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SALISBURY CHARTER 2016 Page | 1

Charter 2016


Introductory Section

Salisbury Introduction, Vision, Mission and Values

National Priorities, Salisbury Priorities

Recognition of New Zealand’s Cultural Diversity

Maori Responsiveness Plan

Description of the Salisbury Community

Strategic Section

Strategic Plan 2016 – 2018

Referral Process

Two Streams

Key Competencies

Residential Stream

Our Students, Our Staff, Our Programmes

Annual Plan

Procedural Section

Salisbury Review

School/Cottage Team Reviews

Reporting to Parents/Whanau

CONTENTS


Salisbury is a national residential school for girls with underlying intellectual impairment and

complex learning and life skill needs.

Salisbury’s focus is to assist students to experience success in their learning and to improve life

outcomes.

Salisbury is situated in Richmond, approximately 15 km from Nelson. The school has been

established in a park-like setting neighbouring a kura kaupapa and other primary and

secondary schools. Salisbury will celebrate its Centenary in 2016.

At the writing of this Charter, the notional roll is 30 students.

The teaching staff consists of registered teachers and teacher aides with extensive experience

working with female students with special education needs.

A Transition Support Manager manages the transition of students into Salisbury and back into

mainstream schools and local communities upon leaving Salisbury.

A Leisure and Recreation Skills Tutor teaches the students the skills needed for the

development of quality leisure time pursuits.

A Kaitakawaenga is based in the Residential cottage and liaises with Maori students and their

whanau.

Further specialist services are contracted through Special Education for ORRS funded students.

The Deputy Principal assists in day to day management in the school setting.

The students live in a residential cottage throughout their time at Salisbury. The cottage is

staffed by residential Student Support Facilitators under the guidance of a Student Support

Manager.

There is a minimum of 4 residential Facilitators and 1 Manager working on each shift.

A Student Health Liaison Facilitator oversees student health needs.

An EnviroSchools Programme Facilitator oversees environmental programmes throughout the

campus.

The Principal, Deputy Principal, Executive Officer, Transition Support Manager and Student

Support Managers constitute the Senior Management Team, supported by the Principal’s PA.

Service staff includes catering, support and maintenance staff.


VISION

“Empowering through support to succeed.”

OUR MISSION

To provide an ‘extraordinary’ experience for students with complex learning, social and emotional needs in a supportive and nurturing environment.

The purpose of Salisbury is to provide quality learning and life skills programmes for female students with intellectual impairment who are not achieving, or are disengaged from education as a result of non-attendance in mainstream school settings. Salisbury students require a significantly adapted curriculum due to complex learning needs and the accompanying social, emotional, behavioural and/or mental health needs.


SALISBURY VALUES ENSURE WE PROVIDE

A culturally appropriate and responsive context for learning in the classroom.

Student centred learning that places student outcomes as the primary focus.

A safe and supportive environment where differences are acknowledged and all contributions valued equally, and where teamwork, commitment and a constant drive to do better are core components.

An environment where students can develop quality relationships with each other and staff and where needs can be met and skills developed to ensure each student reaches their full potential.

Dynamic leadership with a focus on building capacity and capability amongst staff.

Acknowledgement and respect for Te Ao Maori.

Effective communication and a range of strategies that promote effective teaching interactions.

A high level of respect for all students and staff.

A whole campus ethos and culture that values safety, transparency, self-review and external monitoring and review.

VALUES

SALISBURY STAFF VALUES

MANA MOTUHAKE - PERFORMANCE MANAAKITANGA - RESPECT WHAKAPONO - HONESTY TIKANGA - PROFESSIONALISM PUMAU TONO - CONSISTENCY WHAKAPIRINGATANGA - SECURE LEARNING ENVIRONMENT AROHA - POSITIVE RELATIONSHIPS MATAURANGA - SAFETY WHAKAMANA - EMPOWERMENT TUMUNAKO - OPPORTUNITIES


NATIONAL PRIORITIES

Salisbury determines its priorities by focusing on the national priorities including:

Improving the achievement of Maori and Pasifika students.

Providing a safe physical and emotional environment for students.

Ensuring all students are successfully able to access the New Zealand Curriculum, meeting the individual learning needs of each student with curriculum adapted to the appropriate level.

Providing effective programmes for Numeracy and Literacy.

Implementation of National Standards, as appropriate. Reporting will include progress towards and against National Standards, as appropriate.

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

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

SALISBURY PRIORITIES

Identification of individual student learning needs and provide adapted programmes to meet significant academic, social and life skills deficits.

Enhancement of a whole campus ethos and reputation for best practice.

Implementation of evidence based best practice Positive Behaviour Support Programme.

Meeting the needs of Maori students through the implementation of the Effective Teaching Profile, so that Maori students continue to experience success as Maori.

Implementation of the Salisbury Transition Service.

In meeting the national and local priorities, Salisbury undertakes to work within the National Education Guidelines.

RECOGNISING NEW ZEALAND'S CULTURAL DIVERSITY Salisbury, as appropriate to its community, will develop procedures and practices that reflect New Zealand’s cultural diversity and the unique position of Maori culture. In recognising the unique position of Maori, Salisbury will take all reasonable steps to care for students, while respecting their cultural identities. At Salisbury we focus on:

The principles underpinning He Kakano - focussing on developing culturally responsive leadership

Ako: a range of strategies that promote effective teaching interactions and relationships for Maori

A culturally responsive context for learning

A school wide Maori Reo programme

A strength-based approach

Implementation of Kimi Matauranga - a Whanau based learning programme


MAORI RESPONSIVENESS PLAN Salisbury continues to implement the teachings of the He Kakano Project and continues to build capacity and capability within the leadership team, leading to the raising of achievement for Maori students. A systems review has been carried out and many improvements have been made to Salisbury’s systems and processes which impact on meeting the needs of Maori, including moving to a Restorative Practice model when managing behavioural challenges. Restorative Practice is in alignment with Positive Behaviour for Learning (PB4L) and with Te Ao Maori, which favours a holistic philosophy when managing the needs of complex and vulnerable young people. The Restorative Practice model, known as Positive Behaviour Support, replaced a system which included the use of physical restraint and secure withdrawal facilities (2010). Salisbury does not restrain students, and does not use secure withdrawal facilities.

Salisbury is a national school providing residential services for female students with intellectual disability and complex learning and life skill needs. Salisbury draws from the wider New Zealand community, encompassing a cross section of New Zealand society, with varying family compositions, working environments and ethnic groups.

Salisbury is located in the residential community of Richmond, and is a short distance from the city of Nelson. Local facilities are accessed including sports and recreational clubs, church groups, mainstream secondary school classes, and the adjoining Te Kura Kaupapa Maori O Tuia Te Matangi on the Salisbury site, work experience opportunities and other appropriate organisations which the students show interest in attending.

Salisbury will maintain and enhance procedures and practices that reflect New Zealand’s cultural diversity and the unique position of Maori culture.

In recognising the unique position of Maori culture, Salisbury will take all reasonable steps to provide instruction in Tikanga and Te Reo Maori for students. Salisbury offers a Kaupapa Maori service through the Kaitakawaenga, based in the residential cottage.

RECOGNISING NEW ZEALAND’S CULTURAL DIVERSITY

DESCRIPTION OF SALISBURY’S COMMUNITY


All students have access to our programmes, which include:

Provision of in-school support and resources to further enhance inclusion of Te Reo and Tikanga

within the student’s classroom.

Teaching of Tikanga & Te Reo, and the Tataiako (cultural competencies) relating to the Registered

Teacher Criteria

Access to mainstream Te Reo classes at local secondary schools

Kapahaka

The opportunity to combine with Te Kura Kaupapa Maori O Tuia Te Matangi for parts of the

day/programme, particularly in relation to work experience opportunities in the junior classes and for

any student accessing NCEA Level 1 Achievement Standards.

In addition, a Whanau Class has been developed for Maori students who want to learn more about

themselves and their whakapapa. Within the Whanau Class, Te Ao Maori is integrated throughout all

curriculum areas, staff are appraised against the Tataiako and the students are able to experience

success as Maori.

LEARNING OPPORTUNITIES IN TIKANGA MAORI

AND TE REO MAORI


Salisbury

Strategic Plan

2016 – 2018


Application for residential placement at Salisbury School

Applications for a residential placement at Salisbury are currently through the Intensive Wraparound Service. Salisbury is in discussion with the Ministry of Education regarding an alternative pathway into Salisbury.

How is a student enrolled at Salisbury School?

Applications are made to the Intensive Wraparound Service, through the IWS Prioritisation Panel. If the application is successful the student may be offered a placement at Salisbury if this option is sought by parents.

Current Approved referrers include:

1. RTLB (Resource Teacher Learning and Behaviour) 2. Ministry of Education (Special Education Advisor/ Psychologist)

Education at Salisbury

Salisbury’s role is to provide academic, life and living skills programmes for students who have

complex learning needs so that levels of achievement and student outcomes are enhanced. Salisbury

also offers the opportunity for students to develop the skills, knowledge and positive attitude that will

assist them to manage inclusive school settings when they return to their home community, or to

access tertiary courses or supported employment options. Salisbury’s Transition Service works with

the student and family to assist in this process and will stay involved for as long as is required to ensure

the student remains engaged in learning.

ACCESS TO SALISBURY SCHOOL


RELATING TO OTHERS MANAGING SELF

THINKING USING LANGUAGE, SYMBOLS AND TEXT.

PARTICIPATING and CONTRIBUTING

WHANAU AND OTHERS

Includes ongoing

dialogue and

connections with

families.

INDEPENDENT LIVING

Includes links with

home living, developing

self-care skills, health

and safety, self-

direction and self-

managing behaviour

WORK OR STUDY OR TRAINING

Includes classroom study, Work Experience, & NZQA Credits linked to a number of employment and training opportunities

HEALTH, COMMUNITY & SUPPORT

AGENCIES

Includes work with Intensive Wraparound

Service, Te Piki Oranga, CYF, CAMHS, Te

Kura Aho- to ensure students are well

supported by their local communities.

Outside agencies are encouraged to visit

the school and students also connect with

agencies in their local communities

through our Transition Support Service

RECREATIONAL AND

SOCIAL ACTIVITIES

Includes links to social

skills development, use

of community facilities,

leisure and recreation

skills development

STUDENT SUCCESS IS

ACHIEVED BY

DEVELOPING SKILLS IN

FIVE PRIORITY

LEARNING AREAS

EMPOWERING THROUGH SUPPORT TO SUCCEED

SALISBURY

KEY

COMPETENCIES


WHERE PLACEMENT AT SALISBURY IS CONSIDERED THE MOST APPROPRIATE WAY TO:

CURRENT PROCESS FOR ENROLLING STUDENTS AT A RESIDENTIAL SPECIAL SCHOOL

When a student has been prioritised for the Intensive Wrapaound Service, the team, including family/whanau

and the student, may consider residential schooling as an option. Residential schooling can be considered at

any time while a young person is accessing IWS.

A Section 9 Agreement is required for enrolment at a residential school. A Section 9 Agreement is a formal

agreement between the Secretary of Education and the parents/guardians of the young person.

Salisbury is working with the Ministry of Education in regard to enrolment and the Section 9 process.

Salisbury provides a Transition Service for students and their families prior to enrolment. Salisbury transition

staff stay involved for as long as is required by the family and the mainstream school or education setting.

TRANSITION

Increase achievement levels and improve life outcomes by providing a significantly modified

and adapted curriculum programme to enable optimum learning to occur

Significantly enhance the students’ personal, living and social skills by providing programmes

which run across campus 24/7

Transition students back into their own communities with increased levels of educational

attainment, social skills and resilience which will increase their ability to cope, rise to

challenges and grow as confident life-long learners making positive contributions to society

LIVING AT SALISBURY


CREATE GREATER ACCESS TO SALISBURY SERVICES FOR

STUDENTS WITH COMPLEX LEARNING NEEDS

INCREASE LEARNING OPPORTUNITIES FOR STUDENTS

WITH COMPLEX LEARNING NEEDS

COLLABORATE WIDELY WITH FAMILIES AND

COMMUNITIES

Salisbury increases opportunities for marketing and promotion nationally

Salisbury continues to develop new programmes to meet the changing individual needs of students, particularly for those students with mental health conditions, conduct disorder, and autistic spectrum disorder

Salisbury develops its work with agencies and strengthening links with CYF, Health, CAMHS and MSD

Staff provide culturally appropriate programmes for Maori and Pasifika students, and other ethnicities as required, in classroom and residential settings

Salisbury investigates other ways to reach greater numbers of students, for example fee paying students, international students, Monday to Friday students, day placements, respite care placements, placements for young people in CYF care and who are not in school, students who are non-attenders (either through suspensions, exclusion or who are special education needs students whose needs are not being met in the mainstream)

Salisbury collaborates with the ministry to develop satellite classes in local communities nationally

Holiday and respite care programmes investigated

Salisbury remains the preferred provider for residential education for female students with intellectual disability and complex learning needs

Students are supported, engaged in education and are experiencing success across a wide range of curriculum social and life skills programmes and in a variety of settings

Transition is a key focus for Salisbury, pre Salisbury, during time at Salisbury and when the student resumes her education in her home community and school.

Students relate well to others, are positive in their own identity, are motivated and are resilient. They are contributing members of the community and they participate in a range of community based activities

Salisbury students are offered a mentoring programme

Students have ready access to counselling

Salisbury engages a Child and Family Psychologist as required

Te Piki Oranga (Maori Mental Health) is available to work with students

Salisbury students are successful in their learning, post Salisbury

Students’ achievement levels increase across a wide range of curriculum areas and living and life skills areas are enhanced

Salisbury’s new curriculums accelerate learning and achievement levels

Individual student achievement is reported at the mid-year and end of year Board reports

Salisbury celebrates its centenary by being recognized nationally as the preferred provider for residential education for girls with intellectual disability and complex learning needs

Students and families are supported by Salisbury’s Transition Specialist Support staff and a wide range of community services and agencies. This service is not timebound.

Increased number of Salisbury parents on Board

Opportunities in student’s own community and learning environment are increasing and expanding

Families engage in parenting programmes and Positive Behaviour Support training

Reputation for managing Prader Willi students effectively is acknowledged by PW Association

Families with autistic children know there are options available for residential education, care and support for the student and family

SUCCESSFUL OUTCOMES FOR ALL STUDENTS WITH COMPLEX LEARNING NEEDS


ALL STAFF WILL BE ACTIVELY ENGAGED IN

PROFESSIONAL DEVELOPMENT

SALISBURY WILL LEAD THE FIELD IN SPECIAL EDUCATION

PROVISION

ALL STAFF WILL BE SUPPORTED IN PERSONAL AND

PROFESSIONAL DEVELOPMENT

Staff are highly skilled in Positive Behaviour Support, working with global developmental delay, the management of Prader Willi Syndrome, ADHD, Conduct Disorder and Autism

Professional goal for all staff for 2016 is building capacity and capability within their own practice

Salisbury regularly professional development relevant to each individual and consult current research and literature

Senior Managers have access to leadership development courses

A Salisbury Professional Development Focus Group will have been established

All appraisals include the cultural competencies (Tataiako) as linked to the Registered Teacher Criteria and staff continue to have Tataiako professional development

Salisbury staff are reflective practitioners, engaged in on going professional development and taking part in a regular peer review process.

Staff are encouraged to choose an area of Special Education to develop their capability in this area

All teaching staff have accessed relevant professional development

Selected staff will be sharing their special education expertise with other schools

Expertise in key special education priority areas is widely developed

All Salisbury staff are competent, culturally responsive professionals assisting students to achieve success across a variety of settings and curriculum areas

Salisbury has a programme for students on the Autistic Spectrum and is acknowledged as a leader in this field

Salisbury’s Whanau Class - Kimi Matauranga successfully meets the needs of Maori students

Mainstream teachers are invited to Salisbury to observe practices and programmes and to share in external professional development opportunities

A mentoring programme for students is running

Maori for Maori service provision

Salisbury provides special education professional development for teachers in their own schools

Salisbury hosts mainstream teachers at Salisbury, to observe practices and programmes developed for students with sensory needs

A professional development programme is developed by Salisbury Staff for mainstream teachers, teacher aides, specialist support staff and families.

A Family Support Programme, incorporating strategies and skills found to be effective with students with complex needs, is developed and implemented.

Salisbury is a provider of Professional Development for mainstream teachers of students with complex learning needs.

Residential courses for teachers, which focus on working with complex learning needs are established and are held during school holiday breaks.

External supervision provided for all student contact staff

Salisbury teachers will spend at least two days each year in a mainstream setting observing programmes and behavior management

Selected staff will be encouraged to further their studies at post graduate level

A staff member will be invited to put in an application to present at a special education conference

All Salisbury staff have attended six whole campus professional development days this year

Professional development at Salisbury is selected to meet the ongoing challenges and complexities of the special education environment

STAFF ARE RECOGNISED AS LEADERS IN PROVIDING FOR STUDENTS WITH COMPLEX LEARNING NEEDS


ALL PRACTICE LINKED TO CURRENT LITERATURE AND

EVIDENCE BASE

STUDENT OUTCOMES ARE ENHANCED THROUGH THE USE

OF MULTIPLE MEDIUMS

THE NEW ZEALAND CURRICULUM UNDERPINS

ALL LEARNING WITH ALL PRACTICE EVIDENCE

BASED AND OUTCOME DRIVEN

Assessment data informs all Salisbury programmes across school and residential

All students have a new school based IEP each term

All students have a new Residential IEP each term

Salisbury provides a full Transition Service to students, families and mainstream schools

Literacy and Numeracy programmes are the key curriculum focus areas throughout the campus

Living and life skills attainment remain the key focus areas in the residential curriculum

Life Skills programmes are available to all students

Social Skills programmes are robust and rigorously assessed

Effective Teacher Profile informs all teaching programmes

Salisbury has developed a wide range of assessment tools and programmes which are shared with mainstream teachers NZ wide

Salisbury’s Curriculum reflects the current literature and evidence base

2 IT suites are used by students regularly

Video conferencing/skype facilities, integrated fully into communication with families and mainstream schools and course providers

IT Safety Programme developed

Appropriate use of the internet as a learning tool is widely encouraged and relevant skills taught

All students have access to IPAD’s and Laptops.

Salisbury has established IT networks with other schools.

Internet safety processes developed

PD for teaching staff

Literacy and Numeracy levels enhanced through the use of multiple mediums. More students accessing a wider range of curriculum areas and are positively and actively engaged in education settings

New school and residential curriculum documents thoroughly meets the needs of its students

Introduction of Living and Life Skills Curriculum document guides programme delivery across the residential campus

Residential assessment reporting mirrors school based reporting

Focus on Key Competencies and the development of skills in the eight identified priority learning areas

Maori students are experiencing success as Maori

Quality assessment informs practice

Enviro School curriculum further enhanced

IEP’s reviewed and new goals set each term

Developmental Programme for students Pre Level 1of the curriculum strengthened

Academic focus increased for more able students and goals are reviewed more frequently

Salisbury has a rigorous and robust curriculum adapted to meet the needs of its students

National Standards data shows greater achievement levels in Years 7 & 8

PROGRAMMES ADAPTED TO MEET THE INDIVIDUAL CHANGING NEEDS OF STUDENTS, FAMILIES and COMMUNITIES


SALISBURY ANNUAL PLAN 2016

NAGS TERM 1 TERM 2 TERM 3 TERM 4

NAG 1 CURRICULUM and

STUDENT ACHIEVEMENT

Effective Teacher Profile (Russell Bishop) embedded throughout Campus. Cultural competency and cultural responsivity is evident. Ako is reflected in all effective teaching interactions and relationships. Principles of Te Kotahitanga and He Kakano are in place and are reflected in everyday practice.

Quality assessment tools developed for use at school and in the residential cottage

Work with outside agencies,

IWS and whanau in the best

interests of the student

Continue curriculum development for Pre Level One Students

Further enhance aspects of Salisbury Curriculum

Grow opportunities for student experience in mainstream settings

STUDENT TARGETS As placement of Salisbury students is no longer for a standardized period of time, our student achievement targets are based on attendance for a minimum time period of one year.

READING: By the end of one year enrolment all students will have achieved between 0.6 and 2.2 years gain in their reading age at 90% accuracy and

75% comprehension. Assessment tool: STAR. Triangulation: IEP goals and targets, running records. Four IEPs per student per year.

RECEPTIVE LANGUAGE: After one year at Salisbury, students will have achieved between 1 and 5 years gain in their receptive language.

Assessment tool Peabody Picture Vocabulary Test (PPVT).

LIFE SKILLS: By the end of one year of enrolment students will have achieved 75% of IEP life skills targeted objectives, with 90% accuracy across a

range of settings. Four IEPs per student per year.

NUMERACY: By the end of one year of enrolment all students will have progressed between 2 and 6 levels on the numeracy assessment scale.

Assessment tool is the Salisbury Checklist. Triangulation tool is NumPa.

SOCIAL SKILLS: Students enrolled for one year or more will have achieved 75% of IEP life skills targeted objectives, with 90% accuracy across a range

of settings.

NAG 2

ADMINISTRATION and

MANAGEMENT

Kimi Matauranga - Te Whanau Class

Kimi Ora - Class for Students with Autism

Kimi Matauranga ensures a continuing focus on raising Maori achievement

Continue focus for students with Autism and provision of teaching and learning programmes , including emphasis on use of visual cues

Salisbury School Curriculum further enhanced

Salisbury Residential Curriculum further enhanced

Assessment tools strengthened

Keep updating Salisbury Desk File - a ‘go to’ file for all procedures and induction information

Update Induction Manual(s)

School Charter 2016 -2018

New Performance Management Appraisal System implemented (with Tataiako)

New residential roster implemented

Staffing restructure complete

Review residential Job Descriptions

Transition Service development


SALISBURY ANNUAL PLAN 2016 (CONT)

NAG 2 A

NATIONAL STANDARDS

Regular reports to parents (at least twice yearly, should a student be enrolled for a year) and to Board Planning actions for lifting academic achievement and life outcomes

In Annual Report: 1. Numbers and proportions of students above, at, below or well below the standards including Maori and Pasifika students. 2. How students are progressing against the standards as well as how they are achieving.

NAG 3 EMPLOYMENT

and PERSONNEL

Continue to strengthen the whole campus ethos and staff capacity and capability

Whole campus collaboration - create opportunities for shared Professional Development/shared behaviour training/social opportunities

Maintain robust Performance Management System

Continued focus on building Salisbury as a Centre of Excellence and Special Education Hub

Maintain new performance appraisal cycle

Service Staff Appraisal document redesigned.

Maintain Cultural Competencies (Tataiako) criteria into all teaching staff appraisals

NAG 4

FINANCIAL and

PROPERTY MANAGEMENT

Ensure adequate funding is allocated to reflect the new strategic direction of the BOT and to ensure that all decisions reflect better outcomes for all students

Consolidate residential accommodation in line with school notional roll

Progress 10YP planning process

Rationalisation of existing property and plant – RTLB use of Hurley building

Set 2016 budget

Implement monitor and review 2016 budget

Continue to fund teacher aides to current level

NAG 5

HEALTH and

SAFETY

Continue to provide a nurturing living and learning environment for students and a safe, fulfilling working environment for staff

Continue Restorative Practice training and Positive Behaviour Systems training for all staff. Salisbury does not use physical restraint, containment or isolation when managing challenging behavior or complex mental health conditions. If physical restraint is ever required due to serious safety concerns for a student, students or staff, Salisbury will ensure that only those agencies with the statutory authority to do so, will be contacted, that is, Police / CAMHS

Salisbury will ensure high standards of pastoral care for all

Effective conflict resolution practices are in place across an integrated campus

Regular health and safety checks are undertaken with prompt follow up action

Culturally responsive practices are in place to meet the needs of all students and employees


2016 STUDENT ACHIEVEMENT TARGET ACTION PLAN

NAG 6 GENERAL

LEGISLATION

GOVERNANCE:

The BOT will meet all legislative requirements and compliance issues

The BOT continues to monitor the development of the IWS and Salisbury’s role in this service

Induction of new members

Board training (STA Conference)

Annual review of Board operations including Trustee input/outputs and Governance focus

STRATEGIC GOALS

All students will show progress in their academic achievement levels with a particular focus on literacy and numeracy. National Standards for students in Years 7 & 8 will be used to support improvement in student outcomes

Teacher practice is responsive to student individual need, including cultural need

Positive relationships between staff and students underpin all learning and life skill programmes

ANNUAL AIM

To decrease the number of students achieving at the ‘well below’ level, thereby increasing the number of students achieving at the ‘below’ level (NAG 2A) National standards

ANNUAL TARGET

For students currently achieving at the ‘well below’ level to progress to the ‘below’ level. This will mean that by the end of one year’s enrolment all students will have achieved between 6 months and 2.2 years gain in their reading age at 90% accuracy and 75% comprehension and gains in Numeracy between 2 and 6 levels on the numeracy assessment scale

BASELINE DATA

Salisbury students are on average at least 4-5 years below their chronological aged peers in literacy and numeracy levels


Salisbury

Review Procedures

2016 - 2018


Self-Review at Salisbury is a planned, on-going and collaborative process of professional and

organization wide learning. This review takes place at many levels (individual, class, residential

team, school wide and Board of Trustees level) and draws on evidence from a range of sources

including IEP documents, staff feedback and input, research, student, parents and whanau

perspective and the wider school community.

Evidence based and reflective practice and the constant drive to do the best that we can form the

heart of the Self Review process.

SALISBURY REVIEW

REVIEW PROCESS

THERE ARE 3 KEY AREAS OF OUR PRACTICE IN WHICH WE ENGAGE IN ONGOING SELF REVIEW AND REFLECTION.

1. LEARNING AND TEACHING PRACTICE/RESIDENTIAL PRACTICE - where we ask the question “how well are we enhancing and supporting the student’s learning and what difference are we making?”

2. COLLABORATIVE PRACTICE AND STAFF CULTURE – where we consider “how well do we work together for the benefit of the students and what difference does it make?”

3. GOVERNANCE AND MANAGEMENT PRACTICE

Review of Trustees based on Roles and Responsibilities for Trustees and the Trustees Code of Behaviour.

Annual review of effectiveness of the Board operations coordinated by the Chairperson.

Annual review of the Strategic Plan development, Policy Framework, public relations and promotion of the school.


It is the responsibility of each team to regularly review practice based on the following evidence:

1. Student IEP Reviews:

Have the students achieved to the level expected in their IEP document?

Are there changes that can be made to our programmes to better meet the goals set out in the IEP?

2. Group demographics:

Do the programmes we are running meet the individual and group needs of our students, taking into account the needs of current students?

3. Student Progress:

Is there evidence of Literacy and Numeracy progression?

Is their evidence of progress in Social Skills and Life Skills attainment?

Are students achieving credits towards Unit Standards or attaining similar qualifications?

Are educational and living and life skill outcomes enhanced?

Each year the school will identify areas for Whole School Review. These will be identified through

any of the following ways:

1. Student Achievement Data

2. Staff Feedback

3. Formal Audits

4. Parent and Whanau Feedback

5. Board of Trustees review and monitoring

6. Management Direction

7. Any other means eg: ERO

The Board of Trustees will regularly review the following areas as part of its governance role:

1. School Policies: These will follow a cycle of 3-yearly review, as well as any required review which arises within the 3 yearly periods as a result of changes in legislation, circumstances or strategic direction.

2. Strategic Direction: The board will ensure that Strategic Plans for each 3 or 5 year period are developed to give firm direction to the school. This will be subject to policy and funding changes imposed by the Ministry of Education.

3. Annual Planning: The board will set Annual Goals for Student Achievement based on the Strategic Plans. This will be subject to policy and funding changes imposed by the Ministry of Education.

4. Annual Budget Setting and Monitoring. This will be subject to policy and funding changes imposed by the Ministry of Education.

5. Salisbury is committed to self-review and to the external review of standards and practices. 6. The Board of Trustees operates an ongoing programme of self-review. 7. Internal audits are undertaken in regard to health, safety and nutrition.

SCHOOL AND RESIDENTIAL COTTAGE TEAM REVIEWS

WHOLE SCHOOL REVIEWS

GOVERNANCE REVIEWS


Every student has an Individual Educational Plan which is a document prioritising goals in each area

of the curriculum. There is a new IEP plan for each student, each term.

REPORTING TO PARENTS / WHANAU

Each IEP includes:

The student’s current skills

Long term goals

Evaluation of previous IEPs and associated student progress

Short term goals

Strategies to be used to teach each short term goal

Resources required

Roles and responsibilities of adults working with the student

SMART goals

Aims: To provide a working document designed to meet the specific needs of each individual

student

To ensure set goals are given priority across school and residential settings at every

opportunity

To highlight the need for resources to be prepared prior to learning taking place

To ensure those entrusted to make learning occur are aware of their responsibilities

To record expectations for learning and provide a key document(s) on which to base

assessments for review

To celebrate achievements and progress towards goals

National Standards:

Salisbury strives for students to reach their full potential in all academic, living and life skills areas,

and most importantly in Literacy and Numeracy. The cohort of students enrolled at Salisbury means

that reporting against National Standards is a challenge. Finding a balance between the need for

reporting against National Standards, while maintaining a positive outlook for each student, is

important . Given that all Salisbury students have complex learning needs requiring significant

curriculum adaptation, a great deal of emphasis is placed on individual progress in each area across

the curriculum, as well as levels of achievement in relation to National Standards. All IEP evaluations

have information for parents/whanau on a student’s progress against the National Standards for

Literacy and Numeracy and it is Salisbury’s goal that students move from ‘well below’ to ‘below’

when measured against National Standards.

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