TE PAPAPA PRIMARY SCHOOL€¦ · Web viewNo % of time will be set as the use of IT tools is to become usual in the rooms and not a separate topic. Completed. Survey parent sin 2017

Valley School Charter2016 - 2018Valley K.I.D.S

Ko Te Mahi Tona Ake utualley School - Mission Statement:Our purpose is to provide a vibrant, inclusive learning environment that nurtures and guides all learners to achieve their best.

Printed Version 20 June 2016 1

Vision Values / Nga Uara Strategic Goals

Our vision is that Valley KIDS during the foundation years of their learning:

Know what learning is

Include everyone

Discover their individuality

Strive to succeed

The core values underpinning our Vision are:CourageFace new challengesStrength to overcome fearsThinking critically, creatively and reflectivelyLoyaltyRespecting othersCaring for the school and the environmentValuing diversityHonourRespecting ourselvesActing with honesty and integrityBeing responsible and accountableEnduranceDetermination to excelDisciplinePerseverance

All our students will make accelerated progress towards achieving or surpassing the National Standards in Reading, Writing and Mathematics.

Students are provided with a broad education that offers and integrated curriculum to enable them to reach their full potential as individuals.

Our teaching and assessment reflect best practice and is used to inform and make positive changes to teaching and learning programmes.

Our Maori students and their whanau are engaged in learning and achieve educational success as Maori through a curriculum that recognises the principles of the Treaty of Waitangi.

Parents, caregivers and whanau will be empowered to support their child's learning through effective engagement and communication.

Our students will enjoy an attractive and safe learning environment, which caters for an increasing roll and the needs of modern learners.

Charter Undertaking:This charter was ratified by on 2017 and will be submitted to the Ministry of EducationChairperson, Board of Trustees: Date:


CULTURAL DIVERSITY AND MAORI DIMENSIONValley School will reflect…

New Zealand’s Cultural Diversity…… The Unique Position of Maori culture…

Valley School will develop an awareness of Tikanga Maori, and encourage children to know and be familiar with their whakapapa and pepeha and Taha Maori.

Children and staff take pride in their identity and culture, but also practice acceptance of differences and practice tolerance and inclusiveness.

In 2016 meetings will take place with Maori parents to discuss achievement levels, consult about aims and targets and continue to develop plans so Maori students will enjoy education success as Maori.

Professional Development will help staff to cater for their Maori students more effectively.

Integrate Te Reo regularly as part of everyday classroom practice. Basic Te Reo will be taught, including commands, greetings, and kupu (words).

Staff development including Te Reo Maori, Tikanga Maori and Mauri Ora. Providing opportunities for students who wish to learn the Maori language. Classroom and school celebrations will reflect Maori Culture through Waiata, greeting and protocol.

New buildings will be blessed by Kaumatua.

On enrolment parents will be provided with an opportunity to discuss their child’s needs in the area of Te Reo Maori and the school will examine its current position regarding staff who have the expertise and qualifications to provide a Te Reo programme.

Our special Valley culture… A warm, caring environment where children believe in themselves and are given opportunities to grow. The school is a shared asset that embraces and welcomes the community. 20% of the school roll identifies as NZ Maori.


What steps will be taken to discover the views and concerns of the school’s Maori Community?

What will the school do to provide instruction in Te Reo Maori (Maori Language) for full time students whose parents ask for it?

Regular consultation with Maori Community will take place in the form of informal gatherings at the school:

Maori student achievement in Reading, Writing and Maths will be shared with parents and feedback asked for.

This feedback will be used to build Maori Whanau involvement in our school. The school can include strategies to increase their knowledge, skills and attitudes (Tikanga, and Te Ara reo).

To promote and develop understanding and consideration of Local history – geographic and community. Personal history – pepeha / hapu / iwi and tikanga Maori.

Ka Hikitia and Home School partnerships are important resources for the school to use.

Valley School BOT and parent community will explore increasing opportunities for our children to succeed as Maori.

Valley School will continue their involement in Te Huarahi.

If parents request instruction in Te Reo the school will examine its current position regarding staff who have the expertise and qualifications.

The parents of the full time student must make an application in writing to the School Board of Trustees.

The Board of Trustees will consider the request at the next Board meeting with regard to:

Personnel Finance Resources Property

The Board will then respond in writing to the parents who made the request.


Broad Strategic Aims 2016 2017 20181. All our students will make accelerated progress

towards achieving or surpassing the National Standards in Reading, Writing and Mathematics.

80% of our students will be making accelerated progress

80% of our students will be at or above the standard for Reading, Writing & Mathematics





2. Students are provided with a broad education that offers and integrated curriculum to enable them to reach their full potential as individuals.

Self-review and report to Board on curriculum coverage and teaching as inquiry practice including recommended target areas

New BOT to develop full understanding of New Zealand curriculum and teaching as enquiry

Develop a communication plan for educating our school community on our curriculum and teaching practices


Implement communication plan

Set annual targets for recommended areas


Set annual targets for recommended areas

Survey parents on current curriculum and feedback on changes implemented over previous 2 years


3. Our teaching and assessment reflect best practice and is used to inform and make positive changes to teaching and learning programmes.

Revise/update assessment practice for Writing.

Identify opportunities to improve quality of reporting data

Continue BYOD trial in senior school

Develop a culture where all staff are learning and participating in best practice PD.

Analysis of BYOD trial and further roll out

After 1 year, ask parents /whanau if they are seeing improvement in their child’s results/experience?

Review outcome of BYOD trial and investigate a further roll out across other year groups

4. Our Maori students and their whanau are engaged in learning and achieve educational success as Maori through a curriculum that recognises theprinciples of the Treaty of Waitangi.

Review our learning programmes to ensure they are relevant and meaningful for our Maori students

Develop and maintain productive partnerships with iwi and whanau that can contribute to our Maori students achieving education success

Continue to build and staff capability and embed language and culture into our programmes

Board professional development on application of Treaty of Waitangi in schools

Assess impact of any changes to learning programmes on engagement of Maori students

Continue to build and staff capability and embed language and culture into our programmes

Maintain productive partnerships with iwi, hapu and whanau that can contribute to our Maori students enjoying education success

Maintain productive partnerships with iwi, hapu and whanau that can contribute to our Maori students enjoying education success

Continue to embed language and culture into our programmes

5. Parents, caregivers and whanau will be empowered to support their child's learning through effective engagement and

Revise/update Community Engagement Strategy

Implement Community Engagement

Implement Community Engagement Strategy Year 3


communication. Develop consistent communication plan across all year groups

Survey parents on current reporting and communication

Build relationships with parents whanau

Strategy Year 2

6. Our students will enjoy an attractive and safe learning environment, which caters for an increasing roll and the needs of modern learners.

Complete Room 1-4 MLE upgrade

Complete a full school repaint in line with new build colour scheme

Continue BYOD trial in senior school

Re-barking playground

Refurbishment of Rooms 8-11

Analysis of BYOD trial and roll out

Build digital learning capability in staff

Continue to work closely with MOE on projected roll growth

Continue to work closely with MOE on projected roll growth

Depending on outcome of BYOD trial roll out across all year groups


Valley School Annual Plans – 2017

Action Plan One (a): All our students will make accelerated progress towards achieving or surpassing the National Standards in

Mathematics. 85% of our students will be making accelerated progress 80% of our students will be at or above the standard for Mathematics

Specific Strategies for 2017 WhoWhen

Expected Outcome Actual Result/Annual Report

Review mathematics assessment processes.

Sharyn withall staffOn going

Assessments are used to inform next steps in learning for each pupil.

Mathletics is used across the school to reinforce Mathematical concepts.

Maths lead teamAll year

Mathletics use is encouraged in each class.

Aim to have every child on Matheletics at home or at school at least three times a week.

Teachers select and schedule mathletics topics that reinforce taught concepts.

Expand ALiM across 7 classrooms in 2017. (Rooms 8, 12, 11, 4, 2, 5, 1)

Amy GrantStart term 2.

ALIM (Accelerating Learning in Mathematics) will continue in its second year Across 7 classes.

Targeted groups will show accelerated progress in Mathematics. Teachers will develop sustainable practises in accelerating achievement.

ALiM practices and models that have proved successful will be incorporated across other classes.


Action Plan One (c):All our students will make accelerated progress towards achieving or surpassing the National Standards in Reading.

85% of our students will be making accelerated progress 80% of our students will be at or above the standard for Reading.

Specific Strategies for 2017

WhoWhen


Reading assessment practises.

D.PrincipalsTeachersOn going

Assessments are entered on to the pupil database to meet each deadline.



Action Plan One (b):All our students will make accelerated progress towards achieving or surpassing the National Standards in Writing.

85% of our students will be making accelerated progress 80% of our students will be at or above the standard for WritingSpecific Strategies for 2017 Who

WhenExpected Outcome Actual Result/Annual Report

PLG’s (Professional Learning Groups) share professional practise.

PLG ongoing 2017.

PLG’s continue as teams of teachers across class levels.

PLG’s will moderate writing samples to continue towards consistency in assessment.

Whole staff discussions are held on moderation of writing samples based on feedback from PLG’s.

Consistency in writing assessment using e-asTTLE is achieved.

Continue to develop e-asTTLe as a tool in Valley School.

Sharyn,and literacy team

All teachers using eAsTTLe to inform mid/end of year reporting.

eAsTTle data is analysed by leaders with emphasis on moderating teacher assessments.

ALL (Accelerating Literacy Learning) – second year expanded implementation with rooms 20, 21, 22, 23, 9, 10, 25, 26, 3 ,6, 7

Sharyn and unit holders.Starting Term 1.

ALL expansion and integration into teaching practice continues in senior/middle rooms. Year 2 classes included in 2017.

Teachers are using teaching practices developed in the ALL trial, 2015/16.

Accelerated achievement is demonstrated for pupils involved in ALL.

Reading Eggs used across the school to reinforce reading concepts.

PrincipalTeacherOn going

All teachers encouraging use of Reading Eggs to have all pupils on Reading Eggs at home or school at least three times per week.

Tasks are set at the appropriate level to reinforce class teaching.

Action Plan Two:Students are provided with a broad education that offers a balanced and integrated curriculum to enable them to reach their full potential as

individuals.Specific Strategies for

2017WhoWhen



Principal

On going

Present report on curriculum coverage to BOT and discuss how integration of curriculum allows cross- curricula coverage.


New BOT to develop full understanding of New Zealand curriculum and teaching as inquiry

Principal

On going

NZ Curiculum presentation made to BOT including the Valley School Curriculum and how the two relate.

Continue Integrated work on Teaching as Inquiry (TAI)

PrincipalSharynOn going

A Valley School Teaching as Inquiry model is further developed. All classes expected to run a TAI topic using the model.

Implement communication plan

PrincipalOn going

Newsletters to contain curriculum and achievement updates.

Section of web site will display information on curriculum and teaching as inquiry.

BOT to implement communications policy.


Action Plan Three:Our teaching practices, assessment and achievement reporting will reflect best practice and will be used to make positive changes to student

engagementTHIS TARGET IS LINKED CLOSELY TO STRATEGIES IN ACTION PLANS 1 a,b,c.


WhoWhen


Curriculum- literacy Continue developing our CAP plans in this area and continue working on e – asTTle assessment.

Te Reo and Tikanga Maori PrincipalUnit HolderOn going

PD on assessing Te Reo and Tikanga ability using a Valley School Rubric to be developed.

Review of assessment timetableIdentify opportunities to improve quality of reporting data

PrincipalSenior staff

On going

Review assessments in use and how they identify strengths / weakness and inform next steps in learning.

Teacher Professional Practise Portfolio

Principal,ongoing

The portfolio introduced in 2016 will be in regular use and will be a key part of professional development and our Performance Management system.

Analysis of BYOD trial and further roll out

Principal and IT Team

In 2017 survey parents on their access to their child’s learning in line with the concept of a visible classroom. Costs v benefits of BYOD for their child. Engagement in learning of their child.

Examine assessment and moderation policies across the Pukekohe COL.

Principal Agreed standards on assessment parameters and cohort exclusion criteria between all schools in the Pukekohe COL for mid-year assessment timeframe 2017.

Action Plan Four:Our Maori students and their whanau are engaged in learning and achieve educational success as Maori through a curriculum and practices that

recognise the principles of the Treaty of Waitangi.Specific Strategies for

2017Who


Assess impact of any changes to learning programmes on engagement of Maori students

Principal Does data from ALiM and ALL show

accelerated learning for Maori

Action Plan Five: Parents, caregivers and whanau will be empowered to support their child's learning through effective engagement and communication.


WhoWhen


The website to be the key point of information for parents.

PrincipalOn going

Parents are encouraged to visit the website when looking for information about the school.

Implement Community Engagement Strategy

PrincipalOn going

Actions detailed in the strategy are implemented.


Principal Parent surveys are conducted to gather opinion on topical areas of interest as necessary.

Parent reference groups. Principal Parents are invited to be part of reference groups to feed in to areas of change and review such as reporting, curriculum changes, etc.


Action Plan Six:Our students will enjoy an attractive, safe, modern learning environment, which caters for an increasing roll.


WhoWhen


Classroom environments reflect a welcoming, stinulating environment.Continue to work closely with MOE on projected roll growth.

Team LeadersAll staffOn going

Complete Room 1-4 MLE upgrades and rooms 8-11 refurbishment – both of these projects timelines are linked firmly to the MOE property feasibility study to be started January 2017.

BOT to form a Property Committee with delegated authority to consult with principal on property projects, as required, to progress these.

The school outdoor environment reflects the school as a place of learning and exploration.

All staffOn going

Playground equipment and activities are safe and suitable for the age group while providing challenge.

Murals and artworks reflect Valley Schools’ culture of inclusive learning.

Grounds are maintained so as to be accessible for a wide range of pupil activity.

As the school roll grows further every effort is made to preserve out door play areas as an integral part of learning.


Analysis of Variance2016

Valley K.I.D.S

Ko Te Mahi Tona Ake utu

Valley School - Mission Stateme


Our purpose is to provide a vibrant, inclusive learning environment that nurtures and guides all learners to achieve their best.

Vision Values / Nga Uara Strategic Goals

Our vision is that Valley KIDS during the foundation years of their learning:

Know what learning is

Include everyone

Discover their individuality

Strive to succeed

The core values underpinning our Vision are:CourageFace new challengesStrength to overcome fearsThinking critically, creatively and reflectively

LoyaltyRespecting othersCaring for the school and the environmentValuing diversity

HonourRespecting ourselvesActing with honesty and integrityBeing responsible and accountable

EnduranceDetermination to excelDisciplinePerseverance

All students attending Valley School will make accelerated progress towards reaching or surpassing the National Standards in Reading, Writing and Maths, regardless of their ethnicity, if they have a disability or have special educational needs.

E-Learning will be maximized in the school to supplement traditional ways of teaching and to open up new and different ways of learning for all students.

Maori students will enjoy education success as Maori

Charter Undertaking:This charter was ratified by BOT on – and will be submitted to the Ministry of EducationChairperson, Board of Trustees: Date:Consultation process:Staff and the BOT discussed the values, principles and pedagogy they believed were relevant to Valley School.The community and students were consulted regarding the content and values contained in Valley K.I.D.S..


Valley School Annual Action Plans – 2016Action Plan One (a):

All our students will make accelerated progress towards achieving or surpassing the National Standards in Mathematics.

80% of our students will be making accelerated progress 80% of our students will be at or above the standard for MathematicsSpecific Strategies for

2016 incl. budgetWho


Review mathematics assessment processes to ensure they are timely for reporting purposes and useful in informing next steps in learning.

Sharyn withall staff

Revised Mathematics assessment timetable is developed and in use before mid year reporting.



Revision complete and promulgated.

Completed

Addressed and ongoing through PD opportunities.

Mathletics is used across the school to reinforce Mathematical concepts.

Maths lead teamall year

Mathletics use is encouraged in each class.

Teachers select and schedule mathletics topics that reinforce taught concepts.

Completed and on going 2017.Staff meetings held by Maths lead teachers to reinforce this and the value it adds.

Re-introduce ALiM as a trial in 2 Middle team classrooms.

Amy GrantStart term 2.

ALIM (Accelerating Learning in Mathematics) will be run in two classrooms led by the Mathematics unit holder.

Targeted groups will show accelerated progress in Mathematics.

Sustainable practices will be used that can be introduced to other classes once the MOE funded programme has ended.

Two other teachers will shadow the programme by being involved in meetings and PD sessions and observing in lead ALiM rooms, as a preparation for expansion in 2017.

Completed. Moving to year 2 of ALiM in 2017.

Report written. Significant gains made within groups.Focus for year 2 of ALiM

Completed and teachers ready to assist with expansion of ALiM in 2017.

80% of our students will be at or above the standard for

Principal Principal will monitor progress through Completed


Mathematics collation and analysis of data. Results reported to BOT mid/ end of year

including reports showing the progression of cohorts from one year to the next.

Completed. In 2017 look at different format to include report on targets of growth across NAG 2(a) groups.

Action Plan One (b):All our students will make accelerated progress towards achieving or surpassing the National Standards in Writing.

80% of our students will be making accelerated progress 80% of our students will be at or above the standard for WritingSpecific Strategies for 2016

incl. budgetWho


PLG’s (Professional Learning Groups) share professional practise.

PLG ongoing 2016.

PLG’s continue as teams of teachers across class levels.

PLG’s share writing strategies and exemplars.

PLG’s will moderate writing samples to continue towards consistency.

Whole staff discussions are held on moderation of writing samples based on feedback from PLG’s.

Consistency in writing assessment using the Valley Rubric and eAsTTLE is achieved.

PLG’s used alongside whole staff PD delivery. PLG’s used most in assessment PD and moderation exercises such as with e asTTle work.

Extensive PD on assessing and moderating writing completed.

Valley Rubric now superceded by e asTTle assessement modified to fit Valley School needs. This enables us to compare inter-school data more accurately in writing.

Revise/update assessment practice for Writing based on Murray Gadd’s recommendations

Sharyn and literacy team

eAsTTLE is introduced to anchor our own rubric to a tool that is used nationally. Our own rubric is a useful assessment tool but does not allow for direct achievement comparison with other schools.

All teachers using eAsTTLe to inform mid/end of year reporting.

eAsTTle data is analysed by leaders mid year with emphasis on moderating teacher assessments.

Completed. Valley School rubric now not used for writing assessment and moderation.

Completed

Completed. Some concerns still in end of year assessment data so further work in writing moderation against e assTTle rubrics needed.

80% of our students will be at or Principal Principal will monitor progress. CompletedPrinted Version 20 June 2016 17

above the standard for Writing Results reported to BOT mid/ end of year showing the progression of each cohort from one year to the next.

Completed

Action Plan One (c):All our students will make accelerated progress towards achieving or surpassing the National Standards in Reading.

80% of our students will be making accelerated progress 80% of our students will be at or above the standard for Reading.

Specific Strategies for 2016 incl. budget

WhoWhen


Review Reading assessment practises.


All teachers have attended a running record refresher to achieve consistent practice across the school.



Completed.

Completed

Completed and on going as planning is completed throughout 2017.

ALL (Accelerating Literacy Learning) – second year implementation.


ALL expanded to middle team classes and two senior classes.

Teachers in expansion classes are using teaching practices developed in the ALL trial, 2015.

accelerated achievement is demonstrated for pupils involved in ALL.

Completed. Successful strategies now to be expanded across all senior classes in 2017.Completed.

Data presented to staff and BOT. Many pupils in groups showing accelerated achievement rates.

Reading Eggs used across the school to reinforce reading concepts.

PrincipalTeacherOn going

All teachers encouraging use of Reading Eggs.

Tasks are set at the appropriate level to reinforce class teaching.

Use is monitored and evaluated regularly by class teacher.

Complete and on going 2017.

Completed and continuing to be monitored to maximise effectiveness. Set % participation target in 2017.On going.


80% of our students will be at or above the standard for Reading.

Principal Principal will monitor progress through collation and analysis of data entered on to our student management system.

Results reported to BOT mid/ end of year including comparative reports showing the progression of each cohort from one year to the next.

Completed – see attached report.

Action Plan Two:Students are provided with a broad education that offers a balanced and integrated curriculum to enable them to reach their full potential as

individuals.Specific Strategies for

2016 incl. budgetWho



Principal Present report on Teaching as Inquiry (TAI) model as below.

See below

New BOT to develop full understanding of New Zealand curriculum and teaching as inquiry

Principal

On going

TAI model will be shared with BOT. NZ Curiculum presentation made

to BOT including the Valley School Curriculum and how the two relate.

Completed.Presentation of the Valley School Curriculum and its relationship to the NZ curriculum not completed. Will be in the 2017 action plan.

Integrated work withTeaching as Inquiry (TAI)

Principal

On going

A Valley School Teaching as Inquiry model is developed. All classes expected to run a TAI topic using the model.

Model completed. All teachers have trialed the model and are using it going forward.

Valley School Curriculum PrincipalSharynOn going

Term 1 curriculum completed from 2015. Term 2 to be completed Term 1 2016, followed by term 3 and 4.

Completed as an on going PD activity during the year.

Develop a communication plan for educating our school community on our curriculum and teaching practices

PrincipalOn going

Newsletters to contain curriculum and achievement updates.

Section of web site will display information on curriculum and

This area is yet to be developed to the extent described. This will be carried over to 2017 as an on going project.


teaching as inquiry.


Printed Version 20 June 2016

AOT

21


Action Plan Four:Our Maori students and their whanau are engaged in learning and achieve educational success as Maori through a curriculum that recognises

the principles of the Treaty of Waitangi.Specific Strategies for

2016 incl. budgetWhoWhen


Review our learning programmes to ensure they are relevant and meaningful for our Maori students

PrincipalD.PrincipalUnit holderFeb & Jun

Consult with the schools community and share targets for improving the achievement of Maori.

Form a Maori Parent Committee to consult on areas of local knowledge and custom.

Communicate in writing with Maori parents on achievement of Maori students in 2015 and targets for 2016.

Gather expectations for Te Reo and Tikanga – implement the MOE guidelines on Maori history, Years 1-8.

Completed as part of our Maori whanau consultation in 2016. Survey had very high % return. Whanau meeting held with several families represented.BOT outlined intention of the formation of a whanau group to consult on Maori achieving as Maori in the school and accelerating achievement.Principal to initiate invitations to attend a first meeting in 2017.

Not completed- to be part of 2017 action plan.

Develop and maintain productive partnerships with iwi and whanau that can contribute to our Maori students achieving education success

Principal

On going

Strengthen the home school partnership that will support raising Maori achievement in the school.

Parent meetings, IEP’s, school reports.

Home reading support Continue work through Te Huarahi

to develop further links and partnerships with Maori families.

Meet with local iwi to establish an understanding of what important local tikanga should be included in our programmes.

To be part of the Maori Parent Committee work to start in 2017.

Participated in Te Huarahi activities but the challenge of how Te Huarahi is to fit with the COL work has yet to be confirmed.

To look for and continue to act on opportunities to celebrate and reflect Maori culture.

PrincipalMaori students

On going

Meet with Maori students to affirm culture and identity.

Undertake an action project about an artwork or symbol that can be erected in the school that reflects Maori culture and identity.

Grow the Valley School Kapa Haka Group.

Several art works completed. Driveway sculptures based on koru design but specific artwork linked to local Maori yet to be completed.Staff unit holder is now leading Kapa Haka group alone after on going difficulty with finding reliable external tutors.

Te Reo/Tikanga /Kapa HakaMarae Visit

Unit HolderStaff

Unit holder appointed. School rubric on Te Reo and

Tikanga achievement expectations

Completed. Appointed for 2017 also.Not yet completed.

Action Plan Five: Parents, caregivers and whanau will be empowered to support their child's learning through effective engagement and communication.


WhoWhen


Revise/update Community Engagement Strategy

PrincipalOn going

Website is updated regularly and contains all current information.

Parents are encouraged to visit the website when looking for information about the school.

Clear and easy to read written reports are sent to parents twice a year. End of term 2 and term 4 for years 4-6 and on anniversary date for years 1-3.

A formal parent teacher interview or conference is held mid year.

Parents and teachers are encouraged to communicate early if there are any concerns.

Completed. BOT minutes and agendas also on website.Completed but on going encouragement needed.

Completed.

Completed alongside anniversary reporting and conferencing.

On going in newsletters, web site, facebook.

Develop consistent communication plan across all year groups

PrincipalOn going

Fortnightly school newsletters are sent home that inform parents of achievements and coming events etc.

Investigate the role of the PTA Facebook page, could a Facebook page work as communication tool for school notices?

Investigate the usefulness for parents of the website as a place to find information and to place notices.

Completed. Communication plan due to be completed in 2017.

Survey a group of parents in 2017 to determine level of website use.


Principal

Following mid year reporting

Parent surveys are conducted to gather opinion on topical areas of interest.

Health survey completed every second year and reported to BOT and community.(2016).

Surveys conducted on relevant issues – on line and/or paper.

PTA used as a parent voice when appropriate. Use of PTA channels of

Maori and Health and Physical Education surveys completed and analysed. Maori response very high. Health response very low. Investigate different formats for 2017 surveys.

Principal and/or staff members attended all PTA meetings


communication to be encouraged. Parents are invited to be part of

reference groups to feed in to areas of change and review such as reporting, curriculum changes, etc.

Information gathered in Maori survey but names given not followed upon in 2016. Reference groups to be part of 2017 action plan.

Initial Parent contact Principal and all staff

First contact made with every parent in first 3 weeks. Positive contact with ‘settling in’ discussion and establishes best form of communication with each parent.

Completed and to be included again in 2017 and every year beyond.

Action Plan Six:Our students will enjoy an attractive and safe learning environment which caters for an increasing roll and the needs of modern learners.


WhoWhen


A Health and Safety plan wil be developed and implemented.

PrincipalAll staffOn going

Principal, caretaker and Health and Safety Representative will conduct a physical inspection of the school and identify any areas of concern.

School staff will report any isues and these

Completed and recorded in H & S Manual.

School staff aware of this and this is an Printed Version 20 June 2016 24

will be investigated by the group. A report will be provided at each monthly

BOT meeting with any necessary recommendations.

on going process.Completed – report modified to make it more focused on actions completed and actions required.Completed.

Complete Room 1-4 MLE upgrade

Team LeadersAll staffOn going

Classrooms reflect a welcoming environment.

All pupils have identified places to work, play and keep personal belongings. Furniture is safe, clean, functional and suitable for agre groups in each class.

Furntiure requirements are notified to the principal in a timely manner.

Not completed – now part of MOE feasibility study.All furniture and fittings have been part of the H & S audit.

Staff regularly reminded on how and when to request furniture.

The school outdoor environment reflects the school as a place of learning and exploration.Re-barking playround safety areas.

All staffOn going

Playground equipment and activities are safe and suitable for the age group while providing challenge.

Murals and artworks reflect Valley Schools culture of inclusive learning.

As the school roll grows further every effort is made to preserve out door play areas as an integral part of learning.

Complete a full school repaint in line with new build colour scheme

Re-barking playground safety areas

Playground installers inspected playground and several maintenance items identifed to be completed early 2017.Several new projects completed across the school.New relocs have been positioned to maintian flat field space.

Completed



Valley Charter 2013/15


Date: 2016

School Name: Valley School School Number: 1540

NAG2A (b)(i) Areas of Strength

National Standard area: Reading

Discussion: Growth from mid year to end year across the year levels is evident. The growth is stronger from Year 3 to 6 on a percentage basis. Boys in Year 3 to 6 have also made strong mid to end growth and at Year 3 and 4 are either at or slightly above the full school results. Year 1, 4 and 5 Maori growth results are also strong.

The results are analysed for Maori and Boys because these target groups are groups of national interest and also form general target cohorts for the Pukekohe Community of Learning.

NAG2A (b)(i) Areas for Improvement

National Standard area: Reading

Discussion:

Maori pupils are still achieving below the levels of other cohorts. The introduction of ALL strategies and the inclusion of Maori students in target groups in classes is ensuring they are making progress but further accelerated progress is required if Maori pupil achievement is to be comparable with other groups.

Boys achievement is lower in some levels and matching or better in other year levels. This indicates that there still needs to be a focus on boys achievement with a particular sharpening of the focus in year 5 (year 6, 2017).

Some results in NAG 2(a) are below those reported by other schools and this is of obvious concern. With great variance in OTJ’s being made between schools it is difficult to make meaningful comparisons. Local schools within the Pukekohe COL set different standards of what being ‘at’ looks like. Anecdotal evidence from the Intermediate and information from other schools indicates we have the bar set at a higher level than a number of other schools.

NAG2A (b)(ii) Basis for Identifying Areas for Improvement


Discussion:Areas for improvement are identified by making accurate OTJ’s based on a range of evidence. Running records are used throughout the school. Junior assessment uses 6 year net and a range of tools to assess upon entry to school. Probe, GAP, PAT’s are also added to the assessment programme when pupils transition from the junior to the middle team.A Reading CAP (Curriculum and Achievement Plan) has been developed in 2016 to ensure clarity and consistency in reading expectation and assessment across the school.

NAG2A (b)(iii) Planned Actions for Lifting Achievement

Discussion:For 2017 we have identified two ‘beacon’ teachers in Literacy who will lead the staff in engagement with the Pukekohe Community of Learning in developing strong pedagogical practises in literacy. Tied with our ongoing development of the ALL programme we will have a strong focus in this area. ALL strategies are being extended to all senior rooms in 2017 after trialling and consolidating in the middle team (with two ‘buddy’ senior rooms) over the past two years. Crucial to this has been developing ongoing sustainable classroom practises for accelerating achievement without the need to fund for teacher release.

NAG2A (b) (iv) Progress Statement

Discussion:Accurate comparison from year to year is always problematic as pupil turnover means the cohort does not remain exactly the same.


Cohort movement from 2015 to 2016 (At/Above)

ReadingYear 2015 2016 + / -

2 38 68 +303 76 82 +64 81 76 -55 58 71 +136 69 72 +3

Bearing in mind the size of the cohorts, the actual numbers of pupils moving that significantly impact results is small. The variation indicates how great fluctuations can occur with a relatively small number of pupil movements.

Mid Year to End of Year Movement from Below to At/Above

ReadingYear 1 13%Year 2 14%Year 3 14%Year 4 55%Year 5 33%Year 6 33%

A point to reflect on is the lower % increases from mid to end year in the first three years, when compared to the greater gains in years 4-6. We see growth across the year as would be expected when using end of year standards. The table above does not reflect the growth made by pupils who still are in the below category, but may have moved from well below or simply made a years solid progess but still remain within the below category.Many of our pupils on special learning programmes, individual education plans and working with outside agencies have also made significant development but are not in the ‘at’ category. For some ot these pupils the goals are social and aligned stronger to the key competencies than to he National Standards. Some of our ESOL pupils have made accelerated progress but still do not meet the requirements to be ‘at’ the standard.

Date: 2016



NAG2A (b)(i) Areas of StrengthNational Standard area: Writing

Discussion: Strong growth from mid year to end year across the year levels is evident. The growth is stronger from Year 3 to 6 on a percentage basis. Boys in Year 3 and 4 are at the full school result. Year 3, 4 and 5 Maori have made strong growth but still sit below the full school results.The results are analysed for Maori and Boys because these target groups and groups of national interest also form targets for the Pukekohe Community of Learning.

NAG2A (b)(i) Areas for ImprovementNational Standard area: WritingDiscussion: Maori pupils are still achieving below the levels of other cohorts. The introduction of ALL strategies in reading is also helping raise writing levels for struggling writers. Further accelerated progress is required if Maori pupil achievement is to be comparable with other groups.Boys achievement is lower in years 1, 2 ,5 and 6. This indicates that there still needs to be a focus on boys achievement with a particular sharpening of the focus in these years. (Years 2, 3 and 6 cohort in 2017).Many of results in NAG 2(a) are below the national average and this is of obvious concern but with great variance in OTJ’s being made between schools and regions it is difficult to determine the extent of any concern. Local schools within the Pukekohe COL set different standards of what being ‘at’ looks like. The practise of some schools of removing special learning needs and ESOL pupils from the data also muddies the picture for us. The 2017 strategic plan now includes an initiative by the principal to push for standardisation in assessment reporting across the Pukeohe COL.



NAG2A (b)(ii) Basis for Identifying Areas for ImprovementDiscussion:Areas for improvement are identified by making accurate OTJ’s based on a range of evidence. e-asTTle has had extensive PD with the focus on consistency in assessment of writing across the school. It is also the only common assessment tool used across the COL so will be important in finding a common assessment language across schools. Prior to 2016 we had not focused on e-asTTle. Although we are using the e-asTTle rubrics we are not using the full e-asTTle on line assessment.A Writing CAP (Curriculum and Achievement Plan) is being developed in 2016 to ensure clarity and consistency in reading expectation and assessment across the school.

NAG2A (b)(iii) Planned Actions for Lifting Achievement

Discussion:For 2017 we have identified two ‘beacon’ teachers in Literacy who will lead the staff in engagement with the Pukekohe Community of Learning in developing strong pedagogical practises in literacy. Tied to further development of our Writing CAP (Curriculum and Achievement Plan) this will ensure a strong focus on literacy in 2017. Further work on the moderation of assessment, in partnership with the Pukekohe COL, will also help in developing a more robust and consistent expectaion of what achievement looks like.

NAG2A (b) (iv) Progress Statement

Discussion:

Accurate comparison from year to year is always problematic as pupil turnover means the cohort does not remain exactly the same.

Cohort movement from 2015 to 2016 (At/Above)

Date: 2016


NAG2A (b)(i) Areas of StrengthNational Standard area: Mathematics

Discussion:Growth from mid year to end year across the year levels is evident. The growth is stronger in Year 4,5 and 6 on a percentage basis. Boys in Year 4 to 6 have also made strong mid to end growth. Boys across the board perform well in maths compared to the full results - they are either at or above the full percentage results. Year 1, 4 and 5 Maori growth results are also very strong but Maori as a cohort do not achieve as high as other groups.The results are analysed for Maori and Boys because these target groups and groups of national interest also form targets for the Pukekohe Community of Learning.

NAG2A (b)(i) Areas for ImprovementNational Standard area: Mathematics

Discussion:Maori pupils are still achieving below the levels of other cohorts. Our participation in ALiM and the inclusion of Maori students in target


groups in classes is ensuring they are making progress but further accelerated progress is required if Maori pupil achievement is to be comparable with other groups.Boys achievement is lower in some levels and matching or better in other year levels. This indicates that there still needs to be a focus on boys achievement with a particular sharpening of the focus in year 5 (year 6, 2017).Many of results in NAG 2(a) are below the national average and this is of obvious concern.

NAG2A (b)(ii) Basis for Identifying Areas for ImprovementDiscussion:Areas for improvement are identified by making accurate OTJ’s based on a range of evidence. JAM, Gloss, PAT, snapshot testing, Ican are all used alongside class work to form at OTJ. The initiative to standardise assessment practises and expectations across the Pukeohe COL will also be useful in identifying cohorts of concern.

NAG2A (b)(iii) Planned Actions for Lifting AchievementDiscussion:For 2017 we have identified one ‘beacon’ teacher in Mathematics who will be supported by a fixed term unit holder to lead the staff in engagement with the Pukekohe Community of Learning in developing strong pedagogical practises in Mathematics. Tied with our ongoing development of the ALiM programme we will have a strong focus in this area. ALiM strategies are being extended to other rooms in 2017 after completing the first year of the programme in two rooms in 2016. This is our second participation in ALiM in recent years. Crucial to success will be developing ongoing sustainable classroom practices for accelerating achievement without the need for funding for teacher release

NAG2A (b) (iv) Progress StatementAccurate comparison from year to year is always problematic as pupil turnover means the cohort does not remain exactly the same.

Cohort movement from 2015 to 2016 (At/Above)Mathematics

Year 2015 2016 + / -

2 88 82 -6

3 71 65 -6


4 56 63 +7

5 60 56 -4

6 74 72 -2

Bearing in mind the size of the cohorts, the actual numbes of pupils moving that significantly impact results is small. The variation indicates how great fluctuations can occur with a relatively small number of pupil movements.

Mid Year to End of Year Movement from Below to At/Above

MathematicsYear 1 6%

Year 2 3%

Year 3 13%

Year 4 48%

Year 5 32%

Year 6 41%

A point to reflect on is the lower % increases from mid to end year in the first three years, when compared to the greater gains in years 4-6. We see growth across the year as would be expected when using end of year standards. The table above does not reflect the growth made by pupils who still are in the below category, but may have moved from well below or simply made a years solid progess but still remain within the below category.Many of our pupils on special learning programmes, individual education plans and working with outside agencies have also made significant development but are not in the ‘at’ category. For some ot these pupils the goals are social and aligned stronger to the key competencies than to the National Standards. Some of our ESOL pupils have made accelerated progress but still do not meet the requirements to be ‘at’ the standard.



TE PAPAPA PRIMARY SCHOOL€¦ · Web viewNo % of time will be set as the use of IT tools is to become usual in the rooms and not a separate topic. Completed. Survey parent sin 2017

Documents