saint josephs taihape charter 2015

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ST JOSEPHS SCHOOL CHARTER

2015

AT ST JOSEPHS OUR GOSPEL VALUES ARE:

Respect, Love, Service, Justice, Hope, Forgiveness, Excellence for self, others, environment

Mission Statement Saint Josephs School will provide a range of spiritual, academic, cultural and sporting learning experiences for all students and through quality teaching will develop life-long learners with a

strong Catholic faith.

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The School and Community St Josephs School is one of 2 schools in a rural town and one of 7 in the close surrounding districts. It was established by the Josephite Nuns to serve the Roman Catholic parish of St Marys. The rural activity surrounding Taihape is a mixture of sheep and beef. Taihape is a typical mix of socio-economic levels found in most rural centres throughout New Zealand. At St Josephs school we believe that everyone is a learner. We support each other in our life-long quest to gain new knowledge, improve our skills and develop our talents. We have the confidence to give things a go and innovate in a climate of respect and forgiveness. Parents have high aspirations for their children. They expect a good education and see this as a means to full employment. Education is highly valued by the school community. Parents support the school through fundraising, providing transport for class trips and helping within the classes. There are enthusiastic groups active within the Board of Trustees, P.T.F.A. and Whanau ensuring that the school is well supplied with equipment and resources. The Catholic faith and traditions are evident in all aspects of St Josephs School. We nurture a closer relationship with God and follow the example of Christ through our core values of forgiveness and love. We show integrity by serving God and helping others in our daily lives. Prayer life of the students begins and end each term.

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St Josephs School, Taihape

Statutory Requirements

The Proprietor of an Integrated school shall Continue to have the responsibility to supervise the maintenance of the education with a Special Character provided by the school; Continue to the right to determine from time to time what is necessary to preserve and safeguard the Special Character of the education provided by the school and described in the Integration Agreement. [Private Schools Conditional Integration Act; Section 3 (3) ] Schools are required to meet their legal obligations in respect of the Catholic Special Character.

Education Guidelines

The Saint Josephs School Board of Trustees will take full account of the National Education Goals (NEGS), the National Education Guidelines and the National Administration Guidelines (NAGs) and will meet all statutory obligations.

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Procedural Information

Recognising New Zealands Cultural Diversity St Josephs School, as appropriate to its community, will develop policies and practices that reflect New Zealands cultural diversity and the unique position of Maori. If a parent or guardian requests a higher level of Tikanga and / or Te Reo than is at present evident in our school Maori programme, the staff and family will explore possibilities, which could include one or more of the following:

Advising the parent of the current level of Te Reo and Tikanga Maori available at the school.

Offering to explore possibilities for extending the current provision including:

Dual enrolment with the Correspondence school. Consulting with the School Maori advisor. Consulting with another school that is able to provide a

higher level of Te Reo and Tikanga Maori. Other negotiated actions The Board will meet the request for instruction in and

through Te Reo, to the best of its ability dependent upon staffing and financial resources.

Annual Cycle The Charter /Annual Report will be lodged with the Ministry of Education each year. The school Charter including St Josephs School Annually Updated Targets for improvement will be lodged in 1 Mar 2015. The Annual report will be lodged in May. St Josephs School will report on this years annual plan in December 2015.

Consultation St Josephs School consults with its community, including its Maori community, as part of the cycle of self review. Consultation may include:

Parent Survey Board of Trustees Classroom teachers meeting with parents Parent, Teacher, Friends Assn meetings Newsletters Self review processes including policy review Meetings with Maori regarding aspirations for their children at school Curriculum meetings for parents Advisor Meetings with Community-Numeracy/literacy/ICT PLD

Supporting Documentation Curriculum Delivery Plan St Josephs School policies, procedures St Josephs School Behaviour Management programme St Josephs 2015 Budget St Josephs School 2013 ERO Review St Josephs School 2014 Special Character Review

Personnel, Finance and Property Saint Josephs School board will: Act as a good employer to teaching and non teaching staff Prepare a budget to monitor and control school expenditure Allocate funds to meet the schools priorities so that student

achievement is enhanced Refine the 10 year property plan to ensure the schools facilities

provide a safe, healthy learning environment.

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Strategic Plan 2015-2017

Mission Saint Josephs School will provide a range of spiritual, academic, cultural, sporting and e-learning experiences for all students, through

quality teaching we will develop life-long learners with a strong Catholic faith.

Values

Respect, Love, Service, Justice, Hope, Forgiveness, Excellence

for self, others, environment

New Zealand Curriculum: KEY COMPETENCIES Thinking

Using language, symbols and text Managing Self

Relating to others Participating and contributing

Mind: Strategic Goal 2 a) All students are able to access the New Zealand Curriculum as evidenced by progress and achievement in relation to the National Standards. They will actively progress and achieve to their full potential across all areas through excellence in learning and teaching. b). Embed e-learning across the curriculum that guides students to access critically evaluate and use digital information safely and reponsively. c) Teachers are supported to improve pedagogy, teaching, learning and assessment practice that will lead to increased student progress and achievement. (NAG 1, 2A, 3)

Body: Strategic Goal 3 a) To ensure the health and safety of all students where all personnel, property and financial resources support improved student learning and well being. b) To resource the school so that it is a safe, stimulating environment where all students can achieve their personal best and develop excellence in teaching, management, leadership and governance. (NAG 1, 3, 4, 5)

Spirit: Strategic Goal 1 a) To uphold, maintain and enhance our unique school culture and Catholic special character and environment. b) Students with special learning needs are supported in their learning so they can progress in relation to the New Zealand Curriculum and fully participate in and contribute to the school and their community environment. (NAG 1, 3, 4, 5)

Heart: Strategic Goal 4 a) To foster positive student engagement and pride in all aspects of school life by implementing strategic self-review processes that comply with all legislation. b) To engage with our community and develop a culture of respect by building positive, supportive relationships between all members of the school, parish and wider community. (NAG 2, 5, 6) Emergent Strategic Aim/ Project

1: ICT upgrade 2: Playground/project 3: Painting

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Teachers Deliver the National Curriculum

competently, focusing upon Literacy and Numeracy.

Are enthusiastic, and foster a love for learning

Communicate the purpose of learning. Receive appropriate support Are committed to professional growth

Have high expectations Demonstrate caring and supportive

interpersonal skills Provides needs based programmes Work in partnership with parents Are positive and professional

Children Take increasing responsibility for their

actions and learning Are respectful, considerate and

confident learners Are proud of their school Feel safe and cared for Are encouraged and challenged Take pride in their achievements

Policies and Procedures

Are developed through consultation. Are clearly stated and understood Facilitate school organisation Are accessible to everyone Are regularly reviewed

Saint Josephs School will provide a range of spiritual, academic, cultural

and sporting learning experiences for all students and through quality

teaching will develop life-long learners with a strong Catholic

faith.

Environment Is inviting and attractive Supports learning programmes Is safe and well maintained

Support Staff Are supportive of the school and its aims Feel

valued, and part of the team Care for the students Are positive and professional

Management Team Gives high quality leadership to the school Supports, values and empowers others

Maintains effective communication between home and school

Ensures quality teaching and learning is paramount

Plans for tomorrow Monitors progress towards meeting school

goals

Parents Feel welcomed and included Are well informed Encourage children in their schooling Respect the professional judgment of

the staff and work in partnership with them

Are supportive of the Board, staff and school.

Curriculum Programmes Are delivered in a balanced and

interesting manner Literacy and Numeracy Meets the

needs of all children Are regularly reviewed and updated Fulfill National Curriculum requirements Prepare our students for tomorrow

Saint Josephs School Vision

Board of Trustees

Consults effectively with the community

Meets requirements of NEGS and NAGS

Is a good employer Stays well informed?

Works alongside staff Ensures all resources are effectively

managed Plans for the future

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Strategic Plan 2015 2016 2017

Spirit- Strategic Goal 1 a)To uphold, maintain and enhance our unique school culture and Catholic special character and environment. b) Students with special learning needs are supported in their learning so they can progress in relation to the New Zealand Curriculum and fully participate in and contribute to the school and their community environment

Continue to strengthen the schools Charism. Continue to report Strand information to BOT to find

development and opportunities that are required. Regular review and professional development in all

areas of the school continue. Continue to display religious symbols and visual aids in

each classroom. Continue to Participate at Mass Continue to develop childrens spirituality in all areas

of schooling. Continue to provide opportunities for parents to give

feedback about the operations of the school Continue to utilise the extended community farm

visits, river visits, local businesses, etc Continue to enhance and develop the School Website Continue to develop the working relationship with

Kindergarten, Paua caregivers and Playcentre. Continue to seek outside people and resources to help

teachers improve their practice. Improve student outcomes through appropriate uses

of digital technology.

Continue to strengthen the schools Charism- Hold a 100 year centenary- School opened 14 Feb 1916.

Continue to report Strand information to BOT to find development and opportunities that are required.

Regular review and professional development in all areas of the school continue.

Continue to display religious symbols and visual aids in each classroom.

Continue to Participate at Mass Continue to develop childrens spirituality in all areas

of schooling. Continue to provide opportunities for parents to give

feedback about the operations of the school Continue to utilise the extended community farm

visits, river visits, local businesses, etc Continue to enhance and develop the School Website Continue to seek outside people and resources to help

teachers improve their practice. Engage students in the use of technologies that allow

them to practice, produce, present and publish in something other than the media of historic failure.

Continue to strengthen the schools Charism. Continue to report Strand information to BOT to

find development and opportunities that are required.

Regular review and professional development in all areas of the school.

Continue to display religious symbols and visual aids in each classroom.

Continue to Participate at Mass Continue to develop childrens spirituality in all

areas of schooling. Continue to provide opportunities for parents to

give feedback about the operations of the school Continue to utilise the extended community farm

visits, river visits, local businesses, etc Continue to enhance and develop the School

Website Continue to seek outside people and resources to

help teachers improve their practice.

Mind- Strategic Goal 2 a) All students are able to access the New Zealand Curriculum as evidenced by progress and achievement in relation to the National Standards. They will actively progress and achieve to their full potential across all areas through excellence in learning and teaching. b). Embed e-learning across the curriculum that guides students to access critically evaluate and use digital information safely and reponsively. c) Teachers are supported to improve pedagogy, teaching, learning and assessment practice that will lead to increased student progress and achievement.

For Students who are Below and Well Below standard continue to identify. Teachers will help them to make accelerated progress. Give appropriate forms filled out and given to SENCO who contacts agencies and helps teachers with IEP.

Continue to collect Maori students achievement data and measure them against the National Standards. Maori learning styles covered in staff professional development.

Teachers will use digital resources to develop highly effective learning environments.

Keep National Standard Individual Assessment data up to date and collated. All Students achievement measured and moderated against National Standards.

School Targets set against the National S and put in charter 2015.

All Orrs funded students will make progress against the National Standards and in relation to their IEPs.

Students Above the standard will be identified by teachers and appropriate forms given to SENCO.

Outside resources for GaTE children to be sought and utilized. GATE PLD

Teacher aides scheduled to work with students, Enrichment classes to be continued to help boost

student achievement in reading, writing and maths.







Outside resources for GaTE children to be sought and utilized.

Extra Teacher hours will scheduled to work with students,

Enrichment classes to be continued to help boost student achievement in reading, writing and maths







Outside resources for GaTE children to be sought and utilized.

Extra Teacher hours will scheduled to work with students,

Enrichment classes to be continued.

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Heart- Strategic Goal 3

a) To foster positive student engagement and pride in all aspects of school life by implementing strategic self-review processes that comply with all legislation. b) To engage with our community and develop a culture of respect by building positive, supportive relationships between all members of the school, parish and wider community.

Community meeting to discuss 2015 targets School group meets to analyse weaknesses and strengths in 2014 and develop a plan of attack.

Parent/family information evenings. Provide opportunities for parents to give feedback

about the operations of the school Utilise the extended community Develop the School Website interactive with home etc Use our equipment and ICT as an umbrella to bridge our

teaching as inquiry and QLCs to improve all learning opportunities for children.

Continue develop the working relationship with playcentre.

Continue with Peer Mediation Continue with Restorative Justice Continue with School Electives Use Elearning PLD to help us engage families with

student learning. To continue to develop effective school practice through

further growth, participation and collaboration in the professional learning community comprised by this cluster of schools and through collaboration with other clusters.

Community meeting to discuss 2016 targets School group meets to analyse weaknesses and strengths from 2015 and develop a plan of attack.

Parent/family information evenings. Provide opportunities for parents to give feedback

about the operations of the school Utilise the extended community Continue to develop the School Website interactive

with home etc Continue develop the working relationship with

playcentre. Continue with Peer Mediation Continue with Restorative Justice Get a 1-1 program implemented from years 3-8 so that

all students can have or have access to a device at school and at home.

To continue to develop effective school practice through further growth, participation and collaboration in the professional learning community comprised by this cluster of schools and through collaboration with other clusters.

Community meeting to discuss 2017 targets School group meets to analyse weaknesses and strengths from 2016 and develop a plan of attack.

Parent/family information evenings. Provide opportunities for parents to give

feedback about the operations of the school Utilise the extended community Continue to develop the School Website

interactive with home etc Continue develop the working relationship with

playcentre. Continue with Peer Mediation Continue with Restorative Justice To continue to develop effective school

practice through further growth, participation and collaboration in the professional learning community comprised by this cluster of schools and through collaboration with other clusters.

Body- Strategic Goal 4

a) To ensure the health and safety of all students where all personnel, property and financial resources support improved student learning and well being. b) To resource the school so that it is a safe, stimulating environment where all students can achieve their personal best and develop excellence in teaching, management, leadership and governance.

Continue to Budget and school technology reviewed . Principal seeking outside people and resources to help

teachers improve their practice. Teachers observing each other Teachers encouraged to analyse class results & own tchg ICT budget revisited New software purchased to

support learning programmes New computers purchased. Further develop the physical visibility of the school- Painting- Admin/class and stain rest of the school. Tidy

up generally around the school. Do maintainance painting on the hall.

Tidy and develop garden areas. Plan for a sacrad space area for children to utilise.

Classroom gardens. Plan what to do with these. Continue with 10yr plan analysis.

Continue to Budget and school technology reviewed . Principal seeking outside people and resources to help

teachers improve their practice. Teachers observing each other Teachers encouraged to analyse class results & own

tchg, listen and act on student voice. ICT budget revisited New software purchased to

support learning programmes New computers purchased Further develop the physical visibility of the school- Tidy and develop garden areas Continue with 10yr plan analysis. Hall flooring/Carpets and overhaul of classesPaint

Hall?

Continue to Budget and school technology reviewed via

Principal seeking outside people and resources to help teachers improve their practice.

Teachers observing each other Teachers encouraged to analyse class results &

own tchg, listen and act on student voice. ICT budget revisited New software purchased

to support learning programmes New computers purchased/ICT equipment Further develop the physical visibility of the

school- Tidy and develop garden areas Continue with 10yr plan analysis.

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Spirit Strategic Goal 1 a) To uphold, maintain and enhance our unique school culture and Catholic special character and environment.

Mind: Strategic Goal 2 b) Our school will provide elearning opportunities that will develop the skills and understandings of digital technologies to meet learners needs and develop digital literacy. c) Teachers are supported to improve pedagogy, teaching, learning and assessment practice that will lead to increased student progress and achievement.

To raise the rate of progress for all students deemed at risk of not achieving at the level of the National Standards. Students will make progress, achieve and experience success against goals developed in Individual Education Plans.

To develop the Charism of the Saint Josephs school through its founding sisters. Evaluate the effectiveness of each strand of the Religious Education programmed and report annually.

Spirit Strategic Goal 1 b) Students with special learning needs are supported in their learning so they can progress in relation to the New Zealand Curriculum and fully participate in and contribute to the school and their community environment.

That 100% of students with Individual education plans will show progress and success against their individual plans and goals.

Annual Plan 2015

Strategic Goals Annual Aims 2015 Targets

Mind: Strategic Goal 2 a) All students are able to access the New Zealand Curriculum as evidenced by progress and achievement in relation to the National Standards. They will actively progress and achieve to their full potential across all areas through excellence in learning and teaching.

To develop communication between home and school so that students with special learning abilities are supported to extend their learning

Elearning should have a positive impact on student achievement including cultural differences and learning needs after negotiation between teachers and students about the way e-learning is used appropriately.

Teachers develop more effective practice using the direct instruction and micro- teaching pedagogy of Schooling Improvement followed by student practice using the media and technologies of e-Learning.

Teachers explore ways to enhance evidence-based learning, including digital literacy, using appropriate digital technologies, which will result in significant change.

To raise student achievement outcomes and improve student engagement by linking key learnings from Schooling Improvement with developing practices from the national e-Learning Action Plan over 4 years. All students who are not achieving at and above the National Standard for reading and writing will have achieved accelerated progress over the year. All students who are not achieving at or above the National Standard for mathematics, reading and writing will have achieved accelerated progress over the year.

To raise the rate of progress for all students including - Maori students deemed at risk. Teachers will use digital resources to develop highly effective learning environments to improve student outcomes.

Writing 1. Year 2 Students for 2015 2/5 will make accelerated

progress throughout the year. 8/10 children will continue to progress and meet the standard.

2. Year 3 Students for 2015 3/6 50% students will show accelerated progress to meet the standard.

3. Year 4 Students for 2015 5/8 students will make accelerated progress to meet the standard. 3/3 will move from well below to below.

4. Year 5 Students for 2015 5/8 students will make accelerated progress and meet the standard. 3 students will 1 student will make progress at independent levels.

5. Year 6 Students for 2015 10/15 students will make accelerated progress to meet the standard.

6. Year 7 Students for 2015 2/2 will move from below to at. 1 of 2 children will move from well below to below.

7. Year 8 Students for 2015 2/4 children will move from well below to below. 2/4 students will move from well below to meet the standard. 3/6 children will move from below the standard to meet the standard.

Reading: 1. Year 2 students for 2015 8/11 students will make accelerated

progress to move from below to at the standard. 3 out of 11 will make progress at their independent levels.

2. Year 3 students for 2015 6/8 students will make accelerated progress to meet the standard. 2/3 students will move from at-above the standard.

3. Year 4 students for 2015 5/7 of students will move from below to at. 2/3 students will move from at/above the standard.

4. Year 5 students for 2015 2/3 students will move from below to at the standard. 3/9 students will move from at/above the standard.

5. Year 6 students for 2015 1/2 students will move from below to at.

6. Year 7 students for 2015 1/2 student will move from below to at the standard. 1 will make individual progress at their own rate.

7. Year 8 students. 2/3 students will make accelerated progress to meet the standard. 3/7 students will make accelerated progress from at to above the standard.

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Body: Strategic Goal 3 a) To ensure the health and safety of all students where all personnel, property and financial resources support improved student learning and well being.

Heart: Strategic Goal 4 To foster postive student engagement and pride in all aspects of school life by implementing strategic self-review processes that comply with all legislation.

The school will have a focus of Elearning in their professional learning for 2015. Digital literacy will be embedded in the curriculum

Teachers will take an active part in the appraisal process with self-improvement and use of ICT a priority.

Body: Strategic Goal 3 b) To resource the school so that it is a safe, stimulating environment where all students can achieve their personal best and develop excellence in teaching, management, leadership and governance.

Mathematics: 1. Year 2 students for 2015 2/3 students will make

accelerated progress to move from below to at. 2. Year 3 students 2015 4/7 will make accelerated progress to

move from below to at the standard. 2/4 will move from at/above the standard.

3. Year 4 students 2015 10/12 students will make accelerated progress to move from below to at.

4. Year 5 students 2015 3/4 students 80% will move from below to at. 3/7 students will move from at to above.

5. Year 6 students 2015. 4/6 students will move from below to at the standard.

6. Year 7 students 2015 1/4 students will move from below to at.

7. Year 8 students 2014 4/6 students will make accelerated progress to move from below to at.

Strategic Goals Annual Aims 2015 Targets

Work out an ICT plan and goals through E-Learning PLD. Make it possible for all children to have 1-1 equipment. Apply for grants and implement.

Development of a new playground area around condorconfidence course or running equipment.

Ensure that ICT and equipment is up to date and user friendly. Provide opportunities for teachers to be involved in PLD with ICT.

Heart: Strategic Goal 4 b) To engage with our community and develop a culture of respect by building positive, supportive relationships between all members of the school, parish and wider community.

Use technologies to engage with whnau/iwi and hapori in culturally responsive ways. Use Digital Literacy to Support home-school partnerships. Find ways to make technologies & DIGITAL LITERACY LEARNING available to support our home-school partnerships.

To ensure students, parents, families and whanau are clear about progress and achievement in relation to the National Standards, and feel comfortable and empowered to ask questions about how to support next learning steps.

Children will use formative assessment practices, peer, self assessment and teacher knowledge to postively engage in all learning activities.

Teachers and children will develop a school wide approach to setting out books and school work and will take pride in all tasks. Books will be set out consistently across the school.

Hold a meet the teacher evening. Share with parents useful tips, websites and information that will help them to provide support at home. Hold Parent education classes in how to use ICT equipment. This will help the community and staff to understand each others strengths and weaknessess. Run the reading together program in the junior school and work on parents understanding the importance of reading with their children and doing tasks at home. Run Writing workshop meetings with families.

Upgrade the senior school computers. Have new technologies for children to use.

Teachers will actively participate in professional readings and learning conversations that lead to personal reflection and development around the use of ICT and Teaching as inquiry to improve professional practice.

Leaders will explore ways and trial how to Use technologies to engage with whnau/iwi and hapori in culturally responsive ways.

To support and empower families to effectively engage in the use of digital technologies to have a positive impact on student learning and achievement.

The visibility and entrance of the school including gardens are maintained.

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Saint Josephs School Writing Target

Strategic Goals: Strategic Goal 1 b) Students with special learning needs are supported in their learning so they can progress in relation to the New Zealand Curriculum and fully participate in and contribute to the school and their community environment. Strategic Goal 2 a) All students are able to access the New Zealand Curriculum as evidenced by progress and achievement in relation to the National Standards. They will actively progress and achieve to their full potential across all areas through excellence in learning and teaching.

Annual Aims 1b)To raise the rate of progress for all students deemed at risk of not achieving at the level of the National Standards. Students will make progress, achieve and experience success against goals developed in Individual Education Plans. 2a) All students who are not achieving at and above the National Standard for reading and writing will have achieved accelerated progress over the year. To raise the rate of progress for all students including - Maori students deemed at risk of not achieving at the National Standard for reading and writing and Mathematics.

2015 Targets 1. Year 2 Students for 2015 2/5 will make accelerated progress throughout

the year. 8/10 children will continue to progress and meet the standard. 2. Year 3 Students for 2015 3/6 50% students will show accelerated progress

to meet the standard. 3. Year 4 Students for 2015 5/8 students will make accelerated progress to

meet the standard. 3/3 will move from well below to below. 4. Year 5 Students for 2015 5/8 students will make accelerated progress and

meet the standard. 3 students will 1 student will make progress at independent levels.

5. Year 6 Students for 2015 10/15 students will make accelerated progress to meet the standard.

6. Year 7 Students for 2015 2/2 will move from below to at. 1 of 2 children will move from well below to below.

7. Year 8 Students for 2015 2/4 children will move from well below to below. 2/4 students will move from well below to meet the standard. 3/6 children will move from below the standard to meet the standard.

Baseline Data: Analysis of school wide writing data OTJs against National Standards in December 2013 identified some concerns across the school. School-wide data shows that year 5-8 year groups have a significant number of students below and well below standard in their writing which was mainly because we didnt have enough evidence across the curriculum.

Year W-Below Below At Above Total % +/= 0 1 1 5 10 16 62.5% 2 6 9 15 60% 3 3 8 2 2 15 26.6% 4 1* 8# 7 1 17 47.1% 5 1 15*# 3 19 15.8% 6 2 2 4 0% 7 6 4 10 0% 8 4# 6 5 15 33.3% 18 54 36 3 111

* Denotes Orrs funded student (2) #Denotes SLS student (3) Currently some students in the well below and below categories are working with RTLB and or RTLit.

Overall Analysis of Writing: Yr 1 Overall writing at/above 62.5% Yr 2 Overall writing at/above 60% Yr 4 Overall writing at/above 47% Trends 100% of Year 6-7 students below 53% of Year 4 students below, 2 students working above 85% of Year 5 students below- Well below students are predominately Male Below, at above male/female fairly evenly balanced

Actions to achieve targets Led By Budget Timeframe 1. Review assessment data with staff and determine the particular learning needs of all students. Principal/Literacy Leader $500 Term 1 2. Monthly meetings to discuss progress of target students progress. Principal/Literacy Leader Ongoing 3. Plan a revised programme to meet the learning needs of the all students. Literacy Leader-teachers Ongoing 4. Work with parents, families and whanau around ways to support students learning Principal-teachers Term 1 5. Enrichment classes and/or teacher aide support to be given to students below expectations. Principal/Literacy Leader $3,000 Ongoing 6. School-wide professional development given to teachers on teaching writing and different learning styles. Principal/Literacy Leader Ongoing/Staff mtg 7. Process put in place for teachers to reflect on and improve practice. Principal Appraisal-ongoing 8. Develop further schoolwide moderation and assessment procedures to ensure consistency. Principal/Literacy Leader Ongoing 9. Professional readings and quality professional development put in place to support and guide teachers professional practice. Principal Ongoing 10. School-wide assessment developed so that there is consistency through out the school. Principal Term 2-4 11. Student voice considered in writing topics and genres and all students given time and motivation to write. Principal,Teachers,Students Ongoing 12. Excellent examples of writing shared with students and community. Teachers & Students Ongoing 13. Analyse data at the end of each term to see progress and inform planning for next term & end data to inform progress and planning for the following year.

Principal/Literacy Leader Ongoing

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Saint Josephs School Reading Target

Strategic Goals: Strategic Goal 1 b) Students with special learning needs are supported in their learning so they can progress in relation to the New Zealand Curriculum and fully participate in and contribute to the school and their community environment. Strategic Goal 2 a) All students are able to access the New Zealand Curriculum as evidenced by progress and achievement in relation to the National Standards. They will actively progress and achieve to their full potential across all areas through excellence in learning and teaching.

Annual Aims 1b)To raise the rate of progress for all students deemed at risk of not achieving at the level of the National Standards. Students will make progress, achieve and experience success against goals developed in Individual Education Plans. 2a) All students who are not achieving at and above the National Standard for reading and writing will have achieved accelerated progress over the year. To raise the rate of progress for all students including - Maori students deemed at risk of not achieving at the National Standard for reading and writing and Mathematics.

2015 Targets 1. Year 2 students for 2015 8/11 students will make accelerated progress to move from

below to at the standard. 3 out of 11 will make progress at their independent levels. 2. Year 3 students for 2015 6/8 students will make accelerated progress to meet the

standard. 2/3 students will move from at-above the standard. 3. Year 4 students for 2015 5/7 of students will move from below to at. 2/3 students

will move from at/above the standard. 4. Year 5 students for 2015 2/3 students will move from below to at the standard. 3/9

students will move from at/above the standard. 5. Year 6 students for 2015 1/2 students will move from below to at. 6. Year 7 students for 2015 1/2 student will move from below to at the standard. 1 will

make individual progress at their own rate. 7. Year 8 students. 2/3 students will make accelerated progress to meet the standard.

3/7 students will make accelerated progress from at to above the standard.

Baseline Data: Analysis of school wide Reading data OTJs against National Standards in December 2014 identified some concerns Year W-Below Below At Above Total % =/+

0 1 1 11 1 3 16 25.1% 2 8 3 4 15 46.7% 3 1 7 5 2 15 46.6% 4 2 3# 9 3 17 70.5% 5 1* 2# 8 8 19 84.2% 6 2* 2 4 50% 7 1 3 6 10 60% 8 3 7 5 15 80% 6 39 41 25 111

* Denotes Orrs funded student (2) #Denotes SLS student (3) Currently some students in the well below and below categories are working with RTLB and or RTLit, others are being reffered

Overall Analysis of Reading: 60% of all students are at/above the standard. 50% of children below are Male. 30% of children below are Female. High group of Year 1 students identified as below in Year 1. They had progressed by the end of the school year and judgements were made obviously on their birthdays. Will need to show acceleration in their next year of school to make progress. Some of the children identified below in Y2-3 were also nearly at the standard by the end of the year. Since we have to make the judgement by their birthday this posed its own challenges when we are reporting at the end of the year not on birthdays.

Actions to achieve targets Led By Budget Timeframe 1. 1. Review assessment data with staff and determine the particular learning needs of all students. Principal/Literacy Leader $500 Term 1 2. Monthly meetings to discuss progress of target students progress at class, syndicate and staff mtg level. Principal/Literacy Leader Ongoing 3. Plan a revised programme to meet the learning needs of the all students. Literacy Leader-teachers Ongoing 4. Work with parents, families and whanau around ways to support students learning Principal-teachers Term 1 5. Rainbow Reading, Reading recovery and teacher aide support to be given to students below expectations. Literacy Leader/Reading Recovery $1,000 Ongoing 6. School-wide professional development given to teachers on teaching Reading and different learning styles. Principal/Literacy Leader Ongoing/Staff mtg 7. Process put in place for teachers to reflect on and improve practice. Principal Appraisal-ongoing 8. Develop further schoolwide moderation and assessment procedures to ensure consistency. Principal/Literacy Leader Ongoing 9. Professional readings and quality professional development put in place to support and guide teachers professional practice. Principal Ongoing 10. School-wide assessment/running record practice developed so that there is consistency through out the school. Principal Term 2-4 11. Student voice considered in reading topics and genres and all students given time and motivation to read. Principal,Teachers,Students Ongoing 12. Lexia programme and other software on apple apps to be used to improve childrens porgress and achievement. Teachers & Students Ongoing 13. Analyse data at the end of each term to inform the BOT and to see progress and inform planning for next term. Principal/Literacy Leader Ongoing 14. Analyse year-end data to inform progress and planning for the following year. Principal/Literacy Leader End year

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Saint Josephs School Mathematics Target

Strategic Goals: Strategic Goal 1 b) Students with special learning needs are supported in their learning

so they can progress in relation to the New Zealand Curriculum and fully participate in and contribute to the school and their community environment.

Strategic Goal 2 a) All students are able to access the New Zealand Curriculum as

evidenced by progress and achievement in relation to the National Standards. They will actively progress and achieve to their full potential across all areas through excellence in learning and teaching.

Annual Aims 1b) To raise the rate of progress for all students deemed at risk

of not achieving at the level of the National Standards. Students will make progress, achieve and experience success against goals developed in Individual Education Plans.

2a) To increase the number of all students achieving at and above

the National Standard for Mathematics.. To raise the rate of progress for all students including - Maori

students deemed at risk of not achieving at the National Standard for reading and writing and Mathematics.

2015 Targets 1. Year 2 students for 2015 2/3 students will make accelerated progress to

move from below to at. 2. Year 3 students 2015 4/7 will make accelerated progress to move from below

to at the standard. 2/4 will move from at/above the standard. 3. Year 4 students 2015 10/12 students will make accelerated progress to move

from below to at. 4. Year 5 students 2015 3/4 students 80% will move from below to at. 3/7

students will move from at to above. 5. Year 6 students 2015. 4/6 students will move from below to at the standard. 6. Year 7 students 2015 1/4 students will move from below to at. 7. Year 8 students 2014 4/6 students will make accelerated progress to move

from below to at.

Baseline Data: Analysis of school wide Mathmatics data OTJs against National Standards in December 2014 identified the trends below. Year W-Below Below At Above Total % +/=

0 1 3 12 1 16 71.3% 2 1 7 4 3 15 46.7% 3 2 12 1 15 6.7% 4 1* 4 8 4 17 70.6% 5 1* 6# 7 5 19 63.1% 6 2 1 1 4 25% 7 3 6 1 10 10% 8 2# 6 3 4 15 46.7% 12 45 36 18 111

* Denotes Orrs funded student (2) #Denotes SLS student (3) Currently some students in the well below and below categories are working with RTLB and or RTLit.

Overall Analysis of Maths: 1. The Year 3,5-7 year groups have the lowest data and this is consistent across all areas not just Maths. 2. 48% of all students are +/= the standard. 3. 48% of children below are male. 4. 52% of children below are female 5.

Actions to achieve targets Led By Budget Timeframe 1. Review assessment data with staff and determine the particular learning needs of all students. Principal/Numeracy Leader $500 Term 1 2. Monthly meetings to discuss progress of target students progress at Syndicate and or staff meetings. Principal/Numeracy Leader Ongoing 3. Plan a revised programme to meet the learning needs of the all students. Numeracy Leader-teachers Ongoing 4. Work with parents, families and whanau around ways to support students learning Principal-teachers Term 1 5. Enrichment classes and/or teacher aide support to be given to students below expectations. Principal/Numeracy Leader $3,000 Ongoing 6. School-wide professional development given to teachers on teaching mathematics and different styles. Principal/Numearcy Leader Ongoing/Staff mtg 7. Process put in place for teachers to reflect on and improve practice. Principal Appraisal-ongoing 8. Develop further schoolwide moderation and assessment procedures to ensure consistency. Principal/Numeracy Leader Ongoing 9. Professional readings and quality professional development put in place to support and guide teachers professional practice. Principal Ongoing 10. School-wide assessment developed so that there is consistency through out the school. Principal Term 2-4 11. Excellent examples of modelling/evidence shared with students and community. Teachers & Students Ongoing 12. Analyse data at the end of each term to inform the BOT and to see progress and inform planning for next term. Principal/Numeracy Leader Ongoing 13. Analyse year-end data to inform progress and planning for the following year. Principal/Numeracy Leader End year

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NAG 1: Curriculum: Raising Student Achievement

Our focus will be on what our students need to thrive in the future, moving from a standardised mass education to a personalised student led approach that develops the gifts and talents of all our students.

Develop inquiry learning and co-constructed learning throughout the school. Develop a school wide planning and assessment system that adequately covers the total curriculum and that meets the needs of both the student and the teacher.

Staff Professional Development: Formative assessment, Thinking Hats- habits of Mind. Build on assessment knowledge in line with new curriculum guidelines & National Standards: Keep staff up skilled in ICT in particular new smart boards, use of eLearning in Literacy & Numeracy & topic: Early Words program, Toe to Toe for teacher aides: NIE for senior school teachers:

ELearning resources to be sourced for all curriculum areas in particular Numeracy & Literacy Numeracy Lead Teachers attend cluster workshops- keep staff up skilled

Continue to keep Reading and Writing linked and incorporate these skills through out other curriculum areas.

Written Language programme to be reviewed and improved to lift the achievement through out the school.

Target groups to be identified and Literacy leader to be released to work with teachers with their writing programmes.

Key Competencies used in combination within units of work and acknowledged in weekly assemblies.

Physical Activity/Health included in term planning ensuring school swimming, athletics, cross-country, skiing, winter sports, gymnastics, large small ball skills, jump jam and jump rope: Selected groups involved in Ski team, Winter sports.

Year 7-8: Mon-Thurs to include Language, Careers, PE & the Arts Te Reo-Kapahaka 1 hour each week terms 2-4. Run specialised weekly Numeracy & Literacy programme for at risk students. Perceptual Motor programmes for juniors. Enrichment and extension classes to cater for students needs. At first the

emphasis will be on our target students in reading, writing and mathematics. Schools special character and Values embedded in school planning. Strong teacher development on all aspects of school programmes to lift teacher

pedagogical knowledge and improve practice in the classroom. New programmes being sourced to help students with special needs and

abilities. Parents encouraged to come in and help out with students learning. Successes celebrated at school wide assemblies; Open evenings to encourage

students and parents to share the good learning taking place at school. School website provider to be modified and changed so that the school can use

it more interactively as a tool to communicate with parents and students being able to develop their learning at home.

NAG 2: Self Review: Raising Student Achievement

Continue to revise the Saint Josephs School Curriculum document that was

Constructed in 2010 to ensure the National Standards are embedded within this. Review curriculum policies and procedures. Review Staff handbook, reformat & rewrite each year to keep up to date. New goals, Vision etc for Strategic Plan to be developed and implemented. Written Language programme to be reviewed with our Literacy leader. Make the community aware of how National Standards work and keep evidence

folders to contain samples of Writing, Numeracy, Visual Arts, Science/Technology, Handwriting, Spelling, Basic Facts, and how students are doing against the National Standards.

Overall Teacher Judgement and moderation being developed so that Judgments are fair and consistent through out the school and cluster wide

Reflection and review embedded in teacher planning and monitoring. Classroom Walkthroughs and learning conversations carried out each term.

Staff observations occur across all areas to coincide with the appraisal process. Principal & Staff Rep report to BOT. School Operational plan reviewed and developed. Continue reporting to parents on students progress. Review roles and responsibility of BOT at beginning of 2015. Needs of stakeholders noted for future development. Yearly Targets to be set in Reading, Writing and Numeracy against the National

Standards. Update E- tap and put new End of year Report on here. Charter to MOE-March 2015.

NAG 3: Personnel: Raising Student Achievement BOT to revise their job descriptions All BOT members will participate in professional development. BOT Chairperson will undertake some Professional development to understand the

role in which he is involved in. Staff have signed job descriptions and written goals for year.

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NAG 4: Finance and Property Audit 2014 accounts Monitor 2015 budget Monthly treasurer reports at BOT meetings Prepare 2016 budget in line with 2015 school operational

plan. Fund approved priorities of 2015-refer to 2015 budget

Education Finance used as finance service 10YA property plan being used for maintenance.

New projects set up for 2015. Project Group begins raising money for school

playgrounds. Administration upgrade 2014 was completed.

NAG 5: Health and Safety: Ensure Health and Safety Plan complies in full with

legislation currently in force to guarantee the safety of students and employees

Health Community Consultation conducted in February 2015 and sexuality education further addressed later in the year.

Hazards identified Pupil attendance monitored-daily beginning of day check

included Regular monitoring of School Water-Check for new

regulations School Building Systems and Features Manual kept up to

date Emergency procedures practiced each term-Fire &

earthquake and the how emergency plan reviewed in 2015 Include cyber safety, sun safety, water safety & road safety in term unit plans

Electricity contracts to be secured to ensure safety testing & tagging, annual electrical inspection & 6 monthly checks

Up grade security lighting by hall.

NAG 6: Policies and Procedures Re-establish compliance list, monitor and

update as required. Interviews with Maori Families Regular displays around school Parent Teacher Conferences Preschooler visits SMS reviewed and systems for this

upgraded Involving Parents in Student Learning

and School Project Group fundraising for the

playground Weekly School Assembly Parent Tutoring Visiting Shows/Artists School Prize Giving Activities related to each term theme School Skiing T 3 Winter tournament/country 7s T 3 Out of School Visits- Year 7-8 School

Camp Week- T4 Year 4/5/6- Camp-T3 -

Hunterville interschool Lions School Speech Finals-October

Saint Josephs Schools Speech Competition for Y3/8-T4 Lunchtime clubs-sport/dance/drama/choir/etc. ANZAC Ceremony involving community Inter-school sports activities In-School sport activities-Cross Country/Athletics/Swimming/etc.

Evening-meet the teacher-week 8 T1 Catholic Schools Cultural festival Raetihi Cultural Festival T 4 Right Choice day middle and end of each

term. End of year whole school activity Daffodil day-T3

NAG 6: Policies and Procedures School reflected Positively in Wider Community Promotion in early childhood centers. Media releases School Brochure,

Montages & School web site start again 2015

Pre-School/College Visits Invitations to wider community to

participate in School activities Friends of School Morning Teas Information Forums available to

Parents BOT meetings Consultation Evening & Curriculum

Meeting Parent/Teacher Discussions

Parenting Courses Newsletters-school, class, sports,

clubs, BOT, Project Group, etc. Promotion of School Values and

Vision School /House Leaders & Class

Leaders - Student Forum Peer Mediators - Cool schools

program Library Leaders Goal Setting by students Classroom goals and vision established

yearly Open evenings for parents and wider

community Meaning of each value established in

each room Variety of school wide certificates

continued End of Year Prize Giving Themes for 2015-refer to NAG 1 New Entrant Certificate New children-certificate of welcome

Leaving certificate from class and staff for those children moving on

School vision displayed in each classroom.

saint josephs taihape charter 2015

Documents

school community

community st josephs

st josephs school charter

aspects of st josephs

integrated school

school maori programme

national education guidelines

good education