Māngere East Primary School Charter, Strategic, Annual &

Accelerating Student Achievement Plans 2018-2020

‘To advance equity and excellence’

Board of Trustees’ Chairpersons Endorsement: Aisina McDonald

Principals’ Endorsement: Stephanie Anich

Board of Trustees Approval: 26th February 2018

Submitted to the Ministry of Education 1st March 2018

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Mangere East Primary School 2018 – 2020

Strategic Intentions

Mission Statement Together we learn - Me ako tahi tātou

Vision MEPS is a school where families/whānau and students/teachers/staff work together in learning partnerships. It is a school that offers a variety of teaching approaches, coupled with numerous support programmes and opportunities for students/families/whānau to be engaged in learning at school and at home.

Values

Respect (To be enhanced with other cultural perspectives at our Community Fono / Hui 27th February 2018)

Respect Yourself Respect Others Respect the Environment

Guiding

Principles

● To deliver high quality teaching and learning programmes that integrate the principles of formative assessment and inquiry learning (both teachers and students), while having high expectations for learners’ accelerated progress and achievement.

● Learners are motivated and have increasing input into and responsibility for their learning (agency). ● To provide a safe physical and emotional environment where learners can feel happy and be confident. ● To respect, support, celebrate and integrate cultural diversity within all aspects of our school’s

operation, so all learners feel proud of their culture, language and identity. ● To ensure effective relationships between students, parents/whānau, the wider community and staff. ● To plan school/Board of Trustees improvement through ongoing self-review and evaluation.

Māori Dimensions and Cultural Diversity

The school will use the Pasifika Plan 2013-2017, Ka Hikitia Education Plan 2013 -2017 and Tātaiako - Cultural Competencies for Teachers of Māori Learners as core reference documents to guide our practices in this area.

Our school is located within the tribal boundaries of Te Wai o Hua, hapu or sub-tribe of Waikato Tainui. Our school acknowledges the arrival of Te Wai o Hua to Māngere. Te Wai o Hua are descendants of the Tainui waka. Our school seeks guidance from Kaumatua from Makaurau Marae, Ihumatao, Māngere when situations require their wisdom. In 2018, after consultation with our Māori whānau, we started two Māori Enrichment classes (Y0-3 and Y4-6).

Cultural diversity is reflected in the way all MEPS staff affirm students’ different cultural identities, languages and sense of belonging, view these as strengths and incorporate them into our curriculum, learning programmes and daily life. At MEPS we also aim to integrate the valued cultural knowledge of the home and communities represented at our school in our teaching and learning programmes. We acknowledge that members of our community come with a cultural identities that need to be valued and enriched.

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Māngere East Primary School - Accelerating Achievement Plan - Reading, Writing and Maths - December 2014 - 2017 BASELINE DATA for TERM 1 2018 - The names of all Target Students are recorded in the spreadsheet ‘Accelerating Target Children 2018’.

READING - % Students Achieving At or Above National Standards Target Students = All those achieving Below or Well Below BASELINE 2014 2015 2016 2017 Target Students (excluding children who are new to our school - numbers to be added)

Total = 128 After 1 Y = 39 Below 4 Well Below = 43

Boys = 19,14,10, 8, 9, 13,6 = 79 After 2 Ys = 17 Below 4 Well Below = 21 Girls = 22, 7, 5, 1, 5, 5, 2 = 49 After 3 Ys = 11 Below 4 Well Below = 15 Māori = 9,2,1,2,4,3,2 = 23 After Y4 = 7 Below 2 Well Below = 9 Māori boys = 14 After Y5 = 6 Below 8 Well Below = 14 Pasifika = 30,17,13,6,10,14,6 = 96 After Y6 = 12 Below 6 Well Below = 18 Pasifika boys = 59 After Y7 = 5 Below 3 Well Below = 8

All 65% 72% 74% 72%

Māori 68% 77% 76% 78%

Pasifika 64% 69% 72% 69%

Boys 64% 64% 68% 67%

Girls 66% 80% 80% 78%

WRITING - % Students Achieving At or Above National Standards BASELINE 2014 2015 2016 2017 Target Students

Total = 135 After 1 Y = 28 Below 3 Well Below = 31

Boys = 13,18,14,8,8,13,9 = 83 After 2 Ys = 23 Below 4 Well Below = 27 Girls = 18,9,8,4,4,6,3 = 52 After 3 Ys = 18 Below 4 Well Below =22 Māori = 5,5,2,2,4,2,4 = 24 After Y4 = 11 Below 1 Well Below = 12 Māori boys = 17 After Y5 = 7 Below 5 Well Below = 12 Pasifika = 24,21,18,9,8,16,7 = 103 After Y6 = 14 Below 5 Well Below = 19 Pasifika boys = 61 After Y7 = 9 Below 3 Well Below =12

All 62% 70% 72% 71%

Māori 68% 76% 77% 75%

Pasifika 60% 67% 70% 69%

Boys 56% 62% 65% 65%

Girls 69% 80% 81% 78%

MATHS - % Students Achieving At or Above National Standards BASELINE 2014 2015 2016 2017 Target Students

Total = 109 After 1 Y = 13 Below 3 Well Below = 16

Boys = 7,9,11,8,9,12,13 = 69 After 2 Ys = 14 Below 2 Well Below =16 Girls = 9,7,6,5,3,5,5 = 40 After 3 Ys = 12 Below 5 Well Below =17 Māori = 5,1,2,4,4,4,6 = 26 After Y4 = 11 Below 2 Well Below = 13 Māori boys = 18 After Y5 = 8 Below 4 Well Below = 12 Pasifika = 9,14,14,8,8,12,11 = 76 After Y6 = 12 Below 5 Well Below = 17 Pasifika boys = 46 After Y7 = 13 Below 5 Well Below = 18

All 69% 72% 75% 77%

Māori 70% 74% 76% 76%

Pasifika 69% 71% 74% 77%

Boys 69% 69% 72% 73%

Girls 69% 77% 77% 81%

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Accelerating Achievement Plan 2018

Strategic Goal: All students are able to access The New Zealand Curriculum as evidenced by achievement in Reading, Writing and Mathematics.

Annual Goal: We aim to accelerate the achievement of all our Target Students (T.S.) by the end of 2018. Annual Target Group: Pasifika & Boys

GOALS SUCCESS INDICATORS ACTIONS KEY ACTIVITIES MONITORING PROGRESS

1. All teachers and leaders (team) know all T.S. well as individuals (inc. culture) and as learners.

a) T.S report that teachers know them as an individual and as a learner.

b) Teacher knowledge of T.S. is evident in planning.

● Teachers devise systems and processes for developing and recording their knowledge of T.S.

1. Use colleague and parent / whānau knowledge of T.S..

2. Use 8:30-9am time with T.S. 3. Notice, recognise, respond

during teaching activities.

Teachers take personal responsibility.

Additional monitoring through: - whānau / syndicate hui - class observations - student voice - evaluating teachers’

planning, assessment and evaluation documents.

- by Team Leaders on a weekly / termly basis

- by Appraisers / Tutor Teachers each term

- by COL Teachers

- by SLT through weekly Leadership Hui and reading Whānau / Syndicate Hui Minutes.

- by Principal, in gathering information for BOT Reports.

2. All teachers organise programmes so that T.S. can be agentic.

In reading, writing, maths, T.S: a) know their learning goals b) can show where they can

access their LIs / SCs c) can show examples of

Teacher, Peer & Self Feedback

d) can describe examples of how they have had choice and input into their learning and assessment.

● Teachers devise systems and processes for ensuring that T.S. have increasing control over their learning and easy access to the resources and information they need.

● Teachers ensure that their classroom environment is an effective resource and celebrates T.S. learning.

4. Ask for T.S. input into topics and resources for learning.

5. Involve T.S. in deciding goals, learning intentions, success criteria and learning activities.

6. Provide opportunities for T.S. to design assessment activities so that they can show what they have learnt.

7. Children are taught how to give and use feedback.

3. All teachers use a variety of effective teaching and assessment strategies and have evidence of their effectiveness.

● Deliberate Acts of Teaching (DATs)

● Tātaiako linked to Standards Log. ● Acceleration Pathways - T know where

T.S. should be at EOY.

a) T.S. work and assessment info shows that they are meeting their goals in a timely manner.

b) Assessment info shows T.S. are on-track to accelerate their achievement by the end of the year (EOY).

● Teachers evaluate the effectiveness of their practice against: ○ the DATs Y1-4 Y5-8

○ The Capability Matrix ● Teachers record examples

of their effectiveness in Inquiry & Standards Logs.

8. Assessment tools (incl. PACT) and timetable confirmed.

9. Leaders to help teachers with T.S. Acceleration Pathways.

10.Regular (3-weekly) monitoring, tracking, evaluating hui.

11.Collaborative & cooperative learning incl. DMIC embedded.

4. All teachers present reading, writing and maths in culturally responsive and high interest ways.

a) T.S. report enjoying reading, writing and maths.

b) T.S have high or improved attendance.

● Well-Being Survey used to get baseline data for T.S.

● Attendance data tracked weekly for T.S.

12.Include whānau & community in programmes / curriculum.

13.Hands-on, authentic activities. 14.Strategic use of digital devices.

a) Cultural Responsive Team T1 & T3

b) SENCO weekly/termly

5. All teachers and leaders have access to effective Professional Learning and Development (PLD) to support T.S. accelerated achievement.

a) Teacher & leader evaluations (PLD logs) show that their PLD has been effective.

● Teachers use the Capability Matrix indicators, data collated in their Inquiry, & feedback through Coaching & Mentoring to determine their next PLD focus.

15.Teachers discuss evidence with appraiser / Tutor Teacher.

16.Coaching & Mentoring by Team Leaders/SLT/Vision&EA

17.Staff PLD review each term, to plan for the following term.

Self driven, or negotiated with Team Leaders / Appraiser.

Each teacher and every Whānau & Syndicate Team will know the names, numbers, strengths and needs of all the Target Students (T.S.) that they are responsible for monitoring.

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Strategic Priorities & Success Indicators Rationale 2018 2019 2020

Cultural Responsiveness

NZC - that every young person is confident in their identity, language and culture as a citizen of A/NZ.

Learning in an environment where CR is the norm significantly improves valued outcomes... and CR can challenge teaching practices and mindsets that disadvantage some learners, esp. Māori and Pasifika.

Success Indicators

1. An increasing number of T.S. will report positive relationships with their teacher (using the Māori and Pasifika Quick Ratings Tool).

2. Teachers’ planning and delivery increasingly shows T.S. learning is personalised.

3. T.S. achievement will have been accelerated in reading, writing and maths.

Success Indicators

1. An increasing number of T.S. will report positive relationships with their teacher (using the Māori and Pasifika Quick Ratings Tool).

2. Teachers’ planning and delivery increasingly shows T.S. learning is personalised.

3. T.S. achievement will have been accelerated in reading, writing and maths.

Success Indicators For Target Students (T.S.) who were in the 2018 cohorts ……

1. All T.S. will report that they have positive relationships with their teacher.

2. All teachers’ planning and programme delivery shows learning is personalised.

3. All T.S. will be achieving at their potential.

Whānau Engagement & Learning Partnerships

‘Me ako tahi tātou’ ‘Together we learn’

Research shows that effective partnerships between schools and parents, whānau and communities can result in better outcomes for students. The better the relationship and engagement, the more positive the impact on students’ learning.

Success Indicators 1. An increasing number of T.S.

parents/whānau engage with their child’s learning, teacher and the school, with some evidence that this is making a difference to acceleration.

2. An increasing number of community ‘resources’ support children’s learning, with some evidence that this is making a difference to accelerated learning.

Success Indicators 1. An increasing number of T.S.

parents/whānau engage with their child’s learning, teacher and the school, with increasing evidence that it is making a difference to accelerated learning.

2. The school has documented strategies that have been proven to be successful in engaging parents/whānau & community resources, and teachers use these.

Success Indicators 1. All T.S. parents/whānau

engage with their child’s learning, teacher and the school.

2. All T.S. and their whānau benefit from a wide range of community ‘resources’ as part of the learning programme.

Learner Agency

Learner Agency promotes

● Resilience - I can do it ● Decision-making - having

the power to act ● Reflective practices -

monitoring and planning next steps

● Collaboration skills ● Self-management ● Social and emotional

competence ● Life-long learner mindset

Success Indicators 1. An increasing number of T.S.

are engaged in and taking ownership of their learning, with some evidence that this is making a difference to accelerated learning. Evidence includes:

- positive T.S. attitude to school and their learning

- T.S. able to talk about their learning, next steps and how they are going to get there.

Success Indicators 1. An increasing number of T.S.

are engaged in and taking ownership of their learning, with some evidence that this is making a difference to accelerated learning. Evidence includes:

- positive T.S. attitude to school and their learning

- T.S. able to talk about their learning, next steps and how they are going to get there.

Success Indicators Systems are embedded so that all T.S., including those new to our school:

● are involved in making decisions about their learning on a daily basis

● know what their current learning goals are, and where to find their next ones.

● Receive and give feedback to support accelerated learning.

● New teachers are inducted.

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Annual Plan 2018 Progress Indicators: No progress Initiated Progressing Well Completed

STRATEGIC PRIORITY SUCCESS INDICATORS ACTIONS KEY ACTIVITIES WHO / WHEN PROGRESS

1 - Cultural Responsiveness

Click here to see detail from Teacher Only Day

For IPL & Target Students ….

1.1 An increasing number of them will report positive relationships with their teacher (using the Māori and Pasifika Quick Ratings Tool).

1.2 Teachers’ planning and delivery increasingly shows their learning is personalised .

1.3 Their achievement will have been accelerated in reading, writing and maths.

Collect and use baseline, mid and end point data to monitor student-teacher relationship. Create a Cultural Toolkit to strengthen the cultural intelligence (Big C & Little C tree) of staff to make a difference for IPL / Target Students. Appraisal

1. Addressing language barriers

2. Student voice 3. Parent/whānau feedback 4. Moderate planning and

programme content (e.g. Tamsin Hanly and pepeha)

5. Provide teachers with tailored professional development as needed e.g. knowing the learner, criteria from Tātaiako.

6. Regular team target hui. 7. Ongoing tracking of

acceleration and achievement data.

8. Class observations using CR tool.

9. Identify key community members or strategies to support whānau who speak languages other than English

Teachers take personal responsibility.

Additional monitoring through: - whānau / syndicate hui - class observations - student voice - evaluating teachers’

planning, assessment and evaluation documents.

- by Team Leaders on a weekly / termly basis

- by Appraisers / Tutor Teachers each term

- by COL Teachers

- by SLT through weekly Leadership Hui and reading Whānau / Syndicate Hui Minutes.

- by Principal, in gathering information for BOT Reports.

Cultural Responsive Think Tank Team.

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Progress Indicators: No progress Initiated Progressing Well Completed

STRATEGIC PRIORITY SUCCESS INDICATORS ACTIONS KEY ACTIVITIES WHO / WHEN PROGRESS

2 - Whānau Engagement & Learning Partnerships

Click here to see detail from Teacher Only Day

2.1 An increasing number of children’s parents/whānau (p/w) engage with their child’s learning, teacher and the school.

2.2 An increasing number of

community ‘resources’ support children’s learning.

e.g. ● Student Teachers ● In-class parent help ● Parents /Whānau with

specific skills /knowledge involved in progs

● Community members (incl. past students) with specific skills /knowledge (e.g. police, nurses, artists, …) involved in progs

● Pre-school visits ● Strive educators ● MESFC ● ME Community Centre

2.1.1 Collect baseline & ongoing data for different strategies over the year.

2.1.2 Continue to explore, document and implement strategies that are successful in engaging most of our students’ parents / whānau - at different levels - the individual child, individual whānau, team, syndicate, ethnicity and whole school. 2.2.1 Teachers/Teams/SLT are proactive about including community into their planning and programmes

1.Contact with every child’s p/w by end of T1 W3. Confirm how they would like to be contacted.

2.Regular contact to share positive information about children (learning, progress, social etc.)

3.Timely contact if child needs additional support.

4.All p/w utilised in class programme in some way over the year.

5.Evidence that p/w have supported home learning throughout the year.

6.P/w have had a variety of workshops or hui to support their child’s learning and engagement.

7.Effective communication with p/w

8.Teachers/Leaders have engaged a variety of community ‘resources’ to enhance learning over the year - some have been evaluated and clearly show positive impact on student outcomes.

Teachers take personal responsibility.

Additional monitoring through: - whānau / syndicate hui - class observations - student voice - evaluating teachers’

planning, assessment and evaluation documents.

- by Team Leaders on a weekly / termly basis

- by Appraisers / Tutor Teachers each term

- by COL Teachers

- by SLT through weekly Leadership Hui and reading Whānau / Syndicate Hui Minutes.

- by Principal, in gathering information for BOT Reports.

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Progress Indicators: No progress Initiated Progressing Well Completed

STRATEGIC PRIORITY SUCCESS INDICATORS ACTIONS KEY ACTIVITIES WHO / WHEN PROGRESS

3 - Learner Agency

Click here to see detail from Teacher Only Day

Hattie (2009) observes that “significantly high effects on students’ learning are found where they (a) can set challenging and specific goals that allow them to direct, evaluate and redirect their learning, and (b) receive feedback (from peers, teachers, parents, & own experience) that relates specifically to how the gap can be addressed between current and future performance” (Gibbs & Poskitt 2010, p19).

Derek Wenmouth “Learner agency will develop when learners are involved in the whole learning process - incl decisions about the curriculum itself, involving learners a lot more in the choices about the what as well as the how and the why of what is being learned”. Personalising Learning is the 1st Theme in the ‘Emerging Principles for a 21st Century Education Approach’ - moving away from the ‘one-size fits all’ approach, the system fitting the learner not the other way around (Supporting future-oriented learning and teaching, NZCER).

Success Indicators 3.1 An increasing number of

T.S. are engaged in and taking ownership of their learning, with some evidence that this is making a difference to accelerated learning.

Evidence includes: - positive T.S. attitude to

school and their learning - T.S. able to talk about their

learning - purpose, next steps and how they are going to get there (incl. regular teacher, peer and self evaluation / feedback).

- T.S. can talk about how they have made decisions about their learning - topic, inquiry question, next learning focus, goal setting and review, type of assessment, time management, independence, collaboration etc.

3.2 Assessment info shows T.S. are on-track to accelerate their achievement by the end of the year (EOY).

3.1

Teachers use the Formative Assessment Capabilities Matrix to identify areas where they can develop their practice to strengthen T.S. agency.

3.2

Teacher knowledge of T.S. and the strategies and next steps to accelerate learning is evident in their planning, Inquiries / Team Hui Minutes. 3.3. Teachers set up systems so that they and T.S. can track their progress in reading, writing and maths - that goals are being met in a timely manner.

1. Ongoing Teacher evaluation about the effectiveness of their practice on increasing Learner Agency.

2. Ask for T.S. input into topics and resources for learning.

3. Involve T.S. in identifying challenging goals, learning intentions, success criteria and learning activities (so focus of learning and assessment is explicit).

4. Provide opportunities for T.S. to design assessment activities so that they can show what they have learnt.

5. Children are taught how to self-assess, give and use feedback.

Teachers take personal responsibility.

Additional monitoring through: - whānau / syndicate hui - class observations - student voice - evaluating teachers’

planning, assessment and evaluation documents.

- by Team Leaders on a weekly / termly basis

- by Appraisers / Tutor Teachers each term

- by COL Teachers

- by SLT through weekly Leadership Hui and reading Whānau / Syndicate Hui Minutes.

- by Principal, in gathering information for BOT Reports.

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Progress Indicators: No progress Initiated Progressing Well Completed

Other Priorities & Success Indicators Rationale 2018

Curriculum & Assessment Development Use of Student, Staff & Whānau voice to help determine effectiveness. Click here to see detail from Teacher Only Day

The NZC enables all schools to

design their own learning

programmes based on what

they consider to be appropriate

to meet the needs of their

communities and students.

Every school’s curriculum,

therefore, should be a unique

and responsive blueprint of

what they and their

communities consider is

important, and desirable for

students to learn.

Assessment enhances, teaching

and learning, and therefore it

should inform all teaching and

learning.

● Annual curriculum overview complete, and reviewed during the year as needed. ● Te Reo Māori progressions developed. ● Bicultural Curriculum developed (using Tamsin Hanly’s, ‘Critical Histories of Aotearoa’ as a base, but

also the histories, stories, waiata, karakia etc of Te Wai o Hua). ● Developing a wider culturally responsive curriculum, incl Native Gardens. ● Future-focussed curriculum (e.g. Mind Lab PLD, mixed ability / collaborative learning, use of devices). ● Formative Assessment expected practices clearly defined and implemented (Teachers use ‘Clarity in

the Classroom’ and Capabilities Matrix to evaluate their practice). ● Review of planning formats to get school-wide consistency. ● Assessment review, including use of PACT. Clear evidence that assessment informs planning. ● Classroom environments reflect children’s learning and they are a curriculum / learning resource. ● Develop PB4L Improvement Plan 2018 - focus on ‘cultural responsiveness’, ‘whānau engagement’,

reward system and ‘signage’. ● Music programmes and opportunities enhanced. ● Health Curriculum reviewed - priority on Mental Health, Fitness to Learn e.g. Water Only School, Brain

Food, Exercise (1K a Day, Fitness Trail, Bike Track), Sleep. ● Role models / speakers for students - also linked to Careers Education ● More students’ work is celebrated e.g. through the newsletters ● Learning pathways developed/reviewed using the ELLPs and Learning Progressions Framework. ● All children know and can explain their goals, and can show progress towards achieving them. ● Reporting to Parents Review (written reports and hui). ● Review of Samoan bilingual programme with fanau. ● Decisions about Māori enrichment or bilingual pathway progressed with whānau.

Professional Capability Building

Click here to see detail from Teacher Only Day

Joyce & Showers (2002) Impact of Job-Embedded Coaching

Access to relevant expertise builds capability for ongoing improvement and innovation. Effective PLD focuses on students, and should be informed by research and collaboration (within our school and outside). Hattie (2009) - PLD can make a big difference to teacher practice (Effect Size = 0.62), but not always easy to see impact on student achievement.

● Building Learner Agency (Teacher/Leader) - staff knowing themselves as learners and making timely decisions about their professional growth needs, in relation to acceleration T.S. learning.

● Acceleration Targets / T.S. - developed, regularly monitored, regularly updated, regularly evaluated by teachers and leaders.

● Interrogation of ‘data’ to challenge expectations, deficit theorising, and rethinking existing practices. ● PLD foci teachers / support staff - writing, maths, reading, ESOL, Cultural Responsiveness, PB4L, Boys,

Te Reo Māori, UB-RS ● PLD for PCT (Induction & Mentoring) - foci are flexible to support PCTs to meet the needs of the

learners in their class. ● PLD focus for the Leadership Team - Coaching and Mentoring ● Appraisals - regular evidence of effectiveness, use of video observations ● Collaborative Spirals of Inquiry - linked to teacher and leaders roles in accelerating our T.S. learning in

reading, writing and maths.

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Internal Evaluation - Evaluation is the engine that drives improvement and innovation - to advance ‘equity & excellence’.

Term 1 Term 2 Term 3 Term 4

Use of 2017 Achievement & Consultation Data to plan: ● Strategic, Annual and Acceleration

Plans ● Cultural Responsiveness - Think

Tank ● PB4L - collecting baseline data to

develop improvement and lesson plans.

In addition to ongoing evaluation of plans: ● Teachers’ planning ● Transition to School ● Samoan Bilingual ● Māori Enrichment ● Ongoing review and

implementation of PB4L

In addition to ongoing evaluation of plans: ● ? ● Transition to High School ● Ongoing review and

implementation of PB4L

Nil in addition to evaluating Strategic Priorities and 2018 Achievement Data. ● PB4L - collected EOY data to

inform 2019 improvement and lesson plans.

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Business As Usual Schedule

ERO’s Domains that support Conditions for Equity & Excellence

Term 1 Term 2 Term 3 Term 4

Stewardship Development and review of our Charter, Strategic, Annual and Acceleration of Achievement Plans

Use of Hautū as a review tool Ongoing use of Hautū Evaluation of 2018 data to inform 2019 planning.

Leadership ●Ensuring systems are in place so that teachers / support staff can accelerate learning.

● Initiating Coaching & Mentoring Programmes

●Ongoing monitoring and evaluation of Annual Plans and Acceleration data.

●Ongoing coaching & mentoring.

●Ongoing monitoring and evaluation of Annual Plans and Acceleration data.

●Ongoing coaching & mentoring.

Educationally powerful connections and relationships

Refer to Strategic Goal 2

Responsive Curriculum, Effective Teaching and Opportunity to Learn

Refer to Strategic Goal 1 & Other Priorities #1

Professional Capability & Collective Capacity

Other Priorities #2 Also refer to PLD Plan, Provisionally Certified Teachers Programme.

Evaluation, Inquiry and knowledge building for improvement and innovation

●Using 2017 data to inform 2018 plans.

●Setting up evaluation and inquiry processes / templates

Ongoing monitoring, tracking, evaluation and inquiry - responsive, against annual plans and Internal Evaluation schedule.

Ongoing monitoring, tracking, evaluation and inquiry - responsive, against annual plans and Internal Evaluation schedule.

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Reporting to the Board Schedule

Every Hui

Student Achievement Update

Progress towards meeting Charter / Annual Plan goals

Policy review

Teacher Reg / Police Vet assurance

Term 1

January /

February

Student Attendance Report (previous year)

Staff Leave Report (previous year)

Analysis of Variance (previous year)

Achievement Targets (current year)

Charter / Strategic Plan / Annual Plan (current year)

Professional Development Programme - including induction & PCT progs

Appraisal Process

**Principal's performance agreement

BOT meeting dates

BOT fee letter

**Copyright

Annual Accounts (to auditors by 31st March)

Onsite music lessons

Banked Staffing

Fundraising programme

Annual submission of Charter to MOE

That the board ratify the following permanent (or fixed-term) teacher

appointments

Approve Budget

That the board approve that Angela deputises for the principal when the

principal is out of school

That the board approve ? as the school's Privacy Officer

Approve SAP for camps / noho The board needs to state whether it had any

Contingent Liabilities as at 31.12.10.

February /

March

March Roll Return

Donations

10 YPP review

Enrolment Scheme Ballot (approximate numbers)

Draft Annual Accounts & December 2010 accounts

H&S Report (incl. First Aid, Medicines)

Staff Emergency Info Report

That the minutes record that the March Roll Return was tabled at the BOT

meeting on ??.

That the board pass a resolution that the 10 Year Property Plan has been

reviewed.

Term 2 March / May

Student Attendance Report

Staff Leave Report

May/June Term 4 class sizes review

Term 3 June / August

July Roll Return Next year's term dates (incl. Teacher Only Days) Student Attendance Report Staff Leave Report

That the minutes record that the July Roll Return was tabled at the BOT meeting on ??.

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***Interim Appraisal Report Interim Annual Plan Review

August / September

Term 1 Appointment Committee

Term 4

Sept / Oct

Student Attendance Report Staff Leave Report Review of level of donations for following year ESOL Achievement report

Oct / Nov Health & Hauora Consultation (biannually) Donations update

Nov / Dec

Draft Budget Staff Leave Report Staff List - including Management Units (next year) Whanau Engagement Dates (next year) Curriculum Plan (next year) BOT meeting dates Accident Report Appraisal Report

Approve SAP for camps / noho - That the board approve the Safety Action Plan for the nex year's camps Need to confirm Learning Assistants appointments - until term 3 or for the whole year? Need to approve the deficit of ??? FTTE overstaffing.

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MANGERE EAST PRIMARY SCHOOL - ANALYSIS OF VARIANCE 2017 N.B. We use an increase or decrease of 5% as an indication of ‘real’ change

Strengths / Positives (excluding Pākehā due to small numbers):

● Gains made over the last 3 years have been maintained for All Students, Girls, Māori and Asian. ● Teachers are effective in accelerating student achievement during the first two years at school, and these gains are maintained over time. ● Our students achieve well in reading compared to students nationally (MEPS Decile 1 v All Schools).

Work in Progress

● Variability in terms of gains in the Pasifika data over time, and variability in terms of disparity with Māori achievement (e.g. 4% gap in 2014 & 2016, larger gap 2015 (8%) & 2017 (9%)).

● Gains made for girls over the last three years have not been made for boys, despite boys being the focus of achievement targets (disparity). Comparisons between 2016 National & 2016 MEPs data (N.B. MEPS is decile 1)

● Overall we achieve in line with the national level of achievement (6% lower). ● Girls achieve in line with the national level of achievement (1.9% lower). ● Boys achieve slightly lower than the national level of achievement (5.4% lower). ● Māori achieve slightly higher than the national level of achievement (7.4% higher) ● Pasifika achieve slightly higher than the national level of achievement (6% higher)

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Strengths / Positives (excluding Pākehā due to small numbers):

● Gains made over the last 3 years have been maintained for All students, Girls and Māori, Asian and in the senior school. ● Gains made over the past 5 years have been maintained, especially in the End of Year 5 and 6 cohorts. Great to see the Year 8’s recovery in 2017 (from

Y7 in 2016), and Y4 to Y5. Work in Progress / Next Steps

● Gains made for the girls over the last three years, has been significant compared to boys, despite boys being the focus of achievement targets (disparity). ● Reduce the disparity for Pacific students. ● We still need to monitor and accelerate achievement in the first three years at school, and watch our Year 6 group (although the Y6 cohorts do show

progress over time). Comparisons between 2016 National & 2016 MEPs data (N.B. MEPS is decile 1)

● Overall we achieve in line with the national level of achievement (2016 National - 71% & MEPS data - 72%). ● Girls achieve in line with the national level of achievement. (2016 National Level - 79.4% & MEPS data - 81%). ● Boys achieve in line with national levels of achievement by gender for boys (1.6% higher). ● Māori achieve much higher than the national level of achievement (15.4% higher) ● Pasifika achieve higher than the national level of achievement (9.8% higher)

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Strengths / Positives (excluding Pākehā due to small numbers):

● Gains made over the last 3 years (2015-2017) have maintained for All students (4.3%), Girls (4.3%), Boys (3.8%). ● Teachers accelerate learning in Maths for Years 5 (20.5%), 6 (5.5%), 8 (7.7%). Year 5 has made significant gains. ● Our students achieve well in Maths compared to students nationally (MEPS Decile 1 v All Schools).

Work in Progress

● Further reducing the disparity between boys and girls. Boys not making the accelerated gains as girls have over the last 3 years. ● To explore what happens in maths at the Y7 level.

Comparisons between 2016 National & 2016 MEPs data (N.B. MEPS is decile 1)

● Overall we achieve in line with the national level of achievement (2% higher). ● Girls achieve higher compared to national level of achievement (5.1% higher). ● Boys achieve in line with national levels of achievement (2% lower). ● Māori achieve much higher than the national level of achievement (10.9% higher) ● Pasifika achieve much higher than the national level of achievement (10.6% higher)

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Strategic Aim: All students are able to access The New Zealand Curriculum as evidenced by achievement in relation to National Standards in Reading, Writing and Maths. Annual Aim: Writing - To increase the number of boys achieving at or above the National Standard by 50%. Maths - To increase the number of Pasifika boys achieving at or above the National Standard by 50% . Target: Writing - To raise the achievement of boys by 50% This will see an additional 34 boys achieving at the National Standard in writing. Maths - To raise the achievement of boys by 50%. This will see an additional 30 students Stage 5 and Stage 7 (Y6 -8). Baseline Data 2016: Writing - At the end of 2016 our National Standard data recorded a disparity between the achievement of girls and boys achievement in writing. Girls were achieving at 81% with boys achieving at 65%. Maths - Analysis of school wide mathematics at the end of 2016 our National Standard Data recorded a significant number of students underachieving at Maths Strategy Stage 6 Advanced additive and Strategy Stage 7 Advanced Multiplicative. Writing

Actions - What did we do?

● Target group identified, tracked and monitored through teacher, team and school wide processes. ● Ongoing regular discussions and colleague feedback. ● Senior Leaders and Team Leaders strengthened through coaching and mentoring, to improve/enhance teacher inquiry practices in Writing and leadership

capabilities. ● PLD sessions with Doreen Jukes (Vision) and Nadine Sorensen (Evaluation Associates) in writing and use of ‘The Spiral of Inquiry’ process to support new

teachers and teachers with target students.

Outcomes - What happened?

● 30% (21) boys reached National Standard by December 2017 in Writing. This was short of our target of 50% (34) boys. However, the numbers of ‘All Boys’ achieving AT standard is in line with national levels (1.6% higher)

● Leaders are more confident in leading learning conversations around targeted students and supporting their teams and individual teacher development more effectively.

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Reasons for the variance - Why did it happen?

● Focused mentoring and coaching sessions 1-1 with leaders, regular and ongoing. ● Increased student agency around student voice. ● Collaboration of cross school learning and development through Community of Learning Teacher Only Days.

Evaluation - Where to next?

● Continue to focus on accelerating the progress of all boys and increasing the number of boys achieving to their potential in writing. ● Reflect on, review and plan for other strategies to engage boys with a focus on engaging parents and responding cultural ways.

Maths

Actions - What did we do?

● Target group identified, tracked and monitored through teacher, team and school wide processes. ● Ongoing regular discussions and colleague feedback. ● Maths workshops were aligned to Mathematical Stages 6 and 7 and specific teachers (Years 5-8) were targeted for these sessions. ● Teachers inquired into how they could use digital technologies to hook targeted students into their learning through using Mathletics in Year 7-8 classes

and other online resources schoolwide.

Outcomes - What happened?

● 42% (13) boys reached National Standard by December 2017 in Maths. This was short of our target of 50% (16) boys. However, the numbers of ‘All Boys’ achieving AT standard is in line with national levels (2% lower).

● Leaders are more confident in leading learning conversations around targeted students and supporting their teams and individual teacher development more effectively.

Reasons for the variance - Why did it happen?

● Focused mentoring and coaching sessions 1-1 with leaders, regular and ongoing. ● Focus of Syndicate meetings were aligned to Mathematical stages. ● Staff PLD / Syndicate PLD workshops provided rich learning conversations, sharing of expertise and learning opportunities. ● Maths Lead Team, collaborated on a school wide plan to ensure the sustainability of Developing Mathematical Inquiry Communities.

Evaluation - Where to next?

● Continue to focus on accelerating the progress of all boys and increasing the number of boys achieving to their potential in maths.

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