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Ngongotaha School Charter 2014
Ngongotaha School
Vision: We will provide quality teaching and learning opportunities to enable our
students to be:-
Confident:
Be comfortable with who they are
Develop goals for themselves
Be resourceful
Be motivated and reliable
Connected:
Develop a positive attitude towards learning
Be caring, respectful and responsible
Be effective users of communication tools
Be responsible members of the community
Actively Involved:
Participate in a range of contexts to develop life skills
Lifelong Learner:
Develop skills to acquire learning
Make lifelong choices – informed decision makers
Are literate and numerate
Are critical and creative thinkers
Growth- Grow by having a go
Respect - Respectful, kind and caring
Equality - Everyone is important
Achievement - Are keen to succeed
Trust- Trustworthy and honest
Beliefs About Learning
Ngongotaha School has the following core beliefs about children’s learning:-
All students can learn and have the right to do so
Students learn best in an environment when positive relationships are developed and where whanaungatanga is fostered
Learning happens most effectively when intentions and outcomes are shared
Students learn best when they take ownership and responsibility for their learning
Learning is a shared experience which lasts a lifetime
Learning is best when there is a purpose to learn
Staff empower all students to achieve personal excellence
Attitudes and Values
At Ngongotaha School we value:-
Growth - Physically, Mentally, Socially, Academically, Creatively
Respect and Care - For Self, For Others, For Human Rights
Equality - Fairness, Social Justice, Recognising & Acknowledging diversity, difference and inclusion
Achievement - By aiming for and persevering towards excellence academically, culturally, artistically, socially and in sporting endeavours
Trust - Which involves being honest, responsible, accountable and acting with integrity,
General Goals
To work as a team to provide quality-learning opportunities for all students and staff that reflects current teaching and learning practices
and presents realistic challenges, with an emphasis on Literacy, Numeracy and Inclusion. To provide appropriate resources for the effective delivery and implementation of the curriculum. To provide a safe, healthy and challenging environment.
To provide an environment for students, staff and Whanau where an understanding, appreciation and respect of Màori and other cultures is fostered.
To improve educational achievement of Màori and Pasifika students.
Local Goals
To help children become aware of the uniqueness of our local environment / history.
To provide effective learning assistance for children with identified special needs and abilities
To maintain a positive partnership with the school and local community / iwi
To provide a range of well-designed experiences outside of the classroom to help children foster an appreciation of their environment
To provide a range of physical activity to develop movement, fitness, flexibility skills and an attitude for good sportsmanship.
To provide a Level 1 Te Reo (80 to 100%) programme for students Years 0 to 6, in response to community needs.
To provide opportunities for students and families to foster pride in the school through extra curricula activities.
To foster and enhance whanaungatanga and school culture for all.
To develop leadership skills through the provision of roles of responsibility within the school (staff and pupils).
Cultural Diversity and Te Ao Màori
Through our class programmes Ngongotaha School students will have the opportunity to learn about our heritage and how our heritage
(Màori, European and other ethnicities) influences our world today.
Programmes will recognise the multicultural society in which we now live encouraging and supporting a mutual respect for cultural
differences and beliefs.
This learning may arise in many areas of learning and will be supported and modelled through teachers’ attitudes and acceptance of New Zealander’s cultural diversity.
The unique position of the Màori Culture
Ngongotaha School is situated on the outskirts of Rotorua in a village type setting. The community is well served by three local marae, each has a Kohanga Reo attached to it providing early childhood experiences in a
Màori setting. These are Awahou, Ariki and Ngongotaha Kohanga. There are two further marae that are on the outskirts of Ngongotaha itself.
Students at Ngongotaha School will learn about their local area, history, traditions and language.
Students at Ngongotaha School will be given the opportunity to learn in a Màori Immersion educational environment.
Staff at Ngongotaha School will take part in a Noho Marae at Tarimano Marae in January.
A Màori Student Achievement team has been set up for 2014. The focus of this team will be to ensure Màori students are progressing and
achieveing. Across the school.
Tikanga and Te reo sessions will be part of every staff meeting during 2014.
School Description
Ngongotaha School, opened in 1911, and has the equivalent of 16 teaching spaces, which comprise a blend of traditional and variable space classrooms. Facilities include:- Whare Waananga (a Multi Purpose Room) Information and Technology Centre (incorporating Computer Suite, Library and Multi-Media Suite) Teaching Resource Room, Solar Heated Learners’ Swimming Pool, Coal-fired Central Heating System, Turf area and Administration Block. Sited on three levels, the school has well-established grounds, open areas between buildings, fixed playground apparatus for junior, middle and senior pupils, petanque pit, turf area and a large grassed sports and recreation field. Shade is provided to some of the classrooms and play areas demonstrating the Board’s commitment to providing our students with appropriate safety from the sun. The junior school sandpit and play equipment are screened with shade sails. Cobblestones have been laid in many areas of the school with a large-scale chessboard incorporated into the design. Another feature of the school is the well established trees that provide shade to students and whanau and enhance the physical environment. The school is well maintained providing an attractive, stimulating environment for students. A Rumaki programme operating at Level 1 for students Year 0 to Year 6 is available. These classes provide the “Màori Medium Setting” for those students whose parents and / or caregivers choose to have their tamariki enrolled in these learning environments. Currently a decile 3 school, we are an active participant in the successful Books in Homes Programme, our major sponsor being Mainfreight New Zealand. This is an extremely valuable programme and is one of the many that the school offers to promote and foster literacy for life. We have received funding from the Ngati Whakaue Education Endowment Trust Board, which enables us to provide specific programmes for Màori students who are at risk of not achieving in literacy and numeracy. Experienced teachers, Mrs Evelyn Elsmore and Mrs TinaLeach facilitate these programmes. All classes are well resourced and the Board employs teacher assistants to carry out specific programmes. Currently we have a full time Physed assistant, Mrs Donna Ngatai, who assists with the implementation of our physical activity, fitness and sports programme. Class, teacher and student support, from specialist teachers, is evident particularly for our hearing and vision impaired students. The School’s community reflects a wide socio-economic base and is a blend of both rural and urban environments. The central business area is vibrant and provides the community with all essential services. Pre-school facilities include day care centres, Kindergarten and Kohanga Reo. The school has joined the Fonterra Milk in Schools programme in 2014. Children will have the opportunity to have chilled milk daily as part of this programme. The school welcomes and embraces all students and endeavours to provide the best environment to suit the individual needs of each child. We welcome whanau and community input into the development of the school and its future direction.
Principles
Foundations of curriculum decision making. The principles set out below embody beliefs about what is important and desirable in school curriculum – nationally and locally. They should underpin all school decision making.
High Expectations The curriculum supports and empowers all students to learn and achieve personal excellence, regardless of their individual circumstances.
Treaty of Waitangi The curriculum acknowledges the principles of the Treaty of Waitangi and the bicultural foundations of Aotearoa New Zealand. All students
have the opportunity to acquire knowledge of te reo Màori me ona tikanga.
Cultural Diversity
The curriculum reflects New Zealand’s cultural diversity and values the histories and traditions of all its people.
Inclusion
The curriculum is non-sexist, non-racist, and non-discriminatory; it ensures that students’ identities, languages, abilities, and talents are recognised and affirmed and that their learning needs are addressed.
Learning to Learn The curriculum encourages all students to reflect on their own learning processes and to learn how to learn.
Community Engagement The curriculum has meaning for students, connects with the wider lives, and engages the support of their families, whanau, and communities.
Coherence The curriculum offers all students a broad education that makes links within and across learning areas, provides for coherent transitions, and
opens up pathways to further learning.
Future Focus
The curriculum encourages students to look to the future by exploring such significant future-focused issues as sustainability, citizenship, enterprise, and globalisation.
Supporting our Charter
Curriculum implementation plans Library Strategic Plan 10 YR maintenance plan Annual curriculum reports ICT Strategic Plan 5 YR property plan
Assessment procedures Performance management system Annual budget
Allocation of FTTE All policies and procedure High Health Needs register
Fortnightly newsletter Monthly community journal Parent interviews
Community values we aim to
instil in our tamariki while at
Ngongotaha.
Strategic Plan
2014 – 2016
Ngongotaha School Charter
Strategic Plan 2014 – 2016
Strategic Goals 2014 2015 2016 Related NEGS: National Education Goals
The highest standards of achievement Equality of educational opportunity
A sound foundation in the early years Increased participation and success by Màori.
Excellence through clear learning Success for those with special needs
Related NAGS: National Administrative Guidelines
Develop and implement teaching and learning programmes Give priority to student achievement in literacy & numeracy
Give priority to regular quality physical activity Range of assessment practices to enable progress and achievement to be evaluated
Identify students who are achieving, at risk of not achieving, gifted and talented Consult with the schools Màori community
Report to students and parents on progress and achievement in relation to NS and NW
Strategic Goal 1:
All students are able to access The New Zealand
Curriculum as evidenced by progress and achievement in relation to
the National Standards.
National standards will be used to
support improvement in student outcomes.
Curriculum areas will be reviewed by teams on an annual cycle.
PLD in literacy (writing).
PB4L contract continues
We will run a “Reading Together”
Programme with whanau during term one.
We will have an oral language focus for early years and transition to school
students. This is supported by our Ngati Whakaue application to raise achievement of Màori students.
We will have a reading / writing focus for early year’s students who are at
risk of not achieving. This is supported by our Ngati Whakaue application to raise achievement of Màori students.
PD in writing to support student
achievement.
PB4L contract continues
PD in writing to support student
achievement.
Support programmes in place for reading and writing targeting groups of
children at risk of not achieving the national standards and children with special needs.
Report to parents in relation to progress and achievement in relation
to national standards, plain language, in writing at least twice a year.
Analysis of variance completed and measured against National Standards.
Budget reviewed
Support programmes in place for children at risk of not achieving the
national standards. Focus directed by analysis of achievement.
Areas of need from 2014 identified
and addressed
Areas of need from 2015 identified
and addressed
Strategic Goal 2:
Màori students are engaged in their learning and are achieving
educational success, with pride in their unique
identity, language and culture as Màori. Whanau are supporting their
children’s learning.
Màori student achievement data
collected and measured against national standards.
Formation of a Màori Student Achievement team at school to review progress and achievement throughout
the year.
Te Ao Màori professional
developments to continue to ensure culturally responsive practices are in
place.
Ka Hikitia document kept at the
forefront to guide staff. Te Mangoroa online site used with and by staff to continue this development.
Tàtaiako document used as professional development to enhance
culturally responsive practices with students and staff.
Continue to consult and engage with Màori whanau about educational success for their tamariki.
Strategic Goal 3:
Màori students, in Rumaki settings, are engaged in
their learning and are achieving educational
success as evidenced by progress and achievement in relation to the Nga
Whanaketanga
Nga Whanaketanga will be used effectively to support improvement in
student outcomes.
Oral language te reo focus for early
years and transition to school tamariki. This is supported by our Board of Trustees to raise achievement of Màori
students in immersion settings.
PLD in Nga Whanaketanga Pangarau.
Analysis of variance completed and measured against Nga Whanaketanga
Nga Whanaketanga Tuhituhi reviewed
Whanau hui held each term to keep
Whanau informed and are a part of the direction of the Rumaki programme.
Continue with the development of an
ICT Rumaki support group for kaiako across schools. This to include
tamariki sharing across the cluster.
Nga Whanaketanga Te Reo reviewed
Nga Whanaketanga Pangarau reviewed
Nga Whanaketanga Panui reviewed
Nga Whanaketanga Tuhituhi reviewed
Strategic Goal 4:
Students with special learning needs are supported in their learning
so that they can progress in relation to The New
Zealand Curriculum and fully participate in and contribute to their school
and community environment.
ORS students are identified and
supported in their education and life at school.
Close liaison with support agencies to
ensure students and staff are receiving appropriate support and guidance.
Close liaison with Kelston and BLENZ for identified students with
hearing and vision needs.
IEP’s in place for all ORS students
and special needs students as the need arises.
SENCO Team kept informed of all
aspects related to students with special needs.
SENCO team to keep a high health
needs register up to date and made available to all staff.
PD provided for staff, as required, who are working with children with special
needs. Sign Language classes during 2014.
Professional Development for staff on classroom and teaching practices when working with differentiated learning
programmes for students.
PD provided for staff, as required, who are working with children with special
needs. Sign Language classes during 2015.
PD provided for staff, as required, who are working with children with special
needs. Sign Language classes during 2016.
Strategic Goal 5:
Teachers are supported to improve pedagogy,
teaching, learning and assessment practices which will lead to
increased student progress and achievement.
ICT development to be maintained.
Continuation of SOLO development and evidence of this in class
programmes.
Increased student voice when
discussing their progress and achievement
Teacher development in writing, Nga Whanaketanga Pangarau, assessment
practices, behaviour management, leadership development, social science.
Development of ETap for class management and assessment recording
and reporting.
Appraisal processes in place and
refined as necessary
Teachers to maintain self review
reflective practices through appraisal.
Development of mentor and coach
model for beginning teachers in
ICT development to be maintained.
Teacher development in writing, Nga
Whanaketanga, assessment practices, behaviour management, leadership
development.
ICT development to be maintained.
Teacher development to be decided on
when we complete 2014/ 2015.
relation to registered teacher criteria.
Related NEGS: National Education Goals
The highest standards of achievement Equality of educational opportunity A sound foundation in the early years
Increased participation and success by Màori. Excellence through clear learning
Success for those with special needs A broad education through a balanced curriculum
Related NAGS: National Administrative Guidelines
Allocate funds to reflect school’s priorities Monitor and control school expenditure Comply with conditions of asset management
Implement a maintenance programme Ensure school buildings and facilities provide a safe, healthy learning environment
Strategic Goal 6:
Finance:
Budget prepared to ensure areas of strategic development have priority.
Ensure all aspects of personnel employment are catered for in budget.
Maintain accurate records of income and expenditure.
Audit reports completed by 31st March.
Complete Kiwi sport finance reporting for audit.
Implement auditor’s recommendations.
Complete funding applications as
required for identified projects.
Priorities for 2015 set in October.
Action capital purchases identified for 2014.
Priorities for 2016 set in October.
Action capital purchases identified for 2015.
Priorities for 2017 set in October.
Action capital purchases identified for 2016.
Strategic Goal 7:
Property
Maintain a regular review of property,
buildings and grounds.
Liaise with caretaker to ensure aspects
of property are maintained.
Carry out cyclical maintenance as required.
School Network Upgrade Project carried out during term one.
Junior playground review in relation to transition to school and PB4L.
Projects for 5YA 2015 implemented
by project managers.
Projects for 5YA 2016 implemented
by project managers.
Strategic Goal 8:
Physed & Kiwisport
Provide a consistent programme of
physical education across the school.
Provide and maintain equipment to
enhance physed programmes.
Provide funding to employ a resource
staff member to assist in the implementation of physical education.
Allocate Kiwi sport funding to all transport costs involved in sport,
fitness, physed and cultural activities.
Strategic Goal 9:
School Culture
Review school duty procedures to ensure hot spots in the playground are identified and monitored. (PB4L)
Further develop the clubs initiative which will see children involved in a
number of sporting, cultural and craft activities. (PB4L)
Continue to develop our Màori dimension, Te Ao Màori, with staff
and in class so that students acknowledge and value their cultural identity.
PLD in “Positive Behaviour for
Learning” – we are in our 2nd year.
Complete review of the junior area
playground in relation to student engagement and transition to school.
Continue the development of roles of
responsibility, for senior pupils, to foster participating and contributing
Continue with “Caught Being Great” initiative for playground and class
actions.
Continue with “Brainy Awards” for in
class acknowledgement.
Continue to provide a range of
activities for children in the playground that develop independence and co-operation.
Maintain Graduate Profile for Rumaki classes, continue whanau hui to foster
this.
Complete graduate profile for
mainstream and share with whanau.
Maintain Graduate Profile for
mainstream and continue with whanau hui to foster this.
Annual Plan
2014
NGONGOTAHA SCHOOL ANNUAL PLAN OVERVIEW 2014
Priority Areas For Learning
Improvements – Targets and areas of
interest
Literacy - Reading After 2 years at school Year 6 Literacy - Writing Year 6 Mathematics – Year 5 Year 6 Nga Whanaketanga Rumaki Tuhituhi After 6 years in immersion After 1 year in immersion Writing – Across the school and staff Attendance – whole school Ngati Whakaue milestone reporting Oral language early years Reading / Writing early years Te Reo early years – BOT initiative Student with special learning needs Màori Student Achievement
Community Consult with the community on graduate profile (mainstream). Encourage participation in activities related to Ko au ko koe ko koe ko au ko tàua ko tàtau - concept for 2014 (Social Science)
Finance
Confirm budget (February) Allocation of cash reserves: Areas for 2014:
- Furniture - ICT Equipment - Playground Reviews - Drinking Fountains - Shade in the school - Hand rails for various rooms - Security Lighting - Support programmes
Health and Safety
Emergency drills each term Regular property review Review shade options within the school PB4L recommendations Playground surfacing Fencing of the school site Lock down procedures
Property
Work on - Middle playground structure - Playground surfacing Junior
and Middle - Hand rails for various rooms - Shade provision - Gate / Fences at school exits - Driveway repairs - Drinking fountains - Security lighting - Tree assessment / review
Carpet cleaning – all rooms over the year. Improve outdoor seating areas
Self Review / Reporting Strategic planning review Community consultation Property programme review Assessment and reporting review IEP Monitoring SENCO team development Màori Student Achievement Team development Social Science self-review
Professional Development Leadership PLD with Waikato University / Principal Appraisal incorporated. ICT Integration in the classroom ICT Rumaki integration with cluster schools Written language – school wide focus NZSL – New Zealand Sign Language PB4L – three year contract, we are in Year 2 Mentoring and Coaching – Beginning teacher development Nga Whanaketanga Pangarau ETap management system Oral language assessment and programme delivery
OVERVIEW OF SELF REVIEW
2014
2015
2016
Social Science Inclusion / Special Needs
Te Ao Màori - On-going
The Arts – Music Inclusion / Special Needs
Te Ao Màori - On-going
Technology Health & PE
Inclusion / Special Needs Te Ao Màori - On-going
Reporting to the Board of Trustees will be in the following two formats.
Target Self Review and Reporting:
Significance of results
Groups of students at risk
Outline for teaching and learning plan to address the goal
Implications for BOT with reference to resourcing
Recommendations
Curriculum Self Review: What pedagogical approach underpins the teaching of ………………………..
On what basis do teachers plan their work?
What planning emphasis do classes place on the teaching of …………………
What is the school’s level and quality of resourcing?
What tools and/or methods of assessment do teachers use to determine achievement in ……………
How well are students achieving?
What professional development have teachers undertaken in the last year?
NGONGOTAHA SCHOOL – CURRICULUM and SELF REVIEW PROGRAMME - 2014
BOT Meeting Meeting 1 February 11th
Meeting 2 February 24
th
Meeting 3 April 8th
Meeting 4 27
th May
Meeting 5 24
th June
Meeting 6 12
th August
Meeting 7 9
th Sept.
Meeting 8 4
th Nov.
Meeting 9 9
th Dec.
201
4
Student
Achievement
Maori Student Achievement
Ngati Whakaue
Programmes
Inclusion Special Needs
Target Reviews Reading Writing Maths
Tuhituhi
Ngati Whakaue
Milestones
Maori Student Achievement
Maori Student Achievement
Inclusion
Special Needs
Target Reviews Reading Writing Maths
Tuhituhi
Curricula
Targets 2014 Social Sciences
Inclusion at Ngongotaha
Social Sciences
Attendance
Policy /
Practice
Review
Budget 2014
Variance Report 2013
Strategic Plan 2014 – 2016
Budget 2014
Variance Report 2013
National
Standards Reporting
Strategic Plan 2014 – 2016
Legislative
Requirements 2014
NAG 1 Curriculum
Delivery
Assessment & Evaluation
NAG 2
Administration Self Review
NAG 3 Employer
Responsibility
EEO
NAG 4 Financial
Management
Voluntary Donations
Cash
Management
Theft & Fraud
Schedule of Delegations
NAG 5 Health &
Safety
Non-Violence
Education Rotorua
Attendance
NAG 4 Property
Management
NAG 6 Legislative
Requirements 2015
Special
Topic
Property Projects
Property Projects
PB4L
GALA Whare
Development
Ngati Whakaue
Milestones
Property Project Review
PB4L
Ngati Whakaue
Milestones
NGONGOTHA SCHOOL – CURRICULUM and SELF REVIEW PROGRAMME – 2015
BOT Meeting Meeting 1 Meeting 2 Meeting 3 Meeting 4 Meeting 5 Meeting 6 Meeting 7 Meeting 8 Meeting 9
2014
Student Achievement
Support
Programmes
Special Needs
Màori Student
Achievement
Inclusion /
Special Needs
Target Reviews Ngati Whakaue
Milestones
Màori Student
Achievement
Inclusion /
Special Needs
Support
Programmes
Special Needs
Màori Student
Achievement
Target Reviews
Ngati Whakaue
Milestones
2015
Curricula
The Arts-
Music
Policy / Practice Review
Budget 2015
Variance
Report 2014
Strategic Plan
Attendance
Special Topic
NGONGOTHA SCHOOL – CURRICULUM and SELF REVIEW PROGRAMME - 2016
BOT Meeting Meeting 1 Meeting 2 Meeting 3 Meeting 4 Meeting 5 Meeting 6 Meeting 7 Meeting 8 Meeting 9
2015
Student Achievement
Support
Programmes
Special Needs
Màori Student
Achievement
Inclusion /
Special Needs
Màori Student
Achievement
Inclusion /
Special Needs
Support
Programmes
Special Needs
Màori Student
Achievement
Target Reviews
Ngati Whakaue
Milestones
2016
Curricula
Technology Health & PE
Policy / Practice Review
Budget 2016
Variance
Report 2015
Strategic Plan
Special Topic
Ngongotaha School Targets 2014
Student Achievement Target 2014 – Reading
Strategic Aim All students are able to access the New Zealand Curriculum as evidenced by achievement in relation to National Standards
Annual Aims To increase the number of students achieving at or above the National Standard for Reading
Baseline Data Analysis of November 2013 school-wide reading data and Overall Teacher judgements identified concerns regarding the achievements of students in the End of 1 Year and Year 5 cohorts.
The reading data in November 2013 showed that 35% (17/48) of End of 1 Year students (current End of 2 years students) were achieving at or above the National Standard for the end of 2013. 65% (31/48) were achieving below or well-below the end of year
standard. Within this group, 33% (9/27) of Maori students were achieving at or above the National Standard and 67% (18/27) were achieving below or well-below the end of year standard.
9% (1/11) of Maori boys were achieving at or above the standard, and 91% (10/11) were achieving below or well-below the standard. 50% (8/16) of Maori girls were achieving at or above the standard, while 50% (8/16) were achieving below the standard.
The reading data in November 2013 showed that 66% (35/53) of Year 5 students (current Year 6 students) were achieving at or above the National Standard for the end of 2013. 34% (18/53) were achieving below or well-below the end of year standard.
Within this group, 52% (15/29) of Maori students were achieving at or above the National Standard and 48% (14/29) were achieving below or well-below the end of year standard.
45% (5/11) of Maori boys were achieving at or above the standard, and 55% (6/11) were achieving below or well-below the standard. 56% (10/18) of Maori girls were achieving at or above the standard, while 44% (8/18) were achieving below the standard.
Target 85% of End of 2 years at school students will achieve at or above the National Standards in reading (Working at Turquoise)
85% of Year 6 students will achieve at or above the National Standards in reading (Working at Level 3)
Actions to achieve targets Led by Budget Timeframe
1. Review assessment data with staff and determine the particular learning
needs of target students.
Principal and literacy
leader
December 2013
February 2014
2. Review and monitor achievement of Màori students who are included in the target groups.
Literacy Team Māori Student
Achievement Team
On-going throughout the year
3. Monthly monitoring meetings to discuss progress of target students.
Literacy Team On-going throughout the year
4. Running record procedures will be in place to monitor all students who are below and well below the national standard
Class teachers
5. School-wide professional development for teachers on culturally responsive teaching practice with emphasis on success for and with Màori
students
Principal and management team
PD budget On-going throughout the year
6. Enrichment programmes developed to work with target groups requiring
extra support to achieve national standard a) Evelyn – End of 2 Years and End of 1 Year students reading and
writing, reviewed to assess further needs.
Literacy Team Ngati Whakaue
and staffing component
7. Professional development to assist staff, as required, in data gathering, data interpretation and programme implementation to develop reading
across the curriculum, across genre and accelerated progress and achievement.
Literacy team – Dean; Alison
PD Budget On-going throughout the year
8. Professional development to up-skill staff in the use of aural modelled reading resources. i.e. Rainbow Reading, School Journal Listening Post
Literacy Team Check headsets are working
On-going throughout the year
9. Tuakana – Teina programme (buddy reading) to continue so children
further develop reading skills and social skills.
Class Teachers On-going throughout the year
10. Programme implemented for Ngongotaha Helpers, members of the
community who volunteer their time to the school and students.
Literacy Team Acknowledgement
morning tea
On-going throughout the year
11. Work with support agencies to up-skill staff and to assist in student achievement. i.e R.T Lit and RTLB
Alison Astwood On-going throughout the year
12. Implement and monitor the use of the 2011 developed library programme for classes and students.
Literacy Team Librarian
On-going throughout the year
13. Target the purchase of resources to address the needs and interests of identified students. i.e. Bold Print Books
Literacy Team $2000 Term 1
14. Monitor use of ICT tools to enhance learning in literacy. i.e. Free Rice; PM Readers; Rainbow Reading; refer to only 2 clicks school
site www.only2clicks.com/pages/ngongotahaschool
Literacy Team ICT Team
On-going throughout the year
15. Work with families and Whanau around ways to support students’ learning. Reading Together Programme
Literacy Team Dean and Alison
On-going throughout the year
16. Analyse year-end data to inform progress and planning for the following year.
Literacy Team Principal and
management team
End of Year
Student Achievement Target 2014 – Writing
Strategic Aim All students are able to access the New Zealand Curriculum as evidenced by achievement in relation to National Standards
Annual Aims To increase the number of students achieving at or above the National Standard for Reading
Baseline Data Analysis of November 2013 school-wide reading data and Overall Teacher judgements identified concerns regarding the achievements of students in the Year 5 cohorts.
The writing data in November 2013 showed that 55% (29/53) of Year 5 students (current Year 6 students) were achieving at or above the National Standard for the end of 2013. 45% (24/53) were achieving below or well-below the end of year standard.
Within this group, 38% (11/29) of Maori students were achieving at or above the National Standard and 62% (18/29) were achieving below or well-below the end of year standard.
9% (1/11) of Maori boys were achieving at or above the standard, and 91% (10/11) were achieving below or well-below the standard. 56% (10/18) of Maori girls were achieving at or above the standard, while 44% (8/18) were achieving below the
standard.
Target 85% of Year 6 students will achieve at or above the National Standards in Writing (Working at Level 3)
Actions to achieve targets Led by Budget Timeframe
1. Review assessment data with staff and determine the particular learning needs of target students.
Principal and literacy leader
December 2013 February 2014
2. Review and monitor achievement of Màori students as a cohort at risk of
not achieving the National Standard.
Literacy Team On-going throughout the year
3. Monthly monitoring meetings to discuss progress of target students.
Literacy Team
Māori Student Achievement Team
On-going throughout the year
4. School-wide professional development for teachers on culturally
responsive teaching practice with emphasis on success for and with Màori students.
Principal and
leadership team
PD budget On-going throughout the year
5. Enrichment programmes developed to work with target groups requiring extra support to achieve national standard
Dean Henderson Alison Astwood
Term 1 & 2 then review
6. Professional development to assist staff, as required, in data gathering, data interpretation and programme implementation to develop writing across the curriculum and across genre.
a) Teacher Development Day b) Matrix Implementation for staff
c) Peer Review
Literacy team – PD Budget On-going throughout the year
7. School wide professional development and reading in relation to the motivation, teaching and assessment of writing.
Literacy Team PD Budget On-going throughout the year
8. Work with support agencies to up-skill staff and to assist in student achievement. i.e R.T Lit and RTLB
Literacy Team On-going throughout the year
9. Monitor use of ICT tools to enhance learning in literacy. i.e. Free Rice; PM Readers; Rainbow Reading; refer to only 2 clicks school
site www.only2clicks.com/pages/ngongotahaschool
Literacy Team ICT Team
On-going throughout the year
10. Work with families and Whanau around ways to support students’ learning.
Literacy Team Photocopying budget for
literacy set up
On-going throughout the year
11. Analyse year-end data to inform progress and planning for the following year.
Literacy Team Principal and
management team
End of Year
Student Achievement Target 2014 – Mathematics
Strategic Aim All students are able to access the New Zealand Curriculum as evidenced by achievement in relation to National Standards
Annual Aims To increase the number of students achieving at or above the National Standard for Mathematics
Baseline Data Analysis of November 2013 school-wide maths data and Overall Teacher judgements identified concerns regarding the achievements of students in the Year 4 and Year 5 cohorts.
The maths data in November 2013 showed that 64% (27/42) of Year 4 students (current Year 5 students) were achieving at or
above the National Standard for the end of 2013. 36% (15/42) were achieving below or well-below the end of year standard. Within this group, 59% (16/27) of Maori students were achieving at or above the National Standard and 41% (11/27) were achieving below or well-below the end of year standard.
64% (7/11) of Maori boys were achieving at or above the standard, and 36% (4/11) were achieving below or well-below the standard. 56% (9/16) of Maori girls were achieving at or above the standard, while 44% (7/16) were achieving below the standard.
The maths data in November 2013 showed that 75% (39/53) of Year 5 students (current Year 6 students) were achieving at or above the National Standard for the end of 2013. 26% (14/53) were achieving below or well-below the end of year standard.
Within this group, 69% (20/29) of Maori students were achieving at or above the National Standard and 31% (9/29) were achieving below or well-below the end of year standard.
73% (8/11) of Maori boys were achieving at or above the standard, and 27% (3/11) were achieving below or well-below the standard. 67% (12/18) of Maori girls were achieving at or above the standard, while 33% (6/18) were achieving below the standard.
Target 85% of Year 5 students will achieve at or above the National Standards in maths. (Working at Early Level 3)
85% of Year 6 students will achieve at or above the National Standards in maths (Working at Level 3)
Actions to achieve targets Led by Budget Timeframe
1. Review assessment data with staff and determine the particular learning
needs of target students.
Principal and maths
leader
December 2013
February 2014
2. Identify the cohort of students, review any new students who may fall into the cohort, and set up initial starting points for the cohort.
Maths Team February 2014
3. Review and monitor achievement of Màori students as a cohort identified as at risk.
Maths Team Maori Student Achievement Team
On-going throughout the year
4. Fortnightly monitoring meetings to discuss progress of target students. Maths Team On-going throughout the year
5. School-wide professional development for teachers on culturally responsive teaching practice with emphasis on success for and with
Màori students
Principal and leadership team /
Maori student achievement team
On-going throughout the year
6. Professional development with maths lead teacher, Jane Nunn, and
maths team to develop teachers’ skill and knowledge in assessment procedures when making overall teacher judgements.
Maths Team On-going throughout the year
7. Professional development provided to staff by Maths Curriculum Team
at designated staff meetings (e.g problem solving approaches; rich mathematical tasks; talk moves; student discourse).
Maths Team On-going throughout the year
8. Continued professional development for staff in the effective use of maths resources to support class programmes, as required.
Maths Team On-going throughout the year
9. Up skill staff in their professional knowledge of national norms and
national standards and their understanding of assessment data to inform their classroom programmes. Professional reading by staff e.g Effective
Pedagogy in Maths.
Maths Team On-going throughout the year
10. Review of equipment and resources to effectively meet mathematics
curriculum needs.
Maths Team $2000 budget On-going throughout the year
11. Work with families and Whanau around ways to support students’ learning. Reminder about “Maths at Home” information booklet for suggestions about supporting their children with their maths learning.
Develop a library of maths games for use within classrooms and for students to take home. (Involve parent helpers in making and
maintaining games)
Maths Team On-going throughout the year
12. Monitor use of ICT tools to enhance learning in maths i.e. E-AsTTle, Tutput; Study Ladder; Free Rice; Galaxy Maths refer to only 2 clicks school site www.only2clicks.com/pages/ngongotahaschool
Maths Team ICT Team
Ongoing throughout the year
13. Analyse year-end data to inform progress and planning for the following year.
Maths Team Leadership Team
End of Year
Student Achievement Target – Tuhituhi
Strategic Aim
All students are able to access Te Marautanga o Aotearoa as evidenced by achievement in relation to Ngā Whanaketanga o Aotearoa.
Annual Aims
To increase the number of students achieving at or above Ngā Whanaketanga Tuhituhi.
Baseline data
Analysis of the November 2013 Rūmaki Tuhituhi data identified some concerns in the Year 5 and year 2 cohorts for
monitoring in 2014. (5 years in immersion and 2 years in immersion)
End of 5 years in Rūmaki data in November 2013, showed that 3/9 students are working at the level (Manawa Ora), 1/9 students working above the level (Manawa Toa).
End of 1 year in Rūmaki data in November 2013, showed that 2/6 students are working at the level (Manawa Ora), 0/6 students are working above the level (Manawa Toa)
.
Target 1
The End of 6 years in Rūmaki students will be working at Pingao or above in relation to Ngā Whanaketanga Rūmaki Māori – Tuhituhi.
Target 2
The End of 2 years in Rūmaki students will be working at KKa (Kete Kōrero ‘a’) or above in relation to Ngā Whanaketanga Rūmaki Māori – Tuhituhi.
Actions to achieve targets
Led by Budget Timeframe
1. Review assessment data with Rūmaki staff and determine the particular learning needs of target students.
Principal Rūmaki staff
Dean/ Alison
December 2013 February 2014
2. Monthly meetings to discuss progress of target students.
Rūmaki staff
Dean Henderson
February 2014
3. Continued School-wide professional development for teachers on culturally responsive teaching practice with the emphasis on success for and with Māori
students.
Principal and Leadership Team.
Rūmaki team to continue providing
guidance.
4. To source professional development in developing leadership and teacher practice in relation to student achievement.
Rūmaki team. PD budget for release.
5. Work with whānau around ways to support students learning.
Rūmaki staff
6. Inform staff and the principal in their professional knowledge of Ngā Whanaketanga and their understanding of assessment data to inform their
classroom programmes.
Rūmaki staff
7. Up-skill Rūmaki staff in Tuhituhi with the emphasis on professional knowledge
and programme implementation.
Rūmaki staff
Principal Dean Henderson
8. Up-skill Rūmaki staff in Tuhituhi with the emphasis on AsTTle Tuhituhi
interpretation and use to inform class programmes.
Rūmaki staff
Dean
9. Provision of material resources and human resources to support the development of Tuhituhi across the curriculum.
Rūmaki staff Rūmaki budget
10. Analyse year-end data to inform progress and planning for the following year.
Rūmaki staff Principal and leadership
team.
End of year
11. Up-skill rumaki staff and principal in the use of Te Waharoa Ararau à-Kura. The collection, collation and reporting of Ngà Whanaketanga Rumaki Màori achievement at individual, class and school-wide levels.
Rumaki Staff Principal
On-going throughout the year
12. Up-skill rumaki staff and principal in the use of Te Waharoa Ararau à-Motu. The collection, collation and reporting of Ngà Whanaketanga Rumaki Màori
achievement information by Whanaketanga and year level to the Ministry.
Rumaki Staff Principal
On-going throughout the year
Process Target – Staff Literacy Professional Development
Annual Aims To increase teachers’ pedagogical knowledge and improve programmes in written language across the school.
Baseline Data Analysis of school-wide writing data in 2012 identified concerns across the school. Staff surveys’ in 2011 identified a need for
personal up-skilling of staff in dimensions of written language. (analysis of writing samples; moderations of writing; programmes to meet needs; programmes to meet genre coverage)
Target 1 Teachers’ will be up-skilled in identified areas of written language over a 2 year development period which will impact on improved
student achievement. This was begun in 2012 and will extend to 2014 and beyond.
Actions to achieve targets
Led By Budget Timeframe
1. Prepare an action plan to address development of written language development.
Literacy Team December 2014
2. Prepare a timeline of actions to be implemented during 2014.
Literacy Team February 2014
3. Carry out class observations of written language programmes to collate picture of school needs and developments.
Team Leaders Literacy Team
On-going throughout 2014
4. Review assessment data with staff and determine the particular learning needs of target students.
Literacy Team February 2014
5. Up-skill staff in moderation practices for written language
Literacy Team On-going throughout the year
6. Professional Development to review resources for written language. Literacy Progressions, SOLO rubrics; Effective Literacy Practice, Dancing
with the Pen; ESOL Literacy progressions, Sheena Cameron resources and any other resources that are produced for use in school.
Literacy Team Ongoing throughout the year
7. Develop Professional Development Library for staff.
Ongoing throughout the year
8. Analyse year-end data to inform progress and planning for the following year. Literacy Team Leadership Team
Term 4