St. Canice’s School Westport...St.Canice’s School Westport est. 1882 School Charter 2012 Mission statement (2005) St. Canice’s School is committed to providing a holistic approach

St. Canice’s School Westport

est. 1882

School Charter

2012

Mission statement (2005)

St. Canice’s School is committed to providing a holistic approach to learning and strives for excellence in education, encompassing

Gospel Values in a Catholic environment

St. Canice’s School 24a Brougham Street Westport

Ph 03 789 7467 Fax 03 789 7466 E-mail: [email protected]

P a g e | 2

SCHOOL STATEMENT

School Description

St. Canice’s School is an integrated Roman Catholic Primary School for boys and girls from New Entrants to Year 8. The school's primary aim is to cater for the children of the Roman Catholic Community of Westport and to provide Education with a Special Character supported by the whole school and parish community. As a Catholic community we live and teach the values of Jesus Christ. These values are expressed in the scriptures and in the practices, worship and doctrine of the Roman Catholic Church.

The Roman Catholic Community of the Archdiocese of Wellington promotes and supports the School.

The approved maximum roll of this school is 205. We are a Decile 4 school.

Teaching Entitlement:

Curriculum 7.00

Management (includes 0.6 of P.L.) 1.10

2011 Roll Based Staffing 8.10

Classroom Release 0.43

Additional Staffing tbc

The school is an integral part of St. Canice's Parish, Westport. The church is used for assemblies and performances.

Community involvement includes ready access to all classrooms and teachers. Sporting events – including swimming, athletics, netball, rugby, mini-ball, and basketball see large numbers of parents involved in coaching and encouraging their children. Fundraising activities include further involvement for both senior and junior members of our School and Parish Community.

Special Features:

Naturally, our spiritual background plays a great part in our daily activities and our policy of sharing and caring reflects itself in the behaviour and attitudes of our staff and pupils.

Restraints include:

Small playing area although this has been alleviated somewhat by the development of a section behind the adventure playground.

Limited storage facilities

The lack of a facility to hold whole school activities

P a g e | 3

Core Beliefs

At St. Canice’s School we believe that children’s learning is paramount. It is a school where:

The values of the Catholic Church are reflected in the daily life of the school

There is a high level of mutual trust and respect between students and staff

Parents are always welcome and their concerns valued

Children and staff feel safe and enjoy school

High expectations lead to high achievement

The staff is committed to ongoing professional development. We promote an

environment that encourages the sharing of ideas, knowledge and skills.

Cultural Diversity

Policies and practices will be developed at St. Canice’s School to reflect New Zealand’s cultural diversity. The school acknowledges the unique position of the Maori people and the importance

of maintaining their culture. This may be reflected through instruction in Tikanga Maori and Te

Reo Maori.

The school will consult with the parents of Maori children to ascertain their needs.

Where possible these needs will be addressed

The school will develop a relationship with Ngai Tahu

The school will make use of the School Maori Advisors.

Resources

Resources (people, property and finance) will be targeted to meet student achievement.

Local needs will be identified by:

Self review

Community consultation

District weaknesses

Special Character Needs

P a g e | 4

National Priorities

St. Canice’s School will determine its priorities by focussing on national priorities and

identifying local needs.

The National Education Priorities are:

1. Success for All

All year 1 to 10 students will be given opportunities to succeed and develop the knowledge and understanding, skills, attitudes and values of the New Zealand curriculum as expressed in the National Curriculum Statements.

2. A Safe Learning Environment

St. Canice’s will provide a safe physical and emotional environment for all students.

3. Improving Literacy and Numeracy

St. Canice’s will ensure that priority is given to improving student achievement in literacy and numeracy, especially in years 1 to 4. Special emphasis should be placed on students whose further education or training may be at risk through underachievement in literacy and/or numeracy.

4. Better use of Student Achievement

St. Canice’s will gather sufficiently comprehensive assessment evidence to evaluate the progress and achievement of their students, and to inform future teaching and learning programme priorities.

5. Improving Outcomes

Drawing on dependable assessment evidence, St. Canice’s will improve outcomes for all students, including whose who are not achieving, or are at-risk of not achieving, or who have special learning needs.

6. Improving outcomes for Maori

St. Canice’s will work with their Maori communities to plan, set targets for, and achieve better outcomes for Maori students.

7. Improving career guidance

St. Canice’s will provide career education and guidance in all classes.

8. Reporting

St. Canice’s will report to parents and or caregivers on the achievement of individual students and to the school’s community on the achievement of students as a whole and of groups identified in the national education priorities above.

P a g e | 5

VALUES WE SHARE

Values are deeply held beliefs about what is important or desirable. They are expressed through the ways in which people think and act (NZC p.10).

NZ Curriculum St. Canice’s School Values we support as a national direction through encouragement,

modelling and expectation:

As part of our Catholic Character we work to be the best we can in every aspect of life.

Excellence by aiming high and persevering

Some examples of working for excellence at St. Canice’s School include:

Use of formative assessment and exemplars to encourage children to strive for their best

BOT policies are aimed at promoting excellence

Innovation, inquiry and curiosity by thinking critically, creatively and

reflectively

Some examples of innovation at St. Canice’s School include:

IT programmes

ActivBoards

School website

Thinking skills teaching

Diversity as found in our different cultures, languages and heritages

Some examples of encouraging diversity at St. Canice’s School include:

Welcoming atmosphere

Social Sciences programmes focussed on different cultures

Kapa Haka group

Equity through fairness and social justice

Some examples of promoting equity at St. Canice’s School include:

Reading Recovery Programme provided

RTLB and RTLit Programmes provided

Teacher Aide support

Gifted and Talented recognised and catered for

International tests

Ecological sustainability including care for the environment

Some examples of promoting ecological sustainability at St. Canice’s School include:

Recycling of cans, paper, cardboard

Tidy and welcoming school environment

Collaboration with DOC to work in the community

Integrity: being honest, responsible, accountable and ethical

Some examples of promoting integrity at St. Canice’s School include:

Modelling and teaching Gospel values

Rights and accompanying responsibilities are encouraged

BOT polices are clear and readily available

Reporting to parents is clear and is supported by evidence

P a g e | 6

VISION

Vision for all New Zealand’s young people who participate in our education system. NZ Curriculum St Canice’s School

Confident

Positive in their own identity

Motivated and reliable

Resourceful

Resilient

Opportunities to develop confidence especially through:

- Religious Education Programme

- Health & PE programme

- Sports events

- EOTC

Connected

Relate well with others

Use communication tools effectively

Connected to the land and the environment

Opportunities to develop a connection with classmates, older children, staff and the wider community through:

- Parish/school Masses and liturgies

- Assemblies

- EOTC

Actively Involved

Participate in a range of opportunities

Contributes to the well-being of New Zealand

Opportunities to be actively involved especially through:

- EOTC

- Sports teams and events

- Community activities

Lifelong Learners

Literate and numerate

Critical creative thinkers

Active seekers, users, creators and judges of knowledge

Informed decision makers

Opportunities to develop as lifelong learners through:

- Visits to Public libraries

- Opportunities to sit ICAS tests

- 6 Thinking Hats programme

- Otago Problem Solving

- EOTC

P a g e | 7

PRINCIPLES WE SHARE

The principles set out below embody beliefs about what is important and desirable in a school curriculum – nationally and locally. They should underpin all school decision making (NZC p.9).

NZ Curriculum St Canice’s School High Expectations

We promote high expectations by:

- Recognition of personal excellence with awards, badges and certificates

- Development of Gifted and Talented Programme

Treaty of Waitangi

We promote the principles of the Treaty of Waitangi by:

- BOT policies are aligned with the principles

- Teaching of Te Reo Māori in Yrs 1-6

Cultural Diversity

We promote cultural diversity by:

- Second Language teaching at Yr 7&8

- Include learning about other cultures in Social Sciences Curriculum

- Kapa Haka group

Inclusion

We promote inclusion by:

- Ensuring resources are non-sexist, non-racist and non-discriminatory

- Enabling all children to participate in sports and EOTC

Learning to Learn

We promote learning to learn by:

- Clear essence statements and “What we think …” curriculum programmes

- Structured school-wide programmes

Community Engagement

We promote community engagement by:

- List of community resources

- Parent involvement in classroom programmes and EOTC event

Coherence

We promote coherence by;

- Links identified on unit plans

- Transition to High School and transition from Pre-school

Future Focus

We promote future focus by;

- Career opportunities highlighted in planning

- Children involved in fundraising for VSA

P a g e | 8

KEY COMPETENCIES

Key competencies are the capabilities people have, and need to develop, to live, learn, work, and contribute as active members of their communities. More complex than skills, the competencies draw also on knowledge, attitudes, and values in ways that lead to action (NZC p.12).

NZ Curriculum What the Key Competencies look like at St Canice’s School

Thinking

Using Language, Symbols and Texts

Managing Self

Relating to Others

Participating and Contributing

The five key competencies are integrated in each of the learning areas and class programmes, and are identified in teachers’ planning.

We have a junior, middle and senior summary and visual representation of each Key Competency. These summaries will show evidence of the competencies in use in each area of the school and will be displayed around the school.

P a g e | 9

St. Canice’s School Westport

VALUES WE SHARE

Strategic Aims – 2012

1. SPECIAL CHARACTER

To assist external review of our RE Programme.

To implement recommendations from the previous RE review.

To support the DRS in her role and give her opportunities for Professional Development in Religious Education.

To create opportunities for the classroom teachers and BOT to have Professional Development in all aspects of Religious Education.

To continue to foster our links with the parish.

To promote the concept of stewardship as defined

by the Catholic Bishops.

2. CURRICULUM & STUDENT LEARNING

To ensure the National Standards are used effectively to support improvement in student outcomes

By effectively assessing student’s achievement against the national standards.

By providing opportunities for moderation of student work.

By targeting students who are at risk and develop programmes to support their learning needs.

By developing and monitoring a register of gifted and talented students.

By continuing to build on, and extend, the development of literacy and numeracy learning programmes.

3. EQUIPMENT & RESOURCES

To ensure the school has the necessary equipment and resources

to ensure children have the best opportunities for learning .

Continuing to develop our ICT Policy.

Monitoring our roll as future developments in the district may influence our teaching spaces.

Ensuring leadership planning progressions are in place.

Continuing to update classroom and curriculum resources

4. MAORI STUDENTS

To ensure Maori students are engaged in learning and are achieving educational success by;

Ensure Maori students are engaged in learning and are achieving educational success.

To realise potential and identifying opportunities for enriching learning and providing opportunities for cultural activities.

To meet with the parents of our Maori students at least once per year.

To analyse the achievement of our Maori students and identify trends.

To showcase Maori achievement.

Equity through fairness & social justice

Diversity as found in our different cultures, languages & heritages

Ecological sustainability including care for the environment

Excellence by aiming high & persevering

Innovation, inquiry & curiosity by thinking critically, creatively & reflectively

Integrity: being honest, responsible, accountable & ethical

P a g e | 10

Strategic Planning 2012-2016

Strategic Aim 1 2012 2013 2014 2015 2016

Ensure our Special

Character is

enhanced in all

aspects of the

School.

Catholic Character School Review-external reviewers. T3

To review the Statutory requirements. T3

To make changes as required from the review on Statutory requirements.

T1/2

To review Religious Education Curriculum. T3

Catholic Character School Review-external reviewers. T3

To make changes as required from the review on Spiritual Climate.

T1/2

To implement recommendations from last year’s RE review

T1/2

To review Pastoral Care. T3

To make changes as required from the review on Pastoral Care.

T1/2

To implement recommendations from last year’s RE review

T1/2

To support the DRS in her role and give her PD opportunities. As required

To review the support the DRS has in her role and give her PD opportunities.

As required

To support the DRS in her role and give her PD opportunities.

As required

To support the DRS in her role and give her PD opportunities as required

To support the DRS in her role and give her PD opportunities. As required

To further develop staff Religious Education professional development.

T1

To review our current delivery of professional

development opportunities for the Staff and BOT to have Religious Education professional development. T1

To develop opportunities for the Staff and BOT to have Religious Education professional development.

T1

To consolidate opportunities for the Staff and BOT to have Religious Education professional development.

To review our current delivery of professional

development opportunities for the Staff and BOT to have Religious Education professional development. T1

To develop and foster our links with the parish. Ongoing

To strengthen our links with the parish. Ongoing

To explore other methods to foster our links with the parish. Ongoing


Ongoing

To strengthen our links with the parish. Ongoing

To develop the concept of Stewardship as defined by the Catholic Bishops.

To further develop the concept of Stewardship as defined by the Catholic Bishops

To review our development of the concept of Stewardship as defined by the Catholic Bishops.

To redefine the concept of Stewardship as defined by the Catholic Bishops.

P a g e | 11


Strategic Aim 2 2012 2013 2014 2015 2016

Develop

curriculum and

teaching practise

to meet Student

Learning needs

To ensure the National Standards are used effectively to support improvement in student outcomes:





By refining processes for measuring student’s achievement against the national standards. T2 and T4





By providing opportunities for moderation of student work. T2 and T3





By targeting students who are at risk and develop programmes to support their learning needs. T1 onward

By targeting students who are at risk and develop programmes to support their learning needs. T1 onward.




Developing and monitoring a register of gifted and talented students.





Continuing to build on, and extend, the development of literacy and numeracy programmes.





P a g e | 12


Strategic Aim 3 2012 2013 2014 2015 2016

Further develop

the physical

learning

environment and

resources of the

school to meet

student learning

needs

To ensure the school has the necessary equipment and resources to ensure the school has the necessary equipment and resources to by investigating the direction we are taking with our ICT Policy.

To fully review our physical resources particularly in regard to our Information Technology equipment.

To consider the implementation of ibooks, or their equivalent for every student in Year 7 & 8.

To ensure the school has the necessary equipment and resources to ensure the school has the necessary equipment and resources to by investigating the direction we are taking with our ICT Policy.

School-wide review of our current equipment and physical resources.

By monitoring our roll as future developments in the district may influence our teaching spaces.

To continue to monitor our roll as future developments in the district may influence our teaching spaces. Consideration given to employing more staff.



Review roll growth in relation to future development of the school

By ensuring leadership planning progressions are in place.

By giving management staff the opportunity for leadership development.

By providing the training opportunities for those staff likely to take on a management role in the future.

By ensuring leadership planning progressions are in place.

By providing the training opportunities for those staff likely to take on a management role in the future.

Development of a new Library in Room 1 to improve the learning environment.

Monitor use of the future needs for appropriate learning environments to meet the student learning outcomes.

Production of needs assessment based on school learning programmes moving forward in the short and long term.

Monitor and review Consideration given to replacement of Block D. Plans for a new school.

P a g e | 13


Strategic Aim 4 2012 2013 2014 2015 2016

Ensure Maori

students are

engaged in their

learning and are

achieving

educational

success as Maori.

By realising potential and identifying opportunities for enriching learning and providing opportunities for cultural activities.




By realising potential and identifying opportunities for enriching learning and providing opportunities for cultural activities

By meeting with the parents of our Maori children at least once per year.

By meeting with the parents of our Maori children at least once per year



By meeting with the parents of our Maori children at least once per year

To ensure Maori students are engaged in their learning and are achieving educational success

To ensure Maori students are engaged in their learning and are achieving educational success.









By analysing the achievement of our Maori children and compare to the data for all students.





By highlighting achievement of all students including Maori.


By highlighting achievement of all students including Maori



P a g e | 14

Annual Plan 2012

1. Special Character: Ensure our Special Character is enhanced in all aspects of the School.

Strategic Aims 2012:

To assist external review of our RE Programme.

To implement recommendations from the previous RE review.

To support the DRS in her role and give her opportunities for Professional Development in Religious Education.

To create opportunities for the classroom teachers and BOT to have Professional Development in all aspects of Religious Education.


To promote the concept of stewardship as defined by the Catholic Bishops.

Strategic Aims Actions Responsibility Resources Required Timeline Review

Catholic Character School Review-external reviewers.

External review

DRS

Principal

Reviewers include manager of Catholic Schools and a Catholic School Principal.

Term 3

To review recommendations from the previous RE review.

Ensure that any recommendations from previous review have been addressed.

Principal, DRS, Management

Management meeting.

Terms 2 & 3

To make changes as required from the Review on Spiritual Climate

Discuss and implement recommendations from this review.

Principal, DRS, Management, Staff

Staff meeting. Term 1

To support the DRS in her role and give her PD opportunities.

BOT will ensure funding is available to allow the DRS to attend PD courses outside the district as necessary. BOT will allow one release day per term for the DRS to attend to RE matters.

Principal, DRS Budgeted amount $1000

T1-4 as required

P a g e | 15

To create opportunities for the Staff and BOT to have Professional Development in all aspects of Religious Education.

Classroom teachers to undertake podcast presentation and sessions arranged with RE Advisor.

Principal

Management

DRS

Use of staff meetings to develop professional development.

Ongoing throughout the school year.


To welcome our Parish Priest into the school on a regular basis.

Principal

To promote Family and School Masses. All staff

To organise the servers’ roster. DRS

Board of Trustees Proprietors

Representatives to attend Parish Council Meetings.

DRS

To enable and encourage Year 8

students to apply for Seamus

Murphy Award.

DRS

To continue our practice of

collection of food for St. Vincent de Paul Society.

Proprietors Rep

To set up a Young Vinnies Group from interested senior students.

Dep Principal

Evaluating other catholic schools’ introduction of Stewardship.

DRS

To explore and identify ways in which St. Canice’s can promote Stewardship.

Principal

Set up timeline to review our own situation. Dep Principal

P a g e | 16

2. Curriculum and Student Learning: Develop curriculum and teaching practise to meet Student Learning needs


To ensure the National Standards are used effectively to support improvement in student outcomes

- By effectively assessing student’s achievement against the national standards. - By providing opportunities for moderation of student work.

- By targeting students who are at risk and develop programmes to support their learning needs.

- By developing and monitoring a register of gifted and talented students.

- By continuing to build on, and extend, the development of literacy and numeracy programmes.

- Ensure Maori students are engaged in learning and are achieving educational success.


Assess students’ achievement against National Standards.

STAR, PAT, and other standardised data including 6yr

Observational Survey, will be gathered and analysed. This will provide for a more informed and accurate classroom management system with staff trained to input data and analyse and take action as required.

Staff, DP, AP

Purchase of test materials. $200

Remote Access Server $1400

Mid-year,

end of year as detailed in assessment schedule.

Improved use of SMS and utilisation of IT capacity to identify trends and at risk students.

PD for staff re same Principal Add’l support $500

MUSAC Advisor $1000

Terms 1-4

P a g e | 17

Develop and monitor a register of students with learning difficulties.

Classroom teachers to: - identify children who are at

risk of not achieving and request appropriate assistance.

- implement and review Individual Learning Plans.

Collate and analyse ILP data.

SENCO, Staff RTLit, RTLB, SLT Terms 1-4 ILPs developed based on more effective tracking and monitoring practices.

Utilisation of RTLit, RTLB and SLT maintained.

To develop and monitor a register of gifted and talented students.

Classroom teachers to identify children who display gifted and talented characteristics.

Staff, Deputy Principal

Terms 1-4

Further development is required in regard to identification and support.

Teachers to complete a checklist and add students to the Gifted and Talented register.

Staff

All classroom planning to provide evidence of how identified students will be catered for.

Staff

Term 1

Other opportunities as required, e.g. ICAS.

Deputy-Principal

To continue to build on literacy and numeracy development

Professional Development. Continue the focus on formative assessment to improve teaching and learning in literacy and numeracy.

AP and DP

Throughout the year DP/AP organised staff meetings were successful. Collegial atmosphere with considerable support for each other.

P a g e | 18

Refining processes for measuring students’ achievement against the National Standards.

Moderation meetings on OTJs to be attended by Classroom teachers.

Staff PD focus on appropriate assessment tools for alignment of data with National Standards.

Management and staff

Terms 1-4 with school data available mid-year and end of year.

This builds on the processes that the school developed throughout 2011.

Staff to compile class folder containing alignment of classroom and other data with National Standards.

Management and staff

Provide for moderation and assessment of students work.

Staff development.

Meetings at syndicate level.

Principal, DP, Classroom teachers.

Term 2 and 3

Target students who are at risk and develop programmes to support their learning needs.

Facilitated ILP Process.

Principal, Deputy Principal, Classroom teachers, SENCO

Teacher Aide costs:

Budget $30 000

Ongoing

Further develop opportunities for second language teaching and learning.

Maintain and review current programmes. planning in te reo Maori.

Principal, DP, AP, Teachers

Application for support from the MOE. Teacher release days (4) plus resources $1000

Review Term 4 (2011)

Whole school development in 2012 in Te Reo Maori

P a g e | 19

3. The school has the necessary equipment and resources to ensure children have the best opportunities for learning.


Continuing to develop our ICT Policy.

Monitoring our roll as future developments in the district may influence our teaching spaces.

Ensuring leadership planning progressions are in place.

Continuing to update classroom and curriculum resources


Continuing to develop our ICT Resources.

Use ICT development plan.

Keep the BOT informed re developments in IT.

Maintain and develop the school website.

Principal

Principal

Management

Classroom teachers

As per budget

$500

Throughout the year. Need for ongoing monitoring in this area diligently in light of the rapidly changing technologies.

Monitor our roll as future developments in the district may influence our teaching spaces

Report to the Board in regard to roll numbers. Continue to monitor trends especially with regard to students from outside New Zealand.

Principal

Term 1 and 4 The development of the Denniston Mines by Bathurst from late 2011 through 2012 could have a major impact on the school roll.

To ensure the school has the necessary equipment and resources to provide children with opportunities for learning

To revisit IT plan, review and make purchases as required.

Principal Management

$8679 Throughout the year. A five plan was produced for IT in 2010.

P a g e | 20

Leadership planning progressions

Look for opportunities to encourage management to develop their leadership skills.

Principal As required As available It is likely that a number of long serving staff will resign within the next five years.

Continuing to update classroom and curriculum resources.

Maintain replacement roster for classroom resources.

Principal As required Ongoing

Continuing to update classroom and curriculum resources.

Development of a new Library in Room 1 to improve the learning environment.

Principal

Board of Trustees

$50 000 (estimate) From term one. This will depend on the outcome of discussions with the Catholic Schools Board.

P a g e | 21

4. Ensure Maori students are engaged in learning and are achieving educational success.


Ensure Maori students are engaged in learning and are achieving educational success as Maori.






Ensure Maori students are engaged in learning and are achieving educational success as Maori.

Realising potential and identifying opportunities for enriching learning and providing opportunities for cultural activities.

Management Principal

Introduce and implement Tataiako and Ka Hikitia.

Principal Assistant Principal Staff

Throughout the year.


Kapa Haka group and Te Reo promoted.

Set expectations for classroom programmes to have a focus on Maori concept.

Assistant Principal Uniforms purchased for Kapa Haka group $2500

Term 1 Funding may be available from an external source otherwise other options will have to be looked at.

P a g e | 22


Invite parents of our Maori students to participate in a meeting to share:

Share achievement data of our Maori students

Share current ideas suggested by our Maori students e.g. Kapa Haka, Ka Hikitia.

Seek suggestions from our Maori parents.

Principal, AP

$50

Term 3

This was a positive exercise in 2011. Meeting notes are available.


Detailed analysis of the school achievement data in relation to our Maori students.

Deputy Principal

As required

Term 2, 3 and 4.


Take opportunities within the school and outside the school to display the talents of our students. This could include school assemblies and functions outside the school.

Principal, Assistant-Principal

As required As available Kapa Haka Festival to be held in Greymouth in 2012.

Maori LanguageWeek focus.

Enter Maori art into Maori Women’s Welfare league Exhibition.

P a g e | 23

STUDENT ACHIEVEMENT ANNUAL TARGETS: 2012

Strategic Aim

2

All students are able to access The New Zealand

Curriculum as evidenced by progress and achievement in relation to the National Standards

Target

group:

Years

Years 5 and 6

Annual Target

Writing

To accelerate the rate of progress for Years 5 and 6 students so that they are working at the National

Standard for Writing. The expectation is that at least

75% of Years 5 and 6 children will be at or above the National Standard for Writing.

Target

group:

Ethnicity

All

Baseline Data Analysis of writing samples in Term 4 2011 identified a group of children achieving below expectations. 73% of Year 4 boys and 79% of Year 5 boys are working below or well below the national standard for writing.

Target

group:

Gender

Boys

What will the school do to meet the target? When will it be

done by?

Who is involved /

responsible?

Resources allocated to

meet the target?

Teachers identify which students need priority support and target instruction to accelerate progress.

During first four weeks at school

Classroom teacher

Fortnightly monitoring meetings to discuss progress of target students.

Ongoing throughout the year

AP/DP

Writing topics chosen to meet children’s needs and cater for their interests.


Classroom teacher

Learning Conversations regarding teaching of writing within syndicate.


Junior syndicate

Alignment of writing practices in syndicate.

Terms 1 & 2 AP Junior syndicate

Teacher aide paired writing support for target group.


RTLBs Classroom teacher Teacher aide

Collect writing samples from identified children and analyse using exemplar matrix.

At the end of each Term

RTLBs Classroom teacher Teacher aide

School wide moderation of writing focused on text types.

Term 1 & Term 3

All teachers

Collect and analyse writing samples. Term 4 Classroom teacher

Analyse and reflect on end of year data to establish progress and inform planning for the following year.

Term 4 Principal AP/DP

Interim Data

Final Data

Discussion /

Recommendations

P a g e | 24


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

Target group:

Year

Years 5-8

Annual Target

To improve place value knowledge for identified

children in years 5-6 in order to accelerate their

progress towards achieving the national standard

for mathematics. The expectation is that at least

75% of Years 5-6 children will be at or above the

national standard for Mathematics with provision

made for those who fall below the standard.

Target group:

Ethnicity

All

Baseline Data IKAN testing in November identified that students in the target group were achieving at low levels for place value knowledge. Means were as follows: Year 5: 4.80 Year 6: 3.55

Target group:

Gender

All


done by?

Who is involved /

responsible?


meet the target?

Administer and analyse IKAN to establish children’s current levels.

End of February

Classroom teachers/ DP

Years 5-8 teachers will align classroom practices for teaching number knowledge of place value.

Terms 3 & 4 Senior syndicate

Work with parents, families and whanau to develop effective home support for children’s learning.


Senior syndicate

Review of equipment and resources to support children’s learning of place value knowledge.

Term 3 Teacher with responsibility for mathematics

In class support for teaching practices and modelling of effective teaching of place value knowledge.

Term 3 Teacher with responsibility for mathematics

Analyse and reflect on November IKAN data to establish progress and inform planning for the following year.

Term 4 Principal AP/DP Teacher with responsibility for mathematics

Interim progress

towards achieving the target.

Final Data

Discussion /

Recommendations

P a g e | 25


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

Target

group:

Gender

Years 3 and 4 students

Annual

Target

To improve the reading comprehension of Years 3 & 4 students in order to accelerate their progress towards exceeding the National Standard for reading. The expectation is that at least 75% of Years 3 & 4 children will be at or above the National standard for Reading with provision made for those who do not reach the standard.

Target

group:

Ethnicity

Identified group

Baseline

Data

Analysis of school wide testing in November using STAR identified some concerns in Years 3 & 4. Reading comprehension is a particular area of concern for many students in this year group.

Subtest 1 Subtest 2 Subtest 3

Year 3 8.22 7.11 8.72

Year 4 8.39 7.09 11.65 Year 5 9.35 8.39 15.35

Critical scores in Year 3 : 10 (7 children) Critical scores in Year 4: 10 (5 children) Critical Scores in Year 5: 4 (2 children)

Target

group:

Year

All


done by?

Who is involved /

responsible?


meet the target?

Administer and analyse STAR End of February

Class teachers AP/DP

Review assessment data and determine the particular learning needs of target students.

End of Term 1 AP/DP Classroom teachers

Monitoring meetings to discuss progress of target students.


AP/DP Classroom teachers

Align classroom practices for teaching of reading.

Terms 1 & 2 RT Lit AP/DP Classroom teachers

Examine practices for effective use of school library.

Term 2 AP/DP Classroom teachers

Running record procedures will be moderated to ensure school-wide consistency.

Term 2 All staff

Continue to provide opportunities for teachers to reflect on and improve practice.

Ongoing throughout year

AP/DP Classroom teachers

Careful choice of materials for reading to and reading with.

Ongoing throughout year

Classroom teachers

Analyse and reflect on November STAR data to establish progress and inform planning for the following year.

Term 4 Principal AP/DP

Interim progress Final Data Discussion / Recommendations

P a g e | 26

REVIEW

CYCLE

2012 2013 2014 2015 2016

Subject area Technology

Languages

Health

PE

Literacy

Science

Science

Spelling

Gifted and Talented

Oral Language

Policy and

Procedure

Reviews

May Reporting to Parents

May Protected Disclosures

June Complaints Uniform September

Assessment and Evaluation Special needs

Curriculum Delivery

May Protected Disclosures Health and Safety Behaviour Management

Child abuse

Crisis Management

Drug Administration

HIV/Aids/Hep B

Road Safety

Sexual harassment

Sun Protection

Privacy

Nutrition

Student Attendance

EOTC

May Reporting to Parents

May Protected Disclosures

June Complaints Uniform August

Eotc September

Assessment and Evaluation Curriculum Delivery Maori Achievement Reporting to Parents October

Financial Management Property Management

Student Learning Reporting to the Board

February

March previous years test results

May previous year’s targets (analysis of variance) PATS STAR data June

February



February



February



February


May previous year’s targets (analysis of variance)

PATS STAR data June

P a g e | 27

August Interim report on Targets September RE report November Review report

December Budget


December Budget


December Budget


December Budget

August Interim report on Targets September RE report

November Review report December Budget

RE Review Catholic Character School Review External Reviewers

Statutory Requirements Pastoral Care Catholic Character School Review External Reviewers

Curriculum Delivery

P a g e | 28

2012

February March May June August September November December

Reports to the BOT

STAR Data

Science attitudes

Interim Report on Targets

RE Curriculum Delivery to BOT

Review Report

Budget

Policy and Procedure Reviews

Protected Disclosures

Complaints Uniform

EOTC Assessment and Evaluation Curriculum Delivery Maori Achievement Reporting to Parents

Financial Management Property Management

Health and Safety

Monthly Monthly

Finance Meeting Meeting Meeting Meeting Meeting Meeting Meeting Meeting Property Meeting Meeting Meeting Meeting Meeting Meeting Meeting Meeting

School Roll Analysis

School Roll Analysis

Microsoft Licence Renewal

Documents

St. Canice’s School Westport...St.Canice’s School Westport est. 1882 School Charter 2012 Mission statement (2005) St. Canice’s School is committed to providing a holistic approach