Primary School

2016 CHARTER

MOE # 3547

A Passion for learning, a Pride in belonging.

‘He aha te mea nui I te Ao? He tangata, he tangata, he tangata’

I ask you what is the most important thing of all? I would say “It is the People, the People, the People.”

Table of Contents

Introductory Section

Contacts

Swannanoa Team

Core Values & Beliefs

School Statement

Cultural Diversity

Strategic Section

Annual Plan

Self –Review & Guidelines

Business as Usual

Procedural Information & Charter Consultation

2020 Vision Swannanoa 8 S’s to Collaborate

Swannanoa SchoolTram Road RD 6 RANGIORA

PHONE 03 312 6813EMAIL admin@swannanoa.school.nz

WEBSITE www.swannanoa.school.nzSwannanoa School Charter 2015MOE Number 3547

He Tangata He Tangata He Tangata

The School Charter Introductory Section

A Swannanoa Learner shows Lifelong Learning through the ASPIRE learning philosophy supported by our values of YES 2 Respect. (Y2R)At Swannanoa we encourage all learners to be involved in our community to always be the best they can be through following YES 2 Respect. (Y2R)

Swannanoa SCHOOL STATEMENT – February 2016Swannanoa enjoys continued roll growth with students enrolling all from within our zone. There is a genuine learning culture based around collaboration and a currency of collaborative teaching based on solid theory, philosophy and the drivers of ‘doing what is best for every Swannanoa learner.’ We have four hapu or schools within our school. Each hapu has a teaching team organised around age and stage, physical buildings and context. There exists a determined belief that all children will meet with success and are valued for who they are and supported by ASPIRE to reach their potential and show ‘A Passion for Learning, A Pride in Belonging’

Swannanoa School is a Decile 10 semi-rural full primary school situated in the Waimakariri district of the North Canterbury region catering for approximately 280 students from Year 1-8.  We are around 25km from central city Christchurch. 

The school enjoys a warm, welcoming family atmosphere. Being set in a rural setting and surrounded by lifestyle blocks helps to define the school’s character. Parents appreciate the close caring way staff and students work together. The staffing structure has changed to a more collaborative team approach where people coach, mentor and support each other. Our physical environment has been developed to address de-privatisation and deliberately encourage sharing. We are expecting a new three teaching space in early 2017.

We are proud of our school and really enjoy its family feel and focus on learning.  Our logo represents our North Canterbury landscape, the Southern Alps, the Canterbury Plains and braided rivers; Waimakariri, Eyreton and Ashley.  The sun is a symbol of young minds growing, and optimism for their bright futures.Swannanoa is a North American name meaning, “meeting place, or appellation of two mountain ranges”.

Swannanoa was founded in 1871. The school has large grounds, which are carefully maintained. The school has traditional learning environments however from the start of 2016 the staff have embraced a collaborative teaching model.

We share our site with the Swannanoa Preschool. During 2016 we plan to make stronger links especially through the cultural narrative and explore ways in which we can enhance each other’s curriculum.

The Board of Trustees works in a close collaborative and consultative way with the principal, staff and school community to develop their strategic goals and annual plan. The Board is excited about the future developments at Swannanoa and the learning environment is their paramount goal. There is an active Home and School operating in the school community and a very active and supportive Fair Committee who annually run a significant Country Fair raising funds for the school. There is a plant group who ‘grow on’ plants for a biennial plant sale

Swannanoa’s strategic aim is to provide modern collaborative teaching techniques in a strong collegial environment. Diverse approaches such as student agency will result in improvements of engagement, motivation and student achievement.

Swannanoa has enjoyed steady roll growth. At the start of 2015 our roll was 250 at the start of 2016 the start roll was 273.

Challenges and Strengths.

Passionate and dedicated teachers and staff who are willing to embrace change so as to benefit the children.Strong systems of self review and appraisal. Staff working closely together to achieve the best outcomes for all learners.High standards and levels of expectation. Clear vision and strategic direction for Swannanoa.Continued rapid roll growth and the subsequent demands on the Boards resources.

Active and Healthy participation

Swannanoa children are active children wanting to live the rural lifestyle. They are involved in a range of activities which promote helathy and active lifestyles. The school promotes competitive sports and encourages active participation. EOTC and ABL are strong features our the school with many challenging camps and adventure type activities which help develop the ‘soft’ skills to help develop holistic well rounded citizens who can contribute to society.The school is based in a rural area and as such is determined the school will reflect the rural nature of the community. We have sustainable gardens and have sustainable charateristics reflected in our curriculum.

The Core of Swannanoa is YES 2 Respect – your community, environment and self ASPIRE – Achiever, Self-Directed, Productive, Inquisitive, Respectful,

Expressive High Student achievement – High Decile and High performing The rural feel of the school – Rural values and lifestyle Active / Busy / Adventurous students

By the end of 2016 Swannanoa School will have developed a collaborative distributive Marae style leadership. A Vision which is shared and owned by all. An innovative collaborative teaching and learning model which reflects what Swannanoa is.We will have developed our own definition of effective collaboration which is the best fit for Swannanoa.During 2016 we will move towards personalised learning, embedding and embracing Culturally Responsive Practice. Accelerated learning opportunities, lifting the level of respect through YES 2 Respect. Develop greater agency and greater emphasis on soft skills – creativity, curiosity, intuition, fun, ability to recombine ideas, enjoyment, problem solving, entrepreneurial skills. Our curriculum will be reviewed to better reflect the the intent of NZC and the strategic direction of the school.By 2018 - Swannanoa School will have developed Graduate Profiles for our students, implemented Anniversary Reporting, embedded Culturally Responsive Practice, have well structured systems for accelerating learning and personalising learning. The OTJs across the school will be more aligned through collaborative practice and will naturally be just part of what we do.By 2020 – Swannanoa will be ready for the next 5 YA. At this stage Swannanoa will be known for its innovative environmental developments. Its own collaborative, responsive, rich, individualized reflective and future focused learning model. Swannanoa will have developed a more rural value based curriculum which better reflects the nature of the school.

The Swannanoa Team

Board of Trustees Teaching Teams Support Staff Students

Chairperson

Scotty Herbert

Principal - Brian Price

Deputy Principal - Kate McClelland

Reception Area

Anne Bartlett

Mel Jones

Total Students - 275Year 1 = 36Year 2 = 34Year 3 = 35Year 4 = 35Year 5 = 34Year 6 = 33Year 7 = 37Year 8 = 31New entrants expected from Feb = 31

Jo DobsonAngela SearleClaire Chatterton

Hapu – TipuKate McClelland – Team leader

- Bridie Gray- Jena Davidson- Anne Williams- Aimee Roodt- Ben Thomson

Teacher Aides- Karen Mitchell- Jodie

McIntosh- Jane Newton- Jasmin

Pilkington

Rm 1 = 27Rm 2 = 25Rm 3 = 14Rm 4 =16Rm 5 = 23Rm 6 =23Rm 7 = 34Rm 8 = 34Rm 9 = 26Rm 10 =27Rm 11 =26

Hapu – 2Averil Hammond – Team Leader - Shelley Tonganivalu

Male students = 149Female students = 126

Total students as at Feb 275

Health & Safety

Blair Andrews

Hapu – 3Felicity Upjohn – Team Leader

- Julie Planner- David Lucas

Staff Rep

Emma Lynskey

Hapu – 4Sue Spark – Team Leader - Emma Lynskey

LibraryDeidre King

Groundsperson / CaretakerEric Hammond

CleanersTopCuts

Student EthnicityNZ European/Pakeha - 238Māori - 22African - 2Chinese – 1Other European – 1British / Irish – 6Japanese – 1Australian – 4

Brian PricePrincipal

Specialist Teachers- Jinnine Pearce

(Reading Recovery)- Jenny Alexander

(Maths)- Michelle Wilson

Students with Special needs

HLN – 1 Student

ORS – 1 Student

Core Values and BeliefsMission Statement:A Swannanoa Achiever will be well equipped to thrive in an ever-changing world.Student Achievement GOALS

● To increase the number of students achieving at or above the National Standard in Maths.● To increase the number of students achieving at or above the National Standard in Reading.● To increase the number of students achieving at or above the National Standards in Writing.

Resources● Provide appropriate professional development for all staff.● To provide appropriate resources to support the raising of Student Achievement for every learner.● PD for 2016 –Cluster PLD, ALL, Cultural Responsive practice, Collaborative teaching practice through LWDT

The Learning Community Cluster facilitator will be working with curriculum teams to enhance networking and build sustainable groups across the cluster i.e. Literacy, Senco, Cultural.The school leaders will work on creating a vision and how Future Focus Inquiry work can result in collaboration across all schools. A contract with CORE looking at the Spirals of Inquiry will be a major focus.Within Swannanoa our PD focus will be Spirals of Inquiry and using our targeted students. This will involve the Team leaders working with Cluster leaders twice per term.Our key PLD will be visiting other schools and gaining an understanding of how similar schools to Swannanoa are meeting the collaborative challenges.Each Hapu is encouraged to visit schools which are age and stage appropriate. Each hapu will plan visits so that each hapu can visit and have time to reflect on what is possible.There will be one school wide trip allowing staff to visit a number of best practice schools over a few days with the intent of gaining an understanding of the change process.PB4L will continue to be a focus as the school embeds into the sustainability phase.Swannanoa School - Our Vision.“The Swannanoa Achiever will be well equipped to thrive in an ever-changing world”

RECOGNISING NEW ZEALAND’S CULTURAL DIVERSITY Swannanoa, as appropriate to its community strives to develop procedures and practices that reflect New Zealand’s ever changing cultural diversity and the unique and special position of Māori culture.

In recognising the unique position of Māori, Swannanoa School will take all reasonable steps to provide instruction in Tikanga (Māori culture) and Te Reo Māori (Māori language) for students whose parents request it.

At Swannanoa School we currently:

● Provide a resource folder for teachers to use as the key programme in Te Reo Māori across the school. Started a Kapa Haka group

● We have teacher who is able to enhance things Māori and engage in Te Reo.● Continue the development of Tikanga me ona Te Reo Māori for all staff & students through

classroom programmes.● As well as specific timetabling, Māori is integrated across the whole curriculum where appropriate.● Provide opportunity for students to join Kapa Haka. Employ a suitable tutor with strong links to our

local Māori community.● At least once a year meet with our Māori Community to reflect on the Te Reo programme operating

at Swannanoa School, discuss any issues or concerns and generally maintain and further strengthen our liaison with our Māori community. During 2016 the consultation process will extend to the cluster.

● Those identified as Māori on our student database will be monitored closely especially in literacy and numeracy as a group, through every level of the school and endeavour to meet their individual needs as with all our students.

● Continue the commitment for all students to experience things Māori through hosting such events as Matariki.

● Exploring ways in which the Waimak Rural Cluster could address Māori medium education across the sector.

Māori Responsiveness PlanIf a Whānau requests a higher level of Tikanga and/or Te Reo than is at present evident in our school’s Māori programme the staff and family will discuss and explore the following options:-

● Further explain the existing programmes.● Further extend the existing programmes if & as appropriate.● Combine with a Waimak Rural Cluster school for parts of the day/programme.● Provide in school support & resources to further enhance inclusion of Te Reo & Tikanga within the

child’s classroom.● Explore with other cluster schools what we may offer and collaborate around what could be possible

to help meet expectations.● Professional development in Tātaiako and Ka Hikitia – Māori enjoying success as Māori.

Other Cultures ● A celebration of other cultures is met through Inquiry and often done in response to needs or

events.

Positive PartnershipsSwannanoa has a strong values programme based on YES 2 Respect and an expectation that everyone makes a positive difference to the Swannanoa Community. Strong partnerships between the staff, students, parents and whanau with a commitment by everyone to make Swannanoa the best possible learning community it can be.

This happens because

Students● Every Swannanoa student is excited

about learning.● Love coming to school.● Are achieving and experiencing success.● Are able to talk about their learning and

their next steps.● Are developing resilient coping strategies

and have a ‘can do’ attitude.● Behave in a socially acceptable way by

showing YES 2 Respect and making the right choices.

● Are leading their own learning.● Are able to be individuals.● Are encouraged and supported when

taking risks.● Are able to talk about any issues

concerning them.● Are valued for who they are and what

they believe.

Staff● Are caring and consistent and

understand of Swannanoa children.● Teach at the point of challenge.● Develop programmes suited to the

needs of the learner.● Provide high levels of excellence and

an expectation of success.● Provide quality feedback and guidance.● Model our Yes 2 Respect values.● Show a commitment to Swannanoa

School and those who work within the school community.

● Have, bright, warm and supportive learning environments.

● Foster and nurture interpersonal relationships.

● Know their roles and are empowered to carry these out.

● Are supported by the Board of Trustees and leadership.

Parents● Encourage and value learning in the

home● Are supportive and implement our YES 2

Respect values at home.● Are part of the Swannanoa learning

community.● Feel valued when they enter the school.● Know and are supportive of the goals and

objectives of the school.

Our school Environment● Is welcoming and inclusive to all.● Is a caring, safe and happy place

where all members of the learning community want to come to school.

● Is a place we feel proud of.● Is clean and well maintained.● Is a community asset.

The Swannanoa Strategic SectionThe Strategic Plan is always about raising student achievement especially for priority learners eg. Māori students, Pasifika students and students with special education needs. Swannanoa currently has 8% of Maori students 0% Pasifika and 2% of students with Special Needs.The Charter embraces the Government’s Education priorities both the National Educational Guidelines (NEGs) and the National Administration Guidelines (NAGs)Our community strategy goals are identified and relate to our YES 2 Respect values. The strategic goals embrace the wishes of our community and are focused on inclusive practices for all. ASPIRE is our learning model.

The strategic goals aim to reflect the direction of the school in a wide range of areas. They incorporate the key competencies and values. Every goal relates to the wider Cluster of Schools - Strategic vision is that schools in our cluster work closer together, this will feature as part of the Strategic Direction.

Swannanoa School Strategic Plan 2016 – 2019

Our School

Is a family based school Is a positive and supportive learning

environment Celebrates being a successful well

established School Teaching at the point of challenge

through a rich and responsive curriculum.

Our staff work closely in a collaborative atmosphere where the environment allows teachers to support student agency

Acknowledges the Treaty of Waitangi Is inclusive and welcoming to all

whānau and community

Our Values

YES 2 Respect

Y = your community = Ethical thinking / Empathy Servant leadership / humility / Undrestanding the Greater Good / being an active community person.

E = Environment = Taking pride in the school environemnt and self. Sports gear away, Rubbish in bins or picked up. Personal belongings in the right place.

S = Self = Choosing words and actions carefully. Personal hygene, being accountable for own actions.

Our Vision The Swannanoa Achiever will be well equipped to thrive in an ever-changing

world.

What we plan to do over the next four years 2016 – 2020

NAG 1Student Learning

NAG 2Strategic Documentation

NAG 3Personnel

NAG 4Finance/Property

NAG 5Health & Safety

NAG 6Legislative Requirement

High quality collaborative teaching through effective MLE pedagogy which promotes student agency

On-going development & improvement with a focus of meeting our vision through reflective practice

To be an employer who attracts & retains quality staff.Proactively values our staff.Encourages on development.

The appropriate school resources are managed & maintained & used effectively to provide the best learning opportunities

To ensure a safe & healthy environment for students and staff

To act in accordance with all legislative requirements

Strategic intent 2016 - 2020 Strategic Goal # One – To focus on improving students’ progress and achievement in relation to the National Standards. Swannanoa school will focus more of accelerating learning and personalising learning through insuring every student is taught at the point of challenge in a rich and responsive curriculum.

Strategic Goal # Two - For Swannanoa to become more of a community school through improving our culturally responsive practices, engagement with whanau and community, greater use of the facilities by the wider community and collaborating with our cluster and further embedding the association with the Swannanoa Preschool into our curriculum.

Strategic Goal # Three - Swannanoa environment to be developed so the property and infrastructure enable the learning through clever use of facilities. We are a rural school in a Rural lifestyle community. Our school will better reflect the values and environment which is typical of a rural Canterbury school.

Strategic Goal # Four - To consolidate the ‘Modern Learning Environment’ the ‘Swannanoa way’ – Through Effective use of ICT and Blended E Learning pedagogy to enhance Teaching and Learning programmes designed for Swannanoa students and implemented by the staff.--------------------------------------------------------------------------------------------------------------------------------------------

Strategic Goal # One - To focus on improving students’ progress and achievement in relation to the National Standards and every student is taught at the point of challenge in a rich and responsive curriculum.Objectives

● Improvements in student achievement and rates of progress for Māori and children with special needs will be measured, monitored and reported annually. Monitoring through regular team meetings along with strong Midpoint Monitoring will be implemented and will be ongoing throughout the year. Team leaders to present progress reports to the Board on a termly basis

● Continue to refine assessment practices and utilise effective assessment tools so as to effectively monitor rates of progress.

● Develop a system to manage anniversary reporting and align to our existing reporting system.● Developing of appropriate remedial and extension programmes based on assessment data and

next step learning and careful use of school resources. Accelerating learning● Targeted students to have a relentless focus from all staff to meet their targets through careful

targeted resourcing and a detailed action plan

Development area

Actions Outcomes Who By When&

Variance

indicators

Improve student achievement and rates of progress

Careful action plans developed by teachers to support the targets. Completed by the teachers

Targets are met and Student achievement levels raised

StudentsTeachersLeadership

Oct 2016

Use of effective assessment practices

Assessment practices implement which help with formative assessment and OTJs

The practices in place are directly used to improve learning and achievement

TeachersTeam leadersManagement

Oct 2016

Refinement of reporting practicesIn line with Collaborative practice

Reporting format in place.Better use of SMS and accurate OTJ data which is moderated by the hapu.

Reporting practices better reflect achievement and progress

DPmanagementTeachers

Oct 2016

Remedial and extension programmes for 2016 looking at GATE students

Careful identification of targeted students and IEPs developedTAs work closely with TeachersRates of progress monitored

Students achieve to higher than expected level.All staff know what is expected and goals clearly explained and owned by all

TATeachersSencoLiteracy specialist

Term 4

Targeted students achievement closely monitored

Relentless focus on targeted students’ achievement. Closely monitored by TL and Teachers

Target students make greater than expected achievement

TeachersTASENCOmanagement

Term 4

Strategic Goal # Two - For Swannanoa to become more of a community school through improving our culturally responsive practices, engagement with whanau and community, greater use of the facilities by the wider community and collaborating with our cluster and further embedding the association with the Swannanoa Preschool into our curriculum.

Objectives ● To involve the community in the development of the Swannanoa Curriculum through hui, cluster

meetings, community consultation. We will encourage our staff to fully embrace Cluster networking opportunities.

● Develop more effective ways of communicating with our Māori community. Implement recommendations from the Cultural Analysis from the cluster work.

● Te reo, tikanga, kapa haka, mau rakau to become embedded into our school curriculum. Increased participation and culturally responsiveness. Use Averil to strengthen practice across the school.

● Provide opportunities with the local and wider community to support teaching and learning.● Provide a physically, emotionally, culturally safe and calm school environment for all.● Maintain a culture where everyone uses YES to Respect when interacting with each other.● Ensuring relationships with whānau contribute to the well-being and on-going learning of all

students.● To ensure the association with the Swannanoa Preschool is mutually beneficial to all learners.

Development area

Actions Outcomes Who By When& indicators

Variance

Involve Community in curriculum design

Hui, Consultation meeting to seek input into curriculum design

The curriculum development is owned more by the community.Aspects of the curriculum reflect the Swannanoa community

Principalteacher in charge of Māori – Averil Hammond

BOT

Community input evident inthe curriculum

By term 3

Increase in use of Te reo, participation in Kapa haka,tikanga

Promotion of things Māori by all staffEncouragement to be involved through promotion at assembly and Kapa haka etc.

More Te reo being usedKapa haka and participation increases.

Teacher in Charge of Māori – Averil HammondTeachersManagement

T 4Increase in participation and use

Cluster PL based around cultural inclusive practice

As part of cluster proposal planned Cultural Responsive practice to be coordinated and planned for.

A PD programme in place across the cluster relating to the Cluster poutama

Cluster audit – Raewin Tipene recommendations implemented as part of cluster hui.Cluster principalLeadership teams

T4Some Cultural responsive practice PL in place and a programme designed – ie Kapa haka

Provide opportunities for local community involvement

Form stronger connections with the local community to have involvement with Swannanoa

Swannanoa will be more of a community school with a greater inclusive feel

BOTPrincipalCommunity leaders

T 4

Provide a safe school environment

‘Student Voice’ used so as students have ownership of the school atmosphere. Development of environmental team

School has a calm vibe.Everyone reports feeling safe in the school.

DPTeam leadersStudent council

Term 4

Survey of students

Provide opportunities for the community to be fully involved in the teaching and learning

Teachers to communicate school activities and invite whanau to be involved where possible.An open door and inclusive environment of inclusiveness

The community is present in the school more. The curriculum and learning is richer due to the input from the community

PrincipalTeachersStudents and all staff

Term 4

Relationships with whanau are positive & contribute to learning

Teachers to know their children and whanau well by creating opportunities for whanau to be involved in the learning. Open nights and social events.Quality learning conferences.

Whanau feel they are included in the learning taking place in the school and are positive about the interactions with teachers and understand the learning.

TeachersWhanauSenior Leadership

By end of term 2

Maintain a culture of YES 2 Respect

Teachers and school leaders consistently promoting YES 2 Respect and reinforcing the culture and expectations at Swannanoa

YES 2 Respect is extremely strong at Swannanoa and is driven and promoted by all staff and students

Everyone Term 4

Strenghten the relationship between the Preschool and us

Work closely with the Preschool to establish greater links within our curriculum

The Swannanoa Preschool community feel valued and a true part of the School community

BOTStaff Students and community

Term 3

Strategic Goal # Three - Swannanoa environment to be developed so the property and infrastructure enable the learning through clever use of facilities. We are a rural school in a Rural lifestyle community. Our school will better reflect the values and environment which is typical of a rural Canterbury School.

Objectives● Property developments to enable the teaching and learning within the MLE concepts.● Ensure all technologies are equally available to all staff. All staff are utilising ICT fully to support

student agency. ● Investigate BYOD and Cyber safety practice in the school. Infrastructure and practice to be able to

handle a device per person and support Global citizenship. Swannanoa to fully implement ‘Learn Grow Protect’ practices.

● Further develop sustainability practices. Recycling, ● Introduce more equipment for students - Fitness circuit, bike track, ● For our community to fully celebrate its diversity through being inclusive and promoting multi and bi

cultural perspectives and understanding.

Strategic Goal # Three -

Development area

Actions Outcomes Who By When& indicators

Variance

Property developments to support MLE

5YA development of teaching soaces

Teaching spaces reflect the MLE design.

Term 4

Completed project

Technologies equally available to all staff

Ensure technologies available are meeting the learning needs.

All students using technologies effectively & supporting learning

ICT teacherCluster networksBOT

Term 3Technologies equally used

Explore BYOD and Cyber safety practice‘Learn Grow Protect’ philosophy implemented

Explore BYOD capabilityProactive approaches to ICT learning through Cyber safety contract. Implement LGP approach.

BYOD part of teaching and learning. Cyber safety and Cyber citizenship evident.Students are using safe practices with ICT learning

Cluster networks and cluster PLDTeachersStudentsSmartICT team

Term 3

Garden development

Re organise the gardens to reflect Hapu relationship

More ownership of the school by the community

PrincipalMOEStudents and community

Term 4

Implement sustainable practices

Composting of green waste.Monitor and reduce refuse costs

School dumping costs reduced.Own compost for garden area

Environmental team. StudentsCaretakerTeachersStaff

By Term 4

Landscaped areas to enhance entranceway

Community to develop further

The entranceway reflects the community and the history of the school. Everything which is planted has an educational aspect

PrincipalCaretakerInterested parents

BY TERM 4

Signage Signage to help people understand the school. Meet health and safety requirements

People are able to move around the school safely and in an informed way.

Interseted parents. Staff, Principal Caretaker

By Term 4

More equipment for kids to use

Work with community agencies to plan Fitness track.

More activities for the students to be involved in

MOE fundsBOTPrincipalCommunity groupsCommunity Grants

Term 4

Goal # four - To consolidate the ‘Modern learning Environment’ the ‘Swannanoa way’ – Through Effective use of ICT and Blended E Learning pedagogy to enhance Teaching and Learning programmes designed for Swannanoa students and implemented by the staff.

Objectives ● Develop four distinct teaching units (Hapu) across the school based on age and stage and current

context. All four hapu will be in line with the Modern Learning Environment Guidelines.● Further effective use of Cloud based solutions. Learning with Digital Technology.● Staff to further develop – Collaborative Teaching Practices. Best practice to be boh researched and

through staff visiting other schools● Development of the curriculum to be richer and more responsive to the needs of all students. Clear

links to personalised learning and accelerated progress.● Planning will be collaborative across the school and based on the Swannanoa curriculum which will

be developed further to better reflect the intent of NZC and current best collaborative teaching and learning.

● Teachers to fully engage in the ‘Spirals of Inquiry’ process to affect best possible shifts in achievement.

Development area

Actions Outcomes Who By When & indicators

Variance

Refurbish blocks

Use 5YA to rennovate all blocks towards a collaboartaive environment

The new class spaces reflect the MLE guidelines and identified

PrincipalSchool Support and MOE

MLE characteristics evident in the classroom practice by

characteristics Term 2

Implement ICT and digital technologies

Review Ict strategic plan

Coding, 3 D printing and design work becomes part of the Swannanoa curriculum

SherylTeam leaders and BOTParent volunteers

Term 3

Staff to develop their own criteria for the Collaborative Learning Practice

Carry out research and investigate the characteristics of CLE and how that would look at Swannanoa

Staff have a clear understanding of the pedagogy behind MLE and how this will be implemented in their rooms

TeachersStaffLeadership

Appraisals of each team under the Swannanoa 8 S’s

By the end of Term 2

Teachers are able to articulate the Swannanoa CLE and defined in each hapu

A new look Swannanoa Curriculum which better reflects what we do.

Review the curriculum so that it is a richer and more responsive curriculum and understood and owned by the staff

The Curriculum is more conceptual, Richer and more responsive. The teaching and learning is at the point of challenge.Each teacher understands and implements the curriculum

Principal / DP

Leadership teamTeachersStaffStudents

By the end of Term 3The Curriculum is used as part of every hapu term planning

Planning to be more collaborative and inclusive of the Swannanoa curriculum

Planning is fully collaborative in each hapu with reference to the Swannanoa Curriculum at all times

Planning is scheduled weekly during team planning time. Each member is fully engaged and contributes

Team leaders and Kate

By the end of term 2 this practice is fully implemented and during Term 3 & 4 the planning is shared more across the hapu

Target Number One - Mathematics

Strategic Aim All students are able to access the NZC as evidenced by achievement in relation to the National Standards

Annual Aim To increase the number of students achieving at or above the National Standard for Mathematics

Base line data Analysis of school wide data in mathematics together with the mathematics end of year report to the board indicated our Yr 7 students achievement indicates that only 37.5 % of all students are at or above the National standard.

Targets All students who are achieving below or well below the national standard will make greater than expected accelerated progress and be achieving at the National Standard in Mathematics by the end of 2016

The teachers under the guidance of the Mathematics lead teacher will identify and closely monitor all student achievement in Maths.They will focus on rates of progress and develop SMART goals so as to accelerate our targeted students’ math’s achievement.

Our Goal is to have 55% of our Yr 8 students At or Above the National Standard in Maths by the end of 2016.

School expectations

Two points of data reported to the Board i.e. entry point data to inform.Mid- point data end T 2End year data at the end of NovTeam leaders to present data to the Board at Board meeting so as to explain – i.e.2 or 3 times per year.Action Plan - use triangulated data to identify targeted students.

To achieve target Led by Timeframe Comments

1 Effective pedagogy in mathematics and use of strategies across the School.Kate will monitor closely the progress and be part of the planning for all students.

Team leaders Throughout the yearEach team look at progress

Team meeting focus on discussing the needs of the students and monitoring

2 All teachers will have a clear understanding of where each student is at and what is needed to advance to the next step.

TeachersTL

Term 1

3 Through the Spirals of Inquiry the teachers will looks closer at the data and results

Teachers Term 2

4 Monitoring rates of progress by regular analysing of data.

Kate McClelland

monthly

5 Targeted student goals to reinforce the school goals established in each class.Goals to be SMART and personalised

TeachersShared within the team

Term 1

6 Individual learning plans for targeted studentsTargeted students parents or whanau will receive a letter outlining their child’ needs and plans to accelerate learning.

TeachersTLTeacher Aides

Term goals

7 Use of Teacher Aide – clear direction for targeted teaching and strategies to be used

Kate McClelland& Teacher Aides

On-going

8 Jenny Alexander to run a targeted intervention programme with Yr 2/3 students

KateParents / Whanau

On-going This is a specialist targeted programme

9 Team meeting (every fortnight) having a priority focus of Maths achievement data.

Teachers and TL

Scheduled

10 Implement teacher reflective practice i.e. ‘what have I done differently so as to effective?

Hapu Teachers Weekly

Termly Progress statementsTerm 1

Term 2

Term 3

Target Number two - WritingStrategic aim All students are able to access the NZC as evidenced by achievement in relation to the

National Standards.

Annual Aim To raise the rate of progress for all students deemed at risk of not achieving at the level of the National Standard for writing.

Base line data Analysis of school wide data in writing together with the literacy end of year report to the board indicated that27.3% of our Yr 4 students are below or well below the national standard in writing34.3% of our Yr 5 students are below or well below the national standard in writing

Our Males writing results are considerably worse than our females. 37.2% of our males are below or well below compared to females 17% below or well below.

Targets Year 5 & 6 students who are below the National Standard in Writing will make accelerated progress in writing so as to be at the National Standard by the end of 2016

Our teachers will know their students achievement levels in writing and through using culturally responsive practices and effective pedagogy so to accelerate the writing achievement of our students.This target group is in one Hapu

Current position 27.3 % Yr 5 students below or well below. Goal 80% at or above by the end of 2016.Current position 34.3 Yr 6 students below or well below. Goal 75% at or above by the end of 2016

Schoolexpectations

Two points of data reported to the BoardMid- point data end T 2End year data at the end of NovTeam leaders to present data to the Board at Board meeting so as to explain – i.e. 2 or 3 times per year

To achieve target Led by Timeframe Comment

1 Each hapu to identify a change member of all school stakeholders to track target students.Regularly meet to monitor target group.Investigate and analyse dataStrengthen the capability of staff to sustain accelerated student achievement.

Brian PriceKate McClellandTeam leaders

Terms 1-2 Each team to give particular emphasis on raising the achievement of Māori students identified in the target group.

Develop and implement a change plan

2 Effective pedagogy in writing strategiesList constructed by each team and displayed in their think tank area and referred to regularly.Use Kate to hold each team accountable to the list.

Teachers

Team Leaders

On-going Needs to be driven by the teachers supported by Kate

Use of word lab

3 Culturally responsive practices i.e. use of student voice in choice of topic. Authentic writing contextConferences and interviews with students. Either in a group or individuals

TeachersTeacher Aides

Regular hui with the targeted students

Cultural audit across the Waimak Cluster This material to be used as a resource.

4 Monitoring rates of progress by regular analysing of data.

Team Leaders

Twice per term.

BOT report

Tracking moderation across the schoolModeration across the Cluster.

5 Targeted student goals to reinforce the school goals established in each class.

Hapu Early Term 1 Look at the target students across the teamsLearning plansTracking of special needs target students - Kate

6 Individual learning plans for targeted students Teachers On-going Meet with students regularly

7 Use of Teacher AideUse of Literacy Language ProgressionsALL contract from end of Term 2

Kate Careful timetable

TA to work with At and Above students in the classroom setting

8 Links to whanau i.e. proactive actively work with families/whanau to develop strategies around supporting student’s learning.

Teachers On-going Huigather student voice– Whānau voice

9 Hapu meeting (every fortnight) having a priority focus of writing achievement data.

Team Leaders

Fortnightly meetings

- Tracking

10 Implement teacher reflective practice i.e. ‘what have I done differently so as to be more effective?

Teachers Weekly reflections

Monitor by TLTeaching as Inquiry

Teacher/leader voice

11 Share successful strategies used by other schools in the Waimak Cluster

Cluster Teachers plus Hui participants

Term 2 Helps with sharing of networks

Term reviews

Term 1

Term 2

Term 3

Final data

Target Number Three – Reading

Strategic aim All students are able to access the NZC as evidenced by achievement in relation to the National Standards

Annual Aim To increase the number of students achieving at or above the level of the National Standard for Reading.

Base line data

Analysis of school wide data in reading together with the literacy end of year report to the board indicated our student achievement being 75.7% of our Yr 4 students at or above the National Standard.

75.7% of our Yr 5 students for 2016 are at or above the National Standard in reading

Targets All students who are achieving below or well below the National Standard in

Reading will show accelerated progress (ie achieving to a higher level than expected). They will be reading ‘at’ the National Standard by the end of 2016

Swannanoa teachers will accelerate students’ progress by using clever reading strategies which are culturally responsive and allow our students to achieve success so they achieve greater than expected achievement in reading. Our teachers will closely monitor the rates of progress and set appropriate targets and goals so that our students become better readers.

By the end of 2016 85% of our Yr 5 students will be reading at or above the National Standard in reading.

SchoolExpectations

Two points of data reported to the Boardi.e. entry point data to inform practice i.e. term 1Mid- point data Late T 2End year data at the end of NovTeam leaders to present data to the Board at Board meeting so as to explain progress or variance, numbers, trends – Number, Name, Need

- Careful identification of targeted students through triangulation of data.- Accelerated progress is a school wide goal. Those students identified as needed to be accelerated

will

To achieve target Led by Timeframe Comment

1 Clever reading strategiesModelling of reading by the hapu literacy teacher

The development of the graduate profile which will be displayed in each Hapu think tank area and used as part of planning.

Each team to produce a bank of clever reading Strategies

Kate McClelland Checked termly

2 Culturally responsive practices i.e. use of student voice in selection of materialTalk with students through an interest conference

Teacher supervised by TL

Reported each term

3 Monitoring rates of progress by regular analysing of data.

Kate McClelland plusTeam leaders

Reported to BOT regularly

4 Targeted student goals which reinforce school wide goals evident in each class.Have learning conversations with targeted students. Daily reading. Goals shared with the whanāu.

Teachers During release time or Group time in mornings

5 Learning plans for targeted students referring to the graduate profile in reading.Monitored by Kate

Teachers

Team LeadersTeacher Aides

Display data / graphs / goals in Think tanks

6 Use of Teacher Aide / Literacy Support teacher (Jinnine) and Rainbow reading use – Karen Mitchell and Jane Newton

Kate to coordinate

Time table developed

Overseen by Kate

7 Links to whanau i.e. proactive actively work with families/whanau to develop strategies around supporting student’s learning, particularly to inform choice of

TeachersTeam leader

On-going and regular

Home learning developed for those needing intervention

reading topics and materials.Student led conferencing to have a focus in regard to reading.

8 Team meeting (every fortnight) having a priority focus of reading achievement data. One teacher in each team to take responsibility for this.

Team Leader agenda

Fortnightly Displayed in Think Tank

9 Use of library and other school resources to promote books and reading

Teachers – Anne and Deidre

Weekly booking Use Deidre wisely

10 Implement teacher reflective practice ie ‘what have I done differently so as to effective?

TeachersReflective practice – Links to TRC

Weekly Share with TL

11 Use Asstle tests to indicate progress and next step Dicsuss with TL

Teachers

12 Deliberate acts of teaching – target group especially in reference to the learning plan.

Teacher / TA Daily

Termly Progress statements

Term 1

Term 2

Term 3

Final data

Self-Review GuidelinesA Swannanoa learner shows Lifelong Learning through the ASPIRE learning philosophy supported by our values of YES 2 RespectAt Swannanoa we encourage children to always be the best they can be and to be confident learners.A Swannanoa learner works closely with the Swannanoa Learning community to be literate, numerate, confident E-learners to be resilient and able to embrace the YES to Respect Values fully so they become citizens. At Swannanoa we are a learning community. All learners here will adopt and follow the YES 2 Respect way as part of the ASPIRE philosophy. The principal & staff are appraised on targets set under YES 2 Respect and ASPIRE. Each

child can expect YES to Respect from everyone in our learning community, from the Principal through to the youngest student. OverviewSelf-review at Swannanoa is about reviewing or looking again, through evaluative eyes at what we do. Self-review has always been a NAG requirement but is gaining greater prominence as a way of identifying, investigating and establishing an On-going, deliberate cycle of school improvement especially as Swannanoa progresses and evolves in its collaborative teaching model embracing and defining agency and ubiquity. Self-review at Swanannoa is increasingly possible and necessary because of our:

Pace of change in education The need to evaluate how well we are implementing our intentions as related to the NZ curriculum and set

further goals for implementation. Changing student base especially with rapid growth out of Christchurch.

Self-review is able to take place in a more timely manner now due to the speed and digital tools we the now have: centralized collation of assessment results and other data especailly through our E-Tap programme. effective use of nationally normed, valid and reliable assessment tools The ability to involve a variety of stakeholders such as parents more easily providing a vehicle to communicate review findings and results easily, in a variety of ways

The emphasis is changing from the purpose of review being about improvement and accountability to sustaining good practice and ensuring education is future focused through using the spirals of Inquiry approach. Creating the necessary environment for effective self-reviewSelf-review thrives in a context where there is strong leadership promoting self-review, where there is a stable and collaborative staff and where there are sound systems for self-review. Self-review at Swannanoa starts with the big picture evaluative questions (the Hunch) which are broken down to more specific questions. There are two important questions ‘How well are students achieving and progressing at Swannanoa and how do we know?’ and ‘How well are we meeting our vision for our students?’ In adaptive organisations, leaders have systems for identifying what is working well and should remain, and what is not working so well and needs to change. Part of this adaptive expertise involves identifying the professional learning required to meet the challenges involved in improving what is not working so well. Well-developed self-review practices enable leaders to make these judgements and decisions. Types of ReviewSwannanoa has decided to organise our review priorities in a similar way to that as outlined in the ERO Evaluation Indicators. Therefore our review practices will be classified under the following headings.

1. StrategicThese reviews are in-depth longer reviews that often involve the school as a whole. Reviewing against our strategic goals is an example of this type of review as is review about how well we are implementing our vision for student learning. These reviews flow from Board level to Management to teachers and then to students. 2. RegularThese reviews include curriculum review and business as usual types of review where teachers gather data, monitor progress towards goals, put programmes and interventions in place and evaluate the effectiveness of these. 3. EmergentThese reviews emerge out of an unplanned event that needs to be addressed promptly. Often referred to as ‘trigger reviews’. It is common for these types of reviews to arise while we conduct tours for the questions can prompt reflection on current practice.

Evidence Based ReviewEvidence is the result of a process of gathering data using appropriate data gathering methodology. Producing evidence requires the careful, methodical and insightful analysis and interpretation of data. Data can include assessment and achievement information. However not all reviews will be based solely on quantitative data. The voice of the board, the parent community and the students should also contribute to the review findings. This honours the concept of ‘ako’. Our review processes, where appropriate include methodology that allows for all voices to have input. The purpose of this self-review documentThese guidelines have been developed from a strategic review of our existing self-review practices. This document will now be used to establish and maintain a rigorous, deliberate and on-going process of review. Central to all review at Swannanoa School is the ultimate evaluative question of finding out how well our practices and processes enhance children’s learning and development. Therefore we have placed the diagram that represents our ultimate vision for student learning at Swannanoa School at the centre of our review model. The diagram depicts our Yes to Respect and ASPIRE metaphor and our educative purpose of preparing students for their future.

Strategic ReviewThere is two-way link between the strategic planning and goal setting process and the self-review process. Recommendations from robust review processes will inform the strategic planning and resourcing of the school. Strategic goals and targets will be based more firmly on well analysed evidence gained from school wide review. In turn, these goals and targets will inform the strategic review process for the following year. The intention is to develop an upward spiral of self-improvement and sustainable practice. Our commitment to our vision of ‘A passion for learning, a pride in belonging’ is central to our strategic planning and review decision making process. All strategic thinking, planning, goal setting and review will be underpinned by our vision for our students. Regular ReviewTeachers will use evidence fully to inquire into the teaching and learning relationship at classroom level. Evidence gathered from review at classroom and team level will be used to inform the appraisal process and the indicators used in teachers’ job descriptions. Professional learning will be determined by the needs that are identified at classroom, team and school-wide levels of the review process. The needs of the staff for professional learning will also be closely related to our intention to prepare our students for the future and implement the intent of the Swannanoa School curriculum.

What is included in these guidelines?1. Our revised self-review policy 2. Swannanoa School Model reminds us of the links that will optimally exist between school-wide planning and

reviewing, and teaching and learning. ASPIRE3. Reference to Māori concepts that will underpin our review model and processes and remind us of our school

commitment to the ‘Treaty of Waitangi’ and the intention to have an inclusive and responsive environment where Maori students and those of other cultures can thrive

This self review document sits with the rest of the school self review documentation.The following model shows the relationship between the planning and review cycle at school-wide and strategic level.

Business as usual plan 2016`

Item Who is responsibl

e

Ref Feb March April May June

Board Admin Chairperson School Plan BOT ElectionsAnnual Report

Policy/ProcedureReview

Each committee Policy procedure

folderCurriculumPlanning & Reporting –

Principal Policy –School docs

MonthlyUpdates reports

As per school docs

MāoriStudent achievement

BOT to review - Policy/Procedure framework as per school docs. Trigger reviews as required

Student AchievementCurriculum Reports/ReviewsMeeting nationalpriorities

Principal / Team leaders

CurriculumReviews

PrincipalReports against

S ALearning/Behavioursupport

Principal Policy procedure

folder

ReportPastoral Numbers

Report

Assessment Principal Policy procedure

folder

Hapu meetingsParent

information evenings

Communication to parents about their

child’s achievement

level

Numeracy/ Literacy Target

National Standards

CurriculumDevelopment

Principal Policy procedure

folder

Sustainability Swannanoa

thinking modelPersonnelPrincipalAppraisal

External Provider for Appraisal

Policy School docs

Performance Agreement

Self-Appraisal

Business as usual plan 2016 - continued

Item Who is responsibl

e

Ref July August Sept Oct Nov Completed

Board Admin Chairperson School PlanPolicy/ProcedureReview

Each committee Policy procedure

folderCurriculumPlanning & Reporting –

Student Achievement

Principal Policy procedure

folder

Curriculum Reports/ReviewsMeeting nationalpriorities

Principal CurriculumReviews

Learning/Behavioursupport

Principal Policy procedure

folder

Report

Assessment Principal Policy procedure

folder

Numeracy/ Literacy TargetNational Standards

CurriculumDevelopment

Principal Policy Sustainability Swannanoa

Thinking modelPersonnelPrincipalAppraisal

BOT ChairExternal Provider

for Appraisal

Policy procedure

folder

mentoring Attestation Review & Report to

BOT

Item Who is responsible

Ref Feb March April May June

Staff Appraisal Principal and Team Leaders

Policy procedure

folder

TRC Report

Annual Reports Principal Policy procedure

folder

Report on Teacher

Registration

Annual Report

S A

Setting Targets Term 1 – ASPIRE and YES to Respect

Curriculum Literacy/ArtsNew Curriculum Numeracy/Science

Student led conferencing & reporting

As per Collaborative Teaching Practice

Supervision

See Self- Review Section

Each Term – Targeted student response as per school targets

Curriculum

Attendance, Stand downs, suspensions & exclusionsLiteracy/Arts/

Numeracy/science

Students reports on progress against goals

As per modern learning environment

Supervision

EEO Plan PersonnelCommittee

Policy procedure

folderStaff Development Principal Policy

procedure folder

Report

Board Development Chairperson Policy procedure

folderHealth, Safety & Welfare

Hazard identification Property/Health Safety & Welfare

Committee

Policy procedure

folderFinancialBudget Finance person Policy

procedure folder

BudgetAccepted for

2016Annual Financial Statement

Finance person Annual report Prepared & presented CES Tabled at Annual Meeting

Copies to MOEAsset ManagementProperty Prop H & S

CommitteePolicy

procedure folder

10 year Property Plan Prop H & S Committee

Policy procedure

folder

Review & Report

Review & Report

Evacuation Notification

Staff Rep Trial Evacuation reportDrill

Trial Evacuation reportDrill

Item Who is responsible

Ref July August Sept Oct Nov

Staff Appraisal Principal and Team Leaders

Policy procedure

folder

TRC Report

Annual Reports Principal Policy procedure

folder

Report on Teacher

Registration

Annual Report

S AEEO Plan Personnel

CommitteePolicy

procedure folder

Staff Development Principal Policy procedure

folder

Report

Board Development Chairperson Policy procedure

folderHealth, Safety & Welfare

Hazard identification Property/Health Safety & Welfare

Committee

Policy procedure

folderFinancialBudget Finance person Policy

procedure folder

Annual Financial Statement

Finance person Annual report Prepared & presented CES & Auditor

Tabled at Annual Meeting

Copies to MOE

Asset ManagementProperty Prop H & S

CommitteePolicy

procedure folder

10 year Property Plan Prop H & S Committee

Policy procedure

folder

Review & Report

Review & Report

Evacuation Notification

Staff Rep Trial Evacuation reportDrill

Trial Evacuation reportDrill

On-going reporting through Principal Report

BOT Development - School Docs, Workshops STACluster development at Board level

Weekly/monthly checks & reports. Monthly Property sub-committee meeting

Monthly reports on all BOT income & expenditure. Variance reported on

Monthly monitoring maintenance & hazard report

Review of Appraisal goals ASPIRE / YES

Develop protocols & survey staff Implement planning

On-going reporting through Principal Report

BOT Development - School Docs, Workshops STA

Weekly/monthly checks & reports. Monthly Property sub-committee meeting

Monthly monitoring maintenance & hazard report

Monthly reports on all BOT income & expenditure. Variance reported upon

PROCEDURAL INFORMATION& Charter Consultation

1. Swannanoa School will lodge a copy of its annually up-dated Charter to the Ministry of Education.

2. Swannanoa School consults on its charter to its community, including its Māori community Consultation includes

A survey to the wider community The Māori community will be surveyed

Consultation Groups for 2016 Dates – 2016

Board of Trustees – as part of meeting schedule. Use as part of the new board direction.

Term 1

Whole school staff – as part of staff meetings. Staff questionnaires, Staff meeting minutesTeam leader meetings

Term 1

School parents – as part of newsletter. Open evenings. On-going

Children – consulted through the principal / deputy principal

Term 2

Cluster Schools Term 2

Māori Community - Hui Term 2

A copy of the school charter is available through the School, web site and School docs

Chairperson : ____________________________ Date : _______________ Principal: _______________________________ Date : _______________

Learning Area 2016 2017 2018 2019

Mathematics

To establish the best Maths programme to cater for the learning needs of our studentsMaths as Inquiry approach explored. Implement the Spirals of Inquiry to review maths achievement

Form links with our high schools & openly discuss achievement levels etc. with the purpose of review of our programmes.

Moderation with cluster schools & contributing schools

Targeted students meet goals Maths topic weeks introduced Track high & low achievers

Targeted students identified early & fully tracked & closely monitored.

Teaching as Inquiry implemented in the Maths programmes (rich tasks)

Maths equipment organised for each block / hapu

Maths topic weeks integrated Strand topics

(stats/prob/measurement/geometry strands) part of SSR & workshops

Maths achievement levels & data openly discussed across the cluster.

Evidence based targets, identified across the cluster.

PD & use of expert Lead Teachers to address achievement across schools.

Maths topic weeks across the cluster.

Reading

Quality reading programme personalised to every child to insure Reading at the point of challenge is evident.Integrated & purposeful reading programme is being delivered across the blocks.Clever reading strategies & programmes developed within the collaborative teaching environment

Review of Reading programmes across blocks to insure alignment of practice

Reading programmes covering genres are established in each hapu through effective monitoring & tracking

Better use of the Library Access it programme

E-books for student to borrow Culturally responsive reading

resources available in blocks Increase reading resources in each

block Student responsive text displays e-books for groups – kindles & online

borrowing

Agency fully incorporated into Reading. Reading logs in blogs

Online text reading/recording system & reading reviews recorded electronically

Writing

Writing programme established & developed which inspires & motivates every writer to write well.Cultural responsive principles adopted & fully integrated into our writing programme.Writing to be a focus across our cluster with regular moderation & sharing of success

Targeted students moved Audit writing programme to insure Cultural

responsive practice is being implemented High interest writing programme

developed Moderation across the cluster

Enjoyment of writing reported better than 2016

Writing success shared across the cluster

Workshops – writing camp for extension writers

Writing tasks to be part of Swannanoa indepent badge Programme

Enjoyment of writing reported higher than 2017

Workshops & extension writing camps for students across the cluster

Learning Area 2016 2017 2018 2019

EOTC&

Adventure Based

Learning

To increase the number of students who engage in outdoor activities by offering new possibilities etc.Especially Yr 7 & 8 across the cluster working closer together to enrich opportunitiesSchool camps continue to be an intregral part of Swannanoa Yr 7 & 8 / Yr 5 & 6 / Yr 3/4

Explore winter camp possibilities Explore a programme similar to William

Pike Challenge Explore possible three mountaoins Exlore Out Door First Aid Camp History and Hilary links / ABL and NZ

culture. Inrtoduce uni-cycles More Day trips linked to a ABL

programme

Structure the Swannanoa Big Six – Yaughting, Kayaking, Rock climbing, Hiking, Mountain biking, etc as part of the Swannanoa Passion Programme.

Increase the number of students involved in ABL & EOTC through designated programme & staff

Accelerated learning and personalised

learning

Swannanoa Independence programmes are developed to become the tool or mechanism we are to implementing to increase student AgencyAll students in the Yr 7 & 8 to engage in the Programme by 2019

Develop and independence programme full of life skills and extension for the students of Swannanoa.

Students co construct with some parents activities for Independence.

A reward system in in place

Year 8 students fully design their own tasks for each value

Tuakana/Teina concept implemented withSwannanoa independence tasks

All tasks are integrated into home/school learning

The design of tasks & the meeting of criteria is driven more by students than teachers

Task book only needed for year 7 to achieve badges

Students are able to link their tasks into the wider Swannanoa Community

All Year 7 students to achieve a badge

All Year 8 students achieve 5 badges

Radio StationTechoStudio

Radio station fully run by CEO and managers – full student leadershipUse of Radio Station/TV recording studio accessed by cluster schools & learnersTech studio established with a range of IT tools and opportunities.

Establish a radio station and tech team at Swannanoa School

Purchase gear to support programme Ie 3D Printers Makey Makey kits Ardunio Green room

Clear & transparent job descriptions for specific roles for the radio station

Establish links with other schools with radio stations

Students fully involved in appointment of CEO & Managers

Establish a Code of Practice for Radio Station

Build & grow relationships with the community

Swannanoa students to help advise & train other students from the cluster

Maker Spacer is extending across the curriculum

Students from contributing schools who want to learn coding can have access to ‘Code Club’ etc. and are able to use the facilities and expertise

Learning Area 2016 2017 2018 2019

Reo Māori&

Tikanga

Reo & Tikanga becomes a natural integration throughout everything we do at Swannanoa & extended to the clusterTe Reo progressively becomes part of Swannanoa SchoolWaiata, karakia,

Increased Te Reo at Swannanoa through PD

Form stronger links with our Māori whanau through annual hui – explore cluster options

Cluster – increased PD session for all staff Reo Māori & Tikanga

Use Kapa haka tutors with strong links to Tuahiwi.

Te Reo and kapa haka tikanga promoted as purposeful for our learners

Matariki celebration - hangi

Stories to be shared across the cluster and retold by Cluster students

Hui across the cluster Hui within the COL

Learning Area 2016 2017 2018 2019

Science

Science promoted through Science Club & Environmental Club.Science to become more of a profile area across the cluster

Plan a desinaged Science area – both inside & outside. Use student voice & input

Enviro Club to have stronger links to curriculum.

Develop stronger links with cluster schools for programme continuity

Science Establish a Living World Club to

develop & enhance outdoor areas Cluster groups for Science

Science interactions across the cluster.

Science learning more of an option for students

Technology Create stronger relationships with our

Technology provider

Explore the possibility of more on site technology teaching.

Col – looking at Technology delievrey and provision within the COL

Health&

Physical Education

Health club or interest group established with Healthy practices led by students. Ie sun smart, water only, exercise clubs.

Specific Hockey/Football/Basketball uniforms

Health Team to promote a caring community

Establish a gymnastics club & competition

Outdoor whiteboards for teaching/coaching

Increased number of student competing in gymnastics competition

Learning Area 2015 2016 2017 2019

Cultural opportunities

Establish & start celebration of other cultures within our school and our community.

Run a Cultural Day to celebrate diversity – can be used as a consultation day as well

Form relationship with specific agents to build rapport & relationships.

Website to represent more of an inclusive feeling.

Plan Pou for around the school

Increase the size & impact of cultural days – possibly across the cluster

Language teaching opportunities across the cluster

Develop a more inclusive atmosphere at Swannanoa

Cultural days as part of the cluster or COL planning

Pasifika Group started with performances across the COL

PerformingArts

Performing Arts programme to gain a greater profile. Swannanoa to enter in various performancesEstablish a designated performance area both inside and outsideEstablish strong links with cluster schools in regard to Performing Arts

Dance Club/Glee Form a cluster performing arts group to

plan what is possible!

Studio established – mirror dance floor

J-Rock performance Various festivals/evening

performances Theatre sports

Ampi-theatre Community shows or performances Roadshow to visit Preschools and

elderly

Learning Area 2016 2017 2018 2019Learning Learning Support resources information, PD is woven through the cluster so that priority learners have a seamless learning programme.

Continue to meet regularly with Cluster & strengthen the SENCO role across school i.e. unified IEP & sharing resources

Support

Aim for a Teacher Aide per Hapu Develop & structure a life skills

programme Develop a better method of tracking &

monitoring students Use of learning plans to be embedded

into practice when reporting to parents especially on Literacy & Mathematics

Develop life skills into a socialising programme for high learning needs students,

All Learning Support Staff take part in cluster induction

Seamless programmes for priority learners is well established across the cluster

Learning support programmes are resourced across schools

Languages

Language programme established identifying strategies for learning languages i.e. after school, online, with specialist teachers.Promotion of language learning especially by the teacher in charge & through Swannanoa Options Programme / activities.

Establish a wider variety of language options

Promotion of languages i.e. purpose Outside providers explored. Options

investigated Language links on our web site Use such programme as memrize

Growing up globally is a school wide undertaking and have all senior students learn a language through online options or face to face

Language being used across cluster schools

All sernior students learn a language as part of the Licence programme

Language options are established across the cluster

Online learning supported as an option.

Library

Accept the information age is moving into the creative age.Use of devices for reading to be available – e – books to be establishedEstablish links across the cluster & explore how libraries are to be used to meet the needs of the 21st century learners

Establish how best to use the ‘Library’ in a collaborative, ubiquity, learning environment & how Agency applies to the library.

Designation of book promotion Interest weeks re established

Student leaders to have input into issuing & monitoring

Theme weeks every term to promote reading

Book weeks Book Sales

Sharing of resources and expertise across the cluster