Taihape Area School Charter

2015 - 2018

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Introductory Section - Strategic Intentions

Mission Statement Our young people will be….

Confident

Positive in their own identity;

Motivated and reliable;

Entrepreneurial;

Enterprising;

Resilient.

Connected

Able to relate well to others;

Effective users of communication tools.

Actively Involved

Participants in a range of life contexts;

Contributors to the wellbeing of New Zealand – social, economic, and environmental.

Lifelong Learners

Literate and numerate;

Critical and creative thinkers;

Active seekers, users, and creators of knowledge;

Informed decision makers.

Vision “Leading Me to Lead My Learning”

Values Four Te Ao Maori values, which align with the NZ Curriculums Key Competencies, are being developed school-wide.

They are competencies which empower our 21st Century Learners. These are the values of Manaakitanga,

Rangatiratanga, Whanaungatanga and Wairuatanga.

Principles At Taihape Area School we walk the beliefs of our Learning Community by demonstrating the value of: -

Rangatiratanga, Wairuatanga, Manaakitanaga, and Whanaungatanga;

A caring and sharing family atmosphere;

Recognizing everyone as a learner;

Emphasizing numeracy and literacy programmes;

A welcoming and inviting school environment;

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Implementing the PB4L (Positive Behaviour for Learning) programme to ensure a positive physical and emotional

context for learning;

A balance of academic, sporting, and cultural learning activities, including regular EOTC experiences for all

students;

Acknowledging success and promoting high expectations in all areas;

A genuine partnership with our community;

A passionate, committed and caring staff;

Celebrating the bicultural identity of our school community, and developing students who are culturally confident;

Effective management systems to support learning.

Māori Dimensions

and Cultural

Diversity

The Board takes all reasonable steps to provide instruction in Tikanga Maori (Maori culture) and Te Reo Maori (Maori

language).When developing policies and practices for the school every endeavour will be made to reflect New Zealand

Cultural diversity and the unique position of Maori culture. Taihape Area School offers optional Te Reo classes in

years 7-13. Various Te Reo opportunities are available through whole day options.

The board will respond to any request for instruction in Te Reo Maori by:

Advising the parent/s 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 Leader of Te Reo;

Consulting with another school able to provide a higher level of Te Reo and Tikanga Maori.

This Charter document should be read and considered in conjunction with a number of key documents. These include:

The Annual Plan The Policy Framework and NAGs

The 5 and 10-Year Property Plan The Budget

Professional Development Plans The Board’s 3-Year Work Plan

Baseline Data or School Context Students’ Learning Taihape Area School provides programmes of learning for Students from Year 1 to Year 13. For students entering the

School at Year 1 this provides them with a natural framework for incremental growth and development. However the

School Roll is extremely transitory, with many families moving in response to demands of the changing economic

climate. The challenge for the School is to meet Government expectations that all School Leavers will leave School

with at least a minimum of NCEA Level 2. The School offers personalised learning programme that cater for the

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individual needs and interests of students. The school provides programmes that maximise the uniqueness of our

natural environment, and promotes high levels of participation in sporting activities.

Student Engagement The School provides educational opportunities and programmes that utilise the unique natural environment of this

area, and which promote high levels of student engagement. The school promotes high levels of participation in sport.

The Student Leadership Team (SLT), and Student Council, provide a genuine and authentic vehicle for student voice,

while the Student Trustee is regarded as a full and equal member of the Board.

School Organisation

and Structures

Opened in October 2009, Taihape Area School is a 4-decile, composite Co-educational School for Years 1 – 13,

offering a balanced education that meets the objectives of the National Educational Guidelines. The students attending

the school come from a large geographical area, and many of the students travel to school each day by bus.

Taihape Area School has become the focus of a new concept in education and community interaction. It is one of the

most technologically advanced schools built in NZ. All 29 learning spaces are provided with large interactive touch

sensitive whiteboards linked to computer systems throughout the world. These screens have their own stereo sound

systems, and any topic can be researched with ease.

The building has also been designed to facilitate interactive communication. At the heart of the school is ‘The HUB’,

a café style meeting place that links the Multi-Function Centre, Junior, and Senior sections of the School and

Administration Block.

Senior and Junior classes have the opportunity to use modern facilities to enhance learning in music, media studies,

theatre, and dance. Students have access to technological training in such areas as hospitality, agriculture, electronics,

graphic design, automotive engineering, and building and construction.

The School has outdoor sporting facilities for netball, soccer, hockey, and tennis, with a Multi-Function Centre that

includes facilities to play basketball, badminton, table tennis, volleyball, and more. The Multi-Function Centre can

accommodate over 900 people and has an advanced digital sound system, motorized screen, and remotely controlled

stage lighting.

Review of Charter

and Consultation

2015-2018 Charter developed in 2014 following Consultation with key stakeholders: Board of Trustees

Nga Iwi o Mokai Patea

Staff

Students

Parents and whanau

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The Six Dimensions of a Successful School

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Strategic Section

Strategic Goals Core Strategies for Achieving Goals 2015 - 2018

Student

Engagement and

Learning

To improve learning

outcomes for all

students, particularly

Maori and children with

Special Needs

To accelerate the

progress of students

performing below

expectations

Implement PB4L to improve academic outcomes for all students

Regularly and rigorously monitored the progress of all students

PLD opportunities will be provided for all staff

Identify Priority Learners for accelerated progress

Implement positive strategies that accelerate the progress of the Priority

Leaners

Continually review the progress of all students, including Priority Learners,

and modify programmes accordingly

To utilise ICT to promote best practice across the School

Involvement in the Taihape Schools Learning and Change Network

Cultural

Competence To more fully engage

teachers in cultural and

linguistic practices that

support teaching and

learning for all students,

and in particular Māori

Students

Utilise the aspirations contained within the Mokai Patea Matauranga Strategy

to develop the cultural competence, and confidence, of students and staff

Embed the implementation of Noho Marae throughout the whole school

Appraisal Goals will reflect personal development in this area (using Tātaiako

as a key resource).

School Finances

and Property To operate within

Annual Grant

Allocations

To develop a Cyclical

Maintenance Programme

To begin Development

of the 5 and 10 Year

Property Plans

To continue to upgrade

and beautify the School

environment – e.g.

formal gardens, gully

To ensure Annual

Budgets reflect school

Continually monitor expenditure to ensure expenditure is within budgetary

constraints

Prioritise maintenance needs, and develop a Cyclical Maintenance Programme

Explore implications of developing Modern Learning Environments, and

begin developing the 5 and 10-Year Property Plans

Continue developing the formal garden areas, and gully area (as per plan)

Develop a quality visual display that reflects Mokai Patea tanga throughout the school

Annual Budgets will reflect Annual School Development Goals

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priorities

Personnel To continue to provide

quality PLD

opportunities

To strengthen Pastoral

Care capability of staff

To develop staff who are

reflective, and

continually seek on-

going improvement

Budget Annually for quality Staff PLD

Maximise PB4L Development opportunities

Implementation of PB4L Programme

Learning and Change Network (Taihape Cluster)

Appraisal Process

Community

Engagement To continue to develop

positive relationships

with all sectors of the

Community

Participate in Annual Community Events e.g. Gumboot Day, Matariki,

Christmas Parade, Daffodil Day, ANZAC Day Commemorations, Rotary

Continue to enhance the partnership with Nga Iwi o Mokai Patea

Involvement in the Taihape Schools Learning and Change Network

Annual School Improvement Plan 2015

Domain Strategic Goal Target

Student

Engagement

and Learning

To improve outcomes for all

students, particularly Maori and

children with special needs

To accelerate the progress of

students performing below

expectations

To utilise Information

Communication Technologies

(ICT) to promote best practice

across the School

90 % of Year 1-8 Students will achieve at, or above, the National Standard for

Writing and Reading, and 85% for Mathematics, excluding the one identified Year

2 student with Extremely High Special Needs;

90% of all Year 9’s to be at, or above, in English and Mathematics at the end of the

year;

90% Year 10’s will be achieving at Level 5 for Reading, Writing and Math’s;

100% of Year 11 students will achieve Literacy and Numeracy except the three

identified Year 11 with Special needs;

80 % of Year 11 students will achieve NCEA Level 1 excluding the three

identified Year 11’s with special needs;

All Year 12 and 13 students will gain NCEA Level 2 or equivalent;

Increase the number of students achieving endorsement in all subjects from 2014 to

20% Levels 1-3;

85% of School Leavers will have at least NCEA Level 2 (or equivalent).

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To develop an ICT Strategy and replacement plan that will enable TAS to keep up to date

with current thinking and innovation.

Outcomes (Analysis and Reflection) End of 2014 Year National Standards Data is included at the end of this Report. It indicates encouraging progress in Reading and Writing, but

less growth in Mathematics. Mathematics has been identified as a focus area for Professional Development for this year.

NCEA – NZQA is developing an electronic tool for reporting NCEA Data. However there has been a delay in the release of this statistical report

for Principals and PN’s, and the confirmed 2014 NCEA statistics is not made half way through March.

However the number of Year 11’s getting Level 1 was greater than in 2013, with all Year 11’s gaining literacy and numeracy (the numeracy pass

rate in 2013 was less than half). As well 23 of last year’s Year 12’s gained Level 2. A number of students struggled with externals at level 3.

The great news is that 10 students who started 2014 without level 1, now have both level 1 and 2. As well a number of students only require a

small number of credits which they should achieve before the end of February. We also had several students who got over 50 merit or excellence

credits, and got NCEA Level 1, or 2, or 3 endorsed.

Curriculum Leaders have spent time analyzing NCEA data. They have been provided with PD to assist in using KAMAR more effectively for

this. They are currently working on Curriculum Reports for Reporting to the Board.

Teachers have identified Priority Learners for accelerated progress.

Goals for Improvement for 2015 have been set (as per Charter):

Annual Target/s 2015

90% of Year 1-8 Students will achieve at, or above, the National Standard for Writing and Reading, and 85% in Mathematics, excluding

one identified Year 2 student with Extremely High Special Needs;

90% of all Year 9’s to be at or above in English and Mathematics at the end of the year;

90% Year 10’s will be achieving at Level 5 for reading, writing and math’s;

100% of Year 11 students will achieve Literacy and Numeracy except the three identified Year 11 with Special needs;

80 % of Year 11 students will achieve NCEA Level 1 excluding the three identified Year 11’s with Special Needs;

All Year 12 and 13 students will gain NCEA Level 2, or equivalent;

Increase the number of students achieving endorsement in all subjects from 2014 to 20% Levels 1-3.

After School Classes

Mathematics Curriculum Leader Mr Vijay is running after school Maths Classes again this year:-

Monday 3.00-4.30

These classes are for Year 9/10 Students. This is an opportunity for students who require additional practice, or for students who wish to prepare

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for the Australian Mathematics Competition.

Thursday 3.00-4.30

These classes are for Year 11-13 Students working on NCEA Levels 1-3

John Parsons BIT (DipIct6 Cyber Safety and Risk Assessment Consultant) spent two days recently working with groups of students. John had

visited in term 3 last year, and a student survey indicated the impact of this was such that they requested a return visit. This time he worked with

smaller groups of students.

Reporting to Parents

The Junior Teachers are looking at utilizing KAMAR to generate End of Year Reports.

The Goal Setting Day was very successful. Having these over a relatively short period of time has several benefits – for instance they are

completed within a short period of time and don’t drag on, and teachers get into the flow and mind-set of running the conferences.

The issue of Home Learning (Homework) has been discussed. School Policy is that Home Learning will be set on a regular basis School Wide.

Recently a PB4L (Positive Behaviour for Learning) facilitator, and conducted a SET. A SET is a Schoolwide Evaluation Tool, and assesses the

impact and degree of integration of PB4L Programmes in Schools. At the beginning of PB4Lhere, our initial SET score was 51.6%. The result of

the follow-up SET was an outstanding 92.9%!! This is a very encouraging result (see analysis below). The focus this year is on Classroom

Bahaviour Management.

The Math’s PLD has started. The first day was devoted to Classroom Observations, and Planning. A meeting was held to Set the Purpose and

Goals of the Math’s PLD.

Purpose and Goals for Students:

Seeing math’s as important/relevant and enjoyable

Being able to discuss/track their progress in all math’s strands

Focus for Teacher Development:

Strengthening Basic Fact Teaching programmes

Development of strand based teaching and progressions

Increased confidence in making OTJ’s

Focus for Leadership/Governance:

Refinement of data collection and analysis

Focus for Parents/Family/Whanau:

Exploring opportunities for increased engagement

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20 Year 9-13 students attended the National Young Leaders Day in Palmerston North. This was a very motivational and inspiring day for them.

Curriculum Reports

Curriculum Leaders have analyzed Achievement Data for their subject areas. This analysis has been shared with SMT, and will be summarized

and reported to the BOT once NCEA Data is finalized (next Meeting).

A Liaison Officer from Otago University visited to speak to students (Year 12 and 13) who are planning a tertiary education. While he was

obviously selling the virtues of Otago University, his message also provided the students with an insight into University life generally. A key

point highlighted by the Liaison Officer was the need for students to achieve well at NCEA Level 2. The reason being, Level 2 results are used

by all Universities to allocate places for courses, as well as determine entry into the various Accommodation Hostels.

Priority Learners have been identified right across the School. While procedures are in place for tracking the progress of Priority Leaners, we are

endeavoring to develop systems on KAMAR to further streamline the process.

KAMAR Parent Portal

The KAMAR Parent Portal can be used by students and caregivers to access information and notices. The site can be used to keep up to date

with assessment information and the NCEA credit summary. The site also contains information on assessments that a student has been entered

into and will detail the assessments that have been completed or are yet to be assessed. This will help students and caregivers to monitor NCEA

progress, track assessments and credits as they are completed and entered into the KAMAR system.

An Inter-house Waiata Competition is to be held in Week 11. The Friday Timetable has been modified slightly to accommodate waiata practice

at the start of Fridays. Each house is to practice, and eventually perform, one set waiata (‘Whakawhanaungatanga -Tera te uira’), and one of

choice.

PRIME Mathematics

For some time we have debated the value of the Numeracy Programme that is predominant in New Zealand Schools. We have concerns that it is

teaching Numeracy, not Mathematics. The lack of an understanding of true Mathematics has been highlighted by gaps that surface when students

arrive at Secondary Level. These concerns have been vindicated by the recent public debate, about the teaching of Primary School Mathematics.

Until the development of PRIME Mathematics there hasn’t been a viable alternative. Because of our concerns we have decided to implement the

PRIME Mathematics Programme in the Primary School (See information below).

Library

The Library Section on the School website is very comprehensive. Robyn is currently developing an E-Book section. An electronic book

(variously: e-book, eBook, e-Book, e-book, digital book, or even e-edition) is a book-length publication in digital form, consisting of text,

images, or both, readable on computers or other electronic devices. Although sometimes defined as "an electronic version of a printed book",

many e-books exist without any printed equivalent. Commercially produced and sold e-books are usually intended to be read on dedicated e-

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readers, however, almost any sophisticated electronic device that features a controllable viewing screen, including computers, tablets and

smartphones can also be used to read e-books.

Mentoring Programme

Head Girl Nicola-Mary Geraghty has been running a mentoring programme for Senior Students. This programme has run over a period of 8

weeks, and has regularly been attended by upwards of 20 students.

During the holidays 4 Maori Students spent a week taking part in an InZone Programme (see goal 2 and 5 for more detail).

Student Reports were issued at the end of term 2. 3-way Learning Conferences have been held in the Junior School.

The Year 9-13 Teachers have been meeting regularly to discuss strategies for progressing those students who are struggling with NCEA

(particularly at Level 1).

Looking ahead to 2016, Curriculum Leaders have been asked to restructure programmes to provide more emphasis on Units Standards, for the

less academic students, at the beginning of the Year.

Head Girl, Nicola Geraghty, ran an excellent mentoring programme for Year 12 and 13 Students. The following themes were covered:-

1. You have to make a start;

2. Principle Centred Living;

3. Proactive Leadership;

4. Courage;

5. Teamwork;

6. A Passion for Excellence;

7. The Ability to Fail;

8. Collaboration;

9. Perseverance and Giving It All Away.

The School is entering into a Partnership to develop Achievement Champions for Student Mentoring purposes with Mokai Patea Services.

The Junior Team has been working to remodel the end of Year Report Format.

The Year 12 Cohort took part in an outstanding Leadership Camp at the Kawhatau Outdoor Education Centre.

Two Senior Students are attending the Annual Rypon Leadership Camp at the Kawhatau Outdoor Education Centre during the holidays.

A Junior and a Senior Team took part in the Annual Krypton Factor in Waiouru.

The collated information from the MoE (School Leaver Achievement and Destination Profile 2014) has been circulated. Our leaver data is

excellent (93.9% with Level 2 or equivalent), compared with the National figure of 77.1%. As well our National Standards Data compares

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favorably with other schools.

SCHOOL LEAVERS with NCEA LEVEL 2

2014 NCEA

Data

NZ Leavers

With Level 2

TAS Leavers

With Level 2

77.1% 93.9%

Another very encouraging statistic was that 93.9% of TAS Students stayed at School until their 17th

Birthday, compared with the figure for all

New Zealand Schools of 83.2%.

RETENTION of STUDENTS

Retention of

Students

NZ Retention to

age 17

TAS Leavers

Retention to age 17

83.2% 93.9%

Domain Strategic Goal Target

Cultural

Competence

To more fully engage teachers in

cultural and linguistic practices

that support teaching and learning

for all students, and in particular

Māori Students

To utilise the aspirations contained within the Mokai Patea Matauranga Strategy to

develop the cultural competence, and confidence, of students and staff;

All staff will have participated in 8 Professional Development sessions

reflecting the Mokai Patea Curriculum;

Staff and Trustees

participate in Mokai Patea Hikoi;

All students throughout the school will have experienced a noho marae in 2015.

Outcomes (Analysis and Reflection) The Teaching Staff and BOT’s participated in a Hikoi to visit Marae in the Mokai Patea rohe. This was a hugely successful experience. Due to

time constraints, only half the marae were visited including Maowhango and Winiata. A second day is being planned.

The Staff and Board Hikoi was a very positive experience. A second Hikoi is planned for the next holidays to complete the process.

Mahuru Robinson (Senior Maori Partnership Advisor) and Hone Davis (Senior Advisor MOE for whanau) facilitated an information evening for

whanau (this was in collaboration with the “Mokai Patea Matauranga Strategy”).

A group of local Kaumatua visited to look at the Marae Photos. They were also taken on a tour of the School.

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Junior Noho Marae are scheduled for weeks 8 and 9.

Kaeleigh Katene, who initiated Maori Ora, has been co-opted onto the Student Leadership Team. If this proves useful the position will be

formalized.

An inter-House Waiata Competition is to be held next term.

All Junior (Year 1-8) students have been involved in a noho marae experience at Moawhango Marae, and a Hikoi visiting other marae. This was

in whanau house groups, during week 8 and 9.

Ngahina has facilitated two sessions exploring the Mokai Patea Curriculum.

Practice sessions for the Inter-house Waiata Competition are held each Friday 8.45-9.45am. Due to time constraints, the Competition will be

held in term 3.

Ngahina took a Staff Meeting about Powhiri protocols.

The outstanding Kahurangi Maori Dance Group performed for our Primary School Students. Our Contributing Schools also attended this

performance. They visited last year as well. Taihape REAP subsidize this performance.

The Year 10 Students took part in a very successful noho marae at Moawhango marae, as part of an oracy unit (debating).

The Junior (Year 1-8) School celebrated Matariki Day on Monday. This Annual Event is developing as one of the most memorable events of the

year.

Practice sessions for the Inter-house Waiata Competition are held each Friday 8.45-9.45am. Due to time constraints, the Competition will be

held in term 3.

Ngahina took a Staff Meeting about Powhiri protocols.

During the holidays 4 Maori Students spent a week taking part in an InZone Programmae. The InZone Education Foundation is a New Zealand

Registered Charitable Trust that actively supports the education of young Māori and Pacific Island Secondary Students, in collaboration with a

number of New Zealand High Schools. The Foundation allows (disadvantaged) youth to live and learn in a supportive, culturally sensitive, and

welcoming environment, while attending some of the country's top secondary schools, in this instance Auckland Grammar.

The foundation allows participants to live and learn in a supportive, culturally sensitive and welcoming environment, to give them the greatest

possible chance to succeed in education. The aim of the InZone project is to help young Māori and Pacific Islanders to maximize their full

potential academically and as leaders, for the betterment of their families and communities. The local Police facilitated this opportunity.

Practice sessions for the Inter-house Waiata Competition are held each Friday 8.45-9.45am.

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Two staff member attended an NCEA Champions hui.

Domain Strategic Goal Target

School

Finances and

Property

To operate within Annual Grant

Allocations

To develop a Cyclical

Maintenance Programme

To begin Development of the 5

and 10 Year Property Plans

To continue to upgrade and

beautify the School environment –

formal gardens, gully

To utilise ICT to promote best

practice across the School

To operate effectively within budgetary constraints;

Develop a programme of Cyclical Maintenance;

Begin developing a 10-Year Property Plan;

Research into Modern Learning Environments;

Develop displays that reflect the history of the amalgamation of the 2 previous schools – Primary and College e.g. Dux boards, trophies (referring to the hanging of the taonga from the old College);

Relocate Historical Building (Old Canteen) and double garage from College to

Gully Area;

Continue work on the Gully;

Develop visual displays that reflects Mokai Patea tanga throughout the school;

Upgrade available technology, in particular computers.

Outcomes (Analysis and Reflection) The Budget is complete and ready for adoption.

Disposal: The House at 2 Kawau Road, has sold. The Gross Sale Proceeds were $65,000, while the balance allocated to our 5Y Property

Funding was $41,893.79.

Jack Morris from the MOE (Property) visited to discuss our Property issues. The issues have been prioritized (1-3). The MOE seems serious in

their intent to ensure all issues are rectified (see section Risks and Strategies – Asset Protection).

Work on replacing the Floor in the MFC has started. It is anticipated this will take approximately 3-4 weeks.

School Gardens – Ian continually replaces shrubs and plants that have died or been damaged. The formal gardens are looking more established,

with most gaps filled.

Ian S. is going to replant the gaps remaining in the formal gardens.

The Principal has canvassed Staff for ideas to be included in our 5YPP.

Demolition work on Taihape College has started (see below). Storage is a massive issue for us in the short-term at least, until the Double Garage

is set up, and the area under the Turf developed. However we have transferred all that we need from the College.

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Demolition work on Taihape College has started (see below). Storage is a massive issue for us in the short-term at least, until the Double Garage

is set up, and the area under the Turf developed. However we have transferred all that we need from the College.

During the School has under-went a SNUP Audit. ICT infrastructure in schools is a crucial asset for the Ministry of Education (MoE). There are

specific requirements that govern how ICT infrastructure in schools should be managed.

The School Network Upgrade Project (SNUP) is a Ministry project currently in progress that subsidises and manages the upgrade of schools’

internal cabling infrastructure. SNUP provides schools with high quality data infrastructure to an approved Ministry standard, allowing for future

network expansion and for the use of ultra-fast broadband (UFB) in teaching and learning programmes. The MoE has agreed to fund 80% of the

cost of any upgrades.

(For up to date information on the status of the project, visit the Ministry of Education website, http://www.minedu.govt.nz, and search for ‘School Network Upgrade Project’)

Demolition work on Taihape College is complete.

When the School was build $140,000 was allocated for the SNUP (School Network Upgrade Project). A recent audit of our ICT Infrastructure

has recommended a number of improvements to cabling, switches, and wireless access. The cost of this will be covered by the MoE (see below).

Personnel To continue to provide quality

PLD opportunities

To embed Appraisal Processes

and develop Teachers who are

reflective practitioners

All staff will be involved in the implementation of PB4L (phase 2);

Survey Staff regarding effectiveness of PB4L Programme (SET Survey);

- Mathematics PLD – Year 1-8 Teachers;

- Best Practice Workshops – Year 9-13 Teachers;

Physics Cluster - Using the Helen Timperley model of Teaching as Inquiry,

teachers will focus on 4-6 priority students in their Year 12 Physics class;

Appraisal Goals will reflect School Development Goals and Te Taiako.

Outcomes (Analysis and Reflection) Professional Development – focus areas for 2015:

Junior (Year 1-8) Staff to take part in Mathematics PLD

Senior Staff (Year 9-13) to take part in Best Practice Workshops

Consolidate Appraisal Processes

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Physics Cluster - the cluster will consist of Physics teachers from 4-5 schools who will use Teaching as Inquiry to help raise the

achievement of their students. Using the Helen Timperley model of teaching as Inquiry, teachers will focus on 4-6 priority students in

their Year 12 Physics class. This will be consistent with the goal of 85% of all students leaving school with NCEA Level 2 by 2017 and

should fit with your school goals.

PB4L – Year 2 (Tier 2)

STA Conference 3-5th

July (Sky City Auckland)

Learning and Change Network (Taihape Cluster)

Start of Year PD (21st-26

th January)

Day1

Setting the Scene (unpack ERO Report)

ICT (SWOT Analysis)

Team Meetings (Year 0- 8, 9-13)

Day 2

Wilma Davis from MOE - Achievement, Retention, Transition (see content below)

Caroline Stafford (Westpac)

Day 3

Mokai Patea Hikoi (BOT and Staff)

Day 4

PB4L Team Meeting

PB4L Whole Staff

PB4L Transition for new staff

Appraisal

Staff have been allocated appraisers, and are currently developing Appraisal Goals for 2015.

Professional Development

KAMAR upskilling has been provided for Curriculum Leaders;

Teachers have identified Goals for Development;

Teachers have had one on one meetings with me to sign off Job Descriptions;

Alan Carson has attended the first Meeting of the Physics Cluster;

The Junior Staff are travelling to Island Bay School (Wellington) on Friday to observe Inquiry in Action;

The first PB4L Training Day is scheduled for next week;

A number of us attended the initial Learning and Change Network (LCN) Meeting. We all felt very encouraged about the potential of this

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initiative, particularly in terms of engaging children, and their parents, in the learning process;

A scoping meeting has been held to begin the Maths PLD Programme. This is specifically for Years 1-8, but Curriculum Leader Vijay

will also be involved.

Jason has attended a Course for Middle Managers;

Kath Watkins has attended a Course on Literacy (in the context of Social Studies);

Miho Davis has attended a Science Network Meeting;

Barb and Andy have attended a AP/DP Network Meeting (Secondary) in Wanganui, and Leah and Andy an AP/DP Network (Primary) Meeting

in Palmerston North;

A PB4L Training session and Training Day have been held. The focus this year is on Classroom Management;

The Math’s PLD has started. The first day was devoted to Classroom Observations, and Planning. A meeting was held to Set the Purpose and

Goals of the Math’s PLD (See Goal 1);

Barb, Alan, and I attended the second LCN (Learning Change Network) Day held at St Josephs School.

Since the last Meeting: -

Sharyn Adams and Anne Anderson have attended a PB4L Training Day at Ruapehu College. They are also attending the PB4L Conference in

August;

Judith Bradley (RTLit) has attended a Literacy Course;

Miho Davis has attended a Biology Course, and a Best Practice Workshop;

Alan Carson has attended another Physics Cluster Meeting;

Andy Lincoln has attended a Mahi Tika (PPTA) Training Day;

Joseph Nepia has attended an introductory course on NCEA;

Richard attended “An Introduction to The Appraisal Connector” Course in Wellington.

Staff Meetings themes/topics covered:-

Year 9-13 Achievement;

Powhiri protocols;

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PB4L – Classroom Expectations.

Tracey, Shari, Ali, Ngahina, and Richard are attended the NZSTA Conference (3rd

-5th

July) in Auckland.

Since the last Meeting: -

Sharyn Adams and Anne Anderson attended the PB4L Conference in August;

Tracey, Shari, Ali, Ngahina, and Richard attended the NZSTA Conference in Auckland - this was an excellent PD opportunity.

Curriculum Leader Math’s, Vijay, attended a Course on Math’s Moderation;

Barb Wallis, Andy Lincoln, and Jason Fellingham attended the NZAS Conference in Wellington.

Staff Meetings themes/topics covered:-

PB4L:

- Classroom Expectations;

- Differentiation

- PB4L Conference Feedback

NCEA Data and Procedures;

2016 Course Booklets.

Since the last Meeting: -

Two staff members attended an NCEA Champions hui. Ngahina has met with the SMT to discuss this initiative. Three staff attended a second

hui last week.

Mokai Patea Curriculum:-

Ngahina ran a session on Ako (that is a teaching and learning relationship when the Teacher is also learning from the Learner in a 2-way

process)

Staff Meetings themes/topics covered:-

PB4L Schoolwide:

- Classroom Expectations;

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- Differentiation

- PB4L Conference Feedback

- PB4l Survey Feedback

- Minor v Major behaviours

- Big 5 Data Review Guide

NCEA Data and Procedures;

2016 Course Booklets

Ian Russ, Bev Symes, and Karen Clark are attending the Annual TENZ Conference, during the holidays.

Community

Engagement

To continue to develop positive

relationships with all sectors of

the Community

The School will be involved in a range of

Community Events and Activities, e.g. Gumboot Day, Matariki, Christmas Parade,

Daffodil Day, ANZAC Day Commemorations, and Rotary;

The Open Door Policy will be promoted;

An Open Day will be held;

Seek opportunities to engage with all

aspects of our School community e.g. Contributing Schools, Iwi, Marae, Army, Rural, Local Businesses, Rangitikei Council, Taihape Community Board.

Outcomes (Analysis and Reflection) The School Entry in the Annual Christmas Parade was successful, winning for the second consecutive year.

Loni has proposed a TAS v Taihape College Oldies Sports Day/Fund raiser

PB4L Team Coach (Sharyn Adams) did a presentation to the Year7/8 Students from St Joseph’s who started with us PTP this term. We have

included all PTP students in a modified PB4L Programme.

The Junior Classes have been on a Hikoi visiting important landmarks, and sites, around Taihape. They have also visited the Taihape Museum as

part of their as part of their Inquiry which is “Relationships” this term.

A Meet and Greet Evening (and sausage sizzle) was held in week 2. Although the turn-out of new parents was encouraging, the general

attendance was disappointing, and we will look at rebranding this event in 2016.

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A large number of students, and staff, took part in the Annual Gumboot Day. Some students and staff assisted with the Gumboot throwing

competitions.

We have attended a second Learning Change Network (LCN) Meeting at St Joseph’s.

The School has just hosted the Art Roadshow. The Real Art Roadshow is two fantastic collections of real New Zealand Art that wheels their way

to schools throughout the country. The Real Art Roadshow aims to give students interested in art the opportunity to see the real thing; to be

inspired, challenged and ‘wowed’ by the true scale, texture, and colour of original artworks, no matter where they live or where they study.

Our contributing Schools were invited to visit the Art Classroom. As well it was open to the Public on Saturday.

I attended a Taihape Community Emergency Response Plan Meeting. This was very well attended and further follow-up meetings are planned.

In response I have revamped our Emergency Plan.

I have been in discussions with Taihape Police with a view to them being more proactive as regards the School – such as approaching students

who are up town during school hours, and visiting school during break times.

Taihape Rotary has presented our Year 4 Students with Dictionaries – this is now an annual gift.

Attached with this Report is a draft Memorandum of Understanding (MoU) between the Rangitikei District Council, Memorial Park

Sports/Leisure User Groups, Sport Whanganui Regional Sports Trust, Taihape Area School, and the Taihape Community Development Trust -

the rationale for this is outlined below.

The Principal attended another Community Civil Defense Meeting (the group will be known as the “Taihape Community Response Group”).

TAS is the Civil Defense Centre for Taihape. A Community Plan is being developed to deal with any emergency situations that may arise. In

time a generator will be located here at school.

The local Police facilitated an opportunity for 4 Maori Students to participate in an InZone Holiday Programme, at Auckland Grammar School.

The InZone Foundation allows participants to live and learn in a supportive, culturally sensitive and welcoming environment, to give them the

greatest possible chance to succeed in education.

Taihape Police played our students at Indoor Soccer. Sergeant Lane Demechy visits weekly to have a presence, and to present a positive image

about the role of Taihape Police.

The Principal attended a Community Meeting in Waiouru and gave a short presentation. This was the first time I have been invited to this. I He

was very impressed with the strong sense of community in Waiouru – they have a number of well-established systems and structures for

supporting families, and the community generally.

Two staff members attended an initial Mokai Patea initiative NCEA Champions hui, and will be working with this group to support identified

students achieve success at NCEA Level. A second hui was held last week, with three staff members attending.

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The Student Leadership Team (together with Year 13 Dean Sharyn Adams, and the Principal) attended a Taihape Rotary Meeting. This is now

an annual event, and much valued by Rotarians. The Students are given formal roles and run the Meeting. As well it is an opportunity for them

to share their goals and dreams with the members.

Improvement Goal: Learning

Strategic Aims

To improve outcomes for all students, particularly Maori and children with special needs

To accelerate the progress of students performing below expectations

Annual Aims

To improve outcomes for all students, particularly

Maori and children with special needs

To accelerate the progress of students performing

below expectations

Annual Target/s

90% of Year 1-8 Students will achieve at, or above, the National Standard for

Writing and Reading, and 85% in Mathematics, excluding one identified Year 2

student with Extremely High Special Needs;

90% of all Year 9’s to be at or above in literacy and numeracy at the end of the

year;

90% Year 10’s will be achieving at Level 5 for reading, writing and math’s;

100% of Year 11 students will achieve literacy and numeracy except the three

identified Year 11 with Special needs

80 % of Year 11 students will achieve NCEA Level 1 excluding the three

identified Year 11’s with special needs

All Year 12 and 13 students will gain NCEA Level 2 or equivalent;

Increase the number of students achieving endorsement in all subjects from

2014 to 20% Levels 1-3.

Baseline Data

National Standards

84.2% of all students are achieving at or above the National Standard for Reading. 85.3% of all students are achieving at or above the National

Standard for Writing. However only 73.0% of all students are achieving at or above the National Standard for Math’s.

Year 9 Math’s Data 2012 2013 2014 Variance

Below 40% 35% 41%

- 16% At 53% 50% 44%

Above 7% 15% 15%

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Year 9 English Data 2012 2013 2014 Variance

Below 25% 12% 5%

+ 19% At 53% 54% 57%

Above 22% 34% 37%

Year 10 Math’s Data 2012 2013 2014 Variance

Below 40% 16% 35%

-10% At 40% 74% 50%

Above 20% 8% 15%

Year 10 English Data 2012 2013 2014 Variance

Below 18% 21% 25%

nil At 64% 64% 53%

Above 18% 15% 22%

NCEA – Overall Achievement

Level 1 Level 2 Level 3

56.7% 76.7% 23.1%

Key Improvement Strategies

The PB4L Programme will be implemented to improve academic outcomes for all students

The progress of all students will be regularly monitored

PLD opportunities will be provided for all staff (Maths PLD, Best Practice Workshops, Physics Cluster)

PLD opportunities will be provided for teachers to enhance cultural and linguistic practices that support teaching and learning for all students

Identify Priority Learners for accelerated progress

Implement positive strategies that accelerate the progress of the Priority Leaners

Continually review the progress of all students, including Priority Learners, and modify programmes accordingly

Utilise a range of ICT’s, including online environments and Apps, to support class programmes

Involvement in the Taihape Cluster Schools Learning and Change Network

When What Who Indicators of Progress

2015+ PB4L PLD $10,000 from MOE

PB4L Data used to inform decision making

Math’s PLD (MOE Funded)

PB4L Change Team

MOE

SMT

Improved Behavior School-wide

Higher levels of Student Engagement

Higher levels of Academic Achievement

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Taihape Learning and Change Network HOD

Staff

2015 Year 1-8 Staff involved in Mathematics PLD Junior Team Improved National Standards Data in Mathematics

Improved Year 9 and 10 data

Improved NCEA data

Monitoring – Student Outcomes will be monitored every term. Programmes will be modified to ensure ongoing progress.

Resourcing – MOE PB4L Funding, external Mathematics PLD, Physics Cluster funding, MOE Bulk Grant

Outcomes (Analysis and Reflection)

National Standards

Other 2015 Key Improvement Strategies to Achieve Strategic Vision

Property Short Report Finance Short Report

To explore implications of

developing Modern Learning

Environments, and begin

developing 10-Year Property Plan

To prioritise maintenance needs,

and develop cyclical maintenance

plan

To continue developing formal

garden areas, and gully area (as

per plan)

To operate within Annual Grant

Allocations

To develop a Cyclical

Maintenance Programme

To begin Development of the 5

and 10 Year Property Plans

To continue to upgrade and

beautify the School environment –

formal gardens, gully

Personnel Short Report Community Engagement Short Report

To continue to provide quality

PLD opportunities for all staff

To strengthen staffing in terms of

To continue to develop positive

relationships with all sectors of

the Community

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Pastoral Care

The School will be actively

involved in a range of community

events and activities