Waihi East School Charter 2015

Charter 2015

2015 Charter

Strategic and Annual Plans

CONTENTS

INTRODUCTORY SECTION

Charter UndertakingsMission Statement

o Visiono Values

Description of the School and CommunityCultural Dimensions

SCHOOL OPERATIONS GOVERNANCE AND MANAGEMENT SECTION

CurriculumPersonnelFinancesPropertyHealth & Safety

STRATEGIC SECTION

Strategic Goalso Curriculumo Strategic Plan, Self-Review (Cyclical Plan) & Reportingo Personnelo Property & Financeo Health & Safetyo Legislation

Strategic Self Review – 4 Year OverviewStrategic Goal 1 – Innovative PracticeStrategic Goal 2 – Treaty PartnershipsStrategic Goal 3 – Reciprocal RelationshipsStrategic Goal 4 – PasifikaStrategic Goal 5 – Special Education

ANNUAL SECTION

Strategic Goal 1 – Innovative PracticeStrategic Goal 2 – Treaty PartnershipsStrategic Goal 3 – Reciprocal RelationshipsStrategic Goal 4 – PasifikaStrategic Goal 5 – Special Education

NATIONAL STANDARDS

Goal 1 – Mathematics Goal 2 – Reading Goal 3 – Writing

Annual Plan 2014 Overview – Review Cycle

APPENDIX

CHARTER UNDERTAKINGS

This Charter is an undertaking by the Board of Trustees of Waihi East School to the Minister ofEducation.

In governing this school, the Board of Trustees will take all reasonable steps to ensure that theschool meets the goals and objectives of this Charter with the resources and time available to it inaccordance with section 64 of the 1989 Education Act.

The Board of Trustees of this school accepts the obligations to adhere to all relevant Acts ofParliament, national guidelines for education, Integration Agreement, industrial awards andagreements, and regulations as they relate to the school.

CONSULTATIONThe Waihi East School Board consults regularly with the Māori community and wider community.Processes for consultation include school newsletters, parent and board meetings, Whānau Roopu,parent teacher interviews, meet the teachers evenings, curriculum evenings and schoolquestionnaires.

Further to ERO’s recommendations the Waihi East BOT will be undertaking a 6-9 monthprocess of consultation in 2015, and presenting a rigorous document to the Ministry inDecember 2015.

RATIFICATION OF SCHOOL’S CHARTERThe 2015 Waihi East School Charter is due for ratification on the 8th December 2015 meeting of theSchool Board of Trustees.

SCHOOL CHARTER AND ANNUAL REPORTA copy of the Waihi East School Charter will be sent to the Ministry of Education along with a copy ofthe relevant year’s Annual Report, by 18th December 2014.

SIGNED: December 2014Chairperson, Board of Trustees

SIGNED: December 2014Principal

MISSION STATEMENT

Waihi East School – Te Kura Rawhiti O Waihi

Waihi East School provides a stimulating healthy environment where children acquire the skills andattributes to become successful citizens who contribute positively to our society.

VISION STATEMENT

Waihi East School is a learning community where everyone:

Is healthy, happy, safe, valued and has fun

Is creative, caring, and are critical thinkers

Strives for individual excellence and enjoys their own successes

Experiences meaningful learning contexts through reciprocal community partnerships

Benefits from consistent emphasis on literacy and numeracy

Embraces Hauora and environmental sustainability

The Board of Trustees, Principal and staff of Waihi East School work as a team to ensure theimplementation of this vision.

DESCRIPTION OF THE SCHOOL AND COMMUNITY

Our CommunityWaihi – “New Zealand’s Heart of Gold” is a fantastic town of 4500 people nestled in the picturesquesouth-eastern Coromandel. Waihi began life as a mining town and was New Zealand's premier goldmine during the first half of the 20th Century. The mine was re-opened in 1987 and Waihi is onceagain the site of New Zealand's most modern gold mine producing high volumes of gold and silver.The town is only 10km from the beautiful Waihi Beach and close to a wide variety of wonderfulrecreational and outdoor opportunities that make it a very attractive place to live. For more seewww.waihi.org.nz

School CommunityIn 2007 Waihi East School celebrated 100 Years of teaching and learning. We are a proud, wellestablished school that reflects the needs of our community. Students come from a variety ofbackgrounds and they enjoy the family atmosphere our school offers. We pride ourselves on ouracademic, sporting and creative arts programmes which continue to develop self-worth andachievement for students.

Waihi East is a contributing school and at the end of Year 6 children transfer to Waihi College (Yr 7 -Yr 13). The majority of New Entrant children who enroll have had Early Childhood learningexperience. The close proximity of Waihi Kindergarten is used to the advantage of both institutions.

Board of TrusteesOur school is led by a pro-active and supportive Board of Trustees. They lead our school in its focusof student achievement. We are delighted to share their knowledge and strengths. They are activeteam members.

Chairperson: Mrs Donna WalkerPrincipal: Miss Emily HargreavesStaff Rep: Mrs Alex Heremaia

Parent Representatives:

Mrs Julie MouatMr Seton FrewMrs Tineke DouglasMr Peter Tai

Minutes Secretary:

Mrs Lynette Steele

Cultural Dimensions

Waihi East School Board of Trustees recognises New Zealand's cultural diversity and value theunique position of Māori in New Zealand society. The school acknowledges the traditions, history andvalues of Māori. Thirty five percent of Waihi East students identify as Māori. Our four workingdocuments supporting raising Māori and Pasifka success are: Ka Hikatia 2013-2017, Tataiko, TauMai Te Reo, Treaty Of Waitangi, Pasifika Education Plan 2013-2017.

Te Reo Māori is part of the classroom culture and Māori tikanga (customs) are integrated intocurriculum areas. The school has an active kapa haka group and is also investing in other Tikangaactivities for our tamariki at our kura. We are very fortunate to have kaiako who stand beside us aswe Rise Above and Shine.

Tikanga is now a deliberate act of teaching across the school with whānau working alongsideteachers thereby continuing to build and strengthen our kaupapa culture. Our learning goals includechildren being able to pronounce Te Reo correctly, the ability to incorporate Te Reo into their dailylives and recognizing the importance of language and culture, with acknowledgement to the past andlooking to our future. Matua Larn Wilkinson is working collaboratively with the learning community todevelop cultural competencies in the school setting, and is a Kaiako to a variety of programsincluding Mau Rakau and Waka Ama within our kura. We are building on our previous involvementwith the Hauraki Māori Trust Board, taking ownership of this new learning and translating this to ourschool wide culture. They are a source of knowledge for kaupapa Māori.

Tatiako remains the base document at our school, and will be the focal point for 2016 Charterdocuments. Our Roopu created a waiata for our school embodying our tamariki contributions and ideas of who weare; this is now embedded in our practice. This song is performed at all school gatherings.

Waihi East continues to support and work collaboiratively with RTLB in the initiative Kaihautu.Kaihautu is about growing leadership capabilities with our young men. We are fortunate to have asignificant number of students graduate from this program.

Positive relationships based upon the principle of ako (teaching and learning for and with Māoristudents comprising of two important aspects: culture counts and productive partnerships groundedin reciprocity) continue to support ākonga (learners) and whānau.

Engagement and consultation with whānau of the school community is done through a variety ofways, including:

Regular Whānau Roopu hui

Informal dialogue

Formal and informal parent interviews

Newsletters, website and electronic messaging

Surveys / Questionnaires

Education Programs

Strategic Goals

Goal 2015 2016 2017

Goal 1Utilizing innovative practices, teaching staff will nurture a passion for learning in students with a strong emphasis in literacy and numeracy.

Key Competency Inquiry based learning is expected across all curriculum areas.Inquiry learning process as focus of PLD.Evidence-based planning across core curriculum areas based on rich themesand a holistic approach to teaching.Increased shared collaborative practice including viewing of this in our resident expert classes.Investigating opportunities for staff, in teams, to visit with other schools and come back to report to other staff members (criteria based on our inquiry). Continue SLC - a strong focus particularly in the junior school.

Embed inquiry learning practices across school.Evidence-based planning across core curriculum areas.Termly meetings to discuss how other schools operate, and view successful schools/teachers.Shared leadership and ownership of responsibilities within staff.Continue SLC.

Embed inquiry learning practices across school.Evidence-based planning across core curriculum areas.Termly meetings to discuss how other schools operate, and view successful schools/teachers.Shared leadership and ownership of responsibilities within staff.Continue SLC.

Goal 2Engage all students effectively, with a particular focus on Treaty of Waitangi partners.

Mitai Developments (Larn Wilkinson’s consultancy firm, to support the development of our Charterand all aspects of cultural competencies).PLD – Cultural competencies with emphasis on tangata whenuatanga (place based,social and cultural awareness and knowledge)and wananga (communication) throughout the year.Measure Māori student achievement, and identify trends when compared against non-Māori students.Kapa haka performances atcompetition level.Noho marae experience.Visit local and surrounding marae.Engage in cluster Matariki celebrations.

Sustain our current Culturalcompetencies being manaakitanga and ako, Whānau ngatanga wananga, and tangata whenuatanga.Continue to Measure Māori student achievement and identify trends when compared against non-Māori students.Kapa haka performances incommunity and festival settings.Noho marae experience.Visit local and surrounding marae.

.

Sustain our current Cultural competencies being manaakitanga and ako, Whānau ngatanga wananga, and tangata whenuatanga.Continue to Measure Māori student achievement and identify trends when compared against non-Māori students.Kapa haka performances incommunity and festival settings.Noho marae experience.Visit local and surrounding marae.Engage in cluster Matariki celebrations.

Goal 3Develop/maintain reciprocal partnerships with parents and whānau within

SLC a focus in the junior school.IEP’s continued (digital).Team East Whānau (Whānau roopuMAD initiatives rebranded).

SLC a focus in the junior school.IEP’s continued (digital).Team East Whānau (Whānau roopuMAD initiatives rebranded).

SLC a focus in the junior school.IEPs continued (digital).Team East Whānau (Whānau roopuMAD initiatives rebranded).

the Waihi East community.

Regular assemblies-student led.School animal purchased and fed on student scraps throughout year, used as food for end of year celebrations (or like).

Regular assemblies-student led.School animal purchased and fed on student scraps throughout year, used as food for end of year celebrations (or like).

Regular assemblies-studentled.School animal purchased and fed on student scraps throughout year, used as food for end of year celebrations (or like).

Goal 4Supporting and engaging Pasifikastudents and families, with the intent of all Pasifika students reaching National Standards.

Invite Pasifika participationinto our learning community and encourage participation in school activities. E.g. cultural awareness through bone carving, traditional activities, sport,art work, food, drumming and dance.

Teaching/learning programmes will be modified to accelerate all students’ needs.

Form a Pasifika focus group with the intent on growing cultural awareness and sustainability through cultural activities i.e. dance/song/food.


Form a Pasifika focus group with the intent on growing cultural awareness and sustainability through cultural activities i.e. dance/song/food.


Goal 5Supporting inclusion for students with special education needs.

To provide an inclusive environment where all children are welcome and teaching and learning needs are met.To identify students requiring extra support in learning and/or behavioural.To transition new children into our school and provide adequate support for our children leaving for College.

To provide an inclusive environment where all children are welcome, and teaching and learning needs are met.To identify students requiring extra support in learning and/or behavioural.To transition new children into our school and provide adequate support for our children leaving for College.

To provide an inclusive environment where all children are welcome, and teaching and learning needs are met.To identify students requiring extra support in learning and/or behavioural.To transition new children into our school and provide adequate support for our children leaving for College.

Annual Strategic Plan

Goal 1: Utilizing innovative practices, teaching staff will nurture a passion for learning in students with a strong emphasis in literacy and numeracy.

Strategic Aim

Specific Actions Responsibility Resources Timeframe

Improved outcomes in achievement levels in numeracy and literacy.

Evidence-based planning across core curriculum areas.

Improve use of library space as a ‘learning hub’.

Continue to refine student-led conferences (SLC) across the school. (Focus in the Junior School).

To monitor and accelerate progress of underachieving students through use of IEPs, in consultation with whānau.

Report on Progress and Achievement toBOT on National Standards and other curriculum areas.

Investigate possible opportunities for an annual visit to chosen 21st century school in teams. Have a set criteria when viewing in a school, around our inquiry. Report to staff members about findings.

Teacher Aides used effectively to accelerate underachievers.

Teacher appraisal system to be based on the inquiry model and Key Competencies.

Teachers

Tchrs/DPs

Tchrs

Tchrs

Tchrs/DPs/Principal

Principal/TchrsDPs/Principal

Leadership team/Principal

Release as required

Termly

Twice a yearaccording to assessment schedule

Once a year

Termly

Student engagement

All students attending a minimum of 90% of the year. Monitoring of arrival times and departure times.Monitoring student voice via interviews in key National Standard areas.Whānau and class surveys.Student council established with the support of the Year 6 teacher.

Leadership team/Admin team

Book entriesand E-tap

On-going monitoring

PLD Numeracy internal experts offering PLD as required and data dictates.

Reading Together (MOE)

Aspiring Principals, PLD for leadership team.

OTJs, moderation, Progress and

Leadership team

Leadership team

NAPPs

Leadership team

TBA

Throughout year

Achievement reports and SL Conferences (internal).

Accelerate Literacy Learning

Literacy/Numeracy leaders to run PLD once a term for whānau .

Mitai – Cultural competencies with Larn Wilkinson across the school

Te Pumaomao catch-ups

Leadership team

Funding through external means to befound

Analysis of Data

Trend-tracking system for lowest 25% per class.

Report on Progress and Achievement toBOT

Consolidate our knowledge of E-asTTle in writing for whole school and the data analysis using Etap.

Revise and maintain a ‘Standardised Assessment Page’ in eTap.

Leadership team/Tchrs

Leadership Team

All staff

Termly

Termly

Termly

Goal 2: Engage all students effectively, with a particular focus on Treaty of Waitangi partners.

Strategic Aim Specific Actions Responsibility Resources Timeframe

PLD – Focus on Ka Hikatia 2013-17, Tau Mai Te Reo 2013-2017 document.

Mitai Developments (Larn Wilkinson’s consultancy firm to support the development of our Charter and all aspects of cultural competencies).PLD – Cultural competencies with emphasis on tangata whenuatanga (place based, social and cultutral awaresness and knowledge) and wananga (communication) throughout the year.

Teacher Only Day – Mike Scadden

Teacher Aide PLD – Judith Woodham (RTLit), Fiona Knyvett (RTLB).

Leadership Team

Larn Wilkinson

Full school year

Create/maintaina culturally inclusive environment.

Kapa Haka performances in local setting and beyond.

Commission further artwork from Rick Fisher for areas around the school. (Apply for funding grants).

Visit local marae (noho).

Continue partnerships with Team East Whānau support (MAD and Roopu rebranded)

Leadership Team

To be approved by BOT as required

2015

Measure Māori student achievement and identify trends when compared against non-Māori students.

Continue to track achievement of Māori students in literacy and numeracy.

Continue report to BOT on achievementof Māori students in relation to non-Māori students.

Leadership Team

Release Termly

Twice a year

Student engagement

All students attending a minimum of 90% of the year. Monitoring of arrival times and departure times.Monitoring student voice via interviews, in key National Standard areas.Whānau and class surveys.Student council established with the support of the Year 6 teacher.


Book entriesand E-tap

On-going monitoring

Goal 3: Develop/maintain reciprocal partnerships with parents and whānau within theWaihi East community.


Whānau will be engaged in supporting their children’s learning.

Parent information evenings (Curriculum based). Reading Together/Numeracy.

IEP’s.

Student-led conferences (SLC).

Lead teachers Numeracy and Literacy

Tchrs

Tchrs

Termly

Termly

Termly

Refine reportingpractices.

SLCs across the school - continue to build on these across the curriculum

Leadership Team/Tchrs

Termly

Continue to refine methods of communicating/engaging with whānau.

Regular assemblies.

Whānau roopu.

IEP’s.

Electives.

School Kai to be provided for various celebrations and special occasions.

Newsletters.

Communications with homes as appropriateand when required, e.g. phone, email, text etc.

Sports and social events (annual Pumpkin competition).

Each class

TchrsLeadership Team/Tchrs

Principal/OfficeStaffTchrs

Tchr in charge of sport/activity coordinator.

As required Fortnightly

TermlyTermlyWeekly

End of Year

As necessary

Goal 4: Supporting and engaging Pasifika students and families.

Strategic Aim

Specific Actions Responsibility Resources Timeframe

Improved outcomes in achievement levels in numeracy and literacy for Pasifika.

Evidence-based planning across core curriculum areas.

Improve use of library space as a ‘learning hub’.

Continue to refine student-led conferences (SLC) across the school.

To monitor and accelerate progress of underachieving students through use of IEPs, in consultation with families.

Report on Progress and Achievement toBOT.

Investigate an annual visit to chosen 21st

century school in teams. Have a set criteria around our inquiry’s that we are viewing how they operate. Report to staff members about findings.

Teacher Aides used effectively, monitoring class while teacher is accelerating under achievers.

Teacher appraisal system to be based on the inquiry model.

Teachers

Tchrs/DPs

Tchrs

Tchrs

Tchrs/DPs/Principal

Leadership Team

Leadership team/Principal

Release as required.

All year

Pasifika parents, families and communitiessupport and champion theirchildren’s learning and achievements.

Invite Pasifika participation in our learning community and encourage participation in school activities e.g. cultural awareness through bone carving, traditional activities, sport, food.

Leadership/Principal

As required

Pasifika parents, families and communitiesare better informed, more knowledgeableandastute consumers of education services.

Staff awareness of cultural sensitivities when communicating with whānau to accommodate and engage them for the best outcome for children.


Pasifika Education Plan 2013-2017

2015

Measure Pasifika student

Continue to track achievement of Pasifika students in literacy and numeracy.


Release Termly

Twice a year

achievement, and identify trends when compared against non-Pasifika students.

Continue report to BOT on achievement of Pasifika students in relation to non-Pasifika students.

Goal 5: Supporting inclusion for students with special education needs.


To provide an inclusive environment where all children are welcome, and teaching and learning needs are met.

Staff will welcome all children and accept them for who they are, where they come from, and meet them with their next steps.

Programmes will be modified to be inclusiveall student’s needs, interests and strengths as they arise.

IEP’s as required

Extension groups provided as required.

All staff Leadership Team

Significant budget allocation

All year

To identify students requiring extra support in learning and/or behavioural.

Programmes will be modified to be inclusiveof all students’ needs.

IEP’s as required.Extension groups provided as required.

Utilizing all relevant outside agencies All

Staff/Leadership Team

As required All year

To transition new children into our school, and provide adequate support for our children leavingfor College.

Pre-school visits, kindergarten and ECE school visits, college visits, interviews and information evenings, buddy systems for new children.

All staff All year

Student engagement

All students attending a minimum of 90% ofthe year. Monitoring of arrival times and departure times.Monitoring student voice via interviews, in key National Standard areas.Whānau and class surveys.Student council established with the supportof the Year 6 teacher.


Book entries andE-tap

On-going monitoring

WAIHI EAST SCHOOL 2015 ANNUALPLAN

‘Rise Above and Shine’

NAG 1 – CURRICULUMNew Learning:Tau Mai Te Reo 2013-2017Pasifika Education Plan 2013-2017Accelerated Learning in Literacy (introducing across the school)

Consolidation of:Tataiako- cultural competenciesKahikitia 2013-2017OTJsSLC focus of the Junior school

Improved student learning in numeracy and literacy Accelerated programmes for at-risk children Continue Teaching as Inquiry process All learning to take a thematic approach

NAG 2 – SCHOOL OPERATIONS School wide achievement reports to BOT and community Student-led conferences Student led assemblies EOTC opportunities throughout year Review of Legal and Personnal policy

NAG 2a – NATIONAL STANDARDS Reporting to parents in writing twice annually on progress and achievement

GOVERNANCE AND MANAGEMENT Training BOT Reporting on the National Standards Charter and review of strategic plan mid year Enhance and celebrate strong relationships with Whānau Principal to be appraised by Spencer Baty Appraisal systems refined practice consolidated

COMMUNITY INVOLVEMENT / SCHOOL EVENTS Team East Whānau Christmas party Out of school trips Year 5/6 camp Swimming sports Cross country Sevens Athletics Agriculture day / group day Various sports exchanges Entertainment groups –including Kapahaka, choir and visiting groups School picnic and social occasions, eg

pumpkins End-of-year prize giving Senior and junior trips School performance Marae visit Duffy books Breakfast club Fundraising (eg Pit Rim Fun Run, Gala) Sports at Northern Zone, W.B.O.P. level and Hauraki Competitions

NAG 5 – HEALTH AND SAFETY Emphasis on nutrition and exercise Regular safety drills carried out – 1 drill every termly Monthly inspections carried out

NAG 4 – PROPERTY AND FINANCE Implement five year property plan School grounds and gardens Budget aligns to charter Additional Teacher employed from BOT funds Application for grants to enable artwork depicting Waihi East’s

history, culture and current journey (Rick Fisher)

NAG 6 – LEGISLATIVE REQUIREMENTS Term dates available to community Policies are kept up to date All information available on website

NAG 3 – HUMAN RESOURCE MANAGEMENT Professional Development in Accelerated Literacy

Learning (ALL). Appraisal supports teacher quality, on-going learning and focusing on teaching as inquiry Mentoring of teaching practice by expert staff Succient channels of communication, utilizing the

Leadership teams knowledge, knowing they will seekfurther clarity from experts on our behalf.

NAG 7 – ANNUAL CHARTER UPDATE The school charter will be updated in

readiness for Term 1 2015, based on data andinvolving needs of teaching and learning

NAG 8 – ANNUAL ANALYSIS OF VARIANCE The analysis of variance will be updated at

the close of 2014 and included in the Charter in readiness for Term 1 2015

Four Year Cycle of ReviewArea of Review 2015 2016 2017

Charter Collaborative and wide sweeping consultation of Charter-mission/values/strategic aims.

Ensure alignment with NZC and National Standards are reflected in Annual Plans

Ensure alignment with NZC and National Standards are reflected in Annual Plans

Strategic Aim Monitoring Strategic Aims at Board Meetings

Student progress and achievement including relation to National Standards

Progress and achievement targets in relation to National Standards with a particular focus priority learners and those students who are working below National Standards.

Progress and achievement targets in relation to National Standards with a particular focus on priority learners and those students who are working below National Standards.

Progress and achievement targets in relation to National Standards with a particular focus on priority learners and those students who are working below National Standards.

Budget Ensuring alignment with annual planMonitoring.

Ensuring alignment with annual planMonitoring.

Ensuring alignment with annual planMonitoring.

Principal Appraisal Continuation with Spencer. New appraiser. Continuation with 2016 appraiser.

Curriculum Science (GOLD)Social Sciences (Matariki)Te ReoLiteracy

NumeracyHealth including health Consultation with community.The ArtsICT

TechnologyScience (GOLD)Social Sciences (Matariki)Te Reo

Policy LegalPersonnel

CurriculumFinance and Property

Health and SafetySelf -Review

Board Process RelationshipsSuccession Training

ElectionsInductions

Relationships

Government Initiatives Review of consultation with parents of Pasifika students

Reporting to parents on National Standards.

Developing consultation processes with whānau.

Reporting to parents on National Standards.

Developing consultation processes with whanau.

2015Targets for Raising Student Achievement in Mathematics

Strategic Aim: To increase student achievement in MathematicsAll students will be able to access the New Zealand Curriculum as evidenced by the achievement in relation to National Standards

Strategic Objectives:

Improve teacher effectiveness, pedagogy and practice using the inquiry model.To refine teachers’ abilities in making Overall Teacher Judgments.To determine next learning steps using data analysis to inform teacher planning.Address the needs of students at risk or cause for concern in relation to the National Standards for their year.Continue to increase the achievement in Mathematics for all students

Curriculum Area:

Numeracy

Key Competencies:

Using language, symbols and texts Thinking Managing self

Annual Objectives and Aims:

All students who are not achieving success in relation to the National Standard for Mathematics will have achieved accelerated progress over the year. Increase the number of students achieving at or above the National Standard for Mathematics.

2015 Annual targets All underachieving students within the school who were below or well below National Standard in Mathematics at the end of 2014 will achieve at or above

National Standard by the end of 2015.

Focus areas using 2014 data/year groups:

After two years at school in 2014 (68% /15 children achieving at/above).

After three years at school in 2014 (77% /17 children achieving at/above).

End of Year 5 in 2014 (78% /18 children achieving at/above).

Baseline Data:

Mathematics Data 2012 2013 2014

Whole School- at or above National Standards 65% 76% 82%

Māori- at or above National Standards 62% 73% 76%

Male- at or above National Standards 67% 74% 76%

Female- at or above National Standards 63% 78% 87%

Due to a small cohort and confidentiality, Pasifika students have not been included in this reporting.

Planned Actions for 2015 Timing Responsibility Resourcing

Leadership team, teaching staff and board of trustees will belooking for a continued positive shift in student achievement in maths.

Teachers will be planning collaboratively, analysing student achievement to inform next steps, peer supporting one another in their work and driving students’ learning.

Formation of OTJ’s using correct weighting of summative assessment, formative assessment and anecdotal evidence (modelling books, anecdotal notes, Gloss, JAM,e-Asttle).

Specific and targeted teacher aide programmes in place across the school as required.

Reporting twice a year to the BOT on progress and achievement.

Throughout the year. Reviewed at the end of each term.

Daily use of modelling books, anecdotal notes. Gloss, JAM, e-Asttle) as required.

Teacher aide training term one 2015 with facilitator

Leadership team/All staff

Deputy Principals

All staff

Leadership team Funding of teacher aides to be a priority in the budget.

Support for teachers in numeracy curriculum knowledge, analysing assessment and using the maths curriculum resources as part of our teacher inquiry focus and individual needs for further PLD.

IEP’s for all students who are underachieving in maths across the school based on formative and summative assessment throughout the year, and developed in consultation with parents.

The progress of the targeted underachieving students will bediscussed at regular team meetings as well as lower 25%.

These initiatives will be embedded within the school planning and reporting documents.

Termly

Leadership team

All staff

Teacher release for staff.

2015Targets for Raising Student Achievement in Reading

Strategic Aim To increase student achievement in ReadingAll students will be able to access the New Zealand Curriculum as evidenced by the achievement in relation to National Standards


Improve teacher effectiveness, pedagogy and practice; using the inquiry model.To refine teachers’ abilities in making Overall Teacher Judgments.To determine next learning steps using data analysis to inform teacher planning.Address the needs of students at risk or cause for concern in relation to the National Standards for their year.Continue to increase the achievement in Reading for all students.

Curriculum Aim:

Comprehension

Key Competencies:

Managing self Using language, symbols and text Thinking Participating and contributing


All students who are not achieving success in relation to the National Standard for Reading will have achieved accelerated progress over the year. Increase the number of students achieving at or above the National Standard for Reading.

2015 Targets: All underachieving students within the school who were well below and below National Standards at the end of 2014 will achieve at or above the National

Standard by the end of 2014. Increase the number of students who are achieving at or above the National Standard for Reading across the school.


After one year at school in 2014 51% /19 children achieving at/above National Standards.

After two years at school in 2014 56% /13 children achieving at/above National Standards.

After three years at school in 2014 56% /13 children achieving at/above National Standards

Baseline Data:

Reading 2012 2013 2014


Māori- at or above National Standards 65% 75% 72%




Planned Actions for 2015 Timing Responsibility Resourcing

Reading Together


Professional learning to be provided for new staff based on teaching and learning programmes and current assessment practices.

The progress of the targeted underachieving students andlower 25% will be discussed at regular team meetings.

Teachers will develop IEP’s for all students who are underachieving in reading across the school based upon summative and formative assessments throughout the year and developed in consultation with parents.

Termly

Yearly

Termly

Termly

Termly

Leadership team

Leadership team

Classroom teachers

Leadership Team

Leadership Team

Funding for relief teachers.

Funding of teacher aides to be a priority in the budget.

2015Targets for Raising Student Achievement in Writing

Strategic Aim: All students will be able to access the New Zealand Curriculum as evidenced by the achievement in relation to National

Standards.

To increase student achievement in Writing.


Improve teacher effectiveness, pedagogy and practice using the inquiry model.To refine teachers’ abilities in making Overall Teacher Judgments.To determine next learning steps using data analysis to inform teacher planning.Address the needs of students at risk or cause for concern in relation to the National Standards for their year.

Curriculum Area:

Writing

Key Competencies:

Thinking Managing Self Using language symbols and text


All students who are not achieving success in relation to the National Standard for Writing will have achieved accelerated progress over the year. Increase the number of students achieving at or above the National Standard for Writing.

2015 Annual Targets:

All underachieving students within the school who were well below and below National Standards at the end of 2013 in Writing will achieve at or above the

National Standard by the end of 2015.

Baseline Data:In 2014


After one year in 2014 (65% /13 children achieving at/above).

End of year four in 2014 (69% /11 children achieving at/above)


Planned Actions for 2015 Timing Responsibility Resourcing:

PLD for staff on e-asttle.

Teacher will develop IEP’s for all students who are underachieving in writingacross the school based upon end of year data and developed in consultation with parents.


Team leaders will lead regular meetings on the on going professional development in OTJ and the progress of the targeted underachieving students will be discussed at regular team meetings.

Termly

Termly

Termly

Termly

ICT Leader

Leadership team

Leadership team

Leadership team

Funding of teacher aides to be a priority in the budget.

Writing 2012 2013 2014


Mãori- at or above National Standards 71% 71% 74%



2015 Cycle of ReviewArea of Review February March April May June July August Sept Oct Nov

Charter/Strategic Aims

Charter Review/vision statements 6-9 month process.

Strategic Goal review of 2015 goals

Strategic Goal review.

Charter – AoV/Strategic Goals Review.

Requirements Appoint Chairperson

Accounts to auditorRoll return

Roll return Analysis Variance report/Charter

Student progress and achievement including relation to National Standards

Progress report on National Standards to BOT (senior)/achievement (junior)

Budget Monitor Monitor Monitor Mid Year Review

Monitor Monitor Monitor Draft Budget 2015

Budget 2015 approved

Principal Appraisal Agreement Signed

Mid Year progress report

Appraisal Report

Curriculum Waihi East Curriculum

Policy Legal Personnel

Board Process BOT training, Succession Training, Relationships, Elections, Induction

Government Initiatives

National Standards

National Standards

National Standards

APPENDIX 1

SCHOOL OPERATIONS, GOVERNANCE AND MANAGEMENT SECTION

All documentation outlined continues to be reviewed.

CURRICULUM -Key school documents that inform the Waihi East School Charter relating to Curriculum include:

- New Zealand Curriculum - School-based Curriculum Plans- Student Reports- Associated Policies- Waihi East School Strategic Plan- Teachers Planning / Assessment folders- Cumulative Record (being developed 2013) - Parent Information Booklet- Learning Assistance Register- Attendance Registers- Admission / Withdrawal Register- ERO Report

PERSONNEL -Key school documents that inform the Waihi East School Charter relating to Personnel includes:

- Job Descriptions- Performance Agreements- Staff Appraisals- Staff Professional Development Programme- Personnel & Curriculum Policies- Waihi East School Strategic Plan- Teacher’s Collective Agreement

FINANCES -Key school documents that inform the Waihi East School Charter relating to Finances include:

- Annual Budget- 10 year Property Plan- SUE Reports- Assets Register- Annual Reports- Auditors Reports- Associated Policies & Procedures- Waihi East School Strategic Plan

PROPERTY -Key school documents that inform the Waihi East School Charter relating to Property include:

- 10 Year Property Plan- 5 Year Property Schedule- Maintenance Schedule- Property Occupancy Document- Insurance- Associated Policies- Waihi East School Strategic Plan

HEALTH AND SAFETY -Key school documents that inform the Waihi East School Charter relating to Health and Safety include:

- Accident Register- Hazard Register- Swimming Pool Maintenance Booklet- Maintenance Schedule- Evacuations Procedures- Associated Policies- Waihi East School Strategic Plan

Documents

Waihi East School Charter 2015