ST PATRICK'S SCHOOL (KILBIRNIE) · St Patrick's School (Kilbirnie) (the School) is a Crown entity as specified in the Crown Entities Act 2004 and a school as described in the Education

School Directory

Ministry Number: 3019

Principal: Tony Kelly-Smith

School Address: 5 Childers Terrace, Kilbirnie, Wellington

School Postal Address: PO Box 14110, WELLINGTON, 6241

School Phone: 04 387 3370

School Email: [email protected]

Members of the Board of Trustees

Name Position

How

Position

Gained

Term

Expires/

Expired

Juluis Johnson Chairperson Elected Jun 2019

Tony Kelly-Smith Principal ex Officio

Claire Lealamanua Parent Rep Elected Jun 2019

Sargon Ward Parent Rep Elected Jun 2019

Rashma Prasad Parent Rep Elected Jun 2019

Helen Barber Staff Rep Elected Jun 2019

Margaret Guidera Proprietors Rep Co-opted Jun 2019

Rosita D'Souza Proprietors Rep Co-opted Resigning

Father Ephrem Other Elected

Accountant / Service Provider: Education Services Ltd

ST PATRICK'S SCHOOL (KILBIRNIE)

ANNUAL REPORT

FOR THE YEAR ENDED 31 DECEMBER 2018

Page

1

2

3

4

5

6 - 12 Statement of Accounting Policies

13 - 21 Notes to the Financial Statements

ST PATRICK'S SCHOOL (KILBIRNIE)

Annual Report - For the year ended 31 December 2018

Index

Statement

Statement of Responsibility

Statement of Comprehensive Revenue and Expense

Statement of Changes in Net Assets/Equity

Statement of Financial Position

Financial Statements

Other Information

Analysis of Variance

Kiwisport

Statement of Cash Flows

St Patrick's School (Kilbirnie)

Statement of Comprehensive Revenue and ExpenseFor the year ended 31 December 2018

2018 2018 2017

Notes Actual

Budget

(Unaudited) Actual

$ $ $

Revenue

Government Grants 2 792,540 736,988 757,523

Locally Raised Funds 3 40,734 34,500 62,440

Use of Land and Buildings Integrated 219,081 140,800 140,800

Interest Earned 1,495 2,000 2,071

International Students 4 6,677 6,000 6,317

1,060,527 920,288 969,151

Expenses

Locally Raised Funds 3 33,825 21,300 53,948

International Students 4 692 1,000 500

Learning Resources 5 698,355 623,399 657,785

Administration 6 85,801 81,527 76,556

Finance Costs 614 600 614

Property 7 266,458 200,823 186,537

Depreciation 8 16,217 13,000 14,593

Loss on Disposal of Property, Plant and Equipment - - 12,836

1,101,962 941,649 1,003,369

Net Surplus / (Deficit) (41,435) (21,361) (34,218)

Other Comprehensive Revenue and Expenses - - -

Total Comprehensive Revenue and Expense for the Year (41,435) (21,361) (34,218)

The above Statement of Comprehensive Revenue and Expense should be read

in conjunction with the accompanying notes.

Page 2St Patrick's School (Kilbirnie) Annual Report and Financial Statements

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Statement of Changes in Net Assets/EquityFor the year ended 31 December 2018

ActualBudget

(Unaudited)Actual

2018 2018 2017

$ $ $

Balance at 1 January 143,002 143,529 177,220

Total comprehensive revenue and expense for the year (41,435) (21,361) (34,218)

Capital Contributions from the Ministry of Education

Equity at 31 December 101,567 122,168 143,002

Retained Earnings 101,567 122,168 143,002

Equity at 31 December 101,567 122,168 143,002

The above Statement of Changes in Net Assets/Equity should be read in conjunction

with the accompanying notes.


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Statement of Financial PositionAs at 31 December 2018

2018 2018 2017

Notes Actual

Budget

(Unaudited) Actual

$ $ $

Current Assets

Cash and Cash Equivalents 9 47,161 44,866 96,313

Accounts Receivable 10 33,703 38,713 38,055

GST Receivable 1,857 1,647 3,370

Prepayments 5,527 365 5,427

Inventories 11 13,748 11,504 10,673

101,996 97,095 153,838

Current Liabilities

Accounts Payable 13 46,434 25,641 39,117

Revenue Received in Advance 14 2,414 8,289 1,655

Provision for Cyclical Maintenance - - -

Painting Contract Liability - Current Portion 16 6,316 6,316 6,316

Finance Lease Liability - Current Portion 17 1,786 - 1,786

56,950 40,246 48,874

Working Capital Surplus/(Deficit) 45,046 56,849 104,964

Non-current Assets

Property, Plant and Equipment 12 81,709 79,169 64,828

81,709 79,169 64,828

Non-current Liabilities

Provision for Cyclical Maintenance 15 10,445 - 5,223

Painting Contract Liability 16 13,850 13,850 18,889

Finance Lease Liability 17 893 - 2,678

25,188 13,850 26,790

Net Assets 101,567 122,168 143,002

Equity 101,567 122,168 143,002

- - -

The above Statement of Financial Position should be read in conjunction

with the accompanying notes.


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Statement of Cash FlowsFor the year ended 31 December 2018

2018 2018 2017

Note Actual

Budget

(Unaudited) Actual

$ $ $

Cash flows from Operating Activities

Government Grants 258,679 246,139 249,869

Locally Raised Funds 41,493 34,500 59,125

International Students 6,677 6,000 6,317

Goods and Services Tax (net) 1,513 - (1,723)

Payments to Employees (177,935) (152,500) (167,491)

Payments to Suppliers (139,468) (222,348) (163,887)

Interest Paid (614) (600) (614)

Interest Received 1,489 2,000 1,925

Net cash from / (to) the Operating Activities (8,166) (86,809) (16,479)

Cash flows from Investing Activities

Purchase of PPE (and Intangibles) (34,775) - (22,059)

Net cash from / (to) the Investing Activities (34,775) - (22,059)

Cash flows from Financing Activities

Finance Lease Payments (1,172) (4,000) (1,786)

Painting contract payments (5,039) (6,000) (5,038)

Net cash from Financing Activities (6,211) (10,000) (6,824)

Net increase/(decrease) in cash and cash equivalents (49,152) (96,809) (45,362)

Cash and cash equivalents at the beginning of the year 9 96,313 141,675 141,675

Cash and cash equivalents at the end of the year 9 47,161 44,866 96,313

The above Cash Flow Statement should be read in conjunction with the accompanying notes.

The statement of cash flows records only those cash flows directly within the control of the School. This means centrally funded

teachers' salaries and the use of land and buildings grant and expense have been excluded.


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St Patrick's School (Kilbirnie) 250

Notes to the Financial Statements

For the year ended 31 December 2018

1. Statement of Accounting Policies

a) Reporting Entity

b) Basis of Preparation

Reporting Period

Basis of Preparation

Financial Reporting Standards Applied

PBE Accounting Standards Reduced Disclosure Regime

Measurement Base

Presentation Currency

Specific Accounting Policies

The School qualifies for Tier 2 as the school is not publicly accountable and is not considered large as it falls below the

expenditure threshold of $30 million per year. All relevant reduced disclosure concessions have been taken.

St Patrick's School (Kilbirnie) (the School) is a Crown entity as specified in the Crown Entities Act 2004 and a school as

described in the Education Act 1989. The Board of Trustees (the Board) is of the view that the School is a public benefit entity

for financial reporting purposes.

The accounting policies used in the preparation of these financial statements are set out below.

These financial statements are presented in New Zealand dollars, rounded to the nearest dollar.

The financial statements are prepared on the historical cost basis unless otherwise noted in a specific

accounting policy.

The financial statements have been prepared on a going concern basis, and the accounting policies have been consistently

applied throughout the period.

The Education Act 1989 requires the School, as a Crown entity, to prepare financial statements in accordance with generally

accepted accounting practice. The financial statements have been prepared in accordance with generally accepted accounting

practice in New Zealand, applying Public Sector Public Benefit Entity (PBE) Standards Reduced Disclosure Regime as

appropriate to public benefit entities that qualify for Tier 2 reporting. The school is considered a Public Benefit Entity as it meets

the criteria specified as “having a primary objective to provide goods and/or services for community or social benefit and where

any equity has been provided with a view to supporting that primary objective rather than for financial return to equity holders”.

The financial reports have been prepared for the period 1 January 2018 to 31 December 2018 and in accordance

with the requirements of the Public Finance Act 1989.


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Critical Accounting Estimates And Assumptions

Useful lives of property, plant and equipment

Critical Judgements in applying accounting policies

Management has exercised the following critical judgements in applying accounting policies:

Classification of leases

Recognition of grants

c) Revenue Recognition

Government Grants

Other Grants

The preparation of financial statements requires management to make judgements, estimates and assumptions that affect the

application of accounting policies and the reported amounts of assets, liabilities, revenue and expenses. Actual results may

differ from these estimates.

Estimates and underlying assumptions are reviewed on an ongoing basis. Revisions to accounting estimates are recognised in

the period in which the estimate is revised and in any future periods affected.

The School reviews the estimated useful lives of property, plant and equipment at the end of each reporting date. The School

believes that the estimated useful lives of the property, plant and equipment as disclosed in the Significant Accounting Policies

are appropriate to the nature of the property, plant and equipment at reporting date. Property, plant and equipment is disclosed

at note 12.

The School reviews the grants monies received at the end of each reporting period and whether any require a provision to

carryforward amounts unspent. The School believes all grants received have been appropriately recognised as a liability if

required. Government grants are disclosed at note 2.

Other grants are recorded as revenue when the School has the rights to the funding, unless there are unfulfilled conditions

attached to the grant, in which case the amount relating to the unfulfilled conditions is recognised as a liability and released to

revenue as the conditions are fulfilled.

Grants for the use of land and buildings are also not received in cash by the School as they equate to the deemed expense for

using the land and buildings which are owned by the Proprietor. Use of land and building grants are recorded as income in the

period the school uses the land and building.

The school receives funding from the Ministry of Education. The following are the main types of funding that the School

receives;

Operational grants are recorded as revenue when the School has the rights to the funding, which is in the year that the funding

is received.

Teachers salaries grants are recorded as revenue when the School has the rights to the funding in the salary period they relate

to. The grants are not received in cash by the School and are paid directly to teachers by the Ministry of Education.

The School reviews the details of lease agreements at the end of each reporting date. The School believes the classification of

each lease as either operation or finance is appropriate and reflects the nature of the agreement in place. Finance leases are

disclosed at note 17.


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Donations, Gifts and Bequests

Interest Revenue

d) Use of Land and Buildings Expense

e) Operating Lease Payments

f) Finance Lease Payments

g) Cash and Cash Equivalents

h) Accounts Receivable

i) Inventories

Inventories are consumable items held for sale and comprise of stationery and school uniforms. They are stated at the lower of

cost and net realisable value. Cost is determined on a first in, first out basis. Net realisable value is the estimated selling price

in the ordinary course of activities less the estimated costs necessary to make the sale. Any write down from cost to net

realisable value is recorded as an expense in the Statement of Comprehensive Revenue and Expense in the period of the write

down.

The property from which the School operates is owned by the Proprietor. The expense is based on an assumed

market rental yield on the land and buildings as used for rating purposes. This is a non-cash expense that is offset by

a non-cash grant from the Proprietor.

Interest Revenue earned on cash and cash equivalents and investments is recorded as revenue in the period it is earned.

Finance lease payments are apportioned between the finance charge and the reduction of the outstanding liability. The finance

charge is allocated to each period during the lease term on an effective interest basis.

Payments made under operating leases are recognised in the Statement of Comprehensive Revenue and Expense on a

straight line basis over the term of the lease.

Accounts Receivable represents items that the School has issued invoices for or accrued for, but has not received payment for

at year end. Receivables are initially recorded at fair value and subsequently recorded at the amount the School realistically

expects to receive. A receivable is considered uncollectable where there is objective evidence the School will not be able to

collect all amounts due. The amount that is uncollectable (the provision for uncollectibility) is the difference between the amount

due and the present value of the amounts expected to be collected.

Cash and cash equivalents include cash on hand, bank balances, deposits held at call with banks, and other short term highly

liquid investments with original maturities of 90 days or less, and bank overdrafts. The carrying amount of cash and cash

equivalents represent fair value.

Donations, gifts and bequests are recorded as revenue when their receipt is formally acknowledged by the School.


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j) Investments

k) Property, Plant and Equipment

Leased Assets

Investments that are shares are categorised as “available for sale” for accounting purposes in accordance with financial

reporting standards. Share investments are recognised initially by the School at fair value plus transaction costs. At balance

date the School has assessed whether there is any evidence that an investment is impaired. Any impairment, gains or losses

are recognised in the Statement of Comprehensive Revenue and Expense.

Property, plant and equipment acquired with individual values under $250 are not capitalised, they are recognised as an

expense in the Statement of Comprehensive Revenue and Expense.

Gains and losses on disposals (i.e. sold or given away) are determined by comparing the proceeds received with the carrying

amounts (i.e. the book value). The gain or loss arising from the disposal of an item of property, plant and equipment is

recognised in the Statement of Comprehensive Revenue and Expense.

After initial recognition any investments categorised as available for sale are measured at their fair value without any deduction

for transaction costs the school may incur on sale or other disposal.

Land and buildings owned by the Proprietor are excluded from these financial statements. The Board’s use of the land and

buildings as ‘occupant’ is based on a property occupancy document.

Leases where the School assumes substantially all the risks and rewards of ownership are classified as finance leases. The

assets acquired by way of finance lease are measured at an amount equal to the lower of their fair value and the present value

of the minimum lease payments at inception of the lease, less accumulated depreciation and impairment losses. Leased assets

and corresponding liability are recognised in the Statement of Financial Position and leased assets are depreciated over the

period the School is expected to benefit from their use or over the term of the lease.

Bank term deposits for periods exceeding 90 days are classified as investments and are initially measured at the amount

invested. Interest is subsequently accrued and added to the investment balance. After initial recognition bank term deposits are

measured at amortised cost using the effective interest method less impairment.

Property, plant and equipment are recorded at cost or, in the case of donated assets, fair value at the date of receipt, less

accumulated depreciation and impairment losses. Cost or fair value as the case may be, includes those costs that relate

directly to bringing the asset to the location where it will be used and making sure it is in the appropriate condition for its

intended use.

The School has met the requirements of Schedule 6 para 28 of the Education Act 1989 in relation to the acquisition of

investment securities.


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Depreciation

The estimated useful lives of the assets are:

Building Improvements 20 years

Furniture and Equipment 10 years

Information and Communication 5 years

Library Resources 8 years

Leased assets are depreciated over the life of the lease.

l) Intangible Assets

Software costs

m) Impairment of property, plant, and equipment and intangible assets

The school does not hold any cash generating assets. Assets are considered cash generating where their primary objective is

to generate a commercial return.

Non cash generating assets

Property, plant, and equipment and intangible assets held at cost that have a finite useful life are reviewed for impairment

whenever events or changes in circumstances indicate that the carrying amount may not be recoverable. An impairment loss is

recognised for the amount by which the asset’s carrying amount exceeds its recoverable service amount. The recoverable

service amount is the higher of an asset’s fair value less costs to sell and value in use.

Value in use is determined using an approach based on either a depreciated replacement cost approach, restoration cost

approach, or a service units approach. The most appropriate approach used to measure value in use depends on the nature of

the impairment and availability of information.

If an asset’s carrying amount exceeds its recoverable service amount, the asset is regarded as impaired and the carrying

amount is written down to the recoverable amount. The total impairment loss is recognised in the surplus or deficit.

The reversal of an impairment loss is recognised in the surplus or deficit.

Computer software licences with individual values under $1,000 are not capitalised, they are recognised as an expense in the

Statement of Comprehensive Revenue and Expense when incurred.

Computer software that the school receives from the Ministry of Education is normally acquired through a non-exchange

transaction and is not of a material amount. It's fair value can be assessed at time of acquisition if no other methods lead to a

fair value determination. Computer software purchased directly from suppliers at market rates are considered exchange

transactions and the fair value is the amount paid for the software.

The carrying value of software is amortised on a straight line basis over its useful life. The useful life of software is estimated

as three years. The amortisation charge for each period and any impairment loss is recorded in the Statement of

Comprehensive Revenue and Expense.

Computer software acquired by the School are capitalised on the basis of the costs incurred to acquire and bring to use the

specific software. Costs associated with subsequent maintenance or licensing of software are recognised as an expense in the

Statement of Comprehensive Revenue and Expense when incurred.

Property, plant and equipment are depreciated over their estimated useful lives on a straight line basis. Depreciation of all

assets is reported in the Statement of Comprehensive Revenue and Expense.


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n) Accounts Payable

o) Employee Entitlements

Short-term employee entitlements

Long-term employee entitlements

p) Revenue Received in Advance

q) Funds Held in Trust

r) Shared Funds

s) Provision for Cyclical Maintenance

The property from which the school operates is owned by the Proprietor. The Board is responsible for maintaining the land,

building and other facilities on the School site in a state of good order and repair.

Cyclical maintenance, which involves painting the interior and exterior of the School, makes up the most significant part of the

Board's responsibilities outside day-to-day maintenance. The provisions for cyclical maintenance represents the obligations the

Board has to the Proprietor and is based on the Board's ten year property plan (10YPP).

Accounts Payable represents liabilities for goods and services provided to the School prior to the end of the financial year

which are unpaid. Accounts Payable are recorded at the amount of cash required to settle those liabilities. The amounts are

unsecured and are usually paid within 30 days of recognition.

Employee benefits that are due to be settled within 12 months after the end of the period in which the employee

renders the related service are measured based on accrued entitlements at current rates of pay.

These include salaries and wages accrued up to balance date, annual leave earned to but not yet taken at balance date.

The School holds sufficient funds to enable the refund of unearned fees in relation to international students, should the School

be unable to provide the services to which they relate.

Employee benefits that are due to be settled beyond 12 months after the end of the period in which the employee renders the

related service, such as long service leave and retirement gratuities, have been calculated on an actuarial basis. The

calculations are based on:

• likely future entitlements accruing to staff, based on years of service, years to entitlement, the likelihood that staff will reach

the point of entitlement, and contractual entitlement information; and

• the present value of the estimated future cash flows.

Revenue received in advance relates to fees received from students and grants received where there are unfulfilled obligations

for the School to provide services in the future. The fees are recorded as revenue as the obligations are fulfilled and the fees

earned.

Shared Funds are held on behalf of a cluster of participating schools as agreed with the Ministry of Education. The cluster of

schools operate activities outside of school control. These amounts are not recorded in the Statement of Revenue and

Expense. The School holds sufficient funds to enable the funds to be used for their intended purpose.

Funds are held in trust where they have been received by the School for a specified purpose, or are being held on behalf of a

third party and these transactions are not recorded in the Statement of Revenue and Expense. The School holds sufficient

funds to enable the funds to be used for their intended purpose at any time.


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t) Financial Assets and Liabilities

u) Borrowings

v) Goods and Services Tax (GST)

w) Budget Figures

x) Services received in-kind

From time to time the School receives services in-kind, including the time of volunteers. The School has elected not to

recognise services received in kind in the Statement of Comprehensive Revenue and Expense.

The School’s financial liabilities comprise accounts payable, borrowings, finance lease liability, and painting contract liability. All

of these financial liabilities are categorised as “financial liabilities measured at amortised cost” for accounting purposes in

accordance with financial reporting standards.

The financial statements have been prepared on a GST exclusive basis, with the exception of accounts receivable and

accounts payable which are stated as GST inclusive.

The net amount of GST paid to, or received from, the IRD, including the GST relating to investing and financing activities, is

classified as a net operating cash flow in the statements of cash flows.

Commitments and contingencies are disclosed exclusive of GST.

The budget figures are extracted from the School budget that was approved by the Board at the start of the year.

Investments that are shares are categorised as “available for sale” for accounting purposes in accordance with financial

reporting standards.

Borrowings are recognised at the amount borrowed. Borrowings are classified as current liabilities unless the School has an

unconditional right to defer settlement of the liability for at least 12 months after the balance date.

The School’s financial assets comprise cash and cash equivalents, accounts receivable, and investments. All of these financial

assets, except for investments that are shares, are categorised as “loans and receivables” for accounting purposes in

accordance with financial reporting standards.


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2. Government Grants

2018 2018 2017

Actual

Budget

(Unaudited) Actual

$ $ $

Operational grants 191,882 193,539 191,004

Teachers' salaries grants 543,668 490,849 507,425

Resource teachers learning and behaviour grants 125 - -

Other MoE Grants 56,354 52,600 57,665

Other government grants 511 - 1,429

792,540 736,988 757,523

3. Locally Raised Funds

Local funds raised within the School's community are made up of:

2018 2018 2017

Actual

Budget

(Unaudited) Actual

Revenue $ $ $

Donations 13,352 15,500 1,488

Activities 10,136 - 34,272

Trading 10,284 11,000 10,601

Fundraising 6,962 8,000 9,673

After School Care Group - - 6,406

40,734 34,500 62,440

Expenses

Activities 21,786 10,500 31,674

Trading 10,987 10,800 11,373

Fundraising costs 1,052 - 1,660

After School Care Group - - 9,241

33,825 21,300 53,948

Surplus for the year Locally raised funds 6,909 13,200 8,492

4. International Student Revenue and Expenses

2018 2018 2017

Actual

Budget

(Unaudited) Actual

Number Number Number

International Student Roll 1 1 0

2018 2018 2017

Actual

Budget

(Unaudited) Actual

Revenue $ $ $

International student fees 6,677 6,000 6,317

Expenses

International student levy 270 - -

Employee Benefit - Salaries 422 1,000 500

692 1,000 500

Surplus for the year International Students' 5,985 5,000 5,817


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5. Learning Resources

2018 2018 2017

Actual

Budget

(Unaudited) Actual

$ $ $

Curricular 7,792 12,550 13,208

Library resources 98 500 45

Employee benefits - salaries 680,826 602,349 636,427

Staff development 9,639 8,000 8,105

698,355 623,399 657,785

6. Administration

2018 2018 2017

Actual

Budget

(Unaudited) Actual

$ $ $

Audit Fee 6,699 6,327 6,317

Board of Trustees Fees 3,145 3,500 2,980

Board of Trustees Expenses 3,260 4,200 2,317

Communication 2,523 2,800 2,559

Consumables 4,657 4,900 5,502

Other 14,046 11,100 9,369

Employee Benefits - Salaries 40,013 38,000 36,846

Insurance 4,618 3,900 3,946

Service Providers, Contractors and Consultancy 6,840 6,800 6,720

85,801 81,527 76,556

7. Property

2018 2018 2017

Actual

Budget

(Unaudited) Actual

$ $ $

Caretaking and Cleaning Consumables 2,679 22,000 21,937

Cyclical Maintenance Expense 5,222 5,223 5,223

Heat, Light and Water 5,001 6,000 5,910

Rates 5,124 4,000 3,450

Repairs and Maintenance 6,855 10,800 3,075

Use of Land and Buildings 219,081 140,800 140,800

Security 2,312 3,000 3,007

Employee Benefits - Salaries 680 3,000 1,645

Contractor & Consultancy 19,504 6,000 1,490

266,458 200,823 186,537

The use of land and buildings figure represents 8% of the school’s total property value. This is used as a 'proxy' for the market rental

of the property. Property values are established as part of the nation-wide revaluation exercise that is conducted every 30 June for

the Ministry of Education’s year-end reporting purposes.


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8. Depreciation

2018 2018 2017

Actual

Budget

(Unaudited) Actual

$ $ $

Building Improvements 1,066 1,759 1,974

Furniture and Equipment 7,292 3,712 4,168

Information and Communication Technology 5,280 5,253 5,897

Leased Assets 1,954 1,742 1,955

Library Resources 625 534 599

16,217 13,000 14,593

9. Cash and Cash Equivalents

2018 2018 2017

Actual

Budget

(Unaudited) Actual

$ $ $

ASB 867-00 (9,401) 44,866 5,107

ASB 084-00 181 - 35,819

ASB 867-50 79 - 79

Short-term Bank Deposits 56,302 - 55,308

47,161 44,866 96,313

10. Accounts Receivable

2018 2018 2017

Actual

Budget

(Unaudited) Actual

$ $ $

Receivables 76 16,307 10,153

Interest Receivable 152 - 146

Teacher Salaries Grant Receivable 33,475 22,406 27,756

33,703 38,713 38,055

Receivables from Exchange Transactions 228 16,307 10,299

Receivables from Non-Exchange Transactions 33,475 22,406 27,756

33,703 38,713 38,055

11. Inventories

2018 2018 2017

Actual

Budget

(Unaudited) Actual

$ $ $Stationery 1,438 1,647 1,297

Uniforms 12,310 9,857 9,376

13,748 11,504 10,673

Cash equivalents for Cash Flow Statement

The carrying value of short-term deposits with maturity dates of 90 days or less approximates their fair value.


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12. Property, Plant and Equipment

Opening

Balance (NBV) Additions Disposals Impairment Depreciation Total (NBV)

2018 $ $ $ $ $ $

Building Improvements 12,424 3,655 - - (1,066) 15,012

Furniture and Equipment 29,114 22,046 - - (7,292) 43,867

Information and Communication Technology 13,489 7,073 - - (5,280) 15,282

Leased Assets 7,351 - - - (1,954) 5,397

Library Resources 2,450 324 - - (625) 2,151

Balance at 31 December 2018 64,828 33,098 - - (16,217) 81,709

Cost or

Valuation

Accumulated

Depreciation

Net Book

Value

2018 $ $ $

Building Improvements 34,675 (19,663) 15,012

Furniture and Equipment 132,461 (88,594) 43,867

Information and Communication 76,856 (61,574) 15,282

Leased Assets 12,304 (6,907) 5,397

Library Resources 12,493 (10,342) 2,151

Balance at 31 December 2018 268,789 (187,080) 81,709

Opening

Balance (NBV) Additions Disposals Impairment Depreciation Total (NBV)

2017 $ $ $ $ $ $

Building Improvements 23,813 3,421 (12,836) - (1,974) 12,424

Furniture and Equipment 19,369 13,913 - - (4,168) 29,114

Information and Communication Technology 13,654 5,732 - - (5,897) 13,489

Leased Assets 9,306 - - - (1,955) 7,351

Library Resources 2,427 622 - - (599) 2,450

Balance at 31 December 2017 68,569 23,688 (12,836) - (14,593) 64,828

Cost or

Valuation

Accumulated

Depreciation

Net Book

Value2017 $ $ $

Building Improvements 31,020 (18,596) 12,424

Furniture and Equipment 110,416 (81,302) 29,114

Information and Communication 69,783 (56,294) 13,489

Leased Assets 12,304 (4,953) 7,351

Library Resources 12,167 (9,717) 2,450

Balance at 31 December 2017 235,690 (170,862) 64,828

The increase in Fixed Assets is due to the additions of furniture and equipment and that it consists mainly for the playground.


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BDO Wellington

13. Accounts Payable

2018 2018 2017

Actual

Budget

(Unaudited) Actual

$ $ $

Operating creditors 5,755 2,522 2,435

Accruals 6,604 7,264 6,317

Capital accruals for PPE items - - 1,929

Employee Entitlements - salaries 33,475 15,175 27,756

Employee Entitlements - leave accrual 600 680 680

46,434 25,641 39,117

Payables for Exchange Transactions 46,434 25,641 39,117

Payables for Non-exchange Transactions - Taxes Payable (PAYE and Rates) - - -

Payables for Non-exchange Transactions - Other - - -

46,434 25,641 39,117

The carrying value of payables approximates their fair value.

14. Revenue Received in Advance

2018 2018 2017

Actual

Budget

(Unaudited) Actual

$ $ $

Income In Advance 2,414 8,289 897

Attendance Dues - - 758

2,414 8,289 1,655

15. Provision for Cyclical Maintenance

2018 2018 2017

Actual

Budget

(Unaudited) Actual

$ $ $

Provision at the Start of the Year 5,223 (5,223) -

Increase to the Provision During the Year 5,222 5,223 5,223

Provision at the End of the Year 10,445 - 5,223

Cyclical Maintenance - Current - - -

Cyclical Maintenance - Term 10,445 - 5,223

10,445 - 5,223


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BDO Wellington

16. Painting Contract Liability

2018 2018 2017

Actual

Budget

(Unaudited) Actual

$ $ $

Current Liability 6,316 6,316 6,316

Non Current Liability 13,850 13,850 18,889

20,166 20,166 25,205

17. Finance Lease Liability

2018 2018 2017

Actual

Budget

(Unaudited) Actual

$ $ $

No Later than One Year 1,786 - 1,786

Later than One Year and no Later than Five Years 893 - 2,678

2,679 - 4,464

18. Related Party Transactions

Related party disclosures have not been made for transactions with related parties that are within a normal supplier or client/recipient

relationship on terms and condition no more or less favourable than those that it is reasonable to expect the school would have

adopted in dealing with the party at arm’s length in the same circumstances. Further, transactions with other government agencies

(for example, Government departments and Crown entities) are not disclosed as related party transactions when they are consistent

with the normal operating arrangements between government agencies and undertaken on the normal terms and conditions for such

transactions.

The Proprietor of the School (Roman Catholic Bishop of the Diocese of Wellington) is a related party of the Board because the

proprietor appoints representatives to the Board, giving the proprietor significant influence over the Board. Any services or

contributions between the Board and Proprietor that are material transactions that have occurred has been disclosed appropriately.

The School is a controlled entity of the Crown, and the Crown provides the major source of revenue to the school. The school enters

into transactions with other entities also controlled by the Crown, such as government departments, state-owned enterprises and

other Crown entities. Transactions with these entities are not disclosed as they occur on terms and conditions no more or less

favourable than those that it is reasonable to expect the school would have adopted if dealing with that entity at arm’s length.

The Proprietor provides land and buildings free of charge for use by the Board as noted in Note 1(c). The estimated value of this use

during 2018 is included in the Statement of Comprehensive Revenue and Expense as “Use of land and buildings ”.

The School has entered into a number of finance lease agreements for computers and other ICT equipment. Minimum lease

payments payable:

In 2015 the Board signed an agreement with Programmed Maintenance Services (the contractor) for an agreed programme of work

covering a seven year period. The programme provides for one exterior repaint of the Ministry owned buildings in 2016, with regular

maintenance in subsequent years. The agreement has an annual commitment of $6,316. The liability is the best estimate of the

actual amount of work performed by the contractor for which the contractor has not been paid at balance sheet date. The liability has

not been adjusted for inflation and the effect of the time value of money.


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BDO Wellington

19. Remuneration

Key management personnel compensation

2018 2017

Actual Actual

$ $

Board Members

Remuneration 3,145 2,980

Full-time equivalent members 0.19 0.45

Leadership Team

Remuneration 337,303 271,978

Full-time equivalent members 4.00 3.00

Total key management personnel remuneration 340,448 274,958

Total full-time equivalent personnel 4.19 3.45

Principal

2018 2017

Actual Actual

Salaries and Other Short-term Employee Benefits: $000 $000

Principal A

Salary and Other Payments 0 - 10 100 - 110

Benefits and Other Emoluments 0 - 1 3 - 4

Termination Benefits - -

Principal B

Salary and Other Payments 100 - 110 -

Benefits and Other Emoluments 3 - 4 -

Termination Benefits - -

Other Employees

Remuneration 2018 2017

$000 FTE Number FTE Number

100 - 110 - -

0.00 0.00

The disclosure for 'Other Employees' does not include remuneration of the Principal.

20. Compensation and Other Benefits Upon Leaving

2018 2017

Actual Actual

Total - -

Number of People - -

The full time equivalent for Board members has been determined based on attendance at Board meetings, Committee meetings and

for other obligations of the Board, such as stand downs and suspensions, plus the estimated time for Board members to prepare for

meetings.

The total value of compensation or other benefits paid or payable to persons who ceased to be trustees, committee member, or

employees during the financial year in relation to that cessation and number of persons to whom all or part of that total was payable

was as follows:

The total value of remuneration paid or payable to the Principal was in the following bands:

The number of other employees with remuneration greater than $100,000 was in the following bands:

Key management personnel of the School include all trustees of the Board, Principal, Deputy Principals and Heads of Departments.


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BDO Wellington

21. Contingencies

22. Commitments

(a) Capital Commitments

(b) Operating Commitments

23. Managing Capital

As at 31 December 2018, the Board only has a painting contract commitment and this is disclosed under Note 16 above.

Holidays Act Compliance – schools payroll

The Ministry of Education performs payroll processing and payments on behalf of school boards of trustees, through payroll service

provider Education Payroll Limited.

The Ministry has commenced a review of the schools sector payroll to ensure compliance with the Holidays Act 2003. The initial

phase of this review has identified areas of non-compliance, however the potential impact on any specific school or individual and

any associated historical liability will not be known until further detailed analysis has been completed.

To the extent that any obligation cannot reasonably be quantified at 31 December 2018, a contingent liability for the school may

exist.

There are no contingent liabilities (except as noted below) and no contingent assets as at 31 December 2018 (Contingent liabilities

and assets at 31 December 2017: nil).

The School’s capital is its equity and comprises capital contributions from the Ministry of Education for property, plant and equipment

and accumulated surpluses and deficits. The School does not actively manage capital but attempts to ensure that income exceeds

spending in most years. Although deficits can arise as planned in particular years, they are offset by planned surpluses in previous

years or ensuing years.

There are no capital commitments as at 31 December 2018 (Capital commitments at 31 December 2017: nil).


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BDO Wellington

24. Financial Instruments

Loans and receivables

2018 2018 2017

Actual

Budget

(Unaudited) Actual

$ $ $

Cash and Cash Equivalents 47,161 44,866 96,313

Receivables 33,703 38,713 38,055

Investments - Term Deposits - - -

Total Loans and Receivables 80,864 83,579 134,368

Payables 46,434 25,641 39,117

Borrowings - Loans - - -

Finance Leases 2,679 - 4,464

Painting Contract Liability 20,166 20,166 25,205

Total Financial Liabilities Measured at Amortised Cost 69,279 45,807 68,786

25. Events After Balance Date

26. Comparatives

There have been a number of prior period comparatives which have been reclassified to make disclosure consistent with the current

year.

There were no significant events after the balance date that impact these financial statements.

Financial liabilities measured at amortised cost

The carrying amount of financial assets and liabilities in each of the financial instrument categories are as follows:


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BDO Wellington

INDEPENDENT AUDITOR’S REPORT

TO THE READERS OF ST PATRICK’S (KILBIRNIE) SCHOOL’S FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2018

The Auditor-General is the auditor of St Patrick’s (Kilbirnie) School (the School). The Auditor-General has appointed me, Henry McClintock, using the staff and resources of BDO Wellington Audit Limited, to carry out the audit of the financial statements of the School on his behalf. Opinion We have audited the financial statements of the School on pages 2 to 21, that comprise the statement of financial position as at 31 December 2018, the statement of comprehensive revenue and expense, statement of changes in net assets/equity and statement of cash flows for the year ended on that date, and the notes to the financial statements that include accounting policies and other explanatory information. In our opinion the financial statements of the School: • present fairly, in all material respects:

o its financial position as at 31 December 2018; and o its financial performance and cash flows for the year then ended; and

• comply with generally accepted accounting practice in New Zealand in accordance with

Public Sector Public Benefit Entity Standards Reduced Disclosure Regime as applicable to entities that qualify as tier 2.

Our audit was completed on 31 May 2019. This is the date at which our opinion is expressed. The basis for our opinion is explained below. In addition, we outline the responsibilities of the Board of Trustees and our responsibilities relating to the financial statements, we comment on other information, and we explain our independence. Basis for our opinion We carried out our audit in accordance with the Auditor-General’s Auditing Standards, which incorporate the Professional and Ethical Standards and the International Standards on Auditing (New Zealand) issued by the New Zealand Auditing and Assurance Standards Board. Our responsibilities under those standards are further described in the Responsibilities of the auditor section of our report. We have fulfilled our responsibilities in accordance with the Auditor-General’s Auditing Standards. We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our opinion. Responsibilities of the Board of Trustees for the financial statements The Board of Trustees is responsible on behalf of the School for preparing financial statements that are fairly presented and that comply with generally accepted accounting practice in New Zealand. The Board of Trustees is responsible for such internal control as it

determines is necessary to enable it to prepare financial statements that are free from material misstatement, whether due to fraud or error. In preparing the financial statements, the Board of Trustees is responsible on behalf of the School for assessing the School’s ability to continue as a going concern. The Board of Trustees is also responsible for disclosing, as applicable, matters related to going concern and using the going concern basis of accounting, unless there is an intention to close or merge the School, or there is no realistic alternative but to do so. The Board of Trustees’ responsibilities arise from the Education Act 1989. Responsibilities of the auditor for the audit of the financial statements Our objectives are to obtain reasonable assurance about whether the financial statements, as a whole, are free from material misstatement, whether due to fraud or error, and to issue an auditor’s report that includes our opinion. Reasonable assurance is a high level of assurance, but is not a guarantee that an audit carried out in accordance with the Auditor-General’s Auditing Standards will always detect a material misstatement when it exists. Misstatements are differences or omissions of amounts or disclosures, and can arise from fraud or error. Misstatements are considered material if, individually or in the aggregate, they could reasonably be expected to influence the decisions of readers taken on the basis of these financial statements. For the budget information reported in the financial statements, our procedures were limited to checking that the information agreed to the School’s approved budget. We did not evaluate the security and controls over the electronic publication of the financial statements. As part of an audit in accordance with the Auditor-General’s Auditing Standards, we exercise professional judgement and maintain professional scepticism throughout the audit. Also: • We identify and assess the risks of material misstatement of the financial statements,

whether due to fraud or error, design and perform audit procedures responsive to those risks, and obtain audit evidence that is sufficient and appropriate to provide a basis for our opinion. The risk of not detecting a material misstatement resulting from fraud is higher than for one resulting from error, as fraud may involve collusion, forgery, intentional omissions, misrepresentations, or the override of internal control.

• We obtain an understanding of internal control relevant to the audit in order to

design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the School’s internal control.

• We evaluate the appropriateness of accounting policies used and the reasonableness

of accounting estimates and related disclosures made by the Board of Trustees. • We conclude on the appropriateness of the use of the going concern basis of

accounting by the Board of Trustees and, based on the audit evidence obtained, whether a material uncertainty exists related to events or conditions that may cast significant doubt on the School’s ability to continue as a going concern. If we conclude that a material uncertainty exists, we are required to draw attention in our auditor’s report to the related disclosures in the financial statements or, if such disclosures are inadequate, to modify our opinion. Our conclusions are based on the audit evidence obtained up to the date of our auditor’s report. However, future events or conditions may cause the School to cease to continue as a going concern.

• We evaluate the overall presentation, structure and content of the financial statements, including the disclosures, and whether the financial statements represent the underlying transactions and events in a manner that achieves fair presentation.

• We assess the risk of material misstatement arising from the Novopay payroll system,

which may still contain errors. As a result, we carried out procedures to minimise the risk of material errors arising from the system that, in our judgement, would likely influence readers’ overall understanding of the financial statements.

We communicate with the Board of Trustees regarding, among other matters, the planned scope and timing of the audit and significant audit findings, including any significant deficiencies in internal control that we identify during our audit. Our responsibilities arises from the Public Audit Act 2001. Other information The Board of Trustees is responsible for the other information. The other information comprises the Analysis of Variance, Board of Trustees Listing and Kiwisport Report, but does not include the financial statements, and our auditor’s report thereon. Our opinion on the financial statements does not cover the other information and we do not express any form of audit opinion or assurance conclusion thereon. In connection with our audit of the financial statements, our responsibility is to read the other information. In doing so, we consider whether the other information is materially inconsistent with the financial statements or our knowledge obtained in the audit, or otherwise appears to be materially misstated. If, based on our work, we conclude that there is a material misstatement of this other information, we are required to report that fact. We have nothing to report in this regard. Independence We are independent of the School in accordance with the independence requirements of the Auditor-General’s Auditing Standards, which incorporate the independence requirements of Professional and Ethical Standard 1 (Revised): Code of Ethics for Assurance Practitioners issued by the New Zealand Auditing and Assurance Standards Board. Other than the audit, we have no relationship with or interests in the School. Henry McClintock BDO Wellington Audit Limited On behalf of the Auditor-General Wellington, New Zealand

Together in Faith and Learning

ST PATRICK’S PRIMARY SCHOOL

CHARTER 2018 St Patrick’s Primary School Mission Statement

St Patrick’s prepares children for the future by

continually challenging them to achieve personal

excellence guided by Catholic principles and values. The Vision of The New Zealand Curriculum is that all young people are successful “confident, connected, actively involved, lifelong

learners”. The realisation of this vision means that as an outcome of New Zealand schooling, every young person:

is confident in their identity, language and culture as citizens of Aotearoa New Zealand

is socially and emotionally competent, resilient and optimistic about the future

is a successful lifelong learner participates and contributes confidently in a range of contexts (cultural, local, national and global)

Our Vision The shared vision of St Patrick’s is one built on the Gospel values which are reflected in our Mercy Character which is strong, vibrant and central to all that we do. This ensures that each student is nurtured in an inclusive Catholic environment which challenges and supports them to reach their full spiritual, academic

and physical potential.

St Patrick’s Primary School Values At St Patrick’s we work together to promote a way of life that is modelled on Gospel Values incorporating the values of the New Zealand Curriculum. These values are integral to school life. They are to be woven through the curriculum and taught explicitly. They are modelled by staff and students and form the

foundation of every interaction within the school and community.

Love –Aroha Respect—Te Tapu o Te Tangata

Unity –Whanaungatanga Social Justice –Tika

Resilience—Manawaroa

The values of our Mercy Charism—excellence, compassion, service and hospitality underpin our School Values.

Cultural Diversity

St Patrick’s Primary School is a diverse inner city school where all cultures are valued and celebrated; our diversity is our strength.

Our curriculum recognises the unique position of Maori, the dual heritage of New Zealand and New Zealand’s cultural diversity. It provides students with

experiences and understanding in cultural tradition, language and local (Wellington) and national histories. In honouring the Treaty of Waitangi, St

Patrick’s Primary School will take all reasonable steps to provide instruction in Tikanga Maori (Maori culture) and Te Reo Maori (the Maori language).

Tikanga and Te Reo Maori is planned and integrated into the classroom programme at all levels. St Patrick’s Primary School will continue to deliver quality

education based on sound pedagogical understanding that is consistent with the Treaty of Waitangi.

The school has a procedure in place to identify Maori students on enrolment. Achievement data for Maori students is tracked, and reported to the Board of

Trustees, to ensure high expectations are maintained for learning and that responsive programmes are designed to meet learning needs.

Consultation

St Patrick’s will consult with members of the community including Maori and Pasifika communities and students, as part of our on-going consultation process.

This consultation will gather information in regard to meeting the needs and aspirations of whanau; sharing targets and strategies for raising student

achievement. Consultation will be both formal and informal, through regular newsletters, parent consultation meetings, surveys, curriculum home and school

partnership meetings, interviews, Mass and during daily interactions.

St Patrick’s Primary Strategic Improvement Goals 2018-2020

In consultation with our school community the Board of Trustees have set the following priorities and goals for school improvement 2016 –2018.

The board and staff are united in their commitment to the school's vision, values , goals and strategic direction.

Strategic Aim 1: Our children and school community will have a deep relationship with God and will and be inspired to live like Jesus.

Annual Goal 1: To have a greater emphasis on encounter with the person of Jesus

Annual Goal 2: To have a renewed emphasis on the relationship between school and parish

Strategic Aim 2: Our students are empowered to be successful in their lives, now and in the future. They are confident and engaged

learners, achieving personal excellence.

Annual Goal 3: To provide an innovative curriculum that caters for the diverse needs of our students, resulting in improved learning outcomes for all.

Annual Goal 4: To provide conditions of equity for all learners leading to improved achievement outcomes for special needs and targeted learners include

Pasifika, Maori and English Language Learners.

Annual Goal 5: To use quality inquiry, design and evaluation to implement learning programmes which support all students to reach their full potential, with

emphasis on student engagement, wellbeing and achievement.

Annual Goal 6: To increase engagement, and learner agency through development of learner self-regulation and consistent behaviour management

approaches across the school.

Annual Goal 7: To use rigorous data analysis and evaluation to inform learning programmes and resourcing; leading to higher rates of achievement for all

students especially in Literacy and Mathematics.

Annual Goal 8: Assessment for learning strategies will be explicitly taught resulting in increased student ownership in the learning process, self-assessment and

learning to learn capabilities.

Strategic Aim 3: Our staff are highly effective professionals who provide quality, innovative and responsive education.

Annual Goal 9: To continue to develop and promote high quality teaching practice though teacher inquiry, quality on-going professional development

(internal/external), peer support/coaching and appraisal.

Annual Goal 10: To build leadership’s capacity and capability to sustain improvement and innovation.

Strategic Aim 4: St Patrick’s is effectively and strategically governed for the benefit of our school community.

Annual Goal 11: Priority is given to a review of assessment, evaluation and reporting of student achievement in Religious Education to the Board of Trustees

Annual Goal 12: Board reviews its Internal Evaluation programme with a view to adopt a simplified programme using the Catholic Special Character Review

Special Catholic Character : Our children and school community will have a deep relationship with God and be inspired to live like Jesus.

Annual Goals Actions to achieve targets Led by Budget/Resource Timeframe Outcome Monitoring/Evaluation Next Steps

Annual Goal 1: To

have a greater

emphasis on

encounter with the

person of Jesus

Review analysis of variance 2017. Principal/BOT Term 1 Gospel Values are

evident and embedded

at every level of the

school.

PB4L Tier 2

development will be

developed with St

Patrick’s Gospel Values

at its core.

Meet guidelines for

Religious Education

Programme and

integrate into inquiry

topic focus where

appropriate.

Integrated teaching

units will be planned

Completed

Gospel Values programme will underpin the

development and understanding of our school

values. An emphasis on linking to

Gospel readings,

especially the parables of Jesus Christ.

St Patrick’s School Gospel Values will be the

foundation for PB4L and expectations within the

school.

Principal/DRS Term 1

Ongoing

Community consultation to review school effectiveness of Gospel Values programme in 2017. Gospel Values programme planned and implemented for 2018

Staff Personal Professional Development Focus:

The Bridging Document

Cluster staff development

DRS/Staff Resource:

Download resource

Term 1 –PLD Plan Written

and Implemented.

Term 1: Download Document

Staff Development planned into staff

P.D sessions.

Term 2: Staff attended Wellington

Catholic Schools Cluster P.DP.D will

continue in term 2.

Term 1:

Affective Domain: Staff have

Affective

Domain P.D

will continue

throughout

the year

St Patrick’s Primary School Annual Improvement Plan Teaching and Learning 2018

Annual Goal 2: To

have a renewed

relationship between

school and parish

and implemented

ensuring of the

religious education

content knowledge.

Assessment of faith in

action—the affective

domain. Staffs will

evaluation focused on

the effect of teaching

and learning

programmes.

Senior students will be

observed organising and

leading liturgy –with

support.

Students will experience

opportunities to help

others less fortunate

than themselves.

Pastoral care will be

documented for

budgeting purposes.

The needs of students

and families will be

identified and catered

for.

Compliance documents

will be completed and

reported according to

schedule.

The school will be seen

as active participants in

all Holy Trinity Parish

events.

Observe an open and

active partnership with

the parish and wider

school

developed a greater focus in Term 1.

Provide and encourage opportunities for

professional development (aiming for higher

levels of accreditation for all staff).

Curriculum Level Development Participation at Cluster Meetings Catholic Conference

DRS/Principal

12 hours PD

For each staff

member

$1200.00 DRS Development

Days

$1500.00 Conference

Registration

$1200.00 Curriculum

Development Days

Term 1

Ongoing

Term 2

Term 1

P.D plan created for the year.

P.D tracking and accreditation sheet

updated.

Term 3:Curriculum development (PD

focused on specific curriculum levels)

Curriculum: Integrated Inquiry

Our Charism, Values and Responsibilities-

Knowing Jesus.

Made in God’s image—Understanding myself

and others.

Called to Service (Social Justice) living

DRS/Principal/Staff See Curriculum Budget Term 1

Ongoing

Term 1: Holy Spirit

Term 2: Mass

Term 3: Prayer, Peace and Hope

Understanding myself and others

integrated into Health inquiry

Term 4: Communion of Saints

Assessment: Student success criteria focuses on

the ‘affective domain’

Evaluation: Review staff evaluation template.

DRS/Staff Term 1—PLD Plan Written

Term 2– PLD Implemented

Student Leadership Development

Young Leaders Day -Liturgy Development.

DRS/ Staff $300.00 Reliever Term 2-4

Ongoing

Term 1: Senior students attended the

Young Leaders Day

Senior students have been

trained in peer mediation techniques.

Term 2: Senior students trained to

attend Mass and read readings and

sing the Gospel Acclimation for Parish

Mass.

Social Justice—Outreach Opportunities

Service within the school, Rita Angus, Elias,

others (tbc)

DRS $200.00 Term 1

Ongoing

Term 1-2: Visits to Rita Angus

Elias promotion throughout the

school

Kimi Ora school visits have started

Term 2: Caritas Mufti Mania—Social

Justice outreach

Wellington Archdioceses: Learning about our

Archdiocese. Plan a visit

Term 4: Continued Kimiora visits

Liturgy and Mass:

Continue weekly participation in Mass

Develop senior student liturgy leadership

Reconciliation—opportunities throughout the

year.

DRS/Staff Term 1

Ongoing

Community.

Observe active

partnership with St

Patrick’s College and St

Term 1: Mass roster completed,

classes are attending

Room 2 led the school—Stations of

the cross

Term 2: Liturgy leadership: coaching

readings of the day and leading the

Gospel acclimation for school and

parish masses

Monitor and Respond to Pastoral Care Needs :

DRS to meet with SENCO team (may include

RTLB and Health nurse) when needed.

Principal/DP/DRS $700.00

See pastoral Care Budget

Term 1

Ongoing

Term 1-3: Management, SENCO and

Admin team monitoring Pastoral care

needs within the school in

consultation with DRS.

Review and Internal Evaluation (see three year

plan)

Proprietor and Community Health Consultation

Assurance Reports to BOT

Annual Report

DRS/Principal

Term 1/Ongoing according

to governance plan

Term 1:

- March returns completed

-School Docs review of minor policy

Term 2:

-July returns completed

Term 4: RE review to the board

Strategic Aim 2: Our students are empowered to be successful in their lives, now and in the future. They are confident and engaged learners, achieving personal excellence.

Annual Goals Actions to achieve targets Led by Resource Timeframe Outcome Monitoring Next Steps

Responsive and innovative Curriculum

Annual Goal 3:

To provide a

responsive, innovative,

broad

curriculum that caters

for the diverse needs

of our students

resulting in

improved learning

Review analysis of variance 2017. Principal/leadership

Team/BOT

Term 1

outcomes for all.

Continue to provide a responsive and creative needs based

curriculum

–ref. curriculum long term plan. Particular curriculum development focus areas for 2018: Social justice R.E integrated inquiry Health – puberty Science—Human Bodies Key Competencies

Principal/

Deputy Principal/

Staff

See

Curriculum

Budget

Areas

Term 1

Ongoing

Evidence of responsive,

creative needs based

curriculum enacted in

classrooms.

Evidence through student

voice.

Evidence of broad curriculum,

increased student agency and

positive learning outcomes for

students,

Term 1:

-Long Term Plan designed around

student interest and areas for

development.

-See curriculum overview for 2018

teaching and learning focuses.

- Whole school Kapa Haka

Term 2:

-Performance Group starts for

Polynesian Festival

Term 3:

-Mathematics curriculum evaluation and

review/data visited

-English data visited

-Poly Fest at Holy Cross

-Arts/Music/Craft rotation, Art splash

dance and choir

-Daily 5

Term 4:

- Making Music

Key

Competencies

Focus—

Evaluation

Embed Daily 5 pedagogy -literacy practice, to build stamina, student agency.

Deputy Principal/

Principal

Term 2

Ongoing

Evidence of ALL practices

being used school wide.

Term 3:

-staff meeting focuses including best

practice from Daily 5

- Nenah delivered Read to Self to all

classes

Term 4: Read to Someone and Listen to

reading

Review/evaluate student inquiry model:

Inquiry unit planning will show greater emphasis on teaching

specific thinking and investigation skills required for each of the

inquiry processes.

Learners will become increasingly independent and sophisticated

in their approach as they:

ask questions

Research and find answers

Evaluate information -critical reflection

Principal/DP $300

CRT

Term 2

Ongoing

Evidence of new model

working well in classes.

Term 1:

Inquiries begin

Term 2:

Student inquiry approach integrated into

teaching units

Term 3 and 4:

On-going process, identifying areas for

improvement and growth

Teacher

evaluation of

learner inquiry

capabilities.

questioning

Research

Evaluate

information -

critical

take action

inquiring learners who have the skills to ask questions, find

answers, evaluate information and take action

reflection

Years 7 and 8

Year seven and eight learners will be provided with enrichment

and leadership opportunities e.g. EOTC, Sexuality, Careers,

Languages

Resourcing for growing numbers

Continue to develop leadership skills

Peer mediation—leadership opportunities

EOTC opportunities (Term 1, Yrs 7 and 8 —EOTC Week)

Greater emphasis on responsive curriculum design (student voice)

Principal/DP CRT

Management

Release

Ongoing

Enrichment, Sexuality, Careers,

Languages and Technology

education will be meet the

requirements of NZC.

Term 1:

Peer mentoring programme

(leadership), Liturgy leadership day,

Technology enrichment at St Catherine’s

begins,

Term 2:

-Year 7 /8Curriculum design adapted to

provide greater student choice, agency

and engagement e.g maths/reading

workshops, students teaching maths

knowledge to class, personal inquiry

across the curriculum e.g. mathematics

measurement

-Emphasis on increased collection of

student voice.

Term 3:

-Daily 5

Term 4:

-Working on working independantly

E-Learning and 21st century pedagogy

e learning opportunities are integrated into literacy, mathematic and

student inquiry. ICT used as a meaningful tool for learning and to

promote student agency.

Principal

DP/Staff

$3000

New

devices

Term 1

Ongoing

Evidence of integration of

eLearning and enactment in every

class.

Evidence of increased uptake of

community engagement in

eLearning opportunities.

Evidence of community valuing

and using digital learning tools to

support learning between home

Term 1: Maths Whizz

-STEPS web based programme overview

-Programmes integrated into literacy

and numeracy lessons.

-Home school writing programmes 365,

google docs used in Years 5-6.

-Computer assisted technology provided

for students with SLN

Term 2:

-Screen added to staffroom.

Term 3:

Term 3:

Purchased 10

new chrome

books

and school.

Students practising safety when

using the internet at school and

home.

Evidence of greater student

ownership in learning content and

process.

-Mobile unit of 20 chrome books used

as part of a rotation throughout the

school to provide a tool that will better

support student collaboration.

Term 3: Staff

reflection of

student voice—

class evaluation

survey to inform

teacher practice

and TAI goals.

Seamless transitions in learning between home and school.

Maths Whizz, Steps

ICT used to develop awareness of audience and purpose (writing),

shared pages office 365, google docs. Encouraging responsive

community participation in eLearning programmes.

Principal/DP/

Staff

Term 1

Ongoing

Term 1:

-Meet the teacher evening to provide

information for parents about classroom

practices and expectations

-Progress meetings included discussion

regarding online learning tools.

-Homework club provided for students

with limited access to ICT in their own

home in room 1

Term 2:

-Progress reports include helping at

home section reminders provided to

parents to use/monitor these valuable

learning tools with their children.

-Teacher monitoring of student use and

progress (weekly)

-Student certificates provided to

celebrate progress

Developing Safe Digital Citizens

Principal/DP Term 1 Term 1: Cyber safety keeping safe on

the internet teaching and learning unit

was included in beginning of the year

unit- exploring working together, roles

and responsibilities.

Term 2: Revisited by classes as required.

-Parent information sent out to the

community regarding legal age

requirements for sites e.g you tube,

facebook, snapchat.

Student agency and self-directed learning opportunities: curriculum

planning will show movement away from teacher centric learning

approaches and will involve greater students control over:

Choices in learning: what, how and why Content knowledge output Self-regulation (I am a visible learner) Preference for learning (co-operative, individual styles) Student voice—evaluation

Principal/DP/Staff Term 2

Ongoing

Term 1-2:

-student self-directed inquiry

opportunities,

-student goal setting and reflection on

progress towards achieving goals

-Evidence of increased use of student

voice surveys and evaluations

(engagement surveys, safe at school

survey) used throughout the middle and

senior school and at a class and

management level (BOT reports)

Term 3: Staff reflection of student

voice—class evaluation survey to inform

teacher practice and TAI goals.

Review target for variance report. Principal/BOT Term 4

Inclusion-Special Needs and Targeted Learners Monitoring Next Steps

Annual Goal 4 : To

provide conditions of

equity for all learners

leading to improved

achievement

outcomes for special

needs and targeted

learners including

Pasifika, Maori and

English Language

Learners.

Annual Goal 5 : To use

quality inquiry, design

and evaluation to

Review analysis of variance from 2017.

Identify targeted priority groups and develop intervention plans—

see attached.

Principal/BOT/Staff Term 1 Evidence that targeted students,

English Language Learners,

Pacifica, Maori and students with

special needs have been

monitored throughout the year.

Evidence of student progress

made towards IEP goals, National

Standards, wellbeing and

engagement indicators (as

appropriate).

Evidence that intervention

programmes have been analysed

according to effectiveness—

recommendations for future

actions completed.

Funding applications will be

Keep track through class monitoring

and Target students through eTap

CAP Plan Implementation:

Implement and review CAP plan Tier 1

CAP Plan Tier 2 and 3

Principal/SENCO Term 1

Ongoing

To provide equal opportunities for success by targeting students

underachieving and developing and acceleration plans/IEP’s for

targeted students (also see

Achievement targets).

Term 1

Ongoing

All target students have either I.E.P

or are catered for within classroom

adaptation programmes

SENCO—Manage and facilitate special interventions, IEP’s, parent

communication.

SENCO /

Principal/DP

Sophie

CRT

Release

$1200.00

Term 1

Ongoing

On-going and closely monitored

SENCO team liaison with RTLB, Health nurse, DRS to discuss

identified needs and refers students on to appropriate agencies.

Apply for funding as appropriate.

Principal/

SENCO

Term 1

Ongoing

On-going

implement learning

programmes which

support all students to

reach their full

potential , with

emphasis on student

engagement,

wellbeing and

achievement.

Continue to strengthen evaluation of intervention programmes—

according to achievement and acceleration outcomes ref (CAP plan

expectations).

Principal/

SENCO

Term 1

Ongoing

completed and submitted to

appropriate agencies.

Evidence that increased teacher

allocation has a positive impact

on student achievement,

wellbeing and engagement—

student to teacher ratios

addresses the inequity of staffing

provided by the MOE.

Home and school partnerships

will be strong and students will be

supported in their learning by

both their teacher/specialist

teacher and whanau.

Term 2;

STEPS Intervention analysis

Targeted Students analysis

Review and moderate ESOL assessments using ELLP :

Complete 1st March ELLP Assessments. Complete July assessments using ELLP. Use funding to support low student to teacher ratios .

Principal/Deputy

Principal/Staff

Term 1

Ongoing

Term 1:

Funding applications completed.

New staff provided with

support/training required to

complete assessments.

Term 1-4:

Funding used to provide students

with support through:

-low student to teacher ratios—

some funding used for an additional

teacher

-teacher aide time - supporting oral

language and classroom programmes

Ensure teachers and aides are provided with support and guidance

to meet the needs of all targeted learners including Pacifica, Maori,

and ELL and Special Needs students.

Principal/SENCO/DP/

Staff

CRT

Release/

P.D

$1500.00

Term 1

Ongoing

Home and school Partnership:

Develop educationally powerful two-way partnerships with families

to support targeted students (also see community engagement).

Principal/SENCO/DP/

Staff

Term 1

Ongoing

Term 1:

Parents of targeted students are

notified, programmes to support

students are discussed with families.

Term 2:

Reading Together programme

Term 3:

SMS is working for us setting up is

on-going

Review data for variance report. Principal/DP/Staff/BOT November

Term 4

Engagement and Wellbeing PB4L Schoolwide Development Monitoring

Annual Goal 6: To

increase engagement

and learner agency

through development

of learner self-

regulation and

consistent behaviour

management

approaches across the

school.

Evaluate Year 1 Action Plan, Set new priorities/goals for Year 2.

Present Action Plan to Staff and BOT

$10

000.00

Targets for PB4L Plan will be met.

Evidence of community and

student voice in planning and

evaluation process.

Evidence that action plans have

been implemented and progress

evaluated regularly.

Evidence that adequate CRT and

resourcing has been provided.

Increased student ownership, self-

management and self-regulation

will be observed in and out of the

classrooms.

Attendance will be monitored

throughout the year. Students with

identified attendance concerns in

2016 will have improved

attendance rates in 2017.

Term 1: Action Plan updated

Write PB4L Year 2 Implementation Plan.

Home/School Partnership Launch: website, newsletter, art

competition

Develop a bank of consequences to match behaviour (specific focused

teaching)

Develop lesson plans for desired behaviour

Monitor PB4L professional development and progress towards goals

through monthly team meetings.

Data driven change development

Move to tier 2 when opportunity arises

Principal/PB4L

Team

Term 1

Ongoing

Term 1: See Action Plan Ongoing Monitoring

Peer mediation programme designed

Senior students trained in peer mediation

Term 2:

Peer mediation students input data into

tablet.

Home School partnership launch—webpage

and art competition

Term 3:

-Lunch and morning tea lesson plans

completed and presented to staff

-Leaders set up shared document for across

school collaboration

Term 4: Review and feedback/forward

Teacher release and resources purchased for implementation. PB4L Team Term 2

Ongoing

Terms 1-2:

Release provided as required

Purchased prizes

Term 2: Programme delayed due to MOE

staff changes (both facilitators) classroom

development on hold.

Term 4: Still attending meetings for setting us

up to Tier 2 of PB4L

PB4L: Included in class timetables, 15-20min fortnightly explicit lessons. All issues recored within programme

Term 4:

Reviewed and analysed behaviours

identifying issues

Evaluation of Year Two programme to feed into Year 3 Development.

Year 1 report presented to the BOT

PB4L Team Term 4

Monitor attendance levels and acceptable in school absences.

Track targeted cohort attendance.

Communicate results of low attendance rates with the community.

Monitor and report to BOT throughout the year.

Principal/

Staff

Term 1

Ongoing

Term 1: Goal of 95% + attendance rate

schoolwide

Term 1-2: Monitoring of attendance rates

completed

Term 3: Evaluation of Policy and Procedures

for attendance

- Evaluation of student attendance data

-Vulnerable students identified for

monitoring

- Attendance rates communicated with our

community via student attendance reports,

during parent teacher interviews. See

attendance evaluation and review 2017.

Term 2: More parents are taking their

children out of the school to visit family

during school time—this is becoming a

concern

Term 3: Certificates

Term 4: Review

Term 3:

Analysis of

attendance

cohort rates

Annual Goal 7: To use

rigorous data analysis

and evaluation to

inform learning

programmes and

resourcing; leading to

higher rates of

achievement for all

students especially in

Numeracy, Literacy and

Mathematics.

Assessment

Evidence that target

students

and those with

special needs have

been monitored

throughout the year.

Target students

make

accelerated progress

(see learning goals).

All students will be

achieving at their

personal potential.

Monitoring Next Steps

Review analysis of variance 2017 Principal/leadership

Team/BOT

Term 1

To use quality assessment tools and analysis to inform planning, support

student achievement and evaluation.

Assessment data will be used to evaluate: areas of student need and next learning steps learning programmes that effectively respond to student need areas to increase teacher capability

Principal/Deputy

Principal

Term 1

Ongoing

Term 3: Student voice—classroom

evaluation questioner completed and

information fed into teacher

inquiry/classroom planning

Formative assessment, observation and evaluation Assessment for Learning.

Principal/ Principal Term 1

Ongoing

Continue to identify and strategically track the progress of targeted

students (achieving below the expected standard). Continue to meet as a

staff termly to discuss progress and next steps.

Principal/Deputy

Principal

Ongoing Term 1: Goals written for each targeted

student , TAI linked to targeted student

cohorts

Term 2: Monitoring and tracking of goals,

AOV completed

Term 3 Staff

Meeting to discuss

new goals and

progress—has

there been

acceleration?

Annual Goal 8 :

Assessment for learning

strategies will be

explicitly taught

resulting in increased

student ownership in

the learning process,

self assessment and

learning to learn

capabilities.

Evidence of OTJ’s

requiring less

moderation at a

leadership level.

Assessment

schedule

monitored.

Reporting provided

in a timely manner.

Junior schedule

monitored.

Reporting provided

in a timely manner.

National Standards

reports will be

analysed using

Assembly SMS.

Term 3: Monitoring and tracking of goals

Term 4: Monitoring and tracking of goals

Continue to focus on moderation of Overall Teacher Judgements using St

Patrick’s assessment/moderation guiding document, literacy/numeracy

progressions and National Standards indicators.

Moderate OTJ information.

Principal/

All Staff

Term 1

Ongoing

Term 1: Discussion around mid-term report

for all

Term 2: Moderation of Term 1 OTJ’s

Term 3: Moderation of Term 2 OTJ’s –

Term 4: Moderation and discussion

Continue to

support staff

Monitor revised Junior assessment and reporting schedule. Junior Syndicate

Junior

Syndicate

CRT

$300

Term 1-2 Term 1: all reporting mid and end

Term 1-2: Regular Junior reporting

monitoring meetings

Ongoing: Management coaching for

Anniversary OTJ’s and reporting.

Parent Reporting :

Two Parent Meetings: goal setting and progress Two written reports : Mid Year , End of Year Parent reporting using assembly SMS

Term 1

Ongoing

Term 1: Meet the Teacher evening

Term 1-2: Goal Setting Meetings

Term 2: Written progress report

Term 3: Progress Meetings—Parent Teacher

Child and led by the child where possible

Continue to

investigate

Written reports

using eTap

Report National Standards data and analysis to :

1. BOT

2. Community

3. Ministry

Progress reported to students.

Term 1

Ongoing

March 1st MOE Reporting completed :

2016 National Standards NAG 2A (b) and

NAG 2A (c)

Junior anniversary reports completed

Term 2:

-Annual Report Completed -National

Standards Data reported to MOE.

-Student progress reports completed

-Junior Anniversary reports completed

-Targeted achievement reported to the BOT

Term 3: Midyear National Standards Data

presented to BOT

-Targeted achievement reported to the BOT.

Term 1-Term 2 comparison.

Assessment for learning

Strengthen self-assessment and student voice:

Learning and assessment plans to include strategies to increase student

voice and agency, in planning , assessment and evaluation (see I am a

visible learner).

self- assessment

Self-monitoring skills

Student evaluations of learning (sharing and evaluating their data and

next steps improvement goals)

Principal/Deputy

Principal

Term 1

Ongoing.

Students will

develop skills visible

learners. They will be

able to set learning

goals, focus on next

learning steps,

evaluate outcomes

and set next goal.

Ongoing in terms 3-4

Review target achievement data for variance report. Principal/DP/Staff/BOT November

Term 4

Strategic Aim 3: Our staff are highly effective professionals who provide, quality, innovative and responsive education.

Employment and Personnel : Employment and Personnel

Annual Goals Actions to achieve targets Led by Resources

Budget Timeframe

Progress

Indicators Monitoring Next Steps

Annual Goal 9: To continue to

develop and promote high quality

teaching practice though teacher

inquiry, quality on-going

professional development

(internal/external), peer

support/coaching and appraisal.

Review analysis of variance from 2017.

All teachers

will be high

performing,

effective

practitioners.

Through

analysis of

student

Completed

Monitor employment and personnel issues. Principal Ongoing Term 1 –Ongoing Employment

and personal issues monitored:

- Pay and increments

-Workload—additional release

time provided.

-Appraisal

Term 1: Xmas Holidays: New TA

recruited.

Term 3: Recruitment for TA

Continue to

monitor staff

workload

Provide staff with quality professional development that links to

school wide goals, areas of expertise and areas of professional need:

External

Mathematics—Knowledge and strategy development

Ministry Funding Application -Term 2

Oral Language—Learning through Play (Junior)

Ministry Funding Application, Teacher Led Innovation Fund

Application -Term 1

PB4L

Leadership

Internal

PB4L Team to lead whole school PD

Principal/

Deputy

Principal

Junior

Syndicate

Principal

PB4L Team

Principal/DP

$10000

$2000.00

$10000

$1000.00

$500.00

Ongoing

achievement

data,

observation

and (TAI) staff

will

understand

their

effectiveness.

Applications

made in a

timely manner.

Professional

learning and

development

implemented

according to

action plans.

Evidence of

‘uptake’ of

professional

development—

Evidence of

shift in

classroom

practice.

Evidence that

the appraisal

process has

been followed

and progress

reported to the

BOT.

Evidence of

mapping in

Terms 1-2: Facilitator regarding

Mathematics. Louise Miller

Term 1—Ongoing, staff are

provided with quality

professional development that

links to school wide goals, areas

of expertise and areas of

professional need see staff P.D

tracking sheets.

Term 1– ongoing: R.E and CC


Term 1:All staff attend Murry

Gadd – writing for reluctant

writers

Term 2: Mathematics continued

Term 3/4: Whole staff

mathematics

Embed performance appraisal systems that are robust, meaningful

and manageable.

Review of appraisal cycle and requirements

Staff encouraged to think creatively about achievement challenges

and through TAI to design, plan and evaluate innovative

practices that improve outcomes for all (not business as usual

practices).

To continue to build staff competence in evaluation of inquiry, data

analysis, analysis of teacher impact (visible learning indicator

1).

To introduce RTC mapping for appraisal—defining evidence.

Staff development: Tataiako cultural competencies for teachers of

Maori learners.

Provide support for individual teacher personal/professional

development goals related to appraisal.

Principal/DP/

Staff

$900.00 Term 1

Ongoing

Term 1:

Appraisal Cycle reviewed and

new schedule completed

Term 1: Achievement challenges

shared with staff.

Staff goals co constructed during

initial appraisal meetings.

Documentation updated

Standards and back mapping of

evidence combined into one

document

Individual teacher as inquiry

relates to achievement

challenges and is used as

evidence for RTC.

PLG meeting schedule and

tracking sheet updated to

provide evidence and next steps.

Principal 1:1 mid-year appraisal

relation to RTC. meetings with each staff

member to critique evidence

used in RTC’s

Learning walks and Observations

of teaching practice. Through

mathematics.

Continue to embed professional learning groups —peer mentoring,

critique and shared problem solving.

Principal/All

Staff

Term 2 ongoing:

PLG template provided with

guiding questions to promote

greater critique and critical

thinking.

Senior management modelling

this practice.

Leadership Development

Annual Goal 10: To build

leadership’s capacity and

capability to sustain improvement

and innovation.

Review analysis of variance from 2017. Evidence

that

leadership is

effective and

leads to

improved

systems and

learning

outcomes.

The leadership team will use a range of evidence from

evaluation and inquiry to develop implement, monitor and

modify strategies for improvement across the school.

Principal/

Leadership

Team

Term 1

Ongoing

Term 1:

Evaluation/review schedules revised for

2018 needs and include ERO domains..

Term 1—Ongoing:

-Evaluation cycle being used to guide

quality decision making at all levels of the

school.

-Evaluation folders and monitoring sheets

regularly updated and used to guide

future actions.

-NAG reviews regularly updated to

ensure progress is being made towards

school Annual improvement goals.

Evidence of

quality

inquiry,

evaluation

cycle being

used to guide

quality

decision

making.

Evidence of

growing

leadership

capabilities

within our

team.

-Targeted student achievement regularly

monitored through student tracking

sheets (class level) Teacher Inquiry

(specific teacher focus), management

Level (analysis and reporting to BOT each

term)

Organisational structures, processes and practices will be

monitored and evaluated to ensure sustained improvement

across the school.

Principal/

Leadership

Team

Term 1: PLG, Appraisal and Observation

schedules evaluated and updated for

2017.

Term 1-2: Management folder

information saved to share file on the

server. Guiding documents to support

leadership processes, practices,

evaluation and review updated and

included in management folder.

Term 2-Ongoing: PLG meetings, TAI

meetings, appraisal meetings, classroom

observations /learning walks / teacher

professional development designed to

be complementary and to support staff

to meet annual improvement

goals/targets.

Term 3:

continue to

ensure TAI,

PLG and

appraisal

schedules

are actioned

in a timely

manner.

Teacher performance appraisal goals will incorporate a

leadership focus.

Principal Term 1:

Goals and tracking sheets designed to

include leadership goal and a dedicated

area for tracking of leadership evidence

for RTC.

Term 2-3: Individual staff appraisal

meetings to discuss progress towards

goals and Standards evidence.

(staff sitting on a continuum: developing

understanding and use of evidence

(newer staff members)—integrated

understanding and use of evidence)

Term 3: Evidence of growth in

development and understanding

Term 3:

continue to

monitor

Through coaching and mentoring, the leadership team will

work with staff to build professional capacity and a collective

distributive leadership model.

Principal/DP

DRS

Ongoing Term 1:

Development of SENCO review and

implementation action plan. Terms 1-

ongoing.Action plan regularly reviewed

Redesign of CC review/evaluation and

assurance

Term 1—Ongoing P.E Jules—Mentoring

to leading P.E and Netball–including all

tasks and requirements. Use of School

Docs for SAP information

Term 2:

Mentoring DRS evaluation of spiritual

climate.

SENCO evaluation of learning

programmes

Term 2 –Ongoing: DRS and DP complete

class observations related to specific

areas of responsibility

(Mathematics/Prayer)

Term 2-3:

Weekly meetings with DP to continue to

develop management documentation,

evaluation schedules and to ensure

smooth hand over for Principal maternity

leave.

Term 2-4:

PB4L team action plan completed to

support programme and P.D

development.

Action plan regularly reviewed

Principal Learning Community—coaching and mentoring

(Geoff Child’s)

Principal/BOT Term 1

Ongoing

Term 1:

Principal appraisal set

PLG meetings x 3

Term 2:

Board to appraise principal

Term 3: Paul Roach approached to

appraise principal

Term 4: New

Principal

Appraisal

programme

to be

designed

Review –Set goals for 2017 Principal November

Strategic Aim 4: Rich cultural diversity is our strength. Our students are confident in their own identity, language and culture.

Annual Goals Actions to achieve targets Led by Resource Timeframe Outcomes Monitoring Next Steps

Cultural Competency

Annual Goal 11: Culturally

responsive pedagogy will be

used to support and promote

student wellbeing and

learning.

Annual Goal 12 : Home and

school learning will be

complementary and

supportive; our curriculum will

be culturally and contextually

relevant to our learners.

Review analysis of variance from 2017. Principal Term 1 Completed

The school curriculum will be inclusive and culturally relevant.

Fist language, identity and culture are elevated through

programme design and delivery.

All Staff Term 1

Ongoing

The school curriculum will be

inclusive and culturally relevant.

Evidence of culturally

responsive leadership and

teaching practice across the

school.

Evidence that our community

engages with, and supports

bi-cultural programmes and

development.

Evidence that the Kapa Haka

cultural group enhances

students’ feelings of belonging,

celebrates cultural uniqueness

and fosters collaborative

appreciation of diversity in our

school.

Evidence of Maori success as

Term 1 : Curriculum plan

designed to meet the needs of

our learners and to be inclusive

and culturally relevant

Classrooms and physical environments acknowledge and reflect

the diversity of cultures that are part of St Patrick’s Primary

School.

All Staff Ongoing Welcoming and diverse,

colourful and saturated with

print and frontloading

information

Enhance areas of our biculturalism programme.

Ensure our learning and support programmes are culturally and

contextually relevant for our students.

Development of Kapa Haka Cultural Group

Cultural Performance Opportunities

Learning Focus: Tikanga Turangawaewae—Belonging Tuakana / Teina

Principal/DP

$300.00 Term 2

Ongoing

Term 1 –2: Te Reo teaching

maintenance plan review and

evaluation completed - updated

documentation made available

in Management Folder.

Whole school kapa haka

Term 2- poly fest

Provide support and guidance through implementation of :

Maori success as Maori –Identified priorities 2017

See attached action plan (guided by Ka hikitia and Tataiako)

Seeing Maori as Successful:

Presentations

Invited speakers

Principal/DP Term 1

Ongoing

Term 1-ongoing:

Monitoring of Maori success—

assessment evaluations,

interventions and programmes

including annual improvement

targets.

Term 3:

-Maori Community Consultation

-Maori Success as Maori

evaluation and BOT report

presented including future

Action to be completed:

Seeing Maori as

Successful:

Presentations

Invited speakers

Maori—priorities implemented

and monitored. Self

review completed.

Pasifika Education plan

implemented and monitored.

Self review completed.

Evidence that community

groups feel comfortable to

share how we can help them to

support learning between home

and school.

actions

Staff Development :

Tataiako

Te Ara Reo Maori

Professional Development Focuses:

Culturally responsive practice Tikanga Turangawaewae—Belonging Te Reo-pronunciation

Principal/DP

Jules May

CRT Term 2 Term 1 –

Nenah to lead all year

St Patrick’s Pasifika Education Plan 2016-2017.

(See attached action plan) guided by MOE Pasifika

Education Plan.

Principal/DP

All Staff

Term 1

Ongoing

Term 3:

-self-evaluation of Pasifika

Education Plan

Home and school partnership/consultation (See community

partnership)

See home

school

partnership

budget.

Review target for variance report. Principal/BOT Term 4

Strategic Aim 5: St Patrick's builds educationally powerful connections. Our community will be connected and involved in learning.

Engaging Parents Whanau and Community

Annual Goals Actions to achieve targets Led by Budget/Resource Timeframe Outcome Monitoring

Annual Goal 13: Strong and

collaborative two-way

partnerships will be fostered

between school and whanau so

they enrich opportunities for

success for all learners.

Review Analysis of variance report.

Principal/DP Term 1 Wk 6

Ongoing

Evidence of daily two way

interactions between home and

school that have a positive impact

on learning outcomes

Evidence that parents, families and

whanau feel valued as first

educators of their children with

Completed

ongoing influence on development,

learning, wellbeing and self –

efficacy.

We engage and involve parents,

families and whanau in learning

and school activities to enable

success for all.

I have targeted Maori parents face

to face to discuss their ambitions

and inspirations for their tamariki

at St Patricks.

Evidence that community groups

feel comfortable to share how we

can help them to support learning

between home and school.

Evidence of children and families

accessing e Learning homework

with increasing regularity.

Evidence that families are

confident to support e learning and

value this as an important

extension of classroom learning.

Families will share high

expectations with respect to

attendance, behaviour, effort,

achievement and contribution to

the wider life of the school.

Charter review consultation/

Mission/Values/Strategic Aims

,Aspirations,

Home and school partnership.

Principal/BOT/DP $50.00 Term 1 Term 1: Community Charter and Values

consultation completed. Information used

to update/inform Annual planning for 2017.

Maori consultation and community

engagement.

Principal $50.00 Term 2/3 Term 3: Community Consultation and

Analysis completed.

Will inform Maori Success as Maori Review

Pacific Fono

Focus: Supporting learning between

home and school

Principal/D.P/Lead staff

member

$100.00 Term 2 Planned Term 3-4 spoke to Maori whanau

one to one was more effective. Asked one

parent to give me written feedback on what

she sees and what see wants.

Targeted Students meeting parents.

Home and school working together to

accelerate progress.

DP/ Staff

$100.00 Term 2

Junior Literacy -Home and School

partnership (Reading Together)

embedded (Year 2).

Junior Syndicate $200.00 Term 3 Term 3: Haven’t yet done Reading Together

Home and School partnership (whole

school focus)

Developing parent understanding of

home and school learning programmes.

DP/Staff Term 2 Term 1:

-Progress meetings included discussion

regarding online learning tools.

-Homework club provided for students with

limited access to ICT in their own home.

Term 2:

-Progress reports include helping at home

section reminders provided to parents to

use/monitor these valuable learning tools

with their children.

-Teacher monitoring of student use and

progress (weekly)

-Student certificates provided to celebrate

progress

Daily two way interactions between

home and school—teacher open door

policy.


Ongoing

Term 1—Ongoing

-Evidence of positive two way interactions

between staff, management and families to

discuss and support attendance, behaviour,

learning support, family social/emotional

support, financial and pastoral care and

assistance.

-Positive formal and informal interactions.

Organise opportunities that empower

our community to connect and have fun

together.

DRS/Principal/

Term 1

Ongoing

Meet the teacher evening

Invitations to Assemblies

School Mass and Liturgy

School trips, sports events, cultural visits.

Home and School Communication

Website update to include:

news items

community feedback and uptake

Monitor community use and calendar

uptake.

Ensure all events are up to date.

Principal/Admin

Admin

Term 1/Ongoing Term 1:

-calendar function set up

-staff professional development during

teacher only day

Term 2: Monitoring—events updated in a

timely manner.

Term 3: Monitoring—reminder to staff to

ensure events are updated in a timely

manner.

Reduce communication via (paper

copies)

Admin Term 3 Community continues to rely on paper

reminder notices.

Monitor text messaging service Principal Ongoing Term 3: School to use eTap communication

working well in term 4

Review –Set goals for 2017 Principal November

Strategic Aim 6: St Patrick's is effectively and strategically governed for the benefit of our school community.

Annual Goals Actions to achieve targets Led by Budget/Resource Timeframe Outcome Monitoring Next Steps

Annual Goal 14: The Board of

Trustees will provide effective

governance by ensuring policies and

procedures guide quality decision

making—are inclusive, consultative

and are based on robust self

Comprehensive: Charter—Strategic Goals—Annual Plan review

analysis and update completed.

Collaborative development of the school’s vision, values, goals and

priorities identified for equity and excellence.


Ongoing

We will follow

our Charter,

strategic and

annual plans

with self-

review and

variance

Term 1 2018: Charter consultation

and collaborative action plan

implemented and completed—See

charter review/evaluation

documentation.

Term 1:Charter submitted to MOE

1st March

review/evaluation.

identified and

reported

throughout

2016.

The BOT will

comply with

the St Patrick's

Primary School

Governance

Manual.

The BOT will

increase P.D

hours.

Regular NAG

Audits will be

presented to

the BOT.

Analysis of variance completed

consultation to BOT and submitted

to MOE 1st March.

Report National Standards data and analysis to :

1. BOT

2. Community

3. Ministry NAG 2a and 2b Reporting, Annual Report

Progress reported to students.

Term 1

Ongoing

March 1st MOE Reporting

completed :

2016 National Standards NAG 2A (b)

and NAG 2A (c)

Junior anniversary reports

completed

Term 2:

-Student progress reports

completed

Term 3:

Mid-year English and Maths data

presented to BOT

-Targeted achievement reported to

the BOT. Term 1-Term 2

comparison.

The Board will operate effectively to Govern the school.

All Board members will be active participants.

New Board members will be supported in their role.

Principal/Chairman/BOT Term 1

Ongoing

Term 1 – Julius voted to be

chairperson

Term 2: New member to replace

proprietor rep Margret

Recruit a new

proprietor

representative.

BOT professional development plan related to school wide goals—

aiming for higher levels of PD hours for all BOT members.

NZSTA

Other as appropriate.

Principal/Chairman/BOT $300.00 Term 1-4 Term 1-2:Juluis training NZSTA

School Docs Self Review /Evaluation

Training

Effective governance with Frank

Wafer

Term 4: Identified possible


Regular NAG audits and variance reports presented according to

review cycle.

Principal/BOT Ongoing Term 1: 2016 Analysis of variance

completed and reported to BOT

(submitted to MOE.)

Terms 2:NAG variance reports

completed

Term 3: NAG variance reports

completed form meeting 1.

Term 4: on-going

The BOT will continue to support the development of an achievement

challenge with the Wellington Catholic Community of Learning.

The BOT will continue to remain up to date with COL involvement in

2017 and evaluate progress throughout the year.

Principal/BOT Ongoing Term 1: Draft achievement

challenges presented to the BOT for

approval

Term 1-3: Principal has attended

COL principal and stewardship

meetings and provided feedback to

the BOT.

Elect a BOT

member as the

COL

representative

to support the

principal and

attend COL

stewardship

meetings.

Legislative Compliance:

The Board of Trustees will meet all statutory requirements.

The BOT will review compliance areas according to the School Docs

self review/ advisory schedule.

Chairperson/Principal

BOT

Ongoing Terms 1-4:

Assurance reports presented to the

BOT through principals reports

according to School Docs assurance

and reporting schedule

Terms 1-4

Catholic Schools Board legislative

requirements and assurance

reports completed according to

S.P.P.S Catholic Character review

and assurance schedule.

Assurance reports provided to the

BOT through principals report.

Term 2:

Assurance reports provided for CC

review

Term 3-4

International

Students Code

review due

October 31st.

School Self Review/Evaluation Self Review/Evaluation

Annual Goal 15: BOT, leadership

team and staff will engage in quality

evaluation and self-review at every

level of the school focusing on

continual improvement.

Strengthen our self-review /evaluation model in response to ERO

evaluation indicators:

Self review and inquiry at St Patrick’s will be robust , strategic and

evidenced at every level of the school . It will be the basis

of all strategic decision making and will contribute to

continual improvement.

Through engagement, professional reading and PD, all staff will

develop an understanding of review/evaluation

New evaluation indicators (self-review/evaluation) will be

integrated into self/review –evaluation procedures. St

Patrick’s procedures to be updated using the Learner-

Focused Evaluation Processes and Reasoning model

Revise self- review/evaluation timetable updated for 2017

Principal/BOT/Leadership

Team.

$900.00

CRT

See self review

plan for strategic

evaluation/

review.

Ongoing

emergent/regular

evaluation/review

By the end of the

school year the

Board will have

received reports

from

management,

teaching staff

and Board

members

touching on

every aspect of

school life.

Term 1:

Internal evaluation schedule

revised for Curriculum and

Catholic Character.

Term 2: St Patrick’s internal

evaluation procedures are

currently being updated

using the Learner-Focused

Evaluation Processes and

Reasoning model.

Term 1-Ongoing:

Internal evaluation, actions

and outcomes tracked using

Term 3-4:

Continue staff

development

using ERO

internal

Evaluation

indicators

.

The Board will

use this

information to

establish trends

and patterns

enabling for

future

planning.

monitoring sheets (see

internal evaluation folders)

Term 2-3: Staff development

of internal review.

To continue to increase student and community voice in LEARNER-

FOCUSED evaluations for the BOT:

Wellbeing at school

PB4L—schoolwide development Tier 2 (2019)

Principal/BOT/Leadership

Team

See PB4L

goal

Term 1

Ongoing

Address identified areas for improvement from ERO and Catholic

Education Reviews.

Principal/DRS $200.00 Term 1

Ongoing

BOT will complete rigorous review of policies and procedures to

ensure effective governance and compliance with all legislative

requirements:

Continue to review and update policy and procedure

documentation using School Docs.

Monitor procedures introduced in 2016 for Workplace Health and

Safety

Principal/Chairman/BOT

NZSTA

Membership

Term 1

Ongoing

As Above

Term 1: Policy review

completed by BOT,

Management, and Staff

according to School Docs

policy and review schedule.

Term 2: Policy review

completed by BOT,

Management, Staff

according to School Docs

policy and review schedule

Term 3: To be completed

Term 4: Planning for next

year

Term 1– Ongoing: Health

and Safety /VCA procedures

continue to be monitored.

-Hazard Reporting

-Safety Action Planning

-Accident and Notifiable

incident reporting

-ETOC and PBCU

Term 3:

Health and

Safety Audit to

be completed.

Term 3; Policy

reviews to be

completed.

requirements

-Safe workplace practice

-Police Vetting

-VCA recruitment

procedures

Property


Annual Goal 16: Property planning is

strategically managed and allows us

to maintain buildings and grounds

ensuring the best and safest physical

environment we can afford.

Update 10 year property plan.

Projects identified for 2018 will be completed in a consistent

and timely manner (refer to property plan).

Establish working group to liaise with the CSB for 2017.

Principal/

Property working

group.

Term 1

School property is well

maintained.

School grounds are

inviting and students

have pride in their

environment.

Families feel confident

that their children are

safe and happy at St

Patrick’s.

Low number of

reported incidents or

accidents.

Xmas Holidays: Carpet

upgrade completed

Term 2: Continue

Ensure environmental hazards are identified using the safety

and hazard checklist, address hazards in a timely manner to

ensure a safe environment is maintained.

Security/

Principal/Chairman

Ongoing Term 1 –ongoing:

Hazards identified during staff

and admin meetings and

reported at each BOT meeting.

Term 1—Ongoing: Hazards are

responded to in a timely

manner and prioritised

according to the identified risk

associated.

Monitor procedures implemented in 2017 to ensure we

continue to meet the requirements of Workplace Health and

Safety Legislation (effective April 2016).

Principal/Property

Committee

As above

Term 1– Ongoing: Health and

Safety /VCA procedures

continue to be monitored.

-Hazard Reporting

-Safety Action Planning

-Accident and Notifiable

incident reporting

-ETOC and PBCU requirements

-Safe workplace practice

-Police Vetting

-VCA recruitment procedures

Playground upgrade to continue:

Maintenance for turf (cleaning and replacing rubber)

Landscape gardens around the bottom playground

Chairman/Property

sub committee

$1000.00 Ongoing

Term 1

Terms 1 and 2: Garden clean

up completed.

Retaining wall replaced

Terms 3/4: up keep of grounds

Retaining wall

replaced.

Finance


Annual Goal 17 The BOT will

prioritise funding towards the schools

strategic aims and goals.

Revise draft budget and confirm budget for 2016.

Review with Education Services Team.

Principal/Finance

Working Group

February

Term 1

Finances will be

allocated and used for

priority learning and

resource areas.

The BOT will receive a

statement of financial

position and variance

report on a consistent

and timely basis.

The school will budget

for and provide the best

learning environment,

learning materials and

programmes we can

afford.

Budget completed, confirmed

and submitted.

Resourcing will be provided to meet changing learning needs

throughout the year:

BOT agree to employ and pay for additional staffing in Junior

School.

Monitor roll size and teacher/student ratio.

Apply for roll increase funding from MOE as appropriate

Review and implement budget changes as student ratio

changes.

Principal/Finance

Working Group

$35000.00

Term 1

Ongoing

Audit Completed.

Annual report completed.

Term 1Ongoing: Budget

reviewed at each Board

meeting

Term 2 –new TA employed

until end of year and then

review

Term 3-new TA employed.

Until end of year and then

reviewed

Budget for and monitor developments for the 10 year property

plan:

Priority 1 funding (ADW)

Community fundraising

Term 1:

Meeting with Sarita and Dave

regarding upgrade of

classrooms for learning and

space.

Awaiting

progress on

building up-

grades

Regularly review expenditure during the year to ensure budget

is maintained.

Principal/Finance

Working Group.

Ongoing Terms 1-4: Education Services

management reports reviewed

by management team and BOT

finance working group.

Terms 1-4: Reviewed at each

Board meeting.

Apply for, and monitor ESOL Grants: Funding will be used to

support additional teacher hours and teacher aide time.

Principal February

/July

Term 1: ESOL grants applied

for

Term 3: ESOL grants

completed

Used for additional teacher

time and TA support

Establish community support to plan for and apply for

Community Grants for projects beyond our school budget.

Finance Working

Group.

March

Ongoing

Term 3: Community members

canvased but limited response

or interest.

Continue to

investigate

options

Review Asset Replacement Plan. Principal/Finance October

To be completed

Term 4.

Draft budget for 2019 completed . Principal/Chairman November To be completed

Term 4.

Review for variance report 2018. November

2018 TARGETS

Target 1: RAISING BOYS ACHIEVEMENT IN WRITING Theory for Improvement Our End of Year 2017 National Standards data showed a significant and disproportionate gap between our girls and boys achievement in writing. At the end of 2017, we had 20/50 (40%) of our Boys Below the National Standard. Coupled with Well Below, we had 8/50(16%) of our Boys Well Below/Below the National Standard. Girls, were 14/42 (33%) Well Below/Below the National Standard. This is an area we aim to see significant improvement. We have observed and literature has supported this that we can make better accelerated progress for those learners who are Below as opposed to Well Below. While we will still be supporting our Well Below learners, we will be deliberately targeting our Below learners. In response to child development and brain research, we will also only be focusing on our Year 4 - Year 8 children. Again, while not ignoring our Year 1 - Year 3 children, we will allow them the time to develop as children, without the pressure constraints of meeting set expectations. Teachers will still support these learners, but at the children’s pace and readiness of learning. Therefore, our Target will be deliberately focused on our Year 4 - Year 8 Boys. What is our aspiration? Our ultimate goal is to have every boy who was Below the Standard in 2017, to make accelerated progress to be at their expected curriculum level by the end of 2018. What is our Target? To accelerate the progress of at least 20 Boys in Year 4 - Year 8 to have 42/50 (84%) of Boys at their expected curriculum level. Baseline Data (as at the end of 2017) Number of students who were Below the Standard at the end of 2017

What are we going to do about it?

PLANNED ACTION TIMING RESPONSIBILITY RESOURCING MONITORING/ REVIEW/ EVALUATION Teachers to identify all the boys in their classes who are below the expected Curriculum Level

Term 1

Classroom teachers DP Principal

Using tools to identify target students e-asTTle Reading recovery intervention funded with six places available for 2018—targeted cohort support. Staff work collaboratively using professional capabilities to ensure responsive practice and successful outcomes for all learners

Teaching as Inquiry goals will link to achievement targets: How can we accelerate reading levels of identified male students? How can we use our combined expertise to accelerate the progress of ELL and SLN male readers across the school and ensure they realise their full potential.

Extensive monitoring and tracking at least once a term, through e-Tap, to evaluate the progress of the learners

Terms 1-4 Classroom Teachers Principal

E-Tap Continue intensive 1:1 support for target students using the STEPS to literacy programme. BOT will fund STEPS to literacy workbooks for targeted students. Culturally responsive teaching practice—sees Maori Success Plan and Pacifica Plan. ELL (New English language learners) and SNL

Intensive tracking for targeted students success goals written for each child and learning intervention monitored and reviewed twice a term during staff meetings. Programmes evaluated and adapted according to outcomes achieved. Intensive tracking for targeted students success goals written for each child and learning intervention monitored and reviewed twice a term. Early and intensive support for

provided with learning support and additional teacher aide support in the classroom to support the teacher when focusing on their specific needs.

those students at risk of falling behind.

Identify Staff P.D to support teachers with the acquisition of The Code, Literacy Development and how to support boys with their writing

Terms 1-4 DP Principal

Murry Gadd- The Effective Teaching of Writing Nenah – Daily 5: Fostering Literacy Independence (focus on Read to Self) Wellington Literacy Association

The key foundational elements for literacy acquisition, with which Daily 5 is aligned, are as follows: Routine periods during which students read on their own, practicing old and new skills

Focused instruction that introduces new skills and guides student practice

Structure that reinforces independence

Student choice of activities and reading content Authentic reading and writing tasks

Instruction and expectations that match brain development

Formalised tracking of student progress and achievement through asTTle writing

Terms 1-4 March and November

Classroom Teachers

Recorded into: T:\Assessment\2018 Targeted students\Target Students.pub Set up visual board for impact

Moderation of writing completed terms 1/3 Data transferred from e-asTTle to SMS.

Planned collaborated planning meetings to discuss learning and teaching programmes and students’ progress

Once a term After data has been collated and analysed by classroom teacher

All staff During Staff meetings Discussed and updated target students and looked at:

Where they are now

Where were they

Next goal

Resources needed

Expected outcome

Learning walks focused on the teaching of writing and best fit practice

Terms 1-4 Principal DP Invited facilitator(optional)

Discussions during Staff meetings When in the classroom have a look at what is there:

Classroom displays

Published writing

Work books

Environment

Discussion with students, teachers, T.As, parents

Writers programme to provide additional targeted teaching for identified children

Terms 1-4 Classroom teachers Every Thursday each class will do Seeing some brilliant writing from students The best way to practice the craft was to free write Even bad writing is educational.

It teaches you the art of patience and the act of thinking clearly and deeply.

It helps you develop your abilities as a writer

It builds confidence

It drives inspiration

It helps excavate emotional themes and barriers

It promotes process and not outcome

It develops muscle memory and good habits

It helps you discover just how committed you are as a writer

It generates honesty in your writing

Teacher Aides to support the classroom programme

Terms 1-4 SENCo and classroom teachers

SENCo is monitoring progress and development of programmes

Target 2: RAISING ORAL LANGUAGE OF YEARS 1-3 Theory for Improvement Our roll consists of huge numbers of students that are not of English speaking backgrounds (ESOL). Our End of Year 2017 oral language data showed a significant number of students who are not achieving an expected benchmark for oral language. Proficiency in oral language is considered vital by our teachers for self-expression and for communicating ideas, reflecting on their experiences and sharing with others. If they can’t say it they can’t write it. The speakers of others languages make up 88% of our roll.

Writing Reading What is our aspiration?

Our ultimate goal is to have every year 1 - year 3 who was identified in 2017, to make accelerated progress to be at their expected curriculum benchmark by

the end of 2018.

What is our Target?

To accelerate the progress of 80% of our years 1 - years 3 students in oral language using the ELLP assessment tool. RED=term 2 Green=term 3

What we are doing about it?

PLANNED ACTION TIMING RESPONSIBILITY RESOURCING MONITORING/ REVIEW/ EVALUATION

Teachers to identify all the boys in their classes who are identified as being of concern

Term 1

Classroom teachers DP Principal

Record of Oral Language – Marie M. Clay ELL (New English language learners) and SNL provided with learning support and additional teacher aide support in the classroom to support the teacher when focusing on their specific needs.

Target cohorts have sub-groups identified for monitoring with specific outcomes see e-Tap (SMS) for information

Extensive monitoring and tracking at least once a term, through e-Tap, to evaluate the progress of the learners

Terms 1-4 Classroom Teachers Principal

E-Tap

Intensive tracking for targeted student’s success: goals written for

each child and learning intervention monitored and reviewed

twice a term.

Identify Staff P.D to support teachers with the acquisition of Literacy Development and how to support students with oral language

Terms 1-4 DP Principal

Murry Gadd- The Effective Teaching of Writing Record of Oral Language – Marie M. Clay ESOL Verification – Christine McKenzie P.D provided from MOE regarding the ELLP forms and on-line resource

ELL (New English language learners) and SNL provided with

learning support and additional teacher aide support.

SLN programmes will build on those identified as successful in

2017.

SENCO will support teaching staff with IEP development.

To help young children develop their oral language skills, both

parents and teachers should make sure their conversations give

children practice with:

hearing, listening to, and using a rich and abstract

vocabulary

hearing and constructing increasingly complex

sentences

using words to express ideas and feelings and asking

questions about things they do not understand

using words to answer questions about things that

are just not in the here and now.

Formalised tracking of student progress and achievement through oral practices

Terms 1-4 March and November

Classroom Teachers

P.D provided from MOE regarding the ELLP forms and on-line resource

On-going

Additional targeted support to identified learners

Terms 1-4 DP SENCo

Investigate diagnostic/summative oral

language assessment: ELP Matrix, ARB’s,

On-going

Principal Marie Clay Record of Oral Language.

Planned collaborated planning meetings to discuss learning and teaching programmes and students’ progress

Once a term After data has been collated and analysed by classroom teacher

All staff Professional and pedagogical leadership is critical in building the capability and capacity of teachers to promote and support children’s oral language learning and development.

teachers have in-depth knowledge of every child and a shared understanding of, and expectations for, their oral language learning and development

leaders and teachers work in partnership with parents and whänau, and with external agencies and specialist to support where necessary

our curriculum is highly supportive of children’s oral language learning and development

evaluation, inquiry and monitoring processes are driven by the need to promote and support children’s oral language learning and development.

Improvements needed to support oral language learning and development. Leadership capability to support teachers to design and implement a curriculum that:

gives priority to oral language and recognises oral language as an integral part of early literacy learning

is based on a shared and explicit understanding of children’s oral language development

includes deliberate teaching strategies to support all learners, making children’s oral language learning and development visible in assessment information

evaluating the impact of practices and strategies on improving oral language outcomes

capitalising on ‘home languages’ as a foundation for other language learning

being prompt and proactive where concerns are identified about children’s oral language learning and development.

Learning walks focused on the teaching of oral language

Terms 1-4 Principal DP

On-going

and best practice Invited facilitator(optional)

Literacy programme to provide additional targeted teaching for identified children

Terms 1-4 Classroom teachers Literacy knowledge and abilities of learners:

alphabet knowledge

letter-sound knowledge

concepts about print

concepts about books

phonological awareness

vocabulary knowledge (unusual words)

story comprehension

narrative competence (story telling) Early literacy activities that provide rich oral language experiences:

nursery rhymes and poems

language play

sustained conversations

introducing new vocabulary,

ideas and concepts

informal phonemic awareness activities

shared storybook reading

songs/waiata and chants

scribbling letters, numbers,

and letter-like forms



Programmes prepared and organised by SENCo and classroom teachers

On-going but very effective

Target 3: RAISING MATHEMATICS FOR OUR PACIFIKA STUDENTS Theory for Improvement Our End of Year 2017 National Standards data showed a significant gap between our Pasifika and others in Mathematics. At the end of 2017, we had 7/21 (33%) of our Pasifika Below the National Standard. Coupled with 1/21 (4) Well Below. With the current P.D provided by the MOE and a focus on Cultural Responsive Pedagogy, as well as this being a focus for our staff collaborative inquiry, we are confident to see a positive effect in 2018. What is our aspiration? Our ultimate goal is to have Pasifika students who were Below the Standard in 2017, to make accelerated progress to be at their expected curriculum level by the end of 2018. What is our Target? To accelerate the progress of at least 8 in Year 4 - Year 8 to have 42/50 (84%) at their expected curriculum level.

What we are doing about it?

PLANNED ACTION TIMING RESPONSIBILITY RESOURCING MONITORING/ REVIEW/ EVALUATION Teachers to identify students in their classes who are Pacifica and below

Term 1 Classroom teachers P.A.T Maths e-Tap

A staff meeting was held in March to discuss what the staff felt were SPPS’s strengths and areas of need. The following are discussion notes.

Maths language and communication – talking frames and vocab walls helpful and needed

Maths vocab needs to be strengthened

The value of Using materials – want instant gratification (undoing

of rote learning) perceived view of achievement

Making connections to relationships and patterns between numbers, for example 2+2+2 is the same as 3 x 2

Reading word story maths task are difficult for many students – develop maths literacy skills

Developing problem solving through rich tasks.

Place value knowledge is the key

Creative maths/ versus competitive

Classroom arrangement to support maths is important – safe environment

Supporting cultural diversity in maths – the staff would like to explore the pedagogy behind Bobbie Maths.

Rich resources need to be used / more hands on exploration.

Staff would like a stronger understanding of knowledge – progressions and knowledge

Extensive monitoring and tracking at least once a term to evaluate the progress of the learners

Terms 1-4 Classroom teachers In school professional development: Daily planning and programme monitoring to assist acceleration for middle and senior school mathematics classrooms. Teacher Peer modelling, planning support and programme review.

Identify PD with Louise Miller to support teachers with the developmental stages and how to support students with mathematical challenges

Terms 1-4 DP Louise Miller – Core Education Vocabulary and question reading development using mathematics contexts. Term 3 – new facilitator Steve

As well as teacher planning and preparation, student’s awareness of learning intentions, purposeful relevant tasks, differentiation of learning for different needs and to listen to student’s maths talk. We (Helen and Louise) also listened to teacher’s questioning, responses and feedback. Findings

All observations indicated a high level of care in the classroom, allowing for most students to participate in discussion and activities. Some students were observed supporting each other with reciprocal teaching. Most teachers had well embedded routines, were organised, prepared and the children were clear on their learning tasks and learning objectives. Some classes had opportunities for extension and extra challenges.

Some next steps: To make sure that a range of equipment is more readily available for students to explore and use for problem solving.

To think about the relevance of the learning tasks, putting them into meaningful problems.

To think about less teacher talk and more student talk, sometimes mat time/ pace too slow.

Some students were not clear on what their task was.

Explore different ways of grouping students for effective learning.

To be responsive to misconceptions.

Formalised tracking of student progress and achievement

Terms 2-4 Classroom teachers Currently year 4 and year 8 students appear to be year groups that need the most support, with year 4 having 43% either working in the correct curriculum level or above, and year 8, 43% of students working in the correct curriculum level or above. Year 7 appears to be our strongest maths group with 69% of students working in the correct curriculum level or above. Year 5 and 6 follow closely behind with 64% (year 5) and 63% (year 6). Currently there are a higher proportion of boys working at the exceeded curriculum expectation for maths.

Additional targeted support to identified learners

Terms 1-4 Teachers SENCo Facilitator

ALOPHA Programme – Rob Mathematics P.D – Louise Miller

SENCo updates

Planned collaborative planning meetings to, discuss learning and teaching programmes and students progress

Terms 1-4 Classroom teachers Outcome of meeting with parents Outcome of meeting with students

Louise met with a group of parents to collect student voice Feb 2018 Whanau and Student Voice summary Parents want more information about maths today, what does it look like? Staff to think about emailing out strategies that are being worked on in the classroom. Also running a home/school partnership workshop again this year. The students Interviewed were limited in their understanding of what maths really is, and can be. Maths needs to be more contextual or meaningful parents and children’s comments. Parents liked it when they saw students exploring fractions through cooking. Some students interviewed weren’t aware of the importance of maths. Develop growth mind set about maths Summarising at the end of the day may help with this – what did you learn today? What connections did you make in math – (maths diaries)? Students have particular people they like to work with and all the Pacific students interviewed like to work with a buddy.

Learning Walks focused on the teaching of mathematics

Terms 1-4 Helen and Louise What are some effective ways to develop maths communication and talk for myself and the students? How can I choose rich maths tasks to match the children’s learning needs as well as making sure ALL the children are participating and contributing? How can I effectively address misconceptions? What is the best way to group children for learning? Are their natural progressions in children’s maths learning or do children all different in the order they acquire knowledge? What are some effective ways to support children with making mathematical connections and relationships? As a school are we teaching maths literacy strategies, what is effective?

Maths programme to provide additional targeted teaching for identified students

Terms 1-4 Classroom teachers On-going discussions in PLG, indivduals and with Helen and Steve.



Identify resources needed for programmes to develop independance

On-going

End of Year Results 2018 – Writing, Reading and Mathematics.

End of Year Writing Results 2018

Target 1: RAISING BOYS ACHIEVEMENT IN WRITING

Theory for Improvement Our End of Year 2017 National Standards data showed a significant and disproportionate gap between our girls and boys achievement in writing. At the end of 2017, we had 20/50 (40%) of our Boys Below the National Standard. Coupled with 8/50(16%) of our Boys at Well Below the National Standard, we therefore had 28/50 or 56% of boys working either below or well below the standard. This is an area we aim to see significant improvement in. We have observed, and literature has supported that we can make better accelerated progress for those learners who are Below as opposed to Well Below. While we will still be supporting our Well Below learners, we will be deliberately targeting our Below learners. In response to child development and brain research, we will also only be focusing on our Year 4 - Year 8 children. Again, while not ignoring our Year 1 - Year 3 children, we will allow them the time to develop as children, without the pressure constraints of meeting set expectations. Teachers will still support these learners, but at the children’s pace and readiness of learning. Therefore, our Target will be deliberately focused on our Year 4 - Year 8 Boys. What is our aspiration? Our ultimate goal is to have every boy who was Below the Standard in 2017, to make accelerated progress to be at their expected curriculum level by the end of 2018. What is our Target? To accelerate the progress of at least 20 Boys in Year 4 - Year 8 to have 42/50 (84%) of Boys at their expected curriculum level.

2018 End of year results 10 out of the 68 male students are working at well below (14.7%) In comparison to 2 out of 44 female students working at well below 22 out of the 68 male students are working at below (32.35%) In comparison to 10 out of 44 female students working at below 29 out of the 68 male students are working at met (42.64% ) In comparison to 21 out of 44 female students working at met 7 out of the 68 male students are working at above (10.29% ) In comparison to 11 out of 44 female students working at Above Targeted boys mid- year results 2018

11491 Well Below At Above Total

Did we reach our target? Mid -year 65.5% of Year 4-8 boys were either well below or below the expected curriculum level. End of year 55. 2% of year 4-8 boys were either working well below or below the expected curriculum level. This is a shift of 10.3%, or 3 students. Mid – year 34.5% of targeted boys were working at the

expected curriculum level. End of year 44.8% of targeted boys were working at the Targeted boys end of year results 2018 correct curriculum level. A shift of 3 students or 10.3%

Writing Progress 2018 Comparing mid- year data with end of year.

Below

Y4

60% (3) 40% (2) 5

Y5

50% (4) 50% (4) 8

Y6

33% (2) 17% (1) 50% (3) 6

Y7

38% (3) 50% (4) 13% (1) 8

Y8

50% (1) 50% (1) 2

Totals

20.7% 6 44.8% 13 34.5% 10 29

Well Below

Standard

Below

Standard At Standard

Above

Standard

Y4 60% (3) 20% (1) 20% (1) 5

Y5 25% (2) 13% (1) 63% (5) 8

Y6 50% (3) 50% (3) 6

Y7 38% (3) 38% (3) 25% (2) 8

Y8 50% (1) 50% (1) 2

Totals 27.6% 8 27.6% 8 41.4% 12 3.4% 1 29

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1099x1038x1029&sid=11584&tid=0&yl=YY4&rt=Below+Standard&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1016&sid=11584&tid=0&yl=YY4&rt=At+Standard&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1098&sid=11584&tid=0&yl=YY4&rt=Above+Standard&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1093x1001&sid=11584&tid=0&yl=YY5&rt=Well+Below+Standard&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1017&sid=11584&tid=0&yl=YY5&rt=Below+Standard&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1032x1020x1015x1036x1042&sid=11584&tid=0&yl=YY5&rt=At+Standard&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1064x1003x1012&sid=11584&tid=0&yl=YY6&rt=Well+Below+Standard&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1106x1048x1083&sid=11584&tid=0&yl=YY6&rt=At+Standard&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1045x1031x1068&sid=11584&tid=0&yl=YY7&rt=Well+Below+Standard&yr=2018


https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1103x1080&sid=11584&tid=0&yl=YY7&rt=At+Standard&yr=2018



NB: % taken from data system may be rounded

2 more students working at well below – one of these new to our school

Pleasing to see 8 less students working at below the correct curriculum level

2 more students meeting the correct curriculum level

Exciting to see 8 more students working above the curriculum level

Mid- year there was a total of 108 students - 46% or 50 students working below or well below the correct curriculum level. 58 students or 54% of students

were meeting the curriculum level or working above.

At the end of the year 112 students - 39% or 44 students working below or well below the correct curriculum level. So now 61% or 68 students met or above.

End of Year Results Writing results 2018 – Gender and Ethnicity breakdowns

Mid- year

Well Below End of Year Well Below

Mid – year Below

End of Year Below

Mid – Year Met

End of Year Met

Mid – year Above

End of Year Above

Y0 100%

(3)

Y1 80%

(8) 73%

(8) 20%

(2) 27%

(3)

Y2 9%

(1) 17%

(2) 45%

(5) 25%

(3) 45%

(5) 42%

(5) 17%

(2)

Y3 6%

(1) 6%

(1) 35%

(6) 24%

(4) 59%

(10) 65%

(11) 6%

(1)

Y4 57%

(4) 43%

(3) 43%

(3) 43%

(3) 14%

(1)

Y5 5%

(1) 11%

(2) 37%

(7) 16%

(3) 47%

(9) 58%

(11) 11%

(2) 16%

(3)

Y6 13%

(2) 27%

(4) 13%

(2) 7%

(1) 53%

(8) 53%

(8) 20%

(3) 13%

(2)

Y7 19%

(3) 19%

(3) 38%

(6) 25%

(4) 25%

(4) 25%

(4) 19%

(3) 31%

(5)

Y8 15%

(2) 15%

(2) 25%

(3) 54%

(7) 42%

(5) 15%

(2) 33%

(4)

Total pupils 9 % (10)

11 % (12)

37 % (40)

29 % (32)

44 % (48)

45 % (50)

9 % (10)

16 % (18)

Out of 8 Maori

students: 1 working at well –

below the correct curriculum level

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1121x1122x1124&sid=11584&tid=201&yl=Y0&rt=Below+Standard&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1063x1092x1094x1100x1111x1113x1118x1119&sid=11491&tid=201&yl=Y1&rt=Below+Standard&yr=2018


https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1079x1108&sid=11491&tid=201&yl=Y1&rt=At+Standard&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1079x1108x1119&sid=11584&tid=201&yl=Y1&rt=At+Standard&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1062&sid=11491&tid=201&yl=Y2&rt=Well+Below+Standard&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1062x1087&sid=11584&tid=201&yl=Y2&rt=Well+Below+Standard&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1006x1007x1008x1053x1087&sid=11491&tid=201&yl=Y2&rt=Below+Standard&yr=2018


https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1041x1059x1065x1075x1109&sid=11491&tid=201&yl=Y2&rt=At+Standard&yr=2018


https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1041x1109&sid=11584&tid=201&yl=Y2&rt=Above+Standard&yr=2018



https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1021x1026x1049x1084x1085x1107&sid=11491&tid=201&yl=Y3&rt=Below+Standard&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1026x1084x1085x1107&sid=11584&tid=201&yl=Y3&rt=Below+Standard&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1009x1040x1047x1052x1060x1071x1077x1088x1101x1102&sid=11491&tid=201&yl=Y3&rt=At+Standard&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1009x1021x1040x1047x1049x1052x1060x1071x1077x1101x1102&sid=11584&tid=201&yl=Y3&rt=At+Standard&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1088&sid=11584&tid=201&yl=Y3&rt=Above+Standard&yr=2018








https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1001x1017x1018x1030x1036x1046x1093&sid=11491&tid=201&yl=Y5&rt=Below+Standard&yr=2018


https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1015x1020x1032x1033x1034x1042x1056x1057x1114&sid=11491&tid=201&yl=Y5&rt=At+Standard&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1015x1020x1032x1033x1034x1036x1039x1042x1046x1056x1114&sid=11584&tid=201&yl=Y5&rt=At+Standard&yr=2018


https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1057x1074x1086&sid=11584&tid=201&yl=Y5&rt=Above+Standard&yr=2018


https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1003x1012x1064x1090&sid=11584&tid=201&yl=Y6&rt=Well+Below+Standard&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1003x1090&sid=11491&tid=201&yl=Y6&rt=Below+Standard&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1083&sid=11584&tid=201&yl=Y6&rt=Below+Standard&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1004x1022x1037x1048x1055x1083x1104x1106&sid=11491&tid=201&yl=Y6&rt=At+Standard&yr=2018




https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1031x1045x1068&sid=11491&tid=201&yl=Y7&rt=Well+Below+Standard&yr=2018




https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1035x1043x1067x1076&sid=11491&tid=201&yl=Y7&rt=At+Standard&yr=2018



https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1019x1035x1066x1076x1097&sid=11584&tid=201&yl=Y7&rt=Above+Standard&yr=2018




https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1002x1023x1044x1054x1082x1105x1112&sid=11491&tid=201&yl=Y8&rt=At+Standard&yr=2018



https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1082x1089x1095x1105&sid=11584&tid=201&yl=Y8&rt=Above+Standard&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1062x1081x1039x1012x1064x1031x1045x1068x1025x1061&sid=11491&tid=201&yl=&rt=&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1062x1087x1081x1001x1093x1003x1012x1064x1090x1031x1045x1068&sid=11584&tid=201&yl=&rt=&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1063x1092x1094x1100x1111x1113x1118x1119x1006x1007x1008x1053x1087x1021x1026x1049x1084x1085x1107x1029x1038x1058x1098x1001x1017x1018x1030x1036x1046x1093x1003x1090x1005x1028x1050x1070x1080x1103x1013x1091&sid=11491&tid=201&yl=&rt=&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1121x1122x1124x1063x1092x1094x1100x1111x1113x1118x1125x1007x1059x1126x1026x1084x1085x1107x1029x1038x1099x1017x1018x1030x1083x1005x1028x1050x1067x1002x1013x1061&sid=11584&tid=201&yl=&rt=&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1079x1108x1041x1059x1065x1075x1109x1009x1040x1047x1052x1060x1071x1077x1088x1101x1102x1016x1099x1116x1015x1020x1032x1033x1034x1042x1056x1057x1114x1004x1022x1037x1048x1055x1083x1104x1106x1035x1043x1067x1076x1002x1023x1044x1054x1082x1105x1112&sid=11491&tid=201&yl=&rt=&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1079x1108x1119x1006x1008x1053x1065x1075x1009x1021x1040x1047x1049x1052x1060x1071x1077x1101x1102x1016x1058x1116x1015x1020x1032x1033x1034x1036x1039x1042x1046x1056x1114x1004x1022x1037x1048x1055x1069x1104x1106x1043x1070x1080x1103x1023x1044x1054x1091x1112&sid=11584&tid=201&yl=&rt=&yr=2018


https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1041x1109x1088x1098x1057x1074x1086x1024x1073x1019x1035x1066x1076x1097x1082x1089x1095x1105&sid=11584&tid=201&yl=&rt=&yr=2018

Curriculum Judgement Writing

All students End of year Years 1 - 8

Well Below Below At Above Total

No % No % No % No % No

All

Male 10 14.7% 22 32.4% 29 42.6% 7 10.3% 68

Female 2 4.5% 10 22.7% 21 47.7% 11 25.0% 44

Total 12 10.7% 32 28.6% 50 44.6% 18 16.1% 112

Maori

Male 1 33.3% 1 33.3% 1 33.3% 0 0% 3

Female 0 0% 1 20.0% 3 60.0% 1 20.0% 5

Total 1 12.5% 2 25.0% 4 50.0% 1 12.5% 8

Pasifika

Male 3 21.4% 7 50.0% 3 21.4% 1 7.1% 14

Female 1 8.3% 4 33.3% 5 41.7% 2 16.7% 12

Total 4 15.4% 11 42.3% 8 30.8% 3 11.5% 26

Asian

Male 1 4.2% 6 25.0% 13 54.2% 4 16.7% 24

Female 1 7.1% 1 7.1% 6 42.9% 6 42.9% 14

Total 2 5.3% 7 18.4% 19 50.0% 10 26.3% 38

MELAA

Male 4 18.2% 6 27.3% 10 45.5% 2 9.1% 22

Female 0 0% 3 25.0% 7 58.3% 2 16.7% 12

Total 4 11.8% 9 26.5% 17 50.0% 4 11.8% 34

Other

Male 0 0% 0 0% 0 0% 0 0% 0

Female 0 0% 0 0% 0 0% 0 0% 0

Total 0 0% 0 0% 0 0% 0 0% 0

NZ/European

Male 1 20.0% 2 40.0% 2 40.0% 0 0% 5

Female 0 0% 1 100.0% 0 0% 0 0% 1

Total 1 16.7% 3 50.0% 2 33.3% 0 0% 6

https://etap.co.nz/pupillist.php?pids=1003x1004x1009x1012x1015x1016x1017x1018x1020x1029x1031x1032x1036x1068x1038x1040x1042x1047x1048x1052x1055x1056x1060x1064x1062x1069x1071x1073x1075x1074x1083x1085x1087x1093x1098x1099x1106x1107x1116x1126x1001x1006x1063x1092x1094x1111x1118x1119x1122x1124x1125x1002x1005x1023x1035x1043x1044x1045x1050x1061x1066x1067x1080x1091x1095x1103x1105x1112&sid=0&title=Curriculum

https://etap.co.nz/pupillist.php?pids=1024x1021x1022x1026x1030x1033x1034x1037x1039x1041x1046x1049x1053x1057x1058x1059x1065x1077x1081x1084x1086x1088x1090x1101x1102x1104x1109x1114x1007x1008x1079x1100x1108x1113x1121x1013x1019x1028x1054x1070x1076x1082x1089x1097&sid=0&title=Curriculum

https://etap.co.nz/pupillist.php?pids=1003x1004x1009x1012x1015x1016x1017x1018x1020x1024x1021x1022x1026x1029x1030x1031x1032x1033x1034x1036x1037x1068x1038x1039x1040x1041x1042x1046x1047x1048x1049x1052x1053x1055x1056x1057x1058x1059x1060x1064x1062x1065x1069x1071x1073x1075x1074x1077x1081x1083x1084x1085x1086x1087x1088x1090x1093x1098x1099x1101x1102x1104x1106x1107x1109x1114x1116x1126x1001x1006x1007x1008x1063x1079x1092x1094x1100x1108x1111x1113x1118x1119x1121x1122x1124x1125x1002x1005x1013x1019x1023x1028x1035x1043x1044x1045x1050x1054x1061x1066x1067x1070x1076x1080x1082x1089x1091x1095x1097x1103x1105x1112&sid=0&title=Curriculum

https://etap.co.nz/pupillist.php?pids=1036x1038x1064&sid=0&title=Curriculum

https://etap.co.nz/pupillist.php?pids=1026x1034x1037x1049x1097&sid=0&title=Curriculum

https://etap.co.nz/pupillist.php?pids=1026x1034x1036x1037x1038x1049x1064x1097&sid=0&title=Curriculum

https://etap.co.nz/pupillist.php?pids=1012x1029x1031x1056x1060x1093x1092x1094x1111x1118x1125x1061x1091x1095&sid=0&title=Curriculum

https://etap.co.nz/pupillist.php?pids=1030x1033x1057x1058x1077x1090x1114x1113x1013x1028x1070x1082&sid=0&title=Curriculum

https://etap.co.nz/pupillist.php?pids=1012x1029x1030x1031x1033x1056x1057x1058x1060x1077x1090x1093x1114x1092x1094x1111x1113x1118x1125x1013x1028x1061x1070x1082x1091x1095&sid=0&title=Curriculum

https://etap.co.nz/pupillist.php?pids=1004x1009x1018x1020x1032x1042x1055x1062x1069x1071x1073x1075x1074x1083x1122x1124x1023x1035x1043x1044x1050x1066x1067x1080&sid=0&title=Curriculum


https://etap.co.nz/pupillist.php?pids=1004x1009x1018x1020x1024x1021x1022x1032x1041x1042x1055x1062x1065x1069x1071x1073x1075x1074x1081x1083x1084x1088x1109x1079x1108x1122x1124x1019x1023x1035x1043x1044x1050x1054x1066x1067x1080x1089&sid=0&title=Curriculum

https://etap.co.nz/pupillist.php?pids=1003x1015x1016x1017x1040x1047x1048x1052x1087x1098x1099x1106x1107x1001x1006x1063x1119x1002x1005x1045x1103x1105&sid=0&title=Curriculum


https://etap.co.nz/pupillist.php?pids=1003x1015x1016x1017x1039x1040x1046x1047x1048x1052x1053x1086x1087x1098x1099x1101x1102x1104x1106x1107x1001x1006x1007x1008x1063x1100x1119x1121x1002x1005x1045x1076x1103x1105&sid=0&title=Curriculum


https://etap.co.nz/pupillist.php?pids=1059&sid=0&title=Curriculum

https://etap.co.nz/pupillist.php?pids=1068x1059x1085x1116x1126x1112&sid=0&title=Curriculum

Mid- Year Writing Progress 2018

Well Below Standard Below Standard At Standard Above Standard

Male Female Male Female Male Female Male Female

NZ Maori 1 1

NZ

European 2 4 1 3

Samoan 2 4 5 2 4

Tongan 1 1 2 1

Cook Isl

Other P Isl

Asian 1 1 5 3 2 2

Other 2 2 13 7 21 10 2 3

Total: 8 2 24 16 28 20 5 5

108 10 40 48 10

The Bigger Picture 2013 – 2018 Writing progress

Writing Well below Below At Above Total

2013 End of Year Data 4 or 6.2% 22 or 33.8% 33 or 50.8% 6 or 9.2% 65

2014 End of Year Data 4 or 5% 15 or 19% 49 or 60% 13 or 16% 81

2015 End of Year Data 9 or 9.2% 18 or 18.4% 47 or 48% 24 or 24.5% 98

2016 End of Year Data 6 or 5.7% 21 or 20% 56 or 53.3% 22 or 21% 105



End of Year Writing Progress 2018

End of year writing

Progress 2018

Well

Below

Standard

Below

Standard At

Standard Above

Standard

NZ Maori Male 1 1 2

Female 0

NZ European Male 1 4 1 6

Female 1 3 4

Samoan Male 3 3 3 9

Female 3 4 2 9

Tongan Male 2 1 3

Female 2 2

Cook Isl Male 0

Female 0

Other P Isl Male 0

Female 0

Asian Male 2 4 3 9

Female 1 1 4 6

Other Male 5 10 21 3 39

Female 1 4 13 5 23

Total 12 32 50 18 112

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?sid=11491&pids=1064


https://etap.co.nz/report/schoolwide/standalone/pupillist.php?sid=11491&pids=1025,1068

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https://etap.co.nz/report/schoolwide/standalone/pupillist.php?sid=11491&pids=1007,1008,1021,1046,1053,1084,1100

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?sid=11491&pids=1002,1004,1015,1016,1023,1032,1040,1044,1047,1048,1052,1055,1067,1071,1075,1083,1099,1105,1106,1112,1116

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?sid=11491&pids=1022,1033,1054,1065,1076,1079,1101,1102,1104,1109



























https://etap.co.nz/report/schoolwide/standalone/pupillist.php?sid=11584&pids=1004,1006,1015,1016,1023,1032,1040,1044,1047,1048,1052,1055,1069,1071,1075,1080,1103,1106,1112,1116,1119




https://etap.co.nz/report/schoolwide/standalone/pupillist.php?sid=11584&pids=1008,1021,1022,1033,1039,1046,1053,1054,1065,1079,1101,1102,1104


Conversations to be had to lift achievement levels in Writing: Targeting and Monitoring

Continue focus of tracking student achievement data (all students) using OTJ tracking sheets- teachers and school management analyse and triangulate different types of assessment data. Focused tracking allows teachers to identify concerns quickly and seek support immediately. ETAP school management system supporting this.

Continue intensive tracking for students identified as ‘at risk and vulnerable,’ targeted goals written for each targeted child and learning interventions monitored and reviewed.

Continue moderation process during staff meetings

Continue tracking past ALL students Resourcing

Continue additional teacher time funded by the BOT to keep class sizes below twenty during literacy lessons (Years 0-2) *Ideally we would like to keep our year 3 class below 20

Teacher Aides supporting writing in selected classes

ALL professional development for 2019 ( 2 new staff members), we have signed up to work in an ALL group in 2019 through the Community of Learning Cluster. Teacher Professional Development

Continued staff development for writing moderation using e- AsTTLe

Emphasis on ALL knowledge to new staff

Helen to run her Inquiry around writing in 2019- to support school wide development. Home and School Partnership

Study Ladder home, Office 365 classroom site (yrs 6-8), home writing support. We encourage opportunities for students to engage in writing beyond the classroom

2019 - STEPS home/school partnership night for new families and targeted students

Pasifika fono – writing support ideas for at home - survey carried out Term 4 2018 ( analyse and use information to inform community needs for 2019) Other Interventions:

Continue to provide intensive 1:1 support for target students using the STEPS to Literacy Programme. BOT will continue to fund STEPS to Literacy workbooks for targeted students

1:1 reading support in Room 4

Stutter training intervention Room 6

Oral language support group Room 1

Early Words Intervention Room 5 SENCO Support

Special Education Services: We work closely with SES to support any high needs students. We currently have seven students working with speech language support services

Resource Teacher of Learning and Behaviour: We work closely with RTLB. SENCO team meet twice a term to monitor needs and learning interventions. We currently have three students working with RTLB

Resourcing

Investigate funding for additional iPads, one for each class so that teachers can use apps that are only available through Apple

Investigate joining ALL programme second half of the year to support new teachers.

End of Year Reading Results 2018

ST PATRICK’S PRIMARY SCHOOL ORAL LANGUAGE TARGET

Target 2: RAISING ORAL LANGUAGE OF YEARS 1-3

Theory for Improvement Our roll consists of huge numbers of students that are not of English speaking backgrounds (ESOL). Our End of Year 2017 oral language data showed a significant number of students who are not achieving an expected benchmark for oral language. Proficiency in oral language is considered vital by our teachers for self-expression and for communicating ideas, reflecting on their experiences and sharing with others. If they can’t say it they can’t write it. The speakers of others languages make up 88% of our roll.

What is our aspiration? Our ultimate goal is to have every year 1 - year 3 who was identified in 2017, to make accelerated progress to be at their expected curriculum benchmark by the end of 2018.

End of Year Targeted students 2018

1490 Well

Below Below At Above Total

Y1 60% (6) 40% (4) 10

Y2 27% (3) 55% (6) 18% (2) 11

Y3 12% (2) 18% (3) 53% (9) 18% (3) 17

Writing Reading

Mid- Year targeted students 2018

Did we reach our target? Targeted Group Results

Mid- year 36.9% or 14 students were working at below or well below the

curriculum level in reading

End of year 31.6% or 12 students were working at below or well below the curriculum level in reading

A shift of 5.3% or 2 students

It is exciting to see -The shift of students working Above their curriculum level is significant since the mid- year data was collected, 13.2% mid - year to 31.6%

end of year, a shift of 18.4% or 7 students from Met to Above.

Looking at the Bigger Picture (whole school)

3 less students are now working well below the curriculum level, 2 of these have shifted to working at Below the curriculum level

It is exciting to see 34% of our students working Above their correct curriculum level in reading.

There has been a strong shift this year of 14 students from Met to Above (13% shift)

77 students or 70% of students are working at or above the expected curriculum level.

30% or 33 students are working below or well below the correct curriculum level.

What practices made the most difference?

Having an extra teacher working in reading recovery, therefore Jules was able to take her learning directly back into the classroom which also

benefited other students.

Two staff observed Jules in action to take back reading strategies to their own classrooms as well as affirming current practice.

Totals 5.3% 2 31.6% 12 50% 19 13.2% 5 38

11583 Well

Below Below At Above Total

Y1 60% (6) 40% (4) 10

Y2 9% (1) 9% (1) 36% (4) 45% (5) 11

Y3 12% (2) 12% (2) 35% (6) 41% (7) 17

Totals 7.9% 3 23.7% 9 36.8% 14 31.6% 12 38

Strong home/school partnership in the Junior school.

Reading trackers and certificates supported home/school partnership.

Things to consider:

Cost to the Board when training a Reading Recovery teacher.

Reading Progress 2018 comparing mid-year data with end of year.

Mid -year

Well Below End of year Well Below

Mid -year Below

End of year Below

Mid- year At curriculum

level

End of year At curriculum

level

Mid -year Above curriculum

level

End of-year Above curriculum

level

Y0 100%

(3)

Y1 60%

(6) 64%

(7) 40%

(4) 36% (4)

Y2 8%

(1) 27%

(3) 8%

(1) 55%

(6) 33%

(4) 18%

(2) 50%

(6)

Y3 12%

(2) 11%

(2) 18%

(3) 11%

(2) 53%

(9) 39%

(7) 18%

(3) 39%

(7)

Y4 86%

(6) 17%

(1) 14%

(1) 83% (5)

Y5 5%

(1) 32%

(6) 32%

(6) 32%

(6) 47%

(9) 32%

(6) 21%

(4)

Y6 20%

(3) 20%

(3) 13%

(2) 13%

(2) 40%

(6) 27%

(4) 27%

(4) 40%

(6)

Y7 19%

(3) 7%

(1) 6%

(1) 13%

(2) 31%

(5) 53%

(8) 44%

(7) 27%

(4)

Y8 8%

(1) 23%

(3) 27%

(3) 69%

(9) 27%

(3) 45%

(5)


6 % (7)

22 % (24)

24 % (26)

47 % (51)

36 % (40)

21 % (23)

34 % (37)







https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1006x1008x1041x1053x1059x1075&sid=11490&tid=201&yl=Y2&rt=At+Standard&yr=2018














https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1020x1042x1056x1057x1074x1086&sid=11490&tid=201&yl=Y5&rt=Above+Standard&yr=2018







https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1004x1024x1069x1073&sid=11490&tid=201&yl=Y6&rt=Above+Standard&yr=2018






https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1005x1019x1035x1043x1050x1066x1097&sid=11490&tid=201&yl=Y7&rt=Above+Standard&yr=2018







https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1062x1026x1081x1003x1012x1064x1045&sid=11583&tid=201&yl=&rt=&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1063x1092x1094x1100x1111x1113x1007x1062x1087x1084x1085x1101x1015x1018x1030x1034x1036x1046x1048x1090x1028x1013x1061x1091&sid=11490&tid=201&yl=&rt=&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1121x1122x1124x1063x1092x1094x1100x1111x1113x1118x1125x1087x1084x1085x1001x1015x1030x1039x1046x1093x1037x1090x1068x1013x1061x1091&sid=11583&tid=201&yl=&rt=&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1079x1108x1118x1119x1006x1008x1041x1053x1059x1075x1009x1021x1047x1049x1052x1071x1077x1088x1102x1016x1029x1038x1058x1098x1099x1001x1017x1032x1033x1093x1114x1022x1037x1055x1083x1104x1106x1067x1070x1076x1080x1103x1002x1023x1044x1054x1082x1089x1095x1105x1112&sid=11490&tid=201&yl=&rt=&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1079x1108x1119x1006x1007x1008x1041x1059x1075x1009x1021x1040x1052x1060x1071x1077x1088x1101x1102x1123x1016x1029x1038x1058x1098x1099x1017x1018x1032x1033x1034x1036x1042x1056x1057x1114x1022x1083x1104x1106x1005x1031x1043x1050x1067x1080x1103x1002x1044x1054&sid=11583&tid=201&yl=&rt=&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1065x1109x1040x1060x1107x1116x1020x1042x1056x1057x1074x1086x1004x1024x1069x1073x1005x1019x1035x1043x1050x1066x1097&sid=11490&tid=201&yl=&rt=&yr=2018

End of year Reading results 2018 – gender and ethnicity breakdown

All students Years 1 - 8



All

Male 5 7.5% 16 23.9% 22 32.8% 24 35.8% 67

Female 2 4.7% 10 23.3% 18 41.9% 13 30.2% 43

Total 7 6.4% 26 23.6% 40 36.4% 37 33.6% 110

Maori

Male 1 33.3% 0 0% 1 33.3% 1 33.3% 3

Female 1 20.0% 1 20.0% 1 20.0% 2 40.0% 5

Total 2 25.0% 1 12.5% 2 25.0% 3 37.5% 8

Pasifika

Male 1 7.1% 8 57.1% 2 14.3% 3 21.4% 14

Female 0 0% 5 41.7% 6 50.0% 1 8.3% 12

Total 1 3.8% 13 50.0% 8 30.8% 4 15.4% 26

Asian

Male 1 4.0% 2 8.0% 12 48.0% 10 40.0% 25

Female 1 7.1% 1 7.1% 7 50.0% 5 35.7% 14

Total 2 5.1% 3 7.7% 19 48.7% 15 38.5% 39

MELAA

Male 2 9.1% 4 18.2% 7 31.8% 9 40.9% 22

Female 0 0% 3 27.3% 3 27.3% 5 45.5% 11

Total 2 6.1% 7 21.2% 10 30.3% 14 42.4% 33

Other Male 0 0% 0 0% 0 0% 0 0% 0

Female 0 0% 0 0% 0 0% 0 0% 0

Out of 8 Maori students:

2 are working at well–below the

correct curriculum level

(25%) 1 is working

below the curriculum level

(12.5%)

2 are meeting the correct

curriculum level (25%)

3 are working above their

correct curriculum level

(37.5%)

https://etap.co.nz/pupillist.php?pids=1016x1029x1038x1040x1042x1060x1098x1099x1006x1003x1018x1031x1095x1004x1009x1012x1015x1017x1020x1032x1036x1068x1047x1048x1052x1055x1056x1064x1062x1069x1071x1073x1075x1074x1083x1085x1087x1093x1106x1107x1123x1126x1001x1063x1092x1094x1111x1118x1119x1122x1124x1125x1002x1005x1023x1035x1043x1044x1045x1050x1061x1066x1067x1080x1091x1103x1105&sid=0&title=Curriculum

https://etap.co.nz/pupillist.php?pids=1101x1102x1008x1100x1028x1070x1090x1024x1021x1022x1026x1030x1033x1034x1037x1039x1041x1046x1049x1053x1057x1058x1059x1065x1077x1081x1084x1086x1088x1104x1109x1114x1007x1079x1108x1113x1121x1013x1019x1054x1082x1089x1097&sid=0&title=Curriculum

https://etap.co.nz/pupillist.php?pids=1016x1029x1038x1040x1042x1060x1098x1099x1101x1102x1006x1008x1100x1003x1018x1028x1031x1070x1090x1095x1004x1009x1012x1015x1017x1020x1024x1021x1022x1026x1030x1032x1033x1034x1036x1037x1068x1039x1041x1046x1047x1048x1049x1052x1053x1055x1056x1057x1058x1059x1064x1062x1065x1069x1071x1073x1075x1074x1077x1081x1083x1084x1085x1086x1087x1088x1093x1104x1106x1107x1109x1114x1123x1126x1001x1007x1063x1079x1092x1094x1108x1111x1113x1118x1119x1121x1122x1124x1125x1002x1005x1013x1019x1023x1035x1043x1044x1045x1050x1054x1061x1066x1067x1080x1082x1089x1091x1097x1103x1105&sid=0&title=Curriculum







https://etap.co.nz/pupillist.php?pids=1042x1018x1004x1009x1020x1032x1055x1062x1069x1071x1073x1075x1074x1083x1123x1122x1124x1023x1035x1043x1044x1050x1066x1067x1080&sid=0&title=Curriculum


https://etap.co.nz/pupillist.php?pids=1042x1018x1004x1009x1020x1024x1021x1022x1032x1041x1055x1062x1065x1069x1071x1073x1075x1074x1081x1083x1084x1088x1109x1123x1079x1108x1122x1124x1019x1023x1035x1043x1044x1050x1054x1066x1067x1080x1089&sid=0&title=Curriculum


https://etap.co.nz/pupillist.php?pids=1101x1102x1008x1100x1039x1046x1053x1086x1104x1007x1121&sid=0&title=Curriculum

https://etap.co.nz/pupillist.php?pids=1016x1040x1098x1099x1101x1102x1006x1008x1100x1003x1015x1017x1039x1046x1047x1048x1052x1053x1086x1087x1104x1106x1107x1001x1007x1063x1119x1121x1002x1005x1045x1103x1105&sid=0&title=Curriculum

Total 0 0% 0 0% 0 0% 0 0% 0

NZ/European

Male 0 0% 2 66.7% 0 0% 1 33.3% 3

Female 0 0% 0 0% 1 100.0% 0 0% 1

Total 0 0% 2 50.0% 1 25.0% 1 25.0% 4

Mid- Year

reading progress

2018

Well

Below

Standard

Below

Standard At

Standard Above

Standard

NZ Maori Male 1 1 2

Female 0

NZ

European

Male 2 3 1 6

Female 1 3 4

Samoan Male 1 4 1 2 8

Female 1 2 5 1 9

Tongan Male 1 2 3

Female 2 2

Cook Isl Male 0

Female 0

Other P

Isl

Male 0

Female 0

Asian Male 1 7 8

Female 1 4 1 6

Other Male 2 6 22 6 36

Female 2 5 10 5 22

Total 9 25 50 22 106



https://etap.co.nz/pupillist.php?pids=1068x1059x1085x1126&sid=0&title=Curriculum

























https://etap.co.nz/report/schoolwide/standalone/pupillist.php?sid=11490&pids=1015,1018,1048,1063,1062,1087

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?sid=11490&pids=1001,1002,1006,1016,1017,1023,1032,1044,1047,1052,1055,1067,1071,1075,1080,1083,1098,1099,1103,1105,1106,1119






End of Year Reading Progress 2018

Well

Below

Standard

Below

Standard At

Standard Above

Standard

NZ Maori Male 1 1 2

Female 0

NZ

European

Male 4 1 1 6

Female 1 2 1 4


Female 1 2 5 1 9

Tongan Male 1 2 3

Female 2 2

Cook Isl Male 0

Female 0

Other P

Isl

Male 0

Female 0

Asian Male 1 4 5 10

Female 1 3 2 6

Other Male 3 5 15 14 37

Female 1 4 8 9 22

Total 7 26 40 37 110




























https://etap.co.nz/report/schoolwide/standalone/pupillist.php?sid=11583&pids=1002,1005,1017,1018,1032,1044,1052,1067,1071,1075,1080,1083,1103,1106,1119

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?sid=11583&pids=1004,1006,1016,1023,1040,1047,1048,1055,1069,1074,1098,1099,1105,1107



https://etap.co.nz/report/schoolwide/standalone/pupillist.php?sid=11583&pids=1007,1021,1022,1033,1054,1079,1100,1104

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?sid=11583&pids=1008,1024,1053,1065,1086,1097,1101,1102,1109

Reading Results – The Bigger Picture 2013 - 2018

Conversations to be had to Lift Achievement levels

Continue focused tracking of student achievement data (all students) using OTJ tracking sheets on Etap. Focused tracking allows teachers to identify concerns quickly and seek support immediately.

Continue Intensive tracking for students identified as ‘at risk and vulnerable,’ targeted goals written for each child and learning interventions monitored

and reviewed each term.

Continue a strong commitment by the school and BOT to ensure low student/teacher ratios in the Junior school. An additional part-time teacher was employed and funded by the BOT for terms 1 and 2 in 2018 to ensure a maximum of 1:15 (year 1) and 1:18 (year 2) ratio in Junior classes during literacy teaching and learning times. This gives our students the opportunity for the best start in these vital years.

Continue Steps to Literacy; intensive small group intervention: we currently have six groups running throughout the school. Our school funds individual

student workbooks for this intervention and site licenses for the supporting computer programme. This programme has a proven track record; we have

monitored its effectiveness over three years with evidence of positive outcomes for our students.

Reading recovery intervention provided for eight students this year (six years of age). Intervention that is partially funded by the Ministry and is proven to assist acceleration.

Jules May has undergone reading recovery training this year which has allowed another 4 students to be accelerated. Martin Herring will be employed in 2019 to train in reading recovery, which will also allow us an extra 4 students in 2019.

Teacher Aides provide extra support for ELL students

Oral Language support for SLT students

Special Education Services: We work closely with SES to support any high needs students. Resource Teachers of Learning and Behaviour: we work closely with RTLB. SENCO team meet twice a term to monitor needs and intervention for high needs students.

Reading Well below Below At Above Total




2016 End of Year Data 7 or 7% 14 or 13.3% 46 or 43.8% 38 or 36.2% 105

2017 End of year Data 9 or 8.5% 12 or 11.3% 40 or 37.7% 45 or 42.5% 106


Continue to support home/school partnership with, ‘Reading together programme.’

End of Year Maths Results 2018

ST PATRICK’S PRIMARY SCHOOL MATHS TARGET

Target 3: RAISING MATHEMATICS FOR OUR PACIFIKA STUDENTS

Theory for Improvement Our End of Year 2017 National Standards data showed a significant gap between our Pasifika and others in Mathematics. At the end of 2017, we had 7/21 (33%) of our Pasifika Below the National Standard. Coupled with 1/21 (4%) Well Below. So 8 ( 37%) Pasifika students were either working below or well below their expected curriculum level. With the current P.D provided by the MOE and a focus on Culturally Responsive Pedagogy, as well as this being a focus for our staff collaborative inquiry, we are confident to see a positive effect in 2018. What is our aspiration? Our ultimate goal is to have Pasifika students who were Below the Standard in 2017, to make accelerated progress to be at their expected curriculum level by the end of 2018. What is our Target? To accelerate the progress of at least 8 Pasifika students in Year 4 - Year 8 to have 42/50 (84%) at their expected curriculum level.

Mid – Year Maths targeted group Pasifika

End of year targeted maths group- Pasifika

Did we reach our target? The original target group was 22 students 1 child in year 3 has increased the well below group from 2 to 3 students (because of this student’s age they could not be identified as working well below until this year) It is pleasing to see there are 2 less students working at below the curriculum level. 1 more Pasifika student is working above the correct curriculum level, than at the beginning of the year. Mid- year there were 16 students working below or well below their curriculum level (69.7%), compared to 15 students, which is only a shift of 1 student (68.1%). Mid – year there were 6 students working at or above their correct curriculum level (27.2%) , compared to 7 students at the end of the year ( 31.8%) a shift of 4.6% Updated targets At the end of the year SPPS had 26 Pasifika students:

Well Below

Standard Below

Standard At

Standard Above

Standard

Y1 100% (3) 3

Y3 33% (1) 33% (1) 33% (1) 3

Y4 100% (2) 2

Y5 40% (2) 60% (3) 5

Y6 100% (1) 1

Y7 33% (1) 67% (2) 3

Y8 60% (3) 20% (1) 20% (1) 5

Totals 13.6% 3 54.5% 12 22.7% 5 9.1% 2 22

Well Below

Standard Below

Standard At

Standard Above

Standard

Y1 100% (3) 3

Y3 33% (1) 67% (2) 3

Y4 100% (2) 2

Y5 60% (3) 20% (1) 20% (1) 5

Y6 100% (1) 1

Y7 33% (1) 67% (2) 3

Y8 60% (3) 40% (2) 5

Totals 9.1% 2 63.6% 14 22.7% 5 4.5% 1 22


https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1026&sid=11585&tid=0&yl=YY3&rt=Well+Below+Standard&yr=2018



https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1029x1058&sid=11585&tid=0&yl=YY4&rt=Below+Standard&yr=2018


https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1056x1114x1057&sid=11585&tid=0&yl=YY5&rt=At+Standard&yr=2018



















2 working at well – below the correct curriculum level (7.7%) 15 working below the curriculum level (57.7%) 65.4% working below or well-below their correct curriculum level- 17 students 7 meeting the correct curriculum level (26.9%) 2 working above the correct curriculum level (7.7%) 34.6% working at or above their correct curriculum level – 9 students

Maths Progress 2018 comparing mid-year data with end of year.

Mid -Year

Well Below End of Year Well Below

Mid - Year Below

End of Year Below

Mid – year met End of Year Met

Mid -Year Above

End of Year Above

End of year Total Pupils

67%

(2) 33%

(1)

3% (3)

Y1 70%

(7) 73%

(8) 30%

(3) 27%

(3) 10%

(11)

Y2 9%

(1) 17%

(2) 27%

(3) 17%

(2) 64%

(7) 67%

(8) 11%

(12)

Y3 6%

(1) 11%

(2) 47%

(8) 28%

(5) 47%

(8) 50%

(9) 11%

(2) 16% (18)

Y4 67%

(4) 67%

(4) 33%

(2) 33%

(2) 5%

(6)

Y5 37%

(7) 21%

(4) 32%

(6) 63%

(12) 32%

(6) 16%

(3) 17% (19)

Y6 13%

(2) 13%

(2) 27%

(4) 13%

(2) 40%

(6) 53%

(8) 20%

(3) 20%

(3) 14% (15)

Y7 19%

(3) 13%

(2) 19%

(3) 19%

(3) 56%

(9) 38%

(6) 6%

(1) 31%

(5) 14% (16)

Y8 8%

(1) 50%

(6) 45%

(5) 42%

(5) 27%

(3) 27%

(3) 10% (11)


7 % (8)

40 % (42)

32 % (35)

42 % (44)

47 % (52)

11 % (12)

14 % (16)

(111)


https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1121&sid=11585&tid=201&yl=Y0&rt=At+Standard&yr=2018









https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1006x1008x1041x1053x1065x1075x1109&sid=11492&tid=201&yl=Y2&rt=At+Standard&yr=2018











https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1038x1098&sid=11585&tid=201&yl=Y4&rt=At+Standard&yr=2018





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https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1035x1043x1050x1066x1076&sid=11585&tid=201&yl=Y7&rt=Above+Standard&yr=2018







https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1087x1085x1012x1064x1031x1045x1068x1025&sid=11492&tid=201&yl=&rt=&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1062x1087x1026x1081x1012x1064x1031x1068&sid=11585&tid=201&yl=&rt=&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1063x1092x1094x1100x1111x1113x1118x1007x1059x1062x1026x1049x1052x1081x1084x1101x1102x1107x1029x1058x1098x1099x1015x1030x1034x1036x1039x1057x1093x1003x1090x1104x1106x1028x1067x1070x1013x1044x1054x1061x1089x1091&sid=11492&tid=201&yl=&rt=&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1122x1124x1063x1092x1094x1100x1111x1113x1118x1125x1007x1059x1084x1085x1101x1102x1123x1016x1029x1058x1099x1015x1030x1039x1093x1037x1104x1028x1045x1070x1013x1044x1054x1061x1091&sid=11585&tid=201&yl=&rt=&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1079x1108x1119x1006x1008x1041x1053x1065x1075x1109x1009x1021x1040x1047x1060x1071x1077x1088x1001x1017x1032x1033x1046x1114x1004x1022x1037x1048x1069x1083x1005x1019x1035x1050x1066x1076x1080x1097x1103x1002x1023x1082x1095x1105&sid=11492&tid=201&yl=&rt=&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1121x1079x1108x1119x1006x1008x1041x1053x1065x1075x1109x1126x1009x1021x1047x1049x1052x1071x1077x1088x1107x1038x1098x1001x1017x1018x1020x1032x1033x1034x1036x1046x1056x1057x1114x1003x1004x1022x1055x1069x1083x1090x1106x1005x1019x1067x1080x1097x1103x1002x1082x1089&sid=11585&tid=201&yl=&rt=&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1016x1038x1018x1020x1042x1056x1074x1086x1024x1055x1073x1043&sid=11492&tid=201&yl=&rt=&yr=2018

https://etap.co.nz/report/schoolwide/standalone/pupillist.php?pids=1040x1060x1042x1074x1086x1024x1048x1073x1035x1043x1050x1066x1076x1023x1095x1105&sid=11585&tid=201&yl=&rt=&yr=2018

Progress from mid- year to end of the year for the whole school shows that: NB: There are 5 more students in the end of year cohort The same number of students are working at well below, 8 students ( but 1% less because of bigger cohort) It is pleasing to see that there are 7 less students working at below the curriculum level ( 8% shift) It is pleasing to see 8 more students meeting the correct curriculum level ( 5% shift)

It is pleasing to see a shift of 4 students working at above the curriculum level ( 3% shift)

Curriculum Judgement All students

Maths 2018 Years 1 - 8



All Male 6 9.0% 19 28.4% 29 43.3% 13 19.4% 67

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Out of 34 MELAA students:

1 is working at well – below the correct curriculum level (2.9%)

11 are working below the curriculum level (32.4%)

17 are meeting the correct curriculum level (50%)

5 are working above the correct curriculum level (14.7%)

Female 2 4.5% 16 36.4% 23 52.3% 3 6.8% 44

Total 8 7.2% 35 31.5% 52 46.8% 16 14.4% 111

Maori

Male 1 33.3% 0 0% 2 66.7% 0 0% 3

Female 1 20.0% 1 20.0% 3 60.0% 0 0% 5

Total 2 25.0% 1 12.5% 5 62.5% 0 0% 8

Pasifika

Male 2 14.3% 9 64.3% 1 7.1% 2 14.3% 14

Female 0 0% 6 50.0% 6 50.0% 0 0% 12

Total 2 7.7% 15 57.7% 7 26.9% 2 7.7% 26

Asian

Male 1 4.0% 4 16.0% 12 48.0% 8 32.0% 25

Female 1 7.1% 2 14.3% 10 71.4% 1 7.1% 14

Total 2 5.1% 6 15.4% 22 56.4% 9 23.1% 39

MELAA

Male 1 4.5% 5 22.7% 13 59.1% 3 13.6% 22

Female 0 0% 6 50.0% 4 33.3% 2 16.7% 12

Total 1 2.9% 11 32.4% 17 50.0% 5 14.7% 34

Other

Male 0 0% 0 0% 0 0% 0 0% 0

Female 0 0% 0 0% 0 0% 0 0% 0

Total 0 0% 0 0% 0 0% 0 0% 0

NZ/European

Male 1 33.3% 1 33.3% 1 33.3% 0 0% 3

Female 0 0% 1 100.0% 0 0% 0 0% 1

Total 1 25.0% 2 50.0% 1 25.0% 0 0% 4

Out of 8 Maori students: 2 are working at well – below the correct curriculum

level (25%) 1 is working below the curriculum level (12.5%)

5 are meeting the correct curriculum level (62.5%)

https://etap.co.nz/pupillist.php?pids=1024x1021x1022x1026x1030x1033x1034x1037x1039x1041x1046x1049x1053x1057x1058x1059x1065x1077x1081x1084x1086x1088x1090x1101x1102x1104x1109x1114x1007x1008x1079x1100x1108x1113x1121x1013x1019x1028x1054x1070x1076x1082x1089x1097&sid=0&title=Curriculum

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https://etap.co.nz/pupillist.php?pids=1004x1009x1018x1020x1024x1021x1022x1032x1041x1042x1055x1062x1065x1069x1071x1073x1075x1074x1081x1083x1084x1088x1109x1123x1079x1108x1122x1124x1019x1023x1035x1043x1044x1050x1054x1066x1067x1080x1089&sid=0&title=Curriculum



https://etap.co.nz/pupillist.php?pids=1003x1015x1016x1017x1039x1040x1046x1047x1048x1052x1053x1086x1087x1098x1099x1101x1102x1104x1106x1107x1001x1006x1007x1008x1063x1100x1119x1121x1002x1005x1045x1076x1103x1105&sid=0&title=Curriculum



https://etap.co.nz/pupillist.php?pids=1068x1059x1085x1126&sid=0&title=Curriculum

End of Year Maths Progress 2018

Uses Ethnic 1 Only

Well

Below

Standard

Below

Standard At

Standard Above

Standard

NZ Maori Male 1 1 2

Female 0

NZ European Male 1 3 2 6

Female 2 2 4


Female 1 4 4 9

Tongan Male 2 1 3

Female 2 2

Cook Isl Male 0

Female 0

Other P Isl Male 0

Female 0

Asian Male 2 2 6 10

Female 6 6

Other Male 2 7 23 5 37

Female 1 8 11 3 23

Total 8 35 52 16 111

Mid – Year Maths

Progress 2018

Well

Below

Standard

Below

Standard At

Standard Above

Standard

NZ Maori Male 1 1 2

Female 0

NZ European Male 3 3 6

Female 3 1 4


Female 6 3 9

Tongan Male 2 1 3

Female 2 2

Cook Isl Male 0

Female 0

Other P Isl Male 0

Female 0

Asian Male 4 4 8

Female 2 4 6

Other Male 2 11 19 4 36

Female 9 11 2 22

Total 8 42 44 12 106
























https://etap.co.nz/report/schoolwide/standalone/pupillist.php?sid=11585&pids=1001,1003,1002,1004,1005,1006,1017,1018,1032,1047,1052,1055,1067,1069,1071,1075,1080,1083,1098,1103,1106,1107,1119



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https://etap.co.nz/report/schoolwide/standalone/pupillist.php?sid=11492&pids=1007,1039,1054,1081,1084,1100,1101,1102,1104



Looking at the bigger picture the data is showing that there are a large number of vulnerable and at risk students – 43 students or 39% compared to 27 students or 25.4% in 2017.From previous years data, maths had been identified as an area of high focus. We have been pro-active in seeking professional development using Cognition Education, (through the Ministry of Education) over the last year and a half. Currently in New Zealand maths is undergoing a huge pedagogical change/shift and with this comes challenges for teachers and learners. We will continue to work closely with Steve Shallard to support our staff with their new learning. Our understanding is that it takes at least three years to see the benefits of change. We are relatively early in this journey. Some of the challenges for staff and students at our school have been:

Accessing and understanding maths literacy , as using rich maths tasks often has an increased amount of language to unpack. We can acknowledge that this is difficult for ELL learners. This will continue to be an area of focus.

Students and teachers have been exploring different ways for effective grouping and the children have been adapting to this, taking on different roles as learners, teachers and facilitators. Cooperative skills have been key here.

Teachers and children have been exploring/ developing talk moves – different ways of questioning and re- voicing learning.

Frontloading targeted groups before lessons has been challenging for many teachers, as this requires them to be well planned in advance and have effective independent group learning planned.

It will be important for our new staff members in 2019 to be closely supported with this new pedagogy.

Pasifika students still continue to be our group of highest need. What practices made the most difference?

Our facilitators modelling best practise, observations of best practise and giving effective feedback.

Using student voice regularly to inform practise.

Tapping into children’s interest and making connections to the purpose of learning ( culturally responsive practise)

Re grouping students.

Developing student’s mathematical language, increasing confidence in rich maths discussions and encouraging talk about their learning.

Children as teachers.

Maths At Risk Vulnerable Expected Exceeded Total







Conversations to be had to lift achievement levels in Mathematics

Continue to identify and monitor targeted students using tracking sheets. Feedback progress and next steps twice a term (staff meetings) – Etap has worked well for this.

Resourcing and support: Continue teacher aide support working with students in years 1-3, allowing the teacher to focus on target students,

Home and School Partnership:

Basic Facts Challenge.

Continue emphasis on Maths Whizz —additional strategy and knowledge practice opportunities integrated into the classroom and homework programme (encourages home and school partnership) New teachers will need some professional development in this.

Rich tasks and student voice for maths will be a home school partnership workshop focus for 2019 .

Inquiry and Review Cycle

Encourage our two new teachers development through Teacher as Inquiry and self-review of programmes in maths. Their new learning to be shared regularly in staff meetings.

Professional Development:

Talk Moves

Professional Development with Steve Shallard (Cognition) will continue into 2019.

A wish would be to get – Alberta Hunter to support us with Bobbie Maths with Pasifika students as our focus.

Board Comments and Reflections: Higher learning needs of students entering school – How is this effecting our community?

Is there a tracking system or device to track these students?

Mathematical Rich Task Teaching- How has the change of thinking effected the teachers?

How does the programme KUMOR help with Maths?

We teach using many strategies to solve a problem

10 May 2019

To whom it may concern

Kiwi Sport Spend by St Patrick’s Kilbirnie

In 2018 the senior students of the school were provided an opportunity to not

only extend their swimming skills, but take part in additional water sports

under the care of proper instructors at the Kilbirnie Swimming Pools. They

participated in kayak skills and kayak polo, along with diving and flipperball.

The junior students had regular lessons helping them learn to swim.

We have no transport costs, so we are able to have more lessons than other

schools normally do.

Tony Kelly-Smith

Principal

Documents

ST PATRICK'S SCHOOL (KILBIRNIE) · St Patrick's School (Kilbirnie) (the School) is a Crown entity as specified in the Crown Entities Act 2004 and a school as described in the Education