STRATEGY FOR STUDENT SUCCESS

2018

WITHERLEA SCHOOL

At the heart of the strategic planning is our desire for all our

students to reach their full potential as individuals. Our most

important strategic thought is our image of a successful future

learner and Witherlea Graduate;

Six overarching aspirations were identified as part of a

community consultation in 2017 across Marlborough;

All students including Maori and Pacifica students, students with

special needs and ESOL students are able to access the New

Zealand curriculum through the Witherlea Curriculum Delivery

Plan which reflects our local curriculum and community.

As evidenced by progress and achievement in relation to

curriculum levels, and demonstrated through Nga Matapono (the

Key competencies), our values and six overarching aspirations.

And through a kind, safe and fair environment that uses

collaborative teaching and learning, future focused and innovative

thinking.

Our Strategic Aim:

Demonstrates our commitment to raising student achievement

through our collaborative and combined efforts at Witherlea and

across Marlborough through the Piritahi Kahui Ako focusing on

four dimensions;

Our Strategic Thinking:

Strategy for Student Success:

Graduate Profile for our

Witherlea Learners:"Be Kind, Be Safe, Be Fair - Kia Atawhai, Kia Ora, Kia Tika"

Explore who they are, their heritage and develop cultural

awareness on a local and global scale.

Explore and start to understand and apply sustainable

approaches.

Explore creative & innovative thinking to their learning,

building the foundation for future problem-solving.

Build capacities for resilience, tenacity, adaptability and

confidence to succeed in anything they set out to achieve.

Through collaborative learning approaches, our students

explore and build relationships that help them to learn and

achieve together.

Be taught in personalised learning environments where they

are inspired and supported to be the best they can be.

OUR CHILDREN WILL;

HAUORASTRENGTHING TEACHER AND LEADERSHIP CAPABILITIESMONITORING AND EVALUATING PROGRESSCOMMUNITY, IWI AND MAORI ENGAGEMENT

Developing teacher capabilities through the 'Spiral of Inquiry'

model (Helen Timperley)

Global Identity: TuakiriPersonal Management: RangatiratangaCreativity and Innovation: AuahatangaStudent-Centred Learning: Ako ArotahingaEffective Relationships: WhakawhanaungatangaSustainability: Kaitiakitanga

OUR LEARNING PROCESS;

Making; connections for children

Making; explicit real learning

experiences

Practicing Skills and Key

Competencies in a variety of

authentic contexts

The individual student is at the

centre of all teaching and learning

Students need to know how to

learn as well as what to learn

Learning is VISIBLE for the students

and parents through 'walls that talk'

OUR

PILLARS;

TERM ONE Belonging

TERM TWO Environment

TERM THREE Discovery

TERM FOUR Celebrations

TARGET 1: MATHEMATICS TARGET 2: SCIENCE TARGET 3: CULTURE +ARTS

BASE LINE DATA 2019: WHY WE TARGET?

TARGET 1: MATHEMATICS

TARGET 2: SCIENCE

TARGET 3: CULTURE + THE ARTS

Across the school we had 107 learners who are below the benchmark for their age.

We have identified 'efficacy' in Mathematics as one initial indicator/problem

Historical data suggests we have a cohort at Year 5 that has been underachieving from their

early years in Mathematics and across Reading and Writing.

Witherlea had PLD in the area of Mathematics over 4 years ago and it is possible that this was

not fully embedded so that there is differing techniques, styles and philosophies schoolwide.

We have made changes to the the timetable and operations to allow for 'Arts afternoon' and Kapa

Haka as an opt in to increase the participation and provide opportunities back in classrooms to

within the areas of Culture and the Arts.

We have identified 'Culture and the Arts' as a vehicle to provide students with learning and

leadership opportunities in line with our new vision, six aspirations, and Poutama Pounamu PLD

New leadership positions provide time to investigate this area as a way to support and enhance

learner potential - this may lead to the creation of reporting and assessment tools

WITHERLEA SCHOOL TARGETS

Mathematics is the CONTEXT we will use as our baseline and summative

data for our Analysis of Variance. To make a difference to our target

learners we will use a focused approach to what we focus on, tracking

and monitoring every 5 weeks We will trial innovative strategies using a

whole school and collaborative 'Spiral of Inquiry'

IMPROVE TEACHING AND LEARNING IN THE AREA OF

MATHEMATICS SO WE HAVE 90% AT OR ABOVE

80/107 LEARNERS SHIFTING 2-4 SUB LEVELS

CONTEXT: THE VEHICLE WE USE TO TARGET?

STATEMENT: WHAT WE TARGET?

ACTION PLAN: WHAT WE FOCUS ON?

Causal Inquiry led by SMT; Growth Mindset research, 'teaching of

mathematics' at Witherlea, Cognitive Load Theory and all resources

focused in this curriculum area

Theory of Improvement Plan created and new Data Monitoring

Timetable changes; core learning time; 8:50am-11am

Teacher Aide PLD in the area of numeracy/Mathematics

Trial; Mathematics Challenge Inquiries - purchase (small group), ICT

platforms - Khan Academy, Maths Whizz, Mathletics

Digital Technology PLD for innovative practices in mathematics

STATEMENT: WHAT WE TARGET?

25 YEAR 5-6 STUDENTS IDENTIFIED GATE STUDENTS IN SCIENCE

5 SCIENCE CAPABILITIES AND SUSTAINABILITY ASPIRATIONAL

GOAL LINKING LEARNING TO THE LOCAL ENVIRONMENT VIA

ENVIROSCHOOLS/ LOCAL EXPERTS

CONTEXT: THE VEHICLE WE USE TO TARGET?

ACTION PLAN: WHAT WE FOCUS ON?

STATEMENT: WHAT WE TARGET?

INCREASED PARTICIPATION AND OPPORTUNITIES TO LEARN

AND SUCCEED IN THE AREA OF TE REO MAORI; LANGUAGE,

IDENTITY, CULTURE AND THE ARTS; DRAMA, DANCE, MUSIC

AND VISUAL ART

CONTEXT: THE VEHICLE WE USE TO TARGET?

Te Reo (Language/Identity), Kapa Haka, cultural studies, Drama, Dance,

Music, and Visual Arts will be our CONTEXUAL areas with no current

historical data we will use participation numbers as a baseline. We will

use parent, teacher and student voice as part of the evidence gathering

as we work towards our Action Plans and aspirations.

ACTION PLAN: WHAT WE FOCUS ON?Arts Afternoon - Year 2 Rollout with Leadership Roles providing

support for teachers to extend Arts expertise

Timetable changes; Kapa Haka in the afternoon and all other classes

focusing on language, identity and culture - 'how to assess' discussions

Trial; extension group for languages (Te Reo)

Trial: use of parents as expert language and culture 'coaches'

Development of a unique school song, Mihi Whakatau and school

waiata for welcoming visitors

Trial Drama Specialisation - Assembly Performances/Production

Witherlea School continues to embrace the opportunity to broaden the lens for our learners through all 8

curriculum areas. Using the target CONTEXT as a vehicle and then expanding on the focus so that we will

make the most difference for our priority learners, Tier 1 students on the cusp and especially Tier 2 students,

who have the greatest potential for acceleration.

The Witherlea School: Learner Impact Plan (revised) - clearly defining what, who and why we target?

The Charter design - clear Strategic and Annual Goals which links directly to Piritahi and our targets

The Appraisal System - collaborative 'Spirals of Inquiry' and into phase two

InterLead rollout; phase one which will be led by an outside expert and new Deputy Principal

New Data Monitoring and Progress tracking through eTAP

New Leadership Structure which will support teacher development at a Hub level

Major Curriculum and Assessment review in Mathematics and Science; using the Local Curriculum

Guides, ERO Assessment information, collaborative approach with a whole school focus approach

Our 2019 Lens:

2019 Changes:

Piritahi Kahui Ako links:Witherlea School continues to be part the Community of Learning with the new 2019 Framework for Teaching

and Learning as a key element across all schools. We will continue to embed the Visible Learning and 'Spirals of

Inquiry' practices/capabilities. We will use the 'Theory of Improvement' TOI templates for each of our Annual

Goals and Targets so that roles, responsibilities and the pathway/map to improvement is collaborative and clear..

RESPONSIBILITY

RESPONSIBILITY

RESPONSIBILITY

SMT

MATHS LEAD

We are in Year 2 of our Science Review via Matt Robertson who completed the Royal Society of

Science Course in 2017

We have expanded to bring back our Enviroschools focus and in particular the Maori

Perspectives

2018 each teacher developed a Science Table and Key Questions through targeted PLD

2019 we extend to our GATE students who have a passion and/or strength in the area of

science (they will be explicitly taught and will learn via the Science Fair context)

SMT

SCIENCE + ENVIRO

LEAD

SMT

TE AO LEAD

ARTS LEAD

Science integrated inquiry and scientific writing we be our baseline and

summative data for our Analysis of Variance. To make a difference to our

target learners we will use specific learning sessions leading up to the

regional Science Fair and teacher workshops via Enviroshools.

Matt Robertson will liaise directly with Anna Crowe our advisor from the

Marlborough District Council through our Enviroschools lens

Create opportunities for teams to plan together using Hub Planning Days

with rich, science and environmental threads weaved into the learning -

Maori Perspectives and Local Issues/Environments

Develop the 5 Science Capabilities with workshops for teachers

Integrate technology/digital capabilities through PLD

Students who have a passion or strength being identified for leadership in

the area of Enviro and for lead up to Science Fair

WITHERLEA SCHOOLLEARNER IMPACT PLAN

2019

DATA

READING: 6 LEARNERS

WRITING: 81 LEARNERS

MATHEMATICS: 55 LEARNERS

TIER 2 OR TIER 1 ON THE CUSP

FROM DATA MONITORING DOC

SCHOOL TARGETS

MATHEMATICS: WHOLE SCHOOL

SCIENCE: Y5-6 GATE

CULTURE + THE ARTS: WHOLE SCHOOL + GATE

DATA MONITORING

5 WEEK CYCLES

1-2 TARGET STUDENTS: MATHEMATICS

SPECIFIC/SMALL FOCI USING ETAP

MEASURE PROGRESS: WHAT HAS WORKED?

HUB LEADERS TRACK

COLLABORATIVE EXPERTISE WHEN STUCK

WHEN SOMETHING MAKES A DIFFERENCE

ROLLOUT FOR ALL LEARNERS

SPIRAL OF INQUIRY

4 TARGET STUDENTS

COLLABORATIVE SPIRALS

BASELINE DATA/SUMMATIVE DATA COLECTED

PRIORITY LEARNERS WHERE POSSIBLE

ASL/WSL EXPERTISE ULTILISED

LENS FOCUSED ON "CHANGE OF PEDAGOGY"

'SHARE' FOR SCHOOLWIDE IMPROVEMENT

USING THE SPIRAL OF INQUIRY FRAMEWORK

QUALITY TEACHINGMAKING A YEARS PROGRESS IN A YEAR

VISIBLE LEARNING ACTIVE AND EVIDENT IN

EVERY CLASSROOM (SELF ASSESS)

VISIBLE LEARNING RUBRIC USED

SPIRALS OF INQUIRY - CHANGED PRACTICE

WSL/ASL: JEMMA/HAZEL LEAD STAFF

APPRAISAL OF SELF: GOALS AND EVIDENCE VIA

INTERLEAD

RESEARCH/EVIDENCE BASED PRACTICIONERS

PACT TOOL: TARGET STUDENTS

(READING, WRITING, MATHS)

PACT TOOL USED TO PROBLEM SOLVE

LEARNING PROGRESSIONS

FRAMEWORK: TEACHING/LEARNING

ASSESS TO INVESTIGATE AND INFORM

USING THE MOST EFFECTIVE TOOLS TO

INFORM TEACHING AND LEARNING

ASSESSMENT

TIER 2 STUDENTS OR STUDENTS IN

TIER 1 ON THE CUSP

TARGETING ESSENTIAL -1 AT A TIME

MAKING MORE THAN ONE YEARS

PROGRESS IN A YEAR

ACCELERATION

TEACHERS AND TEAM /HUB LEADERS

WITHERLEA SCHOOLASSESSMENT AND REPORTING

ALIGNMENT

TRIANGULATION

Evidence of learning from

multiple sources - 3 as a rule of

thumb

Formative Assessment Practices

PaCT - Consistent Tool

TRUSTED DATA

Use Term 4 Curriculum

Judgements as SOY Data

Do not retest ALL as a

general/blanket rule

Test if unsure or needing

diagnosis

MODERATION

All areas of the curriculum to

extend and deepen content

knowledge

Team Moderation - check

OTJ and seek/use collegial

support

Piritahi Moderation: across

schools