2014

Charter

Including: Strategic Plan 2014-2016

And

Annual Plan 2014

Contents

Introduction

Vision

Cultural Dimension

Description of the School

Strategic Plan

Plan 2014-2016

Annual Plan

Analysis of Variance 2013 data

Targets for 2014

Student (National Standard) data 2013

Analysis of 2013 data

Values

Roto-o-Rangi School is committed to fostering and developing the following :-

~ Respect: Admire the good qualities of yourself and people - young and old.

~ Consideration: Giving careful thought and kindness to yourself and others.

~ Responsibility: Take care of something or somebody and carry it out as a duty to yourself and

others.

~ Enthusiasm: Enjoy giving things your best, using a positive attitude.

~ Co-operation: Working together to achieve a goal

~ Resilience: Taking on a challenge and recovering from any setbacks

School-wide Over Arching Concepts

Odd Year Even Year

Term Sustainability / Environment Communication/My Voice

Term Community / Relationships Equity/Uniqueness

Term Learning About Learning i.e. HOT tools Science Strand

Term Innovation Learning About Learning i.e. Learning Styles

Across the year

in all areas

Values

SOLO Taxonomy

Bicultural

Values

SOLO Taxonomy

Bicultural

Concepts may be covered in any term in the year, which best suits the contexts of learning for the class. The

concepts then repeat to allow for scaffolding of prior learning; similar to student development through the

levels of the NZC.

School Vision

Through Strong foundations and Values,

we are Innovative Learners

Strong Foundations Innovative Learner I am: I am:

working at my level in reading, writing and maths. a creative thinker.

using Thinking Skills and Thinking Tools in my work. a critical thinker.

assessing myself and getting others to assess me, increasingly responsible for my own learning.

then I can set goals to work on. inquisitive

respectful of other people’s ideas. challenging self/Self motivated

a good member of a group. creating and accepting of feedback.

confidently using IT in my work. using technology to help my learning.

contributing to my country school.

Cultural Perspective

Roto-o-Rangi School’s curriculum will recognise the unique position of Māori within our community and

New Zealand society. It will provide students with experiences and understandings in cultural traditions,

language and local and national histories. We will undertake all reasonable steps to provide instruction in te

reo Māori should a parent request this, including providing information about the nearest bi-lingual/rūmaki

classes to Roto-o-Rangi school.

Through assessment, information and analysis, the Board of Trustees will gain a realistic perspective of the

achievement of Màori within the school and therefore, will be able to implement programmes as required to

allow the Māori students to realise their potential and talents.

The school will provide a welcoming atmosphere for all parents and children by reflecting all cultures, but

with emphasis on the bicultural nature of Aotearoa.

The school will be culturally aware and develop programmes so that so that Māori students have a chance

to learn as Māori.

About the School

Location Roto-o-Rangi District, 9km from Cambridge

Ministry of Education profile number 1927

School type Contributing (Years 1 to 6)

Decile 9

School roll 90-100

Gender composition Boys 43%

Girls 57%

Ethnic composition NZ European/Pākehā

NZ Māori

British/Irish

79%

20%

01%

Roto-o-Rangi School is situated south-west of Cambridge. It is a rural primary school catering for students

in Years 1 to 6 in the surrounding Kairangi/Roto-o-Rangi districts. Approximately one third of the students

travel from Cambridge/Leamington and the outskirts of Leamington. The school is a strong focal point for

its local community.

School buildings and grounds are well maintained. The school consists of 5 classrooms, with one of those

being a Board funded room, a Multi Purpose Room/Hall, library and extensive playing areas, both hard

court and grassed.

Information and communication technology (ICT) capacity has improved with acquisitions of Microsoft

tablets and iPads for classroom use, Mimio interactive boards in the senior classrooms and an Interactive

teaching station in the Year 2/3 class. Currently the school owns enough devices for a ratio of 1 device to 3

students, with 2014 being a year investigation and implementing BYOD. The use of schoolwide wireless

networking allows flexibility in the teaching programmes and diverse use of the ICT hardware in the school.

Further ICT hardware purchases are planned for over the next year. The school has a fibre connection and an

effective wireless system. The school completed the SNUP programme in 2014.

The school’s positive culture is strongly influenced by high quality teaching and the explicit promotion of

values set in consultation with the community. Relationships between teachers and students are respectful

and affirming. Parents participate actively in students’ learning and assist with many opportunities for

education outside the classroom through sports teams, student leadership groups, music tuition, school

camps and connections to the local environment (Maungatautari Enclosure, Wahi Okioki, QE11 covenant).

A purposeful family-like atmosphere supports learning and achievement.

Analysis of Variance Report

Target 1: Writing

Historic Data and Target Current Data: End of 2013 Analysis So What?

Initial data using results from the end of 2012:

2013 Writing Above At Below W B

Y5 Females 36% 43% 21% 0%

Y5 Males 14% 57% 29% 0%

TARGET 1/. To raise the percentage of Year

6 students At or Above the Writing National

Standard to 85% whilst also aiming to have the

number of Boys At or Above the Writing

National Standard to be similar to Girls.

End Year 6

33% Above

57% At

10% Below

0% Well Below

Female Male

Above 38% 25%

At 54% 62%

Below 8% 12%

Well Below

0% 0%

90% of the Year 6 students were

working At or Above the National

Standards in Writing.

The gap between the percentage of

boys below the national standard in

writing compared to girls closed

significantly, but boys still achieving

less well than girls across each stage

of the standard.

The number of boys achieving Above

the standard nearly doubled since the

end of the previous year.

The improvement in student achievement for this

group is exciting and could have resulted from the

following initiatives:

1. Use of Google Docs in the writing

programme,

2. targeting of boy friendly topics in the prog,

3. targeting of T/A towards underachieving

students,

4. the same students also receiving support in

reading,

5. more independent use of matrices for self

assess and goal setting by the students.

Sharing of results and programme set-up from

Year 6 class as a Best Evidence example for other

classes to adopt and modify for age suitable

programme.

There is still a need develop programmes that

engage boys in the writing process so that their

achievement levels can match the girls, both in

the Below and the Above standard areas.

Target 2: Literacy and Numeracy of British students

Historic Data and Target Current Data 2013 Analysis

Reading Data Above

Standard At

Standard Below

Standard

Well Below

Standard

Brit / Irish 50% 25% 25% 0%

NZ E 68% 20% 11% 1%

NZ Māori 73% 9% 18% 0%

Maths: Ethnicity

Above Standard

At Standard

Below Standard

Well Below

Standard

Brit / Irish 25% 25% 50% 0%

NZ E 33% 52% 13% 1%

NZ Māori 45% 45% 9% 0%

Writing: Ethnic

Above Standard

At Standard

Below Standard

Well Below

Standard

Brit/ Irish 25% 25% 50% 0%

NZ E 27% 55% 17% 1%

NZ Māori 36% 45% 18% 0%

TARGET 2/. To raise the achievement of the

British/Irish students in the school to be at least similar to

other ethnicities in our school in Numeracy and Literacy.

Reading Above

Standard At

Standard Below

Standard

Brit / Irish 0% 100% 0%

Maths Above

Standard At

Standard Below

Standard

Brit/Irish 0% 100% 0%

Writing Above

Standard At

Standard Below

Standard

Brit / Irish 0% 50% 50%

The two British children who were achieving Above or

At the standard in all areas left the school prior to the

commencement of 2013, hence the reduction in the

number of students achieving Above the standard.

The Below standard improvement has been pleasing in

Reading and Maths.

The writing results was no change, as the child Below

at the start of the year was still below at the end of

the year.

These children had significant absences intermittently

across the year – 26 days and 17 days respectively.

The students were given extra help and support, which

helped improve their achievement; however it may

not have been enough to change a standard. ie one

student was barely making the standard at the end of

2012 and was marginally above being recorded as

Below the standard. That same student was

comfortably within the standard and towards the

upper end of the standard by the end of the year.

Hence they improved significantly, but not enough to

have moved to the next standard.

So What?

Whilst there was some improvement with the identified group, it was not significant. Absenteeism could have some influence over the results with more than an 1/8 of

the year missed. These absences were intermittent which contributes to a lack of continuity in the learning.

There was a lot of disruption in the home life with job changing and lengthy periods where returning to England was a possibility for the children. This may have also

contributed to a lack of major progress. Absenteeism needs to be monitored again in 2014 and agencies engaged if necessary in order to help the children to attend as

regularly as possible. Whilst these children need to be monitored as individuals for continued progress and achievement, as a group they are not significant enough to

warrant being a target group.

TARGET 3/. To increase the breadth and depth of ICT used when researching so as to improve the reliability/scope of the researching by the senior students. Better

quality research will lead to improved levels of achievement across the curriculum.

Start of Year Now Which of these do you know how to use very well to help you find information and present information:

Internet, Internet

books from library, Computer

books from home, Email

2. Which of these things do you regularly use for help with your research?

Computer, Internet

Internet, Computer software

3. Which of these do you mostly use when researching information?

Internet, Internet

TARGET 3/. To increase the breadth and depth of ICT used when researching so as to improve the reliability/scope of the researching by the senior students.

Better quality research will lead to improved levels of achievement across the curriculum.

Historic data (black) and current data (red) presented below Analysis

Analysis So What?

There was a greater use of ICT involved in research and classroom work. This

resulted in a greater confidence and understanding of how to use the ICTs in their

learning.

The use of the ICTs expanded across more than just the research; into the reading,

writing and maths programmes as well.

Anecdotally, there was a significant rise in the enthusiasm for writing and a greater

output from the children. Boys were most excited by the use of ICTs.

There was improvement in boys writing across the class, both quality and quantity.

This may be due to more than just the use of ICTs, but it is a contributing factor.

ICT infrastructure was crucial to the amount of access and success.

More use of ICTs in the writing programme in classes further down the school

needs to be initiated to see if this is also supported in younger classes.

There was greater reliance on ICTs, therefore the quality and quantity of the ICT

infrastructure must continue to be a priority.

Staff capacity needs to be lifted continually so that they are able to use the ICTs

effectively in their class programmes, thus raise student achievement.

Incorporation of e-learning pedagogy into the practicalities of the class programme

must be at the forefront so that improvements in achievement can occur rather

than just different equipment achieving the same results.

ask parents Ask parents

4. When presenting information which of these do you use?

poster, Computer

verbal - do it like a speech, Poster/Video

5. When you get your information how many places do you use to check the information is true?

2 2/3

6. If you mostly use the internet for research, why?

Because it is easier than finding it in books, writing to people or asking people Because it has more than just writing to help you get the information.

Because you get the information quickly. Because you get the information quickly.

Because it has more than just writing to help you get the information. Because it is easier

Because the internet has more information

7. If you do not use the internet very much for research, why not?

it is easier just to ask mum/dad ditto

8. When I use the internet/books for information, I usually

Just copy what is on the page, write what I find in my own words

do a speech print out parts to use in a presentation

9. What would you like to have more opportunity to use than you do now when researching?

video conference (Skype) experts. Internet

Phone/email experts

STRATEGIC GOALS 2014 – 2016.

2014 = YEAR 1 2015 = YEAR 2 2016 = Year 3

NAG 1 –

Curriculum

1. Integration of e-learning in to teaching learning

programmes, specifically literacy. (e.g. use of blogs and

Google docs for publication purposes, software

supporting class programmes-Mimio etc., video for

self/peer/teacher assessment.)

2. Continued use of Inquiry learning/Student voice to

raise student achievement. Incorporate Principles from

the NZC into the Vision and class programmes.

3. Continue application of school Vision into class

programmes, with emphasis on the Strong Foundations

and Innovative Learners.

4. In pursuit of Excellence, provide extension groups

in Literacy and Numeracy. (e.g. Studyladder, F.P.S.,

Otago Maths, Languages)

1. An integrated, whole school approach to thinking

skills through adoption of the SOLO taxonomy.

2. Developing and trialling effective e-portfolios to

show student learning, progress and levels of

achievement, beginning with selected students in the

Senior classes.

3. Continued pursuit of excellence through extension

programmes in other curriculum areas as well as Literacy

and Numeracy (Music lessons, science, etc.)

4. Re-visit the school Vision through extensive

consultation with the local community and Kemureti

marae.

1. Integration of Inquiry Learning practices across

“topic” curriculum areas using e-learning as a

medium.

2. Refining and developing effective e-portfolios

across the senior class.

3. An integrated, whole school approach to thinking

skills through adoption of the SOLO taxonomy.

4. Continued emphasis on striving for excellence

through provision of extension programmes and

access to outside expertise to provide extension.

NAG 2 –

Self Review

1. Develop the Local Curriculum so that the coverage

and depth of the NZ curriculum meets requirements and is

logically progressive and practical.

2. Continue programme of Self Review of

policies/procedures.

1. Review of all curriculum implementation plans to

ensure focus has remained on the school’s curriculum.

2. Review of Te reo and tikanga Màori programmes

through consultation with local Màori and marae.

3. Review the school vision and Charter, including

Values education

1. Full curriculum review of all curriculum areas.

2. Review of alignment of the School Vision – NZC

Vision/principles/Values/Key Comp – local

curriculum – NZC AOs – planning and assessment.

NAG 3 –

Personnel

1. Review Teacher Registration Criteria alignment

with Professional teaching standards. Including

establishing Best Practise criteria in each of the

Professional Standards.

2. Full attestation programme for all staff, including

support staff.

3. Review of caretaker position

1. Accessing resources to provide for extension

programmes in more curriculum areas.

2. Development for staff in area “Māori learning as

Māori” (Kahikitia).

3. Professional development of staff to be strong

Inquiry Learning and e-learning pedagogy.

1. Professional development of staff to be strong in

Inquiry Learning and e-learning pedagogy, using

appraisals to support individual learning.

2. Professional development continued in Numeracy

and Literacy.

NAG 4 –

Finance/Property

1. Up-grade of outer buildings and staffroom in

accordance with 5YA.

2. Modernisation of the school entrance to incorporate

more visual awareness of school vision.

3. Including more ecological areas in the school

grounds – student gardens.

4. Re-paint the school through cyclical maintenance

programme.

1. Upgrade of chairs from Room 1-Room 2, and desks

in Room 4/5 to more MLE standards.

2. Fix roof on BOT classroom.

3. Install alarm system for school.

4. Internal refurbishment of Rooms 4/5.

5. Review of 10YPP

1. New 5YA

2. Investigate Server replacement v Cloud storage and

upgrade to most cost effective.

NAG 5 –

Health & Safety

1. Review Health and Safety components in the 5YA.

2. Check and replace rope system in the playground.

3. Re-fill of safety cushioning in adventure playground

areas.

1. Healthy Eating promotion through Eco Kids

programme, including development of school based

ecological sustainability.

2. Provision of better shade at the school/community

pool.

3. Review of EOTC programme and guidelines.

4. Continued emphasis on healthy eating/lifestyle as

part of Eco Kids programme.

NAG 6 –

Legislation

1. Review of policies as per triennial review process.

2. Ensure meeting of NAG 2a and NAG 7 & 8

1. Review of policies as per triennial review process.

2. Review of evacuation procedures.

3. Review of policy implementation to reduce number

of policies currently in practice.

1. Review school and curriculum requirements to

meet Treaty of Waitangi obligations.

2. Ensure meeting of NAG 2a and NAG 7 & 8

Targets for 2014

These statistics reflect the students currently at the school and disregard the Year 6 students of 2013 who have moved onto Intermediate education.

NZ Maori (Reading Age) Above At Below

Maori 44% 19% 38%

NZ European 24% 59% 17%

Maori Female 50% 17% 33%

Maori Male 40% 20% 40%

TARGET 1: To raise the percentage of Maori students reading At or Above their Chronological Age to 75%, and have Maori Boys achievement levels similar to Maori

girls. (At Chronological Age is determined by 6 months above or below their chronological Age.)

Final Writing 2013 Above At Below Well Below

British / Irish 0% 0% 100% 0%

NZ European 24% 59% 17% 0%

NZ Maori 19% 56% 19% 6%

Target 2: To raise the percentage of Maori students writing At or Above their expected level to 85%, (with particular emphasis on Maori boys – 30% working below

expected levels)

Numeracy Above At Below Well Below

British / Irish 0% 100% 0% 0%

NZ European 38% 49% 14% 0%

NZ Maori 21% 43% 29% 7%

Target 3: To raise the percentage of Maori students working At or Above their expected level to 80%.

We will provide programmes which allows

students to:

Use technologies to enhance learning options

and support assessment practices.

Develop thinking processes to better problem

solve school, and real world, problems/issues.

Be participants in establishing learning

intentions, success criteria, feedback and goal

setting.

Develop knowledge and skills at a level

appropriate to their ability, yet challenges them

to strive for excellence.

Relate successfully with others and respond to

others’ needs.

Experience a broad range of skills and interests,

both in and out of the physical environs of the

classroom.

Participate in programmes for literacy and

numeracy which meet the MOE guidelines for

expected levels of achievement.

Experience innovation and be innovative.

Cultural Diversity and Māori Dimension Roto-o-Rangi will develop and sustain an understanding

of New Zealand’s cultural diversity while

acknowledging the unique position of Māori as tangata

whenua. This will be reflected through

Strengthening of school wide Te Reo and tikanga

teaching, using programmes such as Ka Mau te Wehi.

Integration of Māori vocabulary in teaching and

learning programmes rather than as a separate subject

area.

Developing knowledge of, and participation in,

protocols that acknowledges our ethnic diversity.

Assessments analysed based on ethnicity so that

baseline data is gathered to enable the raising of

achievement for students of different ethnicities,

particularly of Māori.

All reasonable steps will be undertaken to provide

instruction in tikanga and te reo Māori for fulltime

students whose parents request it.’

Strategic Aim

For students to be able to access the New Zealand Curriculum

through a strong understanding of the curriculum, particularly

in Numeracy and Literacy.

To develop ICT skills and e-learning pedagogy so as to

become connected and involved learners beyond the confines

of the small country community the students live in.

To participate fully in the NZC through high levels of

achievement in Literacy, particularly writing.

To strive for excellence through catering for high achievers as

well as low achievers. This requires accurate evaluation and a

challenging curriculum that encourages resiliency to

challenges.

For the BOT and staff to confidently and competently

implement the national standards in such a manner that they

enhances student learning and achievement.

SCHOOL PRIORITIES 2014

Raising Maori student achievement in

Literacy and Numeracy.

Implement a cohesive Local Curriculum plan.

Integration of technologies into learning

programmes to enhance student achievement

in all curriculum areas.

Learning programmes that strengthen skills in

Numeracy and Literacy, particularly in

writing.

Quality assessment gathering to enhance class

planning and practice

Continued development of the Local

Curriculum and how to assess it accurately.

Through strong foundations and Values

we are innovative learners.

Staff Development Priorities 2014

Improving teaching practice - particularly in Writing and e-learning.

Integration of ICTs into assessment and learning programmes to enhance student understanding and achievement.

Strengthening reliability and validity of the OTJs used to assess the achievement levels of students in the areas of literacy and numeracy, leading to raising achievement levels.

Ongoing work with moderation in writing and numeracy with neighbouring schools.

Examining the Professional Standards and Best Practice to make improvements to current practice and student learning.

BOT UNDERTAKING

Targets set for 2014, and monitoring their progress

Funding targeted to enable goals to be met – Literacy and ICT and provision for PD in these areas.

Report on 2013 targets to MOE early 2014 (including achievement against national standards)

Implement the 5YA programme:

Development of the school entrance and grounds

NATIONAL PRIORITIES

Teaching and learning programmes giving priority to being able to access the NZC, through Numeracy and Literacy

Māori and Pasifika learners.

Identifying students at risk, not achieving or have special needs.

Reporting against national standards in Numeracy and Literacy.

Māori/Pasifika student achievement and consultation with the communities.

Annual School Development Plan

January 2014 – January 2015

2013 National Standards Reporting

Number: 1927

Name: Roto-o-Rangi School

Reading Well below Below At Above Total

Number Proportion Number Proportion Number Proportion Number Proportion Number

All students 6 6.7% 7 7.8% 26 28.9% 51 56.7% 90

Māori 3 21.4% 1 7.1% 3 21.4% 7 50.0% 14

Pasifika 0

0

0

0

0

Asian 0

0

0

0

0

European/Pākehā/ Other European

3 3.9% 6 7.9% 23 30.3% 44 57.9% 76

Male 3 8.6% 2 5.7% 11 31.4% 19 54.3% 35

Female 3 5.5% 5 9.1% 15 27.3% 32 58.2% 55

Reading Well below Below At Above Total

Number Proportion Number Proportion Number Proportion Number Proportion Number

After 1 year at school 3 42.9% 2 28.6% 1 14.3% 1 14.3% 7

After 2 years at school 2 18.2% 3 27.3% 3 27.3% 3 27.3% 11

After 3 years at school 0

0

3 23.1% 10 76.9% 13

End of Year 4 1 5.0% 0

9 45.0% 10 50.0% 20

End of Year 5 0

1 5.9% 4 23.5% 12 70.6% 17

End of Year 6 0

1 4.5% 6 27.3% 15 68.2% 22

End of Year 7 0

0

0

0

0

End of Year 8 0

0

0

0

0

2013 National Standards Reporting

Number: 1927

Name: Roto-o-Rangi School

Writing Well below Below At Above Total

Number Proportion Number Proportion Number Proportion Number Proportion Number

All students 3 3.3% 12 13.3% 54 60.0% 21 23.3% 90

Māori 2 14.3% 4 28.6% 5 35.7% 3 21.4% 14

Pasifika 0

0

0

0

0

Asian 0

0

0

0

0

European/Pākehā/ Other European

1 1.3% 8 10.5% 49 64.5% 18 23.7% 76

Male 1 2.9% 7 20.0% 22 62.9% 5 14.3% 35

Female 2 3.6% 5 9.1% 32 58.2% 16 29.1% 55

Writing Well below Below At Above Total

Number Proportion Number Proportion Number Proportion Number Proportion Number

After 1 year at school 1 14.3% 0

6 85.7% 0

7

After 2 years at school 1 9.1% 0

10 90.9% 0

11

After 3 years at school 0

1 7.7% 9 69.2% 3 23.1% 13

End of Year 4 1 5.0% 7 35.0% 7 35.0% 5 25.0% 20

End of Year 5 0

2 11.8% 10 58.8% 5 29.4% 17

End of Year 6 0

2 9.1% 12 54.5% 8 36.4% 22

End of Year 7 0

0

0

0

0

End of Year 8 0

0

0

0

0

2013 National Standards Reporting

Number: 1927

Name: Roto-o-Rangi School

Maths Well below Below At Above Total

Number Proportion Number Proportion Number Proportion Number Proportion Number

All students 1 1.1% 14 15.6% 44 48.9% 31 34.4% 90

Māori 1 7.1% 4 28.6% 6 42.9% 3 21.4% 14

Pasifika 0

0

0

0

0

Asian 0

0

0

0

0

European/Pākehā/ Other European

0

10 13.5% 36 48.6% 28 37.8% 74

Male 0

6 17.1% 16 45.7% 13 37.1% 35

Female 1 1.8% 8 14.5% 28 50.9% 18 32.7% 55

Maths Well below Below At Above Total

Number Proportion Number Proportion Number Proportion Number Proportion Number

After 1 year at school 0

0

7 100.0% 0

7

After 2 years at school 0

2 18.2% 8 72.7% 1 9.1% 11

After 3 years at school 0

1 7.7% 8 61.5% 4 30.8% 13

End of Year 4 1 5.0% 4 20.0% 7 35.0% 8 40.0% 20

End of Year 5 0

4 23.5% 6 35.3% 7 41.2% 17

End of Year 6 0

3 13.6% 8 36.4% 11 50.0% 22

End of Year 7 0

0

0

0

0

End of Year 8 0

0

0

0

0

Areas of strength

National Standard subject: READING

Discussion: With results showing levels of achievement in across the school running at 86% of students achieving At or Above the national standards requirements, and have been for a period of time now. Of the students identified as Well Below the Standard 80% of those students are in their first 2 years of schooling where it is notoriously difficult to reach the Standards. And as has continued to happen in the past, these students accelerate their achievement against the standards the longer they are in school and very few finish at Roto-o-Rangi still below the Standard. The 1 older student identified as Well Below in Reading only arrived at our school in the later part of 2013. The proportion of students reading above the standard is higher in reading than either of the other standards

Areas for improvement

National Standard subject: Writing

Discussion: Whilst the numeracy and writing standards are very similar when comparing achievement levels at the school, writing isd still the area that is most difficult to get students to the Standard. It is also the area staff feel the least confident with resulting form the generally lower achievement levels. It is also difficult to get quality Writing PD for staff as ‘experts’ are usually pushing their style/format/book which can conflict with methods/styles of other “experts”. Having outlayed a significant amount of money on a PLD in 2013, there was very little gained from this that would lead to change of teacher practice thus eliciting an increase in student achievement. Even in moderation sessions with other schools there is conflict between teachers as to the level appropriated to a piece of writing, so even assessment standards are varied.

e-learning

Discussion: Whilst not a national standard, this is a critical areas for the school so that students are able to be connected, life long learners. There has been objective unquantified judgements made in the last 12 months of how ICT has increased enthusiasm for writing in particular, especially for the boys. Whilst the Senior class in the school have a very proficient practitioner in the use of ICT in learning programmes, it is slow to gather momentum in lower level classes. With 2014 being a data gathering year to provide evidence that the ICT is leading to increases in student achievement in that senior class, this will then be used to show others of it’s importance in their classes too.

Basis for identifying areas for improvement

Discussion: Writing has traditionally been an area of lower achievement. Through the cumulative data from writing samples, national standards levels and assessment against the NZC the data shows an overall low level of achievement than either of the other areas (particularly in the Above Standard area of achievement).

Well Below Standard Below Standard At Standard Above Standard

Reading Overall 6 6.7% 7 7.8% 26 28.9% 51 56.7%

Maths Overall 1 1.1% 14 15.6% 44 48.9% 31 34.4%

Writing Overall 3 3.3% 12 13.3% 54 60.0% 21 23.3%

Planned actions for lifting achievement

Writing – greater emphasis on the use of ICT in the writing programme and adaptation of programmes

Discussion: Maori Students, and particularly Maori Boys are underachieving in writing.

1. However, as writing achievement is below the other curriculum areas a school wide professional development system using Sheena Cameron and Louise Dempsey writing programmes This PLD is for the entire staff.

2. Professional development for all staff, including support staff helping with literacy/oral language support. 3. Continued moderation sessions of writing samples taken in class. This will include further writing moderation with colleagues

from other schools. 4. Whanau meeting to discuss writing in the home, strategies to support their child’s writing and suggestions as to what we might

include in our own writing programmes to motivate and stimulate the children. 5. Support staff used to target support in the literacy area, particularly writing/spelling with our Maori students. 6. Continuation of a spelling programme based on phonological knowledge in both the Senior and Junior sections of the school. 7. Greater use of Google docs and blogs to assist with the writing programme. Ensuring effective access to ICT for our Maori boys

both at school and at home.

Numeracy – Maori students

Discussion:

1. These students will be included in groups or as individuals receiving extra support from teachers and support staff. 2. These students will be supported at home through the use of StudyLadder – an on-line curriculum based learning environment. 3. Greater support through the use of concrete materials in learning new concepts. 4. Ensuring identified students are able to access extension activities and groups so that the proportion of Maori students above

the standard increases. 5. Recommendation for outside agencies such as Raukawa Trust and RTLB service is used help support these students.