te kauwhata primary school charter ~ 2015 2015.pdfte kauwhata primary school charter ... - local...

Te Kauwhata Primary School Charter ~ 2015

Te Kauwhata Primary School Charter (Section 1)

Our school Charter addresses the National Education Priorities as stated in the National Administration Guidelines. It is built upon our local curriculum, underpinned by our curriculum principles.

Te Kauwhata Primary School is committed to raising the achievement of all learners with particular focus on the core areas of Literacy and Numeracy, and the achievement of Maori and Pasifika learners.

Charter contents Section 1

· Curriculum @ TKP · Vision and Values @ TKP · Community statement

· Cultural Diversity · Maori Dimension

· Whanau Engagement · Board Overview 2014

Section 2 · Strategic Direction 2015 – 2017

· ICT @ TKP ~ Strategic Plan 2015 – 2017 · BOT commitment to a quality learning environment

Section 3 · 2015 @ TKP: Annual Plan · 2015 Curriculum overview

· Achievement Targets @ TKP 2015 Section 4

· School operations, Governance and Management

The Te Kauwhata Primary School Board of Trustees approved this Charter on Wednesday 4 March 2015

Learning Together ~ Kia Ngatahi te Ako We C.A.R.E ~ Manaakitia


Our Community Te Kauwhata is a small district with a strong community based on mutual support and co-operation. Several large subdivisions have been established within the town boundaries with subsequent housing filling them, both as owner occupied and rental dwellings. Over the past few years there has been an increase in the number of short-term residencies in the village, which has impacted on the transience of the school roll. Some local people commute to work in other areas. The school is located near the business centre and retirement village, and is one of two schools situated in the village. Te Kauwhata Primary is a contributing school catering for Years 1-6 while the second school, Te Kauwhata College, caters for Years 7-13. There is a diversity of ethnic groups represented in the children at this school. Our Maori roll is approximately 33%, Pasifika approximately 2%, NZ European approximately 59%, with other ethnicities approximately 6%. The children come from a diverse range of family occupations, in the main farming or horticulture and some local industries and more recently the local correction facility at Springhill. Our community supports the school very strongly. Parental attendance and involvement at the various school functions is a feature. So too is our interaction with other schools in our cluster for cultural and sporting events, and for the transition of students both to and from the local pre-schools and college. Te Kauwhata Primary has a strong and supportive Board of Trustees and a growing Whanau Support Group. Due to an increasing school population an enrolment scheme was implemented from term 2, 2011.


Cultural diversity Our curriculum will acknowledge, reflect and celebrate New Zealand’s cultural diversity, and value the histories and

traditions of its people. Indicators will be:

- Contexts for learning in English, The Arts and Social Sciences will reflect New Zealand’s cultural diversity, with consideration being given to the cultural diversity within our school and community.

- Our school will offer opportunities for Kapahaka and a wide range of activities to cater for different learners and how they learn, both within the curriculum and as extra-curricula.

Maori dimension

Our curriculum will acknowledge the principles of the Treaty of Waitangi and the bi-cultural heritage of New Zealand. All reasonable steps will be taken to provide instruction in Tikanga Maori (Maori culture) and Te Reo Maori (Maori language) for full time students should their parents request it. All learners will have the opportunity to acquire and develop knowledge of te reo Maori me ona tikanga. Indicators will be: - Te Reo and Tikanga is planned for - Te Reo is used effectively in daily classroom interactions - All learners have continued opportunities to improve their knowledge of Te Reo and Tikanga - Local protocol / ‘kawa’ is respected and followed.

Whanau Engagement Our curriculum will draw on and recognise the expertise and support of whanau and community through two, Whanau Support meetings and the continued growth and development of a Whanau Support Group.

Such meetings and consultation will provide support, advice and guidance to the Board of Trustees and school management. Maori achievement and success will be shared. Maori representation on our Board of Trustees will be encouraged and supported.

Community and whanau support will be engaged to support teachers in the delivery of Te Reo and Tikanga and with the organisation of special events that reflect the Maori culture.


The Board of Trustees will review this charter as part of its ongoing self-review to inform and guide future planning. It will comply with legal requirements by submitting this document to the Ministry by the 1st of March 2015 and

submitting an Analysis of Variance on student achievement by this date. Annual accounts. Including a complete Analysis of Variance will be submitted by 3 June 2015, as required.

The Principal will provide accurate and timely progress and assessment data, against National Standards, to the Board of Trustees and report against charter goals as part of her monthly BOT reports. Other staff members will contribute to

these reports where applicable.

2015 Overview Term 1 Term 2 Term 3 Term 4

NAG 1 Curriculum

Review and approve current policy

Begin review of Science - Board, staff, children, college, community

NAG 2 Reporting and Review

Review current policy and procedures

Approve NAG 2

NAG 3 Personnel

Review current policy and procedures, incl. Principal Appraisal

Approve NAG 3

NAG 4 Property and Finance

Determine programme maintenance schedule 5YA priorities


Approve NAG 4

NAG 5 Health and Safety


Approve NAG 5

NAG 6 Legislation

Review and approve policy and procedures

Student Progress and Achievement

Review 2014 data Start of Year 2015 Target students

Target student progress / update

Special Needs prog.

Progress towards National Standards

Target students

Summary of special needs progs. Targets 2016

Current Initiatives - ALL, Reading Together;

e-Learning; Maori

Regular updates through Principal’s reports and / or from other staff as appropriate.

Board priorities - consultation / review (Boys, Science)

Review ERO self-review criteria to plan forward

Ongoing community consultation and review of priorities to increase parent / student voice in 2016 onwards

Charter. Develop BoT succession plan / handbook

Strategic Review - Board operations

Outcomes, annual review, 2016 draft

Charter / Annual plan


Strategic Plan 2015 - 2017 (Section 2) Future goals and direction @ TKP

Priority Learners

Where we are at now… Goals / indicators (Based on Curriculum Principles

and National Administration Guidelines)

Strategies (How we will get there)

When…

Maori enjoying education success as Maori Our Maori boys progress and achievement is of concern. Maori students are achieving (on average) slightly below other students. Teachers are now more conscious of gifts and talents that pertain to our local Maori culture.

● Maori learners progress and achievement will continue to improve across all learning areas Our school curriculum will continue to visibly reflect Maori culture and our local Maori community

● The Treaty of Waitangi principle and its indicators will be evident with all staff supported in its implementation

● Consultation and involvement with local Whanau and the wider Maori community will continue to strengthen

● Review of curriculum and teacher knowledge and understanding of Tataiako (cultural competencies)

● Development of a strategic plan to sustain Maori enjoying education success as Maori.

● Ongoing commitment to funding Kapahaka ropu and Te reo support for all classes

● Construction of school waharoa ● Increased voice of our Maori

students linked to the 7 perspectives of Maori Gifted and Talented Learners.

2015 - 2016 linked to teacher appraisals

2015 - 2016

Ongoing

2015

2015 - 2017 (linked to GaTE Action plan)

Supporting progress and achievement for our Pasifika students While our percentage of Pasifika students is relatively low we are committed to raising the achievement of those who are not achieving National Standard; and sustaining and improving achievement for those already achieving.

● Pasifika learner’s progress and achievement will continue to progress across all learning areas.

● Learning programmes will incorporate aspects of Pasifika to be more inclusive.

● Our school environment will recognise and reflect more of our Pasifika community.

● Continue to grow understanding of the Pasifika Education Strategy

● Provide increased opportunity for our Pasifika to participate in their children’s learning.

● Where necessary consult with Pasifika support and liaison personnel.

Ongoing

Review annually

Supporting inclusion for students with special education needs There is a percentage of learners who are currently not meeting expectations for a variety of learning and behavioural reasons.

● All learners will continue to receive a quality education that is inclusive and centred on equity and their learning needs

● The Principle of Inclusion will be evident across all aspects of school life reflected in We C.A.R.E.

● In-school referral process reviewed

● Learning Assistant communication sheets will continue to reflect foci for LAs and provide valuable records of learning programmes.

● Information / support meetings

2015

Ongoing - reviewed each year

Begin 2015 -continue to offer as


We have 5 ORs students. A small percentage of learners identify as Gifted and Talented. We pride ourselves on the inclusion of all learners and the support programmes we facilitate. We have some students who have been identified as gifted or talented.

● Partnerships with parents / whanau will be strengthened through powerful educational connections.

● Student progress and achievement will show acceleration as a result of learning interventions.

● Relevant opportunities will be provided for GaTE learners in line with school definition.

will be provided for parents and whanau grow on-going support of learning interventions in the home.

● GaTE Action Plan will be implemented as a result of 2014 PLD

appropriate and seek feedback.

2015 - 2017 (also see Maori achieving success

as Maori)

Improving educational outcomes for our boys Current achievement data indicates the boys are not achieving at comparable rates to the girls: Overall: Reading ~ 25% below girls Writing ~ 33% below girls Maths ~ 9% below girls

● Boys will demonstrate increased engagement across all aspects of learning, and school in general

● Progress and achievement data will showed continued improvement.

● Increased involvement of male role models, family, whanau and friends in boy’s education.

● Regular opportunities for the ‘boys’ to get together

● Review how current curriculum initiatives are motivating and engaging boys and supporting learning

● Seek regular feedback from the ‘boys’ (this includes dads, whanau etc)

2015 - 2016

Local Curriculum Principles

Learning to Learn / High Expectations Staff and students are continuing to develop their abilities to be reflective learners; taking more responsibility for managing their own learning. Using the ‘Teaching as Inquiry’ model and effective formative assessment practices are not consistent in quality across teaching staff. This impacts on student’s ability to articulate their learning thus affecting progress and achievement.

● All teachers will use effective teaching and learning strategies that reflect the school’s agreed expectations and recent professional learning.

● The teacher appraisal process will provide teachers with regular and detailed feedback about their teaching practice linked to school expectations.

● Cultural competencies for Maori learners (Tataiako) will be unpacked and incorporated into the appraisal process.

● Learners will continue to grow as self-managers of their learning being able to articulate what they are learning and why.

● Link TKP agreed quality teaching expectations to appraisal process

● Review classroom walkthroughs to ensure coherence of expectations

● Senior leaders to undertake regular and robust classroom observations that result in teacher goal setting and planning for future action

● Further unpack Tataiako as an integral part of appraisal process to ensure teacher knowledge and competence continues to grow.

2015 - 2016

2015

2015 - then ongoing, review annually

2015 - 2016 Review for full implementation

2017

Coherence There is considerably more coherence in the delivery of

● Coherence across delivery of maths teaching and learning programmes continues to

● Maths learning progressions will be developed and introduced across the school

● Regular review of current practice

2015


math’s teaching and learning as a result of recent PLD. A review of current writing programmes has indicated considerable incoherence between teaching and learning, and expectations. We C.A.R.E. continues to become more evident across all teaching and learning. Teacher / student OTJs are more reliable but there is room for improvement and consistency.

consolidate and be sustained. Maths progress and achievement will continue to improve.

● The teaching and learning of writing will grow in coherence across the school. Writing progress and achievement will show significant improvement (achievement targets)

● Review curriculum implementation plans to explore further how We C.A.R.E. is evident.

● Regular moderation and review will occur at team/school level.

and opportunity to share good practice

● Engagement of Alison Davis to facilitate whole school professional learning in writing

● Accelerated Learning in Literacy programmes for schools - implementation of an effective intervention programme to booster writing

● Continue to revisit and review how We C.A.R.E. is being brought alive across school life.

● Moderation will be planned and deliberate. Records of learning will be shared. Rich learning tasks will be further developed.

2015 - 2017

2015 -2016

2015 - 2017

2016

2015 - 2016

Community Engagement The school is supported strongly in the community.Community consultation and partnerships continue to strengthen. Often participation is linked to school events with less participation in educational contexts.

● Strong educational connections will be evident across all levels within the school

● The local community will be invited to participate as integral support to local curriculum priorities and school initiatives.

● The PTA will continue to provide a valued link between school and community

● Student-led conferences will continue to be an integral component of engagement with parents / whanau.

● Increase parent / student voice in Charter planning

● Increased sharing of learning priorities and ‘how you can support your child’ through school media

● More effective home/school communications on a regular basis through the home reading / homework programme

● Provide more opportunity for parents / whanau to participate in workshops to better understand and support learning interventions

● The PTA will continue to attract new members to ensure sustainability

● Attendance at student led conferences will grow to at least 90% at both T1 and T3 conferences.

● Variety of opportunities for parent consultation

2015 - 2017

Begin 2015 - continue to offer as appropriate and seek feedback

2015 - 2017

2015 - 2017

2015- 2017

Cultural Diversity Our curriculum acknowledges, reflects and celebrates New Zealand’s cultural diversity and values the histories and traditions of its people.

● Contexts for learning in English, The Arts and Social Sciences reflect New Zealand’s cultural diversity, with consideration being given to the cultural diversity within our school and community.

● Our school offers opportunities for Kapahaka and a wide range

● Further unpack this principle and review current practice

2016


of activities to cater for different learners and how they learn, both within the curriculum and extra-curricula.

Future Focus Environmental sustainability continues to develop across the school. A programme is in place to ensure school gardens are maintained all year with a small ‘business’ operating to support gardens becoming self-sustaining. Local curriculum priorities are leading to sustainable practices for the future. Learners are becoming more aware of local and global issues.

● Learners continues to grow knowledge and understanding of what ‘sustainable’ means using gardens as a context

● School procedures and systems are future focussed to further lead to sustainability

● The local curriculum reflects local and global issues.

● Continued funding of a Learning Assistant supporting and facilitating garden production, harvesting and cooking of produce

● Continue to streamline school systems and processes

● Use ICTs to bring global issues to our ‘doorstep’ and make links to our local community; students will be able to articulate consequences of social action

2015 - 2016

2016 - 2017

Ongoing


Goals

2015

2016

2017

Notes /

considerations

Connectivity @

TKP

To provide and maintain an infrastructure that enables the use of ICT hardware, software and tools that support 21st Century teaching and learning, that includes:

Meeting our e-learning and e-administration needs Timely and effective ICT support Appropriate security and privacy controls and supervision Continue to grow the Google Apps for Education infrastructure to include access to their child’s learning for

parents Systems for accessing resources and collaborating online A robust library system accessible school-wide that includes ability to search for library material from all

computers, request holds on texts, renew borrowed items. Community

Increased knowledge and understanding of the importance of ICT and information literacy by our families and school community

● Continued purchase of portable devices to support learning:

● Ipads (Junior school) ● Chromebooks (Years

3-6) ● Establish BYOD policy and

procedures

● Begin to utilise Access-It (Library programme) to catalogue teaching and learning resources

● Continue to build capacity of Google Docs and Sites for sharing and collaboration

● Upgrade of server to ensure infrastructure can reliably support network.

● Continue to review and support infrastructure to ensure robustness and reliability

● Continue to review budget for purchase of devices and offer parents opportunity to do so.

● Regular storage

checks to ensure server is meeting requirements

2015 Budget items: ● x 15

Chromebooks for middle team

● x2 Nexus tablets - Principal / DP

● Server upgrade (part 2014/ part 2015)

● Technician fees ● Replace old

batteries and power cables


Content @

TKP

To ensure all learners (teachers and children) are aware of the scope and purpose of ICT tools and digital content available to support and enhance 21st Century teaching and learning; including:

The Internet (Web 2.0 tools) Digital outcomes – Pod casts, multi-media presentations, camera and video use, easi-speak microphones Assessment methods using ICT tools Collaboration and communication both locally and globally Interactive / hands-on learning approaches E-portfolios By 2016 all learners will generate digital outcomes linked to their learning for sharing and collaboration via

the radio station, Google Docs, classroom Blogs etc. The IT skills acquired will support future learning for children in their transition to college.

● From 2014: Develop a Code of Conduct for all users to protect our resources.

● Continue to explore use of Google Docs as vehicle for digital portfolio content

● Develop further Google Sites as a platform for sharing resources and collaboration

● Introduce staff to ‘Pond’ as a valuable network for accessing resources

● Continue to grow radio station expertise to ensure ‘on air’ time is maximised and regular

● Continue to increase ‘digital output’ of student learning

● Considerations for establishment of TV / Video recording options

● Review of ‘how’ our tools are being used to support e-learning content

● Keep abreast of new initiatives that have a direct link to student e-learning and school priorities

● Possible purchase of recording equipment (based on 2015 review)

Confidence and

Capability @

To enhance teaching and learning opportunities through the professional learning, knowledge and understandings of teachers as facilitators of learning in the 21st Century:

Teachers have the confidence and capability to effectively integrate e-learning into their professional practice Teachers use online communities of practice to strengthen collegial support and professional dialogue. An understanding of literacies related to e-learning and their relationship to the key competencies. Currently the range of abilities is vast – by 2016 our goal is for all teachers to be able to facilitate the

creation of digital content linked to learning via either the radio station, classroom blogs, and or Google sites


TKP ● Provide e-learning PLD to meet needs of teachers ● eg. tekkie brekkies,

courses, in-house support

● e-Learning PLT team to support other teachers to explore how ICTs can support assessments

● Regular feedback to staff via teaching teams and e-Learning PLT supporting learning and new initiatives

● Ensure all children receiving regular e-learning opportunities

● Continue to refine online appraisal documentation to make more ‘user-friendly’ and succinct (Senior Leadership)

● Teachers will use shared resource banks to explore teaching and learning ideas and possibilities

● All students will be supported to create digital outcomes of their learning

● Continue to provide e-learning PLD for staff to meet theirs and student’s needs

● All staff will be using online appraisal documentation confidently and efficiently

● Some teacher will be

contributing resources to shared resource banks eg. Pond

● Most teachers will be contributing and sharing resources on for example Pond.

· 2015 Budget considerations:

● Team PLD - some funds to cover relievers if necessary

● U-Learn - x 3 attendees


2015 @ TKP (Section 3) Annual Plan

Target Areas Link to NAG/s

How? Who? When? Budget / Resources

Follow-up / Reporting

Maori Achievement

Maori enjoying education success as Maori: 2015 priorities: ● Increase knowledge and

understanding of Tataiako as a valuable tool to improve outcomes for Maori as Maori

● Begin development of strategic

plan to sustain Maori enjoying education success as Maori

● Increase voice of our young Maori

leaders ● Completion of Waharoa ● Improved progress and

achievement of Maori learners

1, 2, 2a

● Maori PLT to refamiliarise themselves with document

● Staff meetings: Developing further understanding of document and its implication to practice

● Making links to appraisal process

● Begin consultation

process with all stakeholders

○ staff ○ Board ○ local Whanau /

Iwi

● Explore how a local legend could be integral within the curriculum - differentiated for different levels

● Refer to GaTE action plan ● Complete planning with

local whanau, source materials. Blessing and opening by Term 3. A community day to celebrate

● Refer to annual

achievement targets

Principal Maori PLT

All staff

All staff

Principal Maori PLT BOT

PLT

All staff

Principal

BoT

Term 1

Terms 2 and 3

Term 4 for inclusion in

2016

Terms 2 and 3

Terms 2 and 3

As per plan

Terms 1-3

Ensure all staff have a copy of

Tataiako

Funds for provision of

refreshments (PTA)

Copy of resource for all

classrooms

Materials Labour

Cost towards day of Blessing

/ Opening

Regular reporting to Board via

Principal reports


Pasifika Achievement

Supporting progress and achievement for our Pasifika students 2015 priorities: ● The Pasifika Education Strategy is

now better understood

1, 2, 2a

● Develop statements of intent for Pasifika learners through meetings with individual families.

● Increase profile of Pasifika community.

Principal

Staff

Terms 2 and 3

Copies of Pasifika

Education Strategy for families and

staff.


Principal reports

Learners with Special Education Needs

Supporting inclusion for students with special education needs 2015 priorities ● Partnerships with parents /

whanau will be strengthened through powerful educational connections.

● Student progress and

achievement will show acceleration as a result of learning interventions.

● Relevant opportunities will be

provided for GaTE learners in line with school definition.

1, 2, 2a,

5

● Review in-school special needs referral process

● Personal contact made

with parents / whanau of children receiving learning interventions

● Focus on improving

learning outcomes and how they can support their child at home through opportunities to observe and learn about the programmes.

● Launch of Reading

Together Programme ● Continued

implementation of GaTE Action Plan

SENCO/DP

SENCO/

DP Principal

SENCO/DP

Louise Andrea

School Leaders

Term 1

Ongoing as required

T2 and T4

Ongoing - review Term 4

Accessed through

Google Docs One hard copy

provided

Printed

material as required to

support parents

Resource books provided

Refer to

proposal to MOE to

implement programme.

Budget $1000

Report to Board and community end of T2 and T4 on intervention programmes

Boy’s Learning

Improving educational outcomes for our boys ● Boys will demonstrate increased

engagement in learning, and in school in general

● Achievement data will showed continued improvement.

● Increased involvement of male

1, 2, 2a ● Regular opportunities for the ‘boys’ to meet

● Review how current curriculum initiatives are motivating and engaging boys and supporting learning

● Seek regular feedback

BoT support

DP / Male staff

Staff

Term 1, initial boy’s evening

Term 2 …

Actions …

Approach PTA for financial

support -

Guest speakers Food

Regular feedback to Board through

staff rep and principal


role models, family, whanau and friends in boy’s education

from the ‘boys’ (dads, whanau etc)

School Leaders

Review Term 4

Local Curriculum Principles

Target Areas Link to NAG/s

How? Who When Budget / Resources

Follow-up / Reporting

Learning to Learn / High Expectations 2015 priorities: ● Teachers will use increased

effective teaching and learning strategies that reflect the school’s agreed expectations and recent professional learning.

● The teacher appraisal process will

provide teachers with regular and detailed feedback about their teaching practice linked to school expectations.

● Cultural competencies for Maori

learners (Tataiako) will be unpacked

● Learners will continue to grow as

self-managers of their learning being able to articulate what they are learning and why.

1,2, 2a, 3

● Link TKP agreed quality teaching expectations to appraisal process

● Review classroom walkthroughs to ensure coherence of expectations

● Senior leaders to

undertake regular and robust classroom observations that result in teacher goal setting and planning for future action

● Further unpack Tataiako

to ensure it is understood by all teachers

● Regular conversations

with children as part of teacher appraisal process.

Principal School Leaders Teachers

School Leaders

Led by Principal

and Maori PLT

School Leaders

Term 1

Term 1 Minimum once per term, more

often as required

Terms 3 and 4

Ongoing


Principal reports Summary report

to Board at end of year.

Progress and

achievement of target students

will be reported to Board each term

Parents / whanau will be kept informed

regularly as to how target

students are progressing

Coherence 2015 priorities: ● Coherence across delivery of

maths teaching and learning programmes continues to consolidate and be sustained. Maths progress and achievement will continue to improve.

1, 2 ● Develop math’s learning progressions (teacher and child speak)

● Monitor math’s

progress and achievement. Minimum of one staff meeting per term, and when regularly at team meetings to share good practice and discuss issues.

School leaders

School Leaders

All staff

Terms 1 and 2 For use T3

Ongoing

through records of learning and

appraisal process


Principal reports


● The teaching and learning of

writing will grow in coherence across the school. Writing progress and achievement will show significant improvement (achievement targets)

● Regular moderation and review

will occur at team/school level.

● Contract with Vision

Education - Alison Davis - in depth focus on writing

● ALL Project as an

intervention (refer to ALL review and implementation plan (currently being developed)

● Writing moderation

each term at team level, x2 per year at school level

● Review what reading moderation ‘looks like’

All staff

Principal

DP ALL

Teacher(Gill)

School Leaders Teams

SOY: TOD 2 in-school

days and 2 staff

mtgs per term Term 1: Review

day and 2 planning days

Term 3: Impact day (review)

Ongoing

$10000

Teachers have a copy of text

per room

MOE funding

$7000 to release

teachers to attend

Mid-point to BOT and whanau of chn involved

Writing samples and moderations shared with BoT

x2 per year

Community Engagement 2015 priorities ● Strong educational connections

will be evident across all levels within the school

● The local community will be

invited to participate as integral support to local curriculum priorities and school initiatives, including increased voice in Charter

● The PTA will continue to provide a

valued link between school and community

1, 2, 5 ● Increased sharing of learning priorities and ‘how you can support your child’ through school media

● Provide more opportunity for parents / whanau to participate in workshops to better understand and support learning interventions

● Review current methods of communication with parents / whanau through school reports and homework books

● Facilitate a variety of

opportunities for parent consultation

● The PTA will continue

to attract new members to ensure

Principal School Leaders

Principal DP /

SENCO

BoT Principal

PTA group

Principal

Ongoing

Ongoing

Terms 2 and 3

AGM March Ongoing

Terms 1, 2 and

Production and provision of

printed material where

necessary

Refreshments if appropriate Advertising as / if required Utilise school

website

Maintain Facebook page

Ongoing via Principal reports

to BoT

Ongoing and via Principal reports

to BoT

x2 per year through


● Student-led conferences will

continue to be an integral component of engagement with parents / whanau.

sustainability ● Attendance at student

led conferences will grow to at least 90% at both T1 and T3 conferences. ○ Increased

information provided to parents/whanau

○ Review content of SLCs as part of community consultation

○ Review times for T3 SLCs

Staff Reps

All staff

3 as key community link

Provide information booklet each year. Have

extra copies at office.

Also available online

newsletters and to BoT

Future Focus 2015 priorities: ● Learners continues to grow

knowledge and understanding of what ‘sustainable’ means using gardens as a context

● The local curriculum reflects local

and global issues.

1, 2, 5 ● Continued funding of a Learning Assistant supporting and facilitating garden production, harvesting and cooking of produce ○ All students will

have learning opportunities in the gardens during course of year

○ Guiding Principles of EnviroSchools reflected in programmes

● The local curriculum reflects local and global issues. ○ Collaborative

planning ○ Identify issues

relevant to our community

All staff Ongoing - programme for

each term

Ongoing

Learning Assistant funding

15 hours per week

Resourcing

where necessary

Transport subsidy from

BoT to support one EOTC

experience per term

Reports x2 per year via

Principal’s reports - following

consultation and feedback from

Learning Assistant,

teachers and students

Annual summary to community and

Board


Achievement Targets @ TKP ~ 2015 National Standard ~ Reading

Target References Current achievement ~ Beginning 2015

Targeted growth and achievement

Evaluation / Outcomes

● New Zealand Curriculum ● National Standards ● Literacy Progressions ● TKP Curriculum

Implementation Plan ● TKP Reading Progressions ● Effective Literacy Handbooks

(Years 1-4; Year 5-8) ● TKP Principles and Indicators ● Nag 1 and 2 Policies and

Procedures

At or above National Standard ● 73% of all students ● 78% OF NZ/E students ● 68% of all Maori students ● 44% of Pasifika students ● 61% of all boys ● 86% of all girls ● 77% after 1 year ● 72% after 2 years ● 81% after 3 years ● 81% at end of Year 4 ● 64% at end of Year 5 ● 65% at end of Year 6 Maori Achievement ● 86% of Maori girls ● 55% of Maori boys Pasifika Achievement ● 60% of Pasifika girls ● 44% of Pasifika boys

All students: Shift a minimum of 10% of

students from below expectation to meeting.

Maori boys:

Reduce percentage of Maori boys below expectation to 20% or less.

Boys overall: Close the gap between girls and

boys achievement in reading across the school.

Actions to Achieve ● Introduction and launch of Reading Together Programme - Terms

2 and 4 ● Continued early identification of learning needs through 5.1 and

5.6 data ● Continuation of HPP language programme as an early intervention ● Review use of home reading journals across junior and middle

teams to ensure their use is maximised ● Target students will be identified by teachers and regular reporting

on their progress will be maintained ● Team and staff meetings will provide regular and ongoing

opportunity to share, discuss and model good practice and ideas ● Students, especially the boys, will have increased input into

reading choices ● Continued building of vocabulary and high frequency work

knowledge will be evident across all teaching and learning programmes

● Use of RTLit / RTLB service will continue ● Accelerated Literacy Learning intervention (MoE) will support

reading and writing achievement ● Review what moderation reading looks like, action, try, reflect

Staff / Personnel Andrea and Louise

Classroom teachers / Team Leader

DP / SENCO

Junior / middle teams

Teachers / Leadership

All staff

Teachers

SENCO / DP

Literacy Leader / ALL teacher

as well as all staff

Budget considerations

Team budgets: Priority put on ensuring there is a good variety of texts that will

appeal to boys.

Links to annual plan - boys nights, activities etc

Library budget:

Ensure adequate titles for boys


Achievement Targets @ TKP ~ 2015 National Standard ~ Writing

Target References Current achievement ~ beginning 2015



● New Zealand Curriculum ● National Standards ● Literacy Progressions ● TKP Curriculum

Implementation Plan ● TKP Writing Progressions ● Effective Writing Instruction -

text Alison Davis ● Effective Literacy Handbooks

(Years 1-4; Year 5-8) ● TKP Principles and Indicators ● Nag 1 and 2 Policies and

Procedures

At or above National Standard ● 57% of all students ● 62% OF NZ/E students ● 51% of all Maori students ● 44% of Pasifika students ● 42% of all boys ● 75% of all girls ● 85% after 1 year ● 55% after 2 years ● 55% after 3 years ● 68% at end of Year 4 ● 41% at end of Year 5 ● 44% at end of Year 6 Maori Achievement ● 73% of Maori girls ● 35% of Maori boys Pasifika Achievement ● 60% of Pasifika girls ● 25% of Pasifika boys

All students Reduce the gap between

writing and reading achievement.

Shift 15% of students from below expectation to

meeting.

All Boys Halve the percentage of boys achieving below

expectation and at well below expectation.

Actions to Achieve ● In-depth PLD programme with Alison Davis - all staff

○ x2 teacher only days ○ x1-2 PLD days and staff meetings each term

● Accelerated Literacy Learning intervention (MoE) - priority focus on writing

● Follow-up staff and team meetings will continue to build on PLD contract

● Reference text for all teachers: Effective Writing Instruction (Alison Davis)

● All teachers will carry out a 15 week accelerated writing intervention on a small group of learners, data will be collected - intervention will form part of appraisal process.

● Ensure greater cohesion across school-wide spelling programmes using Joy Alcock Resource ‘Switch onto Spelling’

● Writing moderation will happen each term at team level (commencing T2) and x2 per year at whole school level.

● A Google site will be home for professional learning resources and shared with everyone. Teachers will be expected to visit this regularly and also contribute good practice ideas to it.

Staff / Personnel

All staff - Liaison with Vicki and Louise

School Leaders

All staff

Led by Brian - DP

Set-up and maintained by Vicki, contributions by any

staff member


PLD Contract - Vision Education (Alison Davis) and resource texts

x4 copies of Switched Onto Spelling (Joy Alcock)


Achievement Targets @ TKP ~ 2015 Maths

Target References Current achievement ~ beginning 2015



● New Zealand Curriculum ● National Standards ● TKP Curriculum

Implementation Plan ● Conceptual Frameworks

(Bruce Moody) ● Numeracy Framework texts ● TKP Principles and Indicators ● Nag 1 and 2 Policies and

Procedures ● TKP Math’s Progressions

(under development)

At or above National Standard ● 71% of all students ● 78%of NZ/E students ● 67% of all Maori students ● 22% of Pasifika students ● 66% of all boys ● 75% of all girls ● 95% after 1 year ● 81% after 2 years ● 74% after 3 years ● 71% at end of Year 4 ● 44% at end of Year 5 ● 61% at end of Year 6 Maori Achievement ● 69% of Maori girls ● 65% of Maori boys Pasifika Achievement ● 20% of Pasifika girls ● 25% of Pasifika boys

All students Reduce percentage of

students achieving below and well below expectation

to less than 20%

Year 6 students: Shift 25% of all boys and

girls from below expectation to meeting

Boys overall

Shift 15% of boys from below expectation to

meeting

Actions to Achieve ● Continue to make maths a regular focus for discussion,

sharing and moderating at team and staff meetings ● Draft, implement and evaluate TKP Math’s progressions ● Refer to math’s PLD resources and learning from 2013 / 2014

to ensure we keep moving forward in our understandings and provision of quality math’s teaching and learning.

● Ensure all learners have a variety of opportunities to apply their problem solving skills (as required in NZC and National Standards)

● Increase integration of maths strands so learners have authentic contexts to apply new knowledge and strategies.

● Teachers will continue to grow use inquiry to ensure learner’s needs are being met.

● Continue to build bank of Evidence of Learning activities

Staff / Personnel

School leaders Senior leaders then all staff

All staff


Team budgets for purchase of appropriate and relevant resource material


School Operations, Governance and Management ~ 2015 (Section 4) Curriculum Key school documents that inform the Te Kauwhata Primary School Charter relating to curriculum include:

● Te Kauwhata Primary School Curriculum Framework (Principles and Indicators) ● Te Kauwhata Primary School Curriculum Design and Implementation ● Student Assessment Overviews ● NAG 1 Policies and procedures ● Te Kauwhata Primary School Strategic Plan and Annual Plans

Finance Key school documents that inform the Te Kauwhata Primary School Charter relating to finances include:

● Annual budget ● 10 year Property Plan ● SUE Reports / Banked Staffing Reports ● Assets Register ● Auditors Reports ● NAG 4 Policies and Procedures; Te Kauwhata Primary Strategic and Annual Plans ● NOTE: The following investment funds are targeted for stated purposes:

○ $200,000 - towards the construction of a Multipurpose facility ○ $40,000 - provision of student transport to selected EOTC events

Human Resources Key school documents that inform the Te Kauwhata Primary School Charter relating to human resources include:

● Job Descriptions and Roles and Responsibility Schedule ● Performance Agreements and Appraisal documentation ● Staff Handbook ● School Parent Information Pack ● Accidents and Medical register ● NAG 3 Policies and Procedures: Te Kauwhata Primary Strategic and Annual plans

Property Key school documents that inform the Te Kauwhata Primary School Charter relating to property include:

● 10 year Property Plan and 5YA Property schedules ● NAG 3 Policies and Procedures ● Insurance Policies ● Hazard Register ● Te Kauwhata Primary Strategic and Annual Plans

NAG 5 Policies and Procedures / Guidelines inform all aspects of Health and Safety in line with current legislative requirements and regulations.


te kauwhata primary school charter ~ 2015 2015.pdfte kauwhata primary school charter ... - local...

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