

All policy is now available at http://cotswold.schooldocs.co.nz/ (Username: cotswold; Password: elephant)


Page 20

Health & Safety Policy & Procedures Framework


i. provide a safe physical and emotional environment for students;

ii. promote healthy food and nutrition for all students;

iii. comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees.

The Board of Trustees will implement the following policies: NAG 5: Health, Safety & Welfare Policy Abuse Recognition and Reporting Alcohol, Drugs, and Other Harmful Substances Behaviour Management Child Protection Digital Technology and Cybersafety Emergency Planning and Procedures Evacuation Procedure/Emergency Kit Harassment Health, Safety, and Welfare Medicines, Minor/Moderate Injury or Illness Physical Restraint Risk Management Safety Management System Separated Parents, Day-to-Day Care, & Guardianship Sun Protection Surrender & Retention of Property and Searches Swimming Pool Visitors



Page 21

School Administration Policy & Procedures Framework

According to Goal 6 of the National Administration Guidelines, the Cotswold School Board of Trustees with the Principal and teaching staff is required to comply with all general legislation concerning requirements such as:

i. attendance, the length of the school day, and

ii. the length of the school year.

The Board of Trustees will implement the following policies: NAG 6: Legislation & Administration Policy International Students Legislation and Administration Length of School Year Privacy Student Attendance

According to Goal 7 of the National Administration Guidelines, the Cotswold School Board of Trustees is required to complete an annual update of the school charter and provide the Secretary for Education with a copy of the updated school charter before 1 March of the relevant year.

The Board of Trustees will implement the following policies: NAG 2: Documentation and Self Review School Planning and Reporting Review Schedule Compliance with New Zealand Legislation

According to Goal 8 of the National Administration Guidelines, the Cotswold School Board of Trustees is required to provide a statement providing an analysis of any variance between the school’s performance and the relevant aims, objectives, directions, priorities, or targets set out in the school charter at the same time as the updated school charter provided to the Secretary for Education under National Administration Guideline 7. The Board of Trustees will implement the following policies:

Implementation Audits and Reports Implementation Audits and Reports NAG 2: Documentation and Self Review



Cotswold School

Documents