Charter 2015

Contents:

Background: 2

TPS Vision & Values: 4

Strategic Goals: 5

2014 National Standards Summary: 5

Annual Plans & Targets: 7

Areas of Continuing Strategic Focus: 16

Analysis of Variance: 17

The TPS 2015 Charter represents the next steps for our learning community as we continue to strive to enable each

learner to explore their potential and achieve personal and academic success across the New Zealand Curriculum.

The Titirangi Primary School Board of Trustees is committed to meeting all statutory obligations and giving effect to the

National Education Guidelines through the implementation and review of policies, plans and programmes, including

those for curriculum, assessment and staff professional development. The Board aims to provide a positive, inclusive,

emotionally and physically safe environment for all. The foundations of this are our school values, which act as a ‘mission

statement’ and articulate expectations, aspirations, rights and responsibilities for all members of our learning

community. They inform all aspects of life at our school, including our Charter and Strategic Goals.

We are committed to maintaining a culturally responsive environment within our learning community, in which

multicultural diversity, individuality, identity and cultural heritage are respected, affirmed and acknowledged. We

recognise that Te Reo Maori is particularly unique to New Zealand and is integral to our bi-cultural heritage in relation to

the history and context of the Treaty of Waitangi. Our implementation of Te Reo a Tikanga Maori aims to make provision

across the curriculum and at all year levels as a routine and regular part of the classroom programme and wider cultural

life of the school. The Board of Trustees undertakes to give careful consideration to any request from parents to provide

instruction in Te Reo Maori, subject to the availability of resources and personnel.

March: 2015: Charter Final

Draft consultation and

Submission to MOE

Dec 2014-Feb 2015: BOT

Charter Drafting

Nov-Dec 2014: Staff & Board Workshops

October 2014: Community

Survey

Backg

rou

nd

TP

S V

ision

& V

alu

es

Stra

teg

ic A

ctio

ns

“Develop their capabilities as active, independent learners and inquirers, equipped with the appropriate skills, knowledge and learning dispositions to enable them to effectively;

Question

Plan

Discover

Share

Create

Reflect

“Experience a diverse, engaging range of personalised learning

opportunities across all areas of the New Zealand Curriculum”

“Finance: To maintain sound, sustainable financial planning, processes and sources of revenue to support the strategic direction of the school.” “Property: To create and maintain a quality, modernised learning environment that is safe, functional & appropriately resourced to support and enhance learning.”

For all members of our learning community to:

“Be appropriately challenged and supported to enable success and

realise potential.”

“Understand their rights and responsibilities of

respect for self, others and our environment”

“Work collaboratively, in partnership

with teachers, parents and learners, to

support successful learning outcomes.”

Strategic Goals Implement effective, innovative, evidence-based

teaching and learning practices and personalised

learning pathways that are responsive to the

diverse needs of individual learners

Continue to develop and embed the TPS school

values as the basis for defining the rights,

responsibilities and positive relationships that

form the foundations of our learning community

Further develop learner-centred, learning-

focused and culturally-responsive partnerships

that celebrate diversity, involving and actively

engage all members of our learning community

Maintain an engaging, balanced range of

curricular and extra-curricular opportunities

that are responsive to the diverse interests and

cultural and academic needs of all members of

our learning community

Facilitate, celebrate and promote opportunities

for all members of our learning community to

develop increasing agency over their own

learning through the development of thinking

skills and collaborative, inquiry-based learning

2014 National Standards Data - Summary

Well Below Below At Above

Below or Well Below

At or Above

Reading 1.6 6.9% 43.2% 48.3% 8.5% 91.5%

Writing 1.6% 20.5% 61.2% 16.7% 22.1% 77.9%

Maths 0.9% 8.5% 63.5% 27.2% 9.4% 90.7%

READING WRITING MATHS

Area

s of stren

gth

Reading data as judged against National Standards has remained high, with a very small proportion judged ‘well below’ standard. 2014 results are broadly in line with 2013 data (-2%). Results analysis shows that there is no statistically significant difference in achievement by gender, and that both Maori and Pasifika students is in line or higher than achievement of other groups. The proportion of students judged to be ‘above’ the standard in reading is significantly higher than in writing and higher than in mathematics, with close to half of all boys and all girls judged to be achieving ‘above’.

Although comparatively lower than results for maths and reading, writing results remain relatively strong compared with national and regional results. 2014 results are marginally lower than previous writing results for 2013 (-4%), but remain in line with historic trends since National Standards reporting was first introduced. Girls trend particularly well in writing, with around 85% judged to be meeting or exceeding the standard. As with reading, proportions of students judged to be ‘well below’ the standard are very low.

Maths results show very positive achievement trends, again with consistency across gender and ethnicity. Boys’ achievement is notably high at the upper level, with 33% judged to be ‘above’ the standard overall. An intervention targeting Y3 girls judged to be at risk of being ‘below’ standard appears to have been successful in improved outcomes for the group.

Area

s for im

pro

vemen

t

Reading achievement improves in a general cumulative trend related to time at school, suggesting that support and intervention in the first few years of school should be prioritised.

Although numbers of students are not particularly high, acceleration programmes may be required for students who are continuing to make progress, but remaining below the standard for successive academic years.

Writing continues to be an area for development, with some high needs learners and possible areas for further development of teacher expertise in writing identified in specific areas of the school. Tailored support, guidance and professional learning has been identified for target areas.

Specific areas for improvement include Y2, Y3 and boys’ writing overall (particularly in the early developmental stages of emergent writing)

While no significant year levels or ethnicities emerge from the data for targeted improvement and proportions below are broadly consistent across demographics, a lower proportion of girls overall are judged to be ‘above’ the standard for maths.

Pla

nn

ed A

ction

s for Liftin

g A

chievem

ent

Maintain existing programmes of support to ensure achievement is maintained

Target students identified as consistently ‘below/well below’ the standard, trialling models of in-class teacher aide support

Continue with dyslexia PD and spelling programmes to improve provision for those with specific literacy needs

Engage with Year 2 of writing contract to continue building expertise

Targeted support for teachers based on 2014 cohort writing data

Expand ‘Accelerated Literacy Learning’ intervention for Year 2 to train 3-4 new teachers across Y3 and 4

Continue with dyslexia PD and spelling programmes to improve provision for those with specific literacy needs

Explore supplements to classroom programmes using technology/software solutions for writers experiencing significant, ongoing barriers to progress and achievement

Continue with ‘Accelerated Learning in Maths’ programme into Year 2, continuing to support target groups, including gender-specific groups as required

Expand ‘Accelerated Learning in Maths’ intervention for Year 2 to train 2 new teachers across Y3 and 4

Annual Plans & 2015 Targets

Improvement Plan Domain: National Standards Achievement Date: Feb 2015

Related Strategic Goals: STRATEGIC GOAL 1: For all members of our Learning Community to be appropriately challenged and supported to enable success and realise their potential

Annual Goal: Implement effective, innovative, evidence-based teaching and learning practices and programmes of support that are responsive to the diverse needs of every learner

Annual Target: ‘At’ or ‘Above’ Standard (%) Reading: 95%+* Maths: 95%+* Writing: 90%+* *with no significant difference in achievement by gender and/or ethnicity

Baseline Data - 2014:

Well Below Below At Above Below or

Well Below At or

Above

Reading 1.6 6.9% 43.2% 48.3% 8.5% 91.5%

Writing 1.6% 20.5% 61.2% 16.7% 22.1% 77.9%

Maths 0.9% 8.5% 63.5% 27.2% 9.4% 90.7%

Key Improvement Strategies:

When: What: Who: Indicators of Progress:

Term 1 2015 Reading/Writing/Maths – Class target groups identified in reading, writing and maths and action plans completed

Class teachers

- Target groups identified and monitored on an ongoing basis at Syndicate and Leadership level.

Term 1 2015 Writing – Professional Learning & Development contract Year 2 (Team Solutions)

SLT Literacy Leader Whole staff

- Mid-year interim OTJ’s against the National Standards for Writing

- Areas of good practice identified/promoted/shared

- Continuing observational feedback on quality and consistency of writing programmes across the school and development of programme guidelines

Term 1 2015 Accelerated Literacy Learning – Year 2 Literacy Leader

- Target groups for accelerated learning identified. - Curriculum and achievement action plans developed - Model of in-class support in Year 3 for writing

Term 2 2015 Dyslexia Professional Learning & Development

Whole staff - Continue to develop a consistent approach to literacy programmes that takes into account the needs of dyslexic learners

Term 1-4 2015 Improve consistency of writing and spelling programmes across the school

SLT Literacy Leader

- Continue to develop the use of Sheena Cameron and Joy Allcock Resources

- Develop guidelines for TPS writing programmes - Shared approach evident in writing plans

Term 1 2015 Reading – Revisit TPS Reading Programme guidelines to ensure consistency of identified good practice across all classes

SLT Literacy Leader

- Observation feedback - Shared approach evident in reading maps

Term 1 2015 Maths - Accelerated Learning in Mathematics – Year 2

ALiM Leader - Target groups for accelerated learning identified. - Curriculum and achievement action plans developed - Model of in-class support developed in Year 3 for

mathematics Resourcing: Release and unit allocations for ALL and ALiM leaders. Dedicated staff and syndicate meeting time. Dyslexia PD

and support materials

Improvement Plan Domain: Meeting the Needs of Diverse Learners Date: Feb 2015

Related Strategic Goals: STRATEGIC GOAL 1: For all members of our Learning Community to be appropriately challenged and supported to enable success and realise potential

Annual Goal: Implement effective, innovative, evidence-based teaching and learning practices and programmes of support that are responsive to the diverse needs of every learner

Annual Target: Learners receiving support to make accelerated progress towards achieving At National Standards. Learners identified as Gifted & Talented to experience appropriate levels of challenge

Baseline Data: Achievement data from Dec 2014/Feb 2015, GATE referral data administered by GATE Co-ordinator in conjunction with anecdotal data gathered by Teacher and/or Parent

Key Improvement Strategies:

When: What: Who: Indicators of Progress: Term 1 2015 Identify learners achieving below or well

below National Standards Prioritise learners to receive Teacher Aide support for their learning

SENCO Teachers Teacher Aides RTLB SLT

- Learners achievement progresses towards goals set in Syndicate action plans and/or IEP and monitored by teachers/syndicate teams/SLT

Term 1 2015 Document Individual Education Plans for each learner receiving learning support

Terms 1 – 4 2015

Teachers schedule classroom timetables so that identified learners receive both learning support and classroom teaching in their area of need

Teachers Teacher Aides SENCO Read. Recovery

- Learners receive learning support which builds upon the classroom programme, blending both in-class and withdrawal programmes

Terms 1 - 4 2015 Professional development to up-skill teachers so that support for learners is

Team Solutions Facilitator

- Teachers are better able to cater for learners’ needs within classroom programmes, as

maximised during classroom programmes, particularly in the learning area of Writing

School Literacy Leaders Teachers SLT

evidenced by student achievement data and observational evidence

Term 1-4 2015 Offer appropriate levels of challenge for the most able learners

Te Toi Tupu Facilitator GATE Coordinator Teachers SLT

Term 1- 4 2015 Identify and withdraw learners who require extension beyond the classroom programme to be catered through Gifted and Talented programmes e.g. Future Problem Solving, Philosophy for Children, Otago Maths Problem Solving, Junior Krypton Factor

GATE Co-ordinator Teachers

- Learners in FPS programme participate and achieve in National FPS examinations

- Learners ability to use lateral thinking and problem solving is extended where appropriate through participation in specialist programmes

Term 2 2015 Implement supplementary GATE enrichment programmes to offer a broader range of curriculum areas

SLT GATE Co-ordinator Teachers

- Teacher released to facilitate ‘Enrichment Days’ in specialist learning areas of the curriculum

Term 1 2015 GATE teachers attend and up skill teaching approaches used in Gifted and Talented extension programmes

Teachers - Teachers attended training in FPS and P4C

Resourcing: Gifted and Talented Coordinator, Teacher Aides, GATE PLD

Improvement Plan Domain: Pedagogy & Professional Learning Date: Feb 2015

Related Strategic Goals: STRATEGIC GOAL 1: For all members of our Learning Community to be appropriately challenged and supported to enable success and realise potential

Annual Goal: Implement effective, innovative, evidence-based teaching and learning practices and programmes of support that are responsive to the diverse needs of every learner

Annual Target: Online tools planned in to all core and concept maps across the school

Key Improvement Strategies:

When: What: Who: Indicators of Progress: Term 1 2015 Establish ‘Innovative Pedagogies Team’

to inquire into and evaluate evidence of effective curriculum design and pedagogy, including ‘Modern Learning Environments’

ICT Committee Innovative Pedagogy Team SLT

- Leaders released to explore, evaluate and report on effective practice in both our own and others’ learning environments

- Professional development on the use of key online delivered to staff

- Innovative Pedagogies Leaders supporting through modelling the potential applications of online tools to facilitate learning

- Cloud-based solutions for teaching and learning introduced for all Y6 learners via the Google drive platform

Term 1 2015 Continue to promote the use of eLearning tools to extend learning beyond the classroom as part of a model of blended 21st Century Pedagogy

Term 2 2015 Extend trial BYOD policy for older learners and evaluate impact on teaching and learning

Innovative Pedagogies Leaders & Syndicate 6

- BYOD trial in place across all Year 6 classes and evaluated for impact on teaching and learning

- BYOD Policy recommendations to BOT Term 3, 2015

Ongoing Continue to promote and facilitate learner agency through programmes that allow opportunities for goal-

SLT - Ongoing review of learning progressions across the school

setting, self-directed inquiry and learning preferences

Innovative Pedagogies Team Teachers

- Consideration of programme design to allow student choice

- Continuing evaluation of the impact of ‘20% time’ for older learners

Resourcing: Dedicated staff meeting time. Unit allocations for 2 Innovative Pedagogies leadership roles, release time for observations and school visits

Improvement Plan Domain: Vision & Values Date: Feb 2015

Related Strategic Goals: STRATEGIC GOAL 2: For all members of our Learning Community to understand their rights and responsibilities of respect for self, others and our environment

Annual Goals: Continue to develop and embed the TPS school values as the foundations for our learning community

Annual Target: 1. To promote our school values for all members of our Learning Community

2. To ensure consistency in the approach and philosophy that forms the basis for relationships within our Learning Community

Key Improvement Strategies: When: What: Who: Indicators of Progress:

Ongoing Promote the TPS School values to all stakeholders

All staff Values highly visible in the school environment and referenced where appropriate in promotional material/newsletters/acknowledgements & events

Term 1 2015 Take proactive steps to ensure clarity of expectations, rights and responsibilities

All staff Teacher ‘class contracts’ Principal visits to classes Consistent Anti-bullying messages

Term 2/3 2015

Ensure a consistent approach to behaviour management across the school

All staff

Positive interactions guidelines and related policies revisited with staff as part of beginning of year orientation Restorative practice training for whole staff Consistent systems of positive reinforcement, including certificates aligned with school values

Resourcing: Restorative practice PLD (grant application), printed certificates, online newsletter

Improvement Plan Domain: Learning Partnerships Date: Feb 2015

Related Strategic Goals: STRATEGIC GOAL 3: For all members of our Learning Community to work collaboratively, in partnership with teachers, parents and learners to support successful learning outcomes

Annual Goals: Further develop learner-centred, learning-focused partnerships that involve all members of our learning community

Annual Target: 3. To promote our school values for all members of our Learning Community

4. To ensure consistency in the approach and philosophy that forms the basis for relationships within our Learning Community

Key Improvement Strategies:

When: What: Who: Indicators of Progress:

Ongoing Effective, learning-focused communication with parents

All staff Principal and SLT communications to parents Information on events and initiatives published Emails home from teachers Website/social media content current Continued review of parent/teacher and student-led conferences

Term 1 2015 Introduce ‘Parent Portal’ online platform for sharing information between home and school

SLT

Online portal available to parents, including redesigned report formats Next phase of a drive towards ‘paperless’ systems of communication introduced via smartphone apps

Term 2/3 2015 Review current Home Learning expectations to ensure consistency and clarity for parents

SLT Teachers BOT

Parents kept well informed about home learning expectations and areas of focus by all teachers Policy reviewed, with input from all stakeholders Homework information available online

Resourcing: eTap Student Database ‘Parent Portal’ and associated apps. ‘How you can help at home’ links and materials introduced online

Improvement Plan Domain: Curriculum Development Date: Feb 2015

Related Strategic Goals: STRATEGIC GOAL 4: For all members of our learning community to experience a diverse range of learning experiences and opportunities across all areas of the New Zealand Curriculum

Annual Goals: Maintain an engaging, balanced and culturally-responsive curriculum that is responsive to the diverse needs of every learner Offer a broad range of opportunities for extra-curricular activities

Annual Target:

5. Curriculum overview in place to ensure coverage

6. Establish curriculum teams to facilitate support and guidance for teachers as appropriate

7. Continue to promote and facilitate a broad range of extra-curricular opportunities

Key Improvement Strategies 2015:

What: Who: Indicators of Progress: To implement 3-year curriculum overview Mapping Team

SLT Curriculum Teams Curriculum Team Leaders

- Concept map alignment with curriculum overview - Team leaders to involve all staff members in specific

curriculum teams and mapping of learning experiences Resources and guidance available to teachers to support learning programmes and opportunities across the curriculum, including The Arts, Science, Physical Education, Social Sciences, Technology and elearning.

Review existing resources in non-core curriculum areas, including both physical and digital resource bank

Involve curriculum leaders and teams in mapping (planning) process

Continue to promote opportunities for extra-curricular activities

Associate Principal

Range and balance of clubs and activities available across the school

Resources: Unit allocations for leadership roles, curriculum budget areas, curriculum mapping software and release where appropriate

Other Areas of Continuing Strategic Focus

Enviro - Involve learners in deciding what environmental actions should be considered at school - Involve all classes in developing their own projects to enhance the school environment as part of a whole-school process - Continue to liaise with ‘Neighbourhood Network group - Reflect Maori perspectives in enviro work at our school - Continue to develop and build upon our Travelwise initiatives - Foster a sense of whanaungatanga in our school and wider community, making connections with our local community, identity and heritage within the Waitakere ranges in relation to the concept of tūrangawaewae

Te Reo Me Tikanga Maori - Continue to develop expertise through in-school leaders - Embed Te Reo in each subject area map - Coordinate key vocabulary focus across the school, linked with concept - Continue to build and foster a sense of whanaungtanga through the application of our ‘connected’ school values statements - Continue to make explicit connections between our ‘respectful’ value statements and enviro initiatives based on concepts of kaitiakitanga - Explore opportunities to make links in order to foster productive partnerships with parents, whānau, hapū, iwi, and communities - Continue to align learner agency initiatives with the underlying concept of Ako, as stated in our school motto “Ako Tahi”

Analysis of Variance

Focus Area: Reading Strategic Goal: Continue to develop and enhance learner achievement

Annual Goal: Accelerate progress of students performing ‘below’ or ‘well below’ the National Standard in reading

Baseline Data:

Well Below Below At Above Below or

Well Below At or

Above

Reading 1.6 6.9% 43.2% 48.3% 8.5% 91.5%

Targets (2014): 95% of students ‘At’ or ‘Above’ Standard (with no significant difference in achievement by gender and/or ethnicity

Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why

did it happen?)

Evaluation (where to next?)

All documented actions for

2014 implemented,

including identification of

target groups, ongoing

monitoring, programmes of

support and targeted PLD

Achievement target not yet

achieved – marginally below

target

Gender and ethnicity targets

achieved

Students in the first 2 years of

school results show a significant

proportion of student below the

standard, as judged by interim

and Overall Teacher Judgement.

Interventions were targeted

predominantly at writing,

although Reading Recovery

showed gains for high needs

students

Renew focus on consistency of

reading programmes and ongoing

monitoring

Evaluate model of in-class support,

and maintain existing teacher aide

support at current levels

Focus Area: Writing

Strategic Goal: Continue to develop and enhance student achievement

Annual Aim: Accelerate progress of students performing ‘below’ or ‘well below’ the National Standard in writing

Baseline Data:

Well Below Below At Above Below or

Well Below At or

Above

Writing 1.6% 20.5% 61.2% 16.7% 22.1% 77.9%

Target (2014): 90% of students ‘At’ or ‘Above’ Standard (with no significant difference in achievement by gender and/or ethnicity

Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why

did it happen?)

Evaluation (where to next?)

All documented actions

for 2014 implemented,

including identification of

target groups, ongoing

monitoring, programmes

of support and targeted

PLD

Achievement target not met,

with a margin of 12.1% yet to

be achieved

Ethnicity targets met

Gender results continue to

show boys achieving at lower

levels that girls

The first year of our intensive

writing contract focused

predominantly on needs analysis

for teacher PLD. Evidence shows

inconsistency in terms of

pedagogy and programme

design, in addition to areas of

teacher need in terms of writing

PLD.

Implement 2nd year of writing PLD

contract, shifting focus onto

defining best practice, sharing and

modelling effective strategies and

supporting professional learning

for individual teachers as required.

Focus Area: Mathematics

Strategic Goal: Continue to develop and enhance student achievement

Annual Aim: Accelerate progress of students performing ‘below’ or ‘well below’ the National Standard in mathematics

Baseline Data:

Well Below Below At Above Below or

Well Below At or

Above

Maths 0.9% 8.5% 63.5% 27.2% 9.4% 90.7%

Target (2014): 95% of students ‘At’ or ‘Above’ Standard (with no significant difference in achievement by gender and/or ethnicity

Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why

did it happen?)

Evaluation (where to next?)

All documented actions for

2014 implemented, including

identification of target

groups, ongoing monitoring,

programmes of support and

targeted PLD

Achievement target not met,

with 4.3% yet to achieve

Ethnicity target achieved

Gender results continue to

shows girls performing

marginally below boys

Results are close to target.

Results indicate that the first

two years of school show

slightly lower achievement

overall relative to later year

groups, which fits with historic

data

Continue to develop ALL

programme of support

Focus on monitoring and

supporting as required in Y1/2

Maintain existing programmes of

support

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