E kore e taea e te whenu kotahi te whāriki te raranga

Heoi anō mā te mahi o ngā whenu, mā te mahi tahi o ngā kairaranga

Ka oti tēnei whāriki The tapestry of understanding cannot be woven by one strand alone.

Only by the working together of weavers, will such a tapestry be completed.

Integrate - whakakotahitia Innovate - auahatia Include - tāpeke Inspire - whakaohoohotia

Te Kāhui Ako o te Kōhanga Moa - Inglewood Community of Learning (iCoL) is fortunate to have as one of its foundations an already existing sense of

community, both across and within the learning institutions it represents as well as the wider community itself. We do not want merely to preserve this. We intend to enhance it in the coming years through the work of our iCoL.

Because the moa has historic significance for our sense of geographical place (and connectedness), we embark on this journey with New Zealand poet Allen Curnow’s words ringing in our ears. .... - "some child, born in a marvellous year, will learn the trick of standing upright here"... The Skeleton of the Great Moa: Canterbury Museum, Christchurch - Allen Curnow. For us the moa is a powerful image of the future. We want our tamariki to know who they are, where they come from, to stand tall and be confident and to be young people who actively contribute to our society. Forming our iCoL is our united and bold statement that we are prepared to take responsibility for helping them learn that “trick.”

Our intention is to achieve this by supporting the holistic progress of all our community’s ākonga through a collaborative, sustained approach from pre-school until such time as they enter the world of work.

Who are we?

Our learning institutions are either in or around the township of Inglewood. Situated in the lush Taranaki countryside and with a population of 3,500, our community has a distinctly rural flavour. TopKids, the Community Childcare Centre, Playcentre, Kindergarten and Kōhanga feed our primary schools - Egmont Village, Inglewood Primary, Kaimata, Norfolk, Ratapiko, St Patrick’s and Waitoriki Schools – which in turn, feed into Inglewood High School and possibly Western Institute of Technology at Taranaki.

Where are we?

To achieve our vision our agreed core values are: Integrate / Whakakotahitia, Innovate / Auahatia, Include / Tāpeke, Inspire/ Whakaohoohotia

We will:

Work towards excellent outcomes for all ākonga in our iCoL Work with honesty, openness, respect and collaboration, fostering an environment of high trust Take risks and be professionally supportive of each other Meet regularly to review progress of our learning goals Develop robust systems and processes and use data to inform and drive our decision-making

The Why: The Young Inglewood Citizen

As an iCoL, we value the links between early childhood curriculum (Te Whāriki), primary and secondary curriculum (NZC) and tertiary, with which utilising all stages and competencies within these curricula result in having graduates who are Confident, Connected, Actively Involved, Lifelong Ākonga.

Our Data Collection and Analysis – Noticing We reviewed a range of data to guide the selection of the main challenge in this plan. The data was sourced from NCEA results from 2014 – 2016, CEM data for year 9-10 students and National Standard data from 2013 - 2016. We also considered recommendations in the ERO report prepared for the Kāhui Ako. We felt that it was important to further break down the National Standards data to consider:

1. Whether the outcome of the Māori students was a reflection of all māori students or whether the outcomes of the boys skewed the results? 2. Whether there was a balance of students Below and Well Below?

In the short term it was felt that we were able to move those students in the Below category more easily than those Well Below. This was going to allow us to set more realistic targets over the 3 year period.

Secondary 1. The 2016 Mathematics data we have analysed for secondary students shows us that:

39/74 (53%) of Year 8 tamariki transitioning to the secondary school are underachieving in mathematics. This has been determined by CEM testing where the result is given as a stanine with 5 being average. This percentage is those tamariki with a 4 or less. Those tamariki with a stanine of 1 or 2 are part of a special numeracy programme.

42/91 (46%) of Year 10 students begin the year underachieving in mathematics. This has been determined by these students not achieving at Level 5 of the curriculum at the end of Year 9.

BUT: 93% of students achieved NCEA Level 1 numeracy in 2016.

2. The 2014 – 2016 NCEA participation based data we have analysed shows us that:

There has been significant improvements in pass rates at all 3 NCEA levels with Level 1 moving from 79 to 93 %, Level 2 from 86 to 98% and Level 3 from 77 to 94 %

The NCEA achievement is well above averages for schools of the same decile as well as all schools nationally

There is no significant difference between the achievement of boys and girls with boys making more progress in Level 1 and 2 pass rates whilst girls progress better at Level 3

That cohort achievement over the 3 years has maintained or improved, including at Level 3, which is against what is seen nationally

That Māori student achievement is lower at Level 1, however at Level 2 and 3 this there is no significant difference between the achievement of Māori and European students

That NCEA endorsement levels at Level 1 and 2 are below that of other decile 5 schools and all other schools nationally, whilst at Level 3 they are similar to the decile 5 schools but below other schools nationally

Finally, whilst we have not begun to collect the data, we have considered what Self-Review Positioning Tools might look like for each of our challenges? We believe doing so will give us a strong starting point and a meaningful way of determining that we are on track to achieving our goals.

Our Kāhui Ako also consulted with members of the wider Inglewood community to gather Board of Trustees, whānau, teacher and student voice. This data has contributed toward us understanding the important skills, traits and dispositions of the Young Inglewood Citizen.

The Skills, Traits and Dispositions have been collated as follows:

ECE Student Voice What do you need to learn here to do well when you go to school? For the question about student aspirations tamariki were asked, “What do

you want to be when you grow up?”

Build things

Drawing

Eat all my tea

Know who friends are (2)

Know the other Tamariki at school (2)

Have fun

Feel good

Get ready (wake up and get dressed

myself)

Learn the stuff

Do what the teacher says

Help my friends

How to make stuff

Be good (3)

Listen

Mat time

Pack my bag

Painting

Play schools

Playing (2)

Read/write letters or names (2)

Read stories

Play in sandpit

To tidy up (5)

Cool

A Daddy

Firefighter (4)

Grown up

A horse rider

Have houses and everything

Learning things

My mum

Grow up to a big girl

Big (3)

Big like Daddy

Big girl (2)

Have big muscles

A builder (2)

Writing

My Mum’s best friend

Be outside

The police (2)

A school girl

A Donkey

Play

Rugby player

Soccer player

Teacher

Tractor driver

Water-rain vehicle

Work, real work, so I can wear real

makeup.

Primary/ Secondary Student Voice

Key: Technical competence Flexibility Strong work ethic Positive attitude Good communication skills Time management abilities Problem solving skills Self confidence Ability to accept and learn from others

Board of Trustees voice Teacher voice

As a Board of Trustees member what skills, traits, dispositions

are you wanting your children to develop?

What traits, skills and dispositions do you want your tamariki to leave your classroom with, at the end of the year?

Parent voice

What skills do you want for your child when

they leave school? What traits do you want for your child when

they leave school? What dispositions (type of character) do you want for your child when they

leave school?

Our Challenges

We have four identified key areas. In the first instance these will support the development of Mathematics across our iCoL as well as the improvement of NCEA endorsements in the secondary school. However, we also acknowledge that these overarching challenges and strategies will support student achievement across all aspects of the curriculum.

1 Raising Achievement through Shared Pedagogy: Developing shared pedagogy across the community focussing on increasing kaiako capacity to progress and raise achievement in all areas.

2 Raising Achievement through Enhanced Transitions: Developing key strategies to ensure successful transitions into, between and within ECE, primary, secondary, and tertiary/workforce as well as between levels within ECE, primary and secondary.

3 Raising Achievement of Akōnga with Additional Learning Needs: Facilitating better access to services for priority and targeted ākonga internally and externally.

4 Whānau and Iwi Partnerships: Fostering learning partnerships with whānau.

Challenge One: Raising Achievement through Shared Pedagogy - Mathematics Our ERO documents state “The focus of collaboration is on improving outcomes for tamariki through changes in instructional practice. Collaboration involves working together on shared challenges that have been identified through the use of evidence.

Effective collaboration engages participants in ongoing cycles of inquiry

Identifying what is going on for tamariki in relation to valued outcomes

Using credible evidence, identifying a problem of practice that will stretch existing knowledge and capacity but also be manageable.

Designing, trying out and testing changes in practice that are aimed at solving the identified problem.

Accumulating evidence of impact, refining or discarding ideas based on evidence of their effectiveness, embedding changes that prove to be effective into daily practice.

Identifying the next student-related challenge. Effective collaboration is characterised by dense, frequent sharing of knowledge among participants, with the aim of addressing the identified challenges. Members of highly effective groups interact frequently among themselves, focusing on refining and consolidating professional practice. Educators experience increased efficacy and agency when leaders provide opportunities and support for engaging in collaborative inquiry and when they ensure that participants at all levels have a voice in how inquiry processes are set up and work.” ERO (2016)

Starting Point As an iCoL we believe the goal for our ākonga needs to drive everything that we do. When we talk about pedagogy across all of the sectors, we need to find a common space to be focusing on, i.e. dispositions, key competencies and attitudes.

To increase the capacity of kaiako to progress and raise student achievement we challenge ourselves to develop a shared pedagogy in Mathematics across our iCoL. To ensure we are using a “common language” across our iCoL, we will embed the ERO ākonga focussed evaluation processes within our ECEs and schools. The Education Review Office (2015) supports schools embedding teaching as an inquiry over a three year cycle.

Why do we need to take on this challenge? - Noticing What we have noticed is that we lack knowledge of each other's strengths and how we can work together to best support the Inglewood Learner. Developing this knowledge will be an important next step.

We believe strong foundations are required for ongoing success and learning in numeracy. These foundations are built in the early years, resulting in the teaching and learning in the early childhood centres of our iCoL being paramount to the ongoing success of all ākonga. Pedagogical leadership and teacher knowledge have been found to be critical factors for effective numeracy teaching and learning. Ensuring positive dispositions such as curiosity and perseverance are fostered, and tamariki numeracy skills are scaffolded, ensures success both in the early years and supports future successes throughout their educational experiences.

POSSIBLE ALIGNMENT OF RESOURCES ACROSS LEARNING DISPOSITIONS AND KEY COMPETENCIES

Te Whāriki strand Te Whāriki strand Learning dispositions as actions Key competencies Mediating resources

Mana whenua Belonging Taking an interest Participating and contributing

Communities that connect with ākonga ’ funds of knowledge, and suggest “possible selves” and interests

Mana atua Well-being Being involved Managing self Local resources and routines that can be orchestrated by kaiako and ākonga

Mana aotüroa Exploration Persisting with uncertainty and challenge

Thinking Ways of thinking and exploring

Mana reo Communication Expressing ideas and feelings Using language symbols, and texts

Diverse languages, symbols, and texts

Mana tangata Contribution Taking responsibility Relating to others Other people in a range of roles

Investigating Purpose and focus: High performing Communities of Learning | Kāhui Ako are characterised by their clear purpose and focus. The starting point for this clarity is effective internal evaluation at both the individual member and community levels. Analysis of student achievement data and investigation of practice leads to the identification of issues that provide a basis for shared purpose and direction. … a common goal has to be at the same time inspiring and measurable … goals without a link to outcomes are meaningless. (ERO, 2016) The Mathematics data we have analysed from our primary schools shows us that over the years of 2013 - 2016:

Significant numbers of Year 8 tamariki are below and well-below National Standards Tamariki at the end of Year 4 - 8 are significantly below National Standards There is a trend that the number/percentage of ākonga achieving below or well below National Standards for Mathematics increases as

cohorts move through year groups

our iCoL collated data in Mathematics of below and well below tamariki by number and percentage

2013 2014 2015 2016

Number % Number % Number % Number %

After 1 Year 18 19% 9 11% 16 17% 20 18.%

After 2 Years 20 22% 13 13% 11 12% 35 32%

After 3 Years 15 19% 22 21% 19 22% 10 14%

End of Year 4 18 23% 26 26% 35 32% 15 15%

End of Year 5 25 29% 29 37% 31 31% 27 25%

End of Year 6 29 31% 29 32% 28 36% 31 31%

End of Year 7 25 29% 35 36% 32 42% 25 21%

End of Year 8 38 43% 45 50% 32 35% 24 30%

Expected outcome of this Challenge / Prioritising to take Action from 2017 - 2020 1. We believe as an iCoL we are challenging ourselves to raise the achievement in Mathematics of our māori tamariki, and all boys. Attention

will be given also to year groups where there is an increased trend to below or well below. We have set the challenge of raising the achievement in the identified areas by the end of 2020.

2. We believe that we are challenging ourselves to raise the NCEA endorsement levels at each of Levels 1, 2 and 3 so that our students’ pathways

are improved over the period of time from 2017 – 2020. During this time teachers will:

Mentor students in their goal setting at the beginning of each year to set a focus on gaining a certificate endorsement

Identify borderline students and support them towards achieving an endorsement

Introduce an Inquiry Based Learning programme in Years 9 and 10 in order to influence and improve student success in NCEA

ECE Targets 1. Demonstrate that our primary school kaiako have a better understanding of mathematical learning in the early learning environment. 2. Demonstrate that the early childhood kaiako understand the mathematical curriculum for new entrants and year 1 tamariki . 3. Demonstrate that whānau have improved understanding of mathematical learning in the early learning environment. 4. Demonstrate improved pedagogical practice to foster mathematical learning in the early years.

Monitoring and Evaluating Impact Year 1 – 10 Targets

Year 1-10 Tamariki At or Above National Standards/Curriculum Levels in Mathematics

Our Target Groups Years 1-10 Baseline Data 2016 2017 Targets 2018 Targets 2019 Targets 2020 Targets

All Māori Tamariki 69% 72% 75% 78% 85%

Māori Boys 64% 67% 72% 76% 80%

Māori Girls 74% 77% 80% 83% 92%

All Boys 69% 72% 75% 78% 85%

All Girls 75% 76% 80% 82% 91%

All Tamariki 72% 74% 78% 80% 88%

NCEA Course Endorsement Targets

NCEA Course Endorsement Targets

Our Target Levels Baseline Data 2016

Percentages and Student Numbers

2017 Targets Percentages

2018 Targets Percentages

2019 Targets Percentages

2020 Targets Percentages

Level One

Merit

24.7 26 28 30 32

Excellence

7.9 10 11 12 15

Total

32.6 (29/89)

36

39 42 42

Merit

12.7 15 17 20 21

Level Two Excellence

14.1 14.5 15 16 17

Total

26.8 (19/71)

29.5

32 36 38

Merit

26.7 28 29 30 30

Level Three Excellence

13.3 14 14.5 15 15

Total

40.0 (12/30)

42

43.5 45 45

What evidence do we have to demonstrate a responsive curriculum, effective teaching and opportunities to learn Tamariki, kaiako, whānau set high, challenging and appropriate expectations for learning Curriculum design, planning and enactment responds to tamariki and whānau aspirations within the local context and draws on, and adds to,

the funds of knowledge of tamariki, whānau Learning opportunities respond to tamariki identified strengths, needs and prior learning. Tamariki have sufficient, related opportunities to revisit and apply learning through a variety of purposeful activities, deliberate practices and

review over time Tamariki with additional learning needs and abilities participate in learning opportunities that provide appropriate challenge and support. Explicit instruction in learning strategies (such as goal setting, self-monitoring and deliberate practice) strengthens ākonga ability to take

control of their learning, develop meta-cognitive skills, self-regulate and develop self-efficacy Tamariki receive timely, specific, descriptive feedback related to important feedback questions: Where am I going? How am I going? Where to

next? How will I know when I’ve got there? Kaiako and tamariki participate in ongoing, reciprocal communication with whānau, enabling them to actively participate in, and contribute

to, the learning journey.

Monitoring and Evaluating Impact A self review positioning tool

Shared Pedagogy

1 - Low There is no culture of sharing, collaboration, inclusion, overtness, and/or transparency for teaching and learning Kaiako do not feel safe in sharing their learning or practice with their colleagues

2 - Limited Sharing happens 1:1, with trusted colleagues in syndicates/teams or during performance management conversations with leadership

3 - OK Sharing practice happens in staff meetings, when allocated to do so School curriculum leaders are expected to feedback on any PLD they are involved with

4 - High A high level of relational trust is evident among all who are involved in our iCoL which is conducive to debate, negotiation, problem solving and critical reflection through an online space being fully utilised for our iCoL kaiako to share their practice with each other

There is a culture in which tamariki are first and foremost valued, celebrated and affirmed for who they are and what they bring to their learning

Staff meetings have built in time whereby shared practice is the norm Visiting each other’s learning centres is part of a PLD programme There are opportunities to have all kaiako in one space, once a term (non-contact time) to share effective learning and practice Data analysis supports PLD opportunities across each of the education sectors in iCoL Collaborative ways of working are fostered with all those involved and therefore collaboration becomes the new norm Kaiako are able to explain and discuss their pedagogy and articulate and share their rationale for curriculum decisions with

others

Challenge Two: Raising Achievement through Enhanced Transitions

Noticing

When students change class within or between schools, they must adjust to new surroundings, become familiar with new teachers and peers, learn new ways of working, and make sense of the rules and routines that operate in their classes (Sanders et al, 2005). While students are navigating the formal school environment, they are also adjusting to the social changes that happen when changing schools and classes. According to ERO (2015), effective transitions support the growing confidence, sense of self-worth and resilience of tamariki and young people. These are crucial elements to support ongoing success in education and beyond. Transitions are more successful when students’ learning is seamless as they move from primary to secondary schools. Students are also more likely to stay at school, engage with learning and achieve secondary qualification when they experience a curriculum that has meaning for them. Teachers who find out about and focus on

students’ achievement levels, interests, cultural background, strengths and needs can provide such a meaningful curriculum. Our iCoL is committed to being responsible for ensuring tamariki and young people, and their whānau experience transitions in which they are supported and that allow for continuity of learning. We have strong transitions already in place - the bones of this are evident. We can determine from the data we have gathered that there are transition processes in place. We know we now need to align these transitions with the purpose of how we can best support our Inglewood ākonga.

We see there being three main types of transitions: between our learning institutions (ECE - primary, primary- secondary, secondary - tertiary) as well as between levels within early childhood education, primary schools, secondary school as well as tertiary. We are ambitious with this challenge because we will endeavour to address both aspects of transition.

Why do we need to take on this challenge? - Investigating Students need to make positive adjustments to their new school and classes so that their wellbeing is maintained and their learning is coherent and continuous. McGee et al (2003) found that there was a strong correlation between the extent to which students experienced difficulty following transition and their likelihood of dropping out from education. Other research indicates that poor transitions impact on students’ wellbeing and on their achievement in the future (West et al, 2008). Where students experience multiple transitions because of transience, there are identifiable negative impacts on their achievement. In order to develop a shared understanding of what effective transitions look like for the Inglewood Ākonga, we would like to see purposeful interactions between ECE’s, tumuaki and cross community kaiako. This would include enhancing current practices that we know are already effective. We also know that enhanced transitions are about both akōnga achievement and well-being. Research shows us that improved well-being has a direct influence on akōnga achievement. From New Zealand literature on transitions, ERO identified 12 aspects that indicate students have made successful transitions (Peters, 2010), (Kennedy and Cox, 2008). Students feel that:

they belong in their new school, and are well included in school activities and programmes they are positively connected to their peers, other students in the school, and to their teachers their teachers know them, including their strengths, interests and learning needs, and show they are interested in them they are understood and valued as a culturally located person they have a sense of purpose in being at school they have an understanding and commitment to their learning pathway through their schooling and beyond they are making progress their current learning follows on from their previous learning (the curriculum is connected and continuous) and is appropriately challenging learning is interesting, relevant and is fun their families have been included in decisions they are physically and emotionally safe they have opportunities to try new, exciting things and/or extend their particular skills/interests (eg, through extra-curricular activities).

Many akōnga are apprehensive about moving into new environments and it is at these points that there is a negative impact on achievement. Purposefully minimising this impact will influence achievement positively.

What are we going to do? - Priority Action.

1. Our aim is to facilitate kaiako visiting classrooms and early childhood services across our iCoL, building relationships and an understanding of the learning environments tamariki have come from and are moving to.

2. We will also Increase the partnerships we have with Whānau and Iwi. 3. A central premise for this challenge is the sharing of valid, consistent, relevant and moderated data. This will allow us to observe the impact

of enhanced transitions with respect to student achievement. We believe that students will develop higher levels of self esteem and confidence which will lead to them being more resilient learners, which will lead to improved achievement at various transitions points. Because this challenge is not specifically focused on pedagogy we expect the increases in achievement will be small, but the impact would be across the full curriculum. We expect that successfully enhanced transitions should result in approximately a 2 - 4% point increase in achievement across the curriculum between 2016 – 2020.

4. In order to monitor an increase in achievement we will look at National Standards data across Reading, Writing, and Mathematics and measure at ‘After 1 Year’ (Proxy measure for the ECE-School transition), ‘End of Year 4’ (Proxy measure for the within-school transition), ‘End of Year 6’ (A second proxy measure for within-school transition), ‘End of Year 8’ (A third proxy measure for within-school transition). Cohorts of students will be followed through this process.

5. An ‘End of Year 9’ measure will be important as this will determine the successful transition into secondary education. In our first year we will confirm which measures will be the best fit to make a comparison to the National Standard data from the primary schools, as will an ‘End of Year 10 and End of Year 13’.

Mathematics Reading Writing

Baseline 2016 2020 Targets Baseline 2016 2020 Targets Baseline 2016 2020 Targets

After 1 Year 82% 84-86% 59% 60-63% 66% 68-70%

End of Year 4 84% 86-88% 86% 88-90% 80% 82-84%

End of Year 6 68% 75-80% 80% 80 – 84% 71% 72-75%

End of Year 8 70% 75-80% 88% 90-92% 73% 78-82%

Monitoring and Evaluating Impact While teachers might assume that transitions are happening well, it is good practice to check that this is the case. Such checking should include seeking the perspectives, experiences and expectations of individual students and their families to ensure that the needs of students are being met. Analysis of this information will help schools know whether their transition processes serve all gender, ethnic, cultural and ability groups in the school community. When a transition appears to be less than successful it should not be ‘treated as inevitable but rather an opportunity to explore strategies to assist in developing a more positive cycle of experience’ (Peters, 2010, p23). Students bring to the transition process different skills and dispositions. They can take varying lengths of time to reach the point where they feel comfortable and settled and are making good progress in their learning and achievement at school, and joining in the wider life of the school (West et al, 2010, p. 44). How this sort of information is used can be vital in supporting a student to make a good start at secondary school. In Including Students with High Needs (ERO, 2010a), ERO determined that the use of achievement and other information was fundamental to the overall inclusion of students, including how well they transitioned into school. Inclusive schools, ERO has found, use information about student achievement, interests, strengths, medical conditions, behaviour and parental expectations to inform the support they gave to each student. This information was typically coordinated through a Collaborative Action Plan (CAP) process. The CAP would also include specific measureable goals and/or objectives for the student. These could cover a range of fields including academic, social and extra-curricular activities. Where possible, Collaborative Action Plans include the student’s perspective or voice on the learning goals. In Literacy and Mathematics in Years 9 and 10: Using Achievement Information to promote Success (ERO, 2012c), ERO evaluated how schools sought and used achievement information at key transition points. ERO considered schools were highly effective when their practices:

led to the exchange of useful information between teachers, school leaders and other relevant parties about the learning needs and strengths of all students

resulted in the identification of learners who required additional help to progress to their full potential, and the subsequent development of appropriate programmes to meet their learning needs

included occasions for students and their families to discuss and plan learning pathways through the school, and career possibilities beyond the school

focused on all student groups (ethnic, gender, students with learning needs, students with disabilities and students who are gifted and talented)

were reviewed to improve future transition approaches.

A self-review positioning tool

Enhanced Transitions

1 - Low There is no communication between Kōhanga/ECE, Primary > Secondary , Tertiary and/or in the reverse order Ākonga turn up at their new learning centres without any previous invitation and/or induction Their first day is not a positive experience

2 - Limited Information has gone out to expectant enrolments advising of the start date Whānau arrive and are taken through a barrage of questions for the learning centres data base Whānau are informed of the expectations of their ākonga on arrival There is minimum contact and/or communication between learning environments

3 - OK Whānau have been invited into the learning centre as part of an induction process Learning centres talk about their structures and processes Whānau are invited to ask questions In some instances, learning environments have whānau fill in enrolment forms where some information sourcing is evident

4 - High

The ākonga sense of belonging is nurtured during and after transition into and within learning centres and, as such, each learning centre will have systems and a structure that ensures there is deep knowledge and understanding around the tamariki transitioning into their environments (backgrounds, interests, culture, what they already know)

There are overt links to Te Whāriki, NZC, national standards. There is a transition team/support network in each learning centre to oversee this work

There is 3 way communication eg. from kōhanga/ECE, primary (once these children go into primary, and equally, from secondary to tertiary. There are social gatherings with staff from all ECE’s and schools coming together in informal settings

New entrant kaiako visit ECE’s, Secondary teachers visit primary Transition practices honour the cultural uniqueness that māori and other ākonga bring with them and nurture their sense of belonging Successful transitions are supported by effective partnerships between Whānau and Iwi and learning centres involved

Challenge Three: Raising Achievement of Akōnga with Additional Learning Needs

Noticing Targeted and priority ākonga are those who have been identified as not experiencing success at school to the level of which they are capable. This can include tamariki who are achieving Below or Well Below National Standards and Curriculum levels, as well as those ākonga with a range of gifted skills. All of these tamariki deserve the opportunity to make accelerated progress.

Why do we need to take on this Challenge? We believe it is our responsibility and obligation to care for every child in our Inglewood community so that they experience success. It is imperative that we as professionals form strong links within the community and whānau and in turn facilitate meaningful access to the services required, where possible. The pathways and relationships will develop a deeper understanding of the responsibility of all concerned to ensure the greater success of the child and whānau for greater sustainability of growth and achievement.

Investigating We believe that our targeted and priority tamariki in our community do not receive the support that is necessary for them to make the progress of which they are capable.

We need to identify the barriers to learning for our targeted and priority tamariki.

Collaborative Sense Making / Prioritising to take Action What do we need to do in our first year in this Challenge? We need to identify the percentages of tamariki within our iCoL who are identified in the four tiers. The model below, from the Trafford Safeguarding Students Board, will be personalised to our context for our iCoL.

What are we going to do? - Priority Action 1. We want to develop a collaborative approach with the MoE to ensure that our iCoL ākonga are receiving equitable levels of support. 2. We want to carry out an analysis of who these tamariki are and what defines them as targeted and priority ākonga. 3. We want to consider current systems by reviewing data across the schools and early childhood services - that is, how many tamariki we have,

what currently occurs with these tamariki and what we would like it to look like. 4. We want to create a plan that ensures that each of these tamariki has a personal Collaborative Action Plan (CAP) that will enable them to

experience improved achievement. This will allow us to gather qualitative data for each akōnga. 5. The progress of each akōnga will be measured against their individual CAP using the evidence of narrative assessment or the equivalent. 6. We want to be able to use data to inform improved teaching and pedagogy to ensure the progress of these tamariki. 7. We want to provide evidence to demonstrate that what we are doing is having a positive impact and making a difference to all ākonga .

Monitoring and Evaluating Impact

A self-review positioning tool

Access to services

1 - Low There is no support through this process Money and time constraints impede progress There is no support with behaviour requests/needs The special education grant does not go far enough

2 - Limited There is limited support for kaiako unless needs of tamariki are very high

3 - OK There is support for kaiako with some professional development provided

4 - High There is on-going professional development for the support staff to ensure they are well trained and have the skills to support tamariki with high needs There is easy and open access to health professionals such as public health, hearing and vision, occupational therapy etc Links between services, home and school are streamlined to allow for cohesive communication and action Leaders and kaiako ensure their practices reflect the rights of all to a quality inclusive education There is allowance and/or provision of funding, or time flexibility, to enhance communication between all parties to gain the best possible outcomes for all ākonga and whānau

Challenge Four: Whānau and Iwi Partnerships: fostering learning partnerships with whanau.

Noticing

Family and Community - Whānau Tangata is one of four principles of the early childhood curriculum Te Whāriki. Because of our vision for the wider Inglewood community, we are passionate about engaging with our Whānau and Iwi and building capacity across our community. As we want to partner with Whānau and Iwi in their tamariki learning journey the principle of Whānau Tangata becomes relevant across the Community of Learning. Te Whāriki highlights that when the well-being of family and community is supported, the learning and development of tamariki is fostered. Whānau have a wealth of valuable knowledge about their tamariki, and an understanding of how they learn. Additionally, whānau expectations and understandings influence the expectations tamariki have of themselves. Tamariki need to know that they are accepted for who they are, and that their learning centre is inclusive of their whānau. Whānau should have a sense of belonging to their child’s learning centre and be secure in the knowledge that they are able to freely participate in decision making and the education programme for their child. Through these links, families and the community are empowered as crucial learning partners. To facilitate this we have identified goals from

the strand of Belonging within Te Whāriki. Particularly we will be focusing on ensuring tamariki and their families experience an environment where:

Whanau and tamariki;

Connecting links with the family and the wider world are affirmed and extended.

Know they have a place

Feel comfortable with the routines, customs, and regular events

Know the limits, boundaries of acceptable behaviour

Investigation Across the sectors there are broad interpretations about what Whānau and Iwi partnership means and how they can be best achieved. Regardless of current practice, there is opportunity to develop a shared understanding of Whānau and Iwi partnership and scope for improvement to develop stronger relationships for our Inglewood ākonga.

Collaborative Sense Making / Prioritising Actions We will (continue to) welcome whānau, and the community to learning centre activities

We will foster reciprocal relationships through meaningful communication, with a view to enhancing learning opportunities for tamariki We will continue to have high expectations of student learning and foster these expectations with whānau

We will actively collaborate across the community to provide opportunities for all our ākonga to become competent confident ākonga, as well as communicators who take responsibility for their wellbeing, secure in their sense of belonging and in the knowledge that they make a valued contribution to society

Monitoring and Evaluating Impact Our key success indicator will be evidence that we are aware of, and responsive to, whānau aspirations for their tamariki and can evidence that we are actively working in partnership with Whānau and Iwi.

A range of appropriate and effective communication strategies are used to communicate with, and engage, whanau Tamariki, whanau, and kaiako have shared understandings about curriculum goals and the processes of teaching and learning, and engage in

productive learning conversations

Tamariki, whānau and kaiako work together to identify student strengths and learning needs, set goals and plan responsive learning strategies and activities

Tamariki, whānau, and kaiako understand the full range of pathways, programmes, options and support that is available, and participate in informed, collaborative decision making at critical transition points

Whānau and kaiako share information and participate in individual and group learning opportunities that enable them to support and promote tamariki learning

Kaiako and whānau engage in joint activities and interventions to improve learning and/or behaviour The learning centres proactively identify and draw on community resources and expertise to improve learning opportunities and capacity to

improve student achievement and wellbeing.

Monitoring and Evaluating Impact A self review positioning tool

Whānau and Iwi Partnerships

1 - Low There are no Whānau and Iwi partnerships There is no communication either to, or from the Whānau and Iwi

2 - Limited Whānau and Iwi partnerships are a one way communication line being initiated by the learning centres There is no expectation that an acknowledgement of the information that is going out, is being received and/or read

3 - OK Whānau and Iwi partnerships consist of a range of school events, where opportunities for incidental communication are evident Whānau come into school when they are invited and/or advised to eg. parent evenings The communication from school is forwarded in a myriad of ways (phone call, email, newsletter, website/Face Book information sharing)

4 - High There is high traffic on our iCoL Facebook page from the whānau whānui Having a shared page in the Moa Mail / Midweek where we could promote our iCoL vision and collaborative ideals Digital signage in all learning centres advertises our iCoL news Percentage of whānau attending learning centre/iCoL hui is high Student ePortfolio/online learning is commented on frequently by whānau Senior tamariki help improve/maintain grounds and buildings at the local marae Model that we have the best occupation in the world and that we can laugh and have some down time whilst accelerating achievement - let's bring the fun back Strong, responsive, reciprocal, and respectful relationships are formed with each family, supporting the sense of belonging of the ākonga Whānau is provided with opportunities to be involved in leading and contributing to the learning centre's curriculum Whānau is provided with opportunities to contribute perspectives to the learning centre’s curriculum Kaiako value and acknowledge:

The knowledge, skill and expertise whānau and māori bring to the learning centre, Whānau and whānau aspirations for their ākonga and take account of these in assessment and planning processes The ākonga place as part of a wider whānau and iwi

Kaiako view each whānau and the knowledge of their child as an integral part of our iCoL Assessment practices provide whānau with a way of contributing to the learning of their tamariki. Partnerships are based on genuine attitudes of acceptance, respect, and willingness to listen and change

The Skeleton of the Great Moa in the Canterbury Museum, Christchurch - Allen Curnow

The skeleton of the moa on iron crutches

Broods over no great waste; a private swamp

Was where this tree grew feathers once, that hatches

Its dusty clutch, and guards them from the damp.

Interesting failure to adapt on islands, Taller but not more fallen than I, who come

Bone to his bone, peculiarly New Zealand's. The eyes of students flicker round this tomb

Under the skylights, wonder at the huge egg

Found in a thousand pieces, pieced together But with less patience than the bones that dug

In time deep shelter against the ocean weather:

Not I, some child, born in a marvellous year, Will learn the trick of standing upright here.

O'Sullivan, V. (Ed.). (1979). An anthology of twentieth century New Zealand poetry. Wellington: Oxford University Press.