te waotu school charter for 2017...2017. this will translate to something like 90% at or above the...

Te Waotu School

Charter for 2017

INTRODUCTION

“He waotu tahi na rakau.” Tall bush that stands alone. When Taupo erupted in 186 AD a hill prevented the ash cloud from destroying an area of bush and it is from this that our area got its name. Rongowhitiao Arekatera Te Wera a Te Puni, A Waotu Maori chief, wanted to do something for children in the district so he applied to the Inspector General of Schools to open a native school at Te Waotu. After site visits, the present location was chosen because of its centrality and also because it had the largest Maori population due to the milling of timber. In November 1886 Te Waotu Native School opened with a roll of 31 children with all but one being of Maori decent. Clara Haszard was the first teacher of the school. The house system we have recognises our past links with Rongowhitiao, Haszard, Barnett and Simmonds. Te Waotu is a school that prides itself on it’s long history. Our school is an important part of our rural community and as such we are well supported. The surrounding area offers plenty. The local agricultural scene is complemented by natural and recreational features such as native bush, the Waikato River trails, Lake Arapuni, Waikato river and Maungatautari. We cater for students up to Year 8 and over recent years have had a school roll that lies somewhere between 120-130 students, and employing 6 teachers. Our school roll includes students of NZ European, Maori, British/Irish, Cook Island Maori, Filipino and Indian ethnicities. We have a skilled and stable Board of Trustees who take a very proactive role in the governance of our school. With a unique local environment surrounding us we take pride in our enviroschools status.

VISION “What we aspire to”

To be a confident and resilient lifelong learner.

MISSION “How will we achieve this?”

Through thinking and inquiry.

By providing authentic learning opportunities.

By fostering confident, reflective learners who work for a sustainable environment.

By providing learning experiences that emphasise basic numeracy and literacy skills.

By developing programmes and an environment that builds the Key Competencies.

VALUES “We believe in”

Respect, responsibility, honesty, leadership, independence, humour, creativity, teamwork, motivation, environmental awareness

CULTURAL DIVERSITY

At Te Waotu School we acknowledge New Zealands cultural diversity and in doing so recognise the unique position of Maori as tangata te whenua. Our school strives to provide opportunities that supports our students in te reo ad tikanga Maori. Te Waotu School has high expectations for all students and their educational progress and achievement. The achievement of Maori students is reported to the Board and we will continue to ensure Maori can enjoy educational success as Maori. We will endeavour to value Maori at Te Waotu School by:

Acknowledging the history of the school and those who have gone before us.

Providing opportunities for all students to connect with Pikitu Marae and participate in local cultural events.

Considering Maori protocol when meeting, welcoming or farewelling visitors to the school.

Consulting and involving whanau in strategic planning.

Developing te reo and tikanga programmes across the school.

Providing professional learning for teachers.

Actively engaging and involving whanau in school and community events

Link our appraisal process to the cultural competencies. Te Waotu School Board of Trustees will take every opportunity to acknowledge and consult with Maori through:

Possible representation on the Board of Trustees.

School reporting on Maori achievement.

Ongoing review and consultation with our Maori community If a parent requests a higher level of te reo Maori and tikanga Maori the staff and family will explore opportunities that may include one or more of the following:

Dual enrolment with the correspondence school.

Accessing Maori language resources or computer programmes.

Using local people who are willing to assist or who have the expertise.

Seeking support for the teacher and/or whanau from the local Kura Kaupapa.

Consultation with other schools that offer greater levels of Maori medium education.

Consultation with external Maori advisors for guidance and support.

On-going professional development for teachers.

SPECIAL NEEDS

At Te Waotu School we believe every child has the right to learn and to reach their potential. We aim to improve learning outcomes for all students including students with special education needs. Effective partnerships between the School, external agencies and parents and whanau will provide a strong platform for meeting the special education needs of all students enrolled at Te Waotu School. As a Board and School we see our role is to:

Plan programmes that meet the needs of our students. Ensure learning programmes identify and extend students, no matter their ability.

Build successful relationships. Engage with parents, students and external expertise to improve outcomes for all students.

Promote opportunities for stakeholders in the development and review of learning programmes and teaching strategies related to their child.

Provide professional learning opportunities for staff that target areas of need. Te Waotu School supports students with special needs in a number of ways:

Identification of students through the analysis of formal and informal data. Maintaining a register of students with identified needs. Regular monitoring of data and teaching programmes.

Using external agencies (Resource Teacher of Learning and Behaviour, Resource Teacher of Literacy) to help enhance learning opportunities for all students.

Employing teacher aides to work alongside identified students in collaboration with the classroom teacher and external agencies.

Trialling ways of engaging and supporting students who struggle with their learning. This could also involve the intervention of IT in the learning process.

Working with parents and whanau and outside agencies to develop Individual Education Plans for students with high needs.

Provision of a management unit for SENCo responsibilities.

GRADUATE PROFILE

This is something we will need to develop

STRATEGIC GOALS FOR 2016-2018

Goal 1: Organisational capability We have systems and procedures that allow us to function efficiently and that provide autonomy to staff

Performance indicators:

Policies and procedures are relevant and reflect the character of the school.

The vision, mission and values reflect the current educational landscape and the thinking of our community.

The school curriculum provides breadth and depth of curriculum coverage, is future orientated, and reflects best practice.

Board members are inducted and have access to professional development opportunities.

The school undertakes self-review and acts upon findings to improve outcomes for students.

School buildings, grounds and property are well maintained. o Our IT infrastructure allows us to grow with future demands.

Goal 2: Instructional capability We use teaching approaches that facilitate learning and positively impact student achievement


Best practice is evident in all classes, across all curriculum areas. This means addressing: o Student agency o Teaching as inquiry o Cultural diversity

Students that require additional learning support are tracked and have plans in place to improve learning outcomes for them.

Teachers use assessment data and National Standards to inform decisions around teaching and learning

Annual curriculum targets are set that reflect the achievement priorities of our school.

Goal 3: Connecting with parents, family and whanau We welcome and support all people associated with our school


Our transition to school programme supports both students and their parents.

Positive relationships and proactive communication exists between the school and parents. o Effective dialogue exists throughout the year between the school and parents about student achievement and wellbeing o Parent learning opportunities exist o Community consultation is part of the school review process

Opportunities to gather socially as a school community are a regular feature of our school year.

Parents can access a variety of information in ways that work for them, e.g., newsletter, website, musac edge parent portal.

Goal 1: Organisational capability We have systems and procedures that allow us to function efficiently and that provide autonomy to staff

Performance indicators: Actions to achieve this: Review:

Policies and procedures are relevant and reflect the character of the school.

Board annual plan created

Policies reviewed

Procedures and related documents updated

Staff are familiar with our policies and procedures

The vision, mission and values reflect the current educational landscape and the thinking of our community.

Community review of our vision and values

Staff review of mission

The school curriculum provides breadth and depth of curriculum coverage, is future orientated, and reflects best practice.

Implementation plans for all core curriculum areas

Professional development focussed on the ‘archway of teaching and learning’

Development of school beliefs around teaching and learning

Development of a school inquiry model

Board members are inducted and have access to professional development opportunities.

Professional development conducted by NZSTA

BOT are able to access school policies and procedures

The school undertakes self-review and acts upon findings to improve outcomes for students.

Reviews on vision and values, health, bible in schools

School buildings, grounds and property are well maintained.

Upgrade our IT infrastructure

Approval of 10YPP

Maintenance of school playgrounds

Assett register reviewed and amended

Goal 2: Instructional capability We use teaching approaches that facilitate learning and positively impact student achievement


Best practice is evident in all classes, across all curriculum areas. This means addressing: o Student agency o Teaching as inquiry o Cultural diversity

Professional learning facilitated through observations, practice analysis conversations, professional inquiry and appraisal.

Arinui used to document progress against Practising teacher criteria and to record professional inquiries.

Ongoing classroom visits by the Principal with evidence sued to inform practice analysis conversations.

Learning messages are displayed around the school.

Where appropriate, visits to other schools to view areas of speciality.

Students that require additional learning support are tracked and have plans in place to improve learning outcomes for them.

SENCO register is maintained

Students behind in their learning are monitored by classroom teachers within ‘priority groups’

Individual learning plans created where necessary

Outside agencies are engaged where necessary

Teachers use assessment data and National Standards to inform decisions around teaching and learning

Reliable assessments are made and data is analysed and used to inform classroom programmes.

Moderation procedures are embedded.

e-asTTle used to monitor progress in writing

Annual curriculum targets are set that reflect the achievement priorities of our school.

Targets created, focussing on underachieving students, based on actual names and numbers

Appraisal system and professional development linked to priority students

Goal 3: Connecting with parents, family and whanau We welcome and support all people associated with our school


Our transition to school programme supports both students and their parents.

Development of transition to school parent information book

Development of school prospectus

Ongoing opportunities for parents of junior school children to connect with teachers

Positive relationships and proactive communication exists between the school and parents. o Effective dialogue exists throughout the year

between the school and parents about student achievement and wellbeing

o Parent learning opportunities exist o Community consultation is part of the school

review process

Parent and teacher interviews and written reports each happen twice a year

Parents are given opportunities to learn about the schooling system and ‘how to help at home’

The school community is consulted around our school values, graduate profile, Health and PE and religious instruction, newsletter

Opportunities to gather socially as a school community are a regular feature of our school year.

Traditional school events are maintained within the calendar year: meet the teacher, welcome in, pumpkin day, gala, calf club, production, cake walk, quiz night, final assembly etc.

Parents can access a variety of information in ways that work for them, e.g., newsletter, website, musac edge parent portal.

School website upgraded

In school curriculum targets


Reading:

To improve by 5% the number of students working at or above the National Standard in 2017. This will translate to something like 90% at or above the standard, using clean 2016 cohort data as the baseline.

In order to achieve this we have identified:

6/11 students below the standard that we believe can be shifted to at the standard in 2017.

1/2 students well below the standard that we believe can be shifted to at the standard in 2017.


Priority students closely monitored and programmes adapted accordingly.

Ongoing classroom visits by the Principal with evidence used to inform practice analysis conversations.

Moderation meetings to get consistency with assessments and book work.

Maths:

To improve by 5% the number of students working at or above the National Standard in 2017. This will translate to something like 85% at or above the standard, using clean 2016 cohort data as the baseline.




Priority students closely monitored and programmes adapted accordingly.

Ongoing classroom visits by the Principal with evidence used to inform practice analysis conversations and monitor the success of our maths implementation plan.


2017 curriculum focus and target


Writing:

To improve by more than 10% the number of students working at or above the National Standard in 2017. This will translate to something like 69% at or above the standard, using clean 2016 cohort data as the baseline.



4/6 students well below the standard that we believe can be shifted to at the standard in 2017.


Priority students closely monitored and teachers use these students as a focus for professional inquiry.

Ongoing classroom visits by the Principal with evidence used to inform practice analysis conversations.

Tracking and displaying the progress of students.

Development of a writing implementation plan.

Use of outside agencies to support teacher and/or work with children of greatest needs.


ANALYSIS OF VARIANCE FOR READING 2016 Progress against targets set for 2016

Strategic aim:

Instructional capability: to use teaching approaches that facilitates learning and positively impact student achievement.

Annual aim:

Curriculum targets are set that reflect the achievement priorities of Te Waotu School.

Target:

To lift the achievement of those students achieving below and well below the standard in 2015. This means:

Accelerating the progress of Y2 boys working well below the standard in 2015

Accelerating the progress of Y3 students working below the standard in 2015

Accelerating the progress of Y7 students working below the standard in 2015

Baseline data:

2015 data:

Actions What did we do?

Outcomes What happened?

Reasons for variance

Evaluation Where to next in 2017 and beyond?

Moderation of National Standards data during reporting periods.

Greater use of National Standards in report comments to parents.

Unit plan template devised for use across the school with a focus on learning outcomes.

Reading eggs programme trialled and adopted in Years 1-2.

Targeted teaching-use of groups, analysis of assessments.

Reading OTJ Number Percentage

Above 28 23.73% At 72 61.02% Below 16 13.56% Well Below 2 1.69%

Grand Total 118 100.00%

We had a percentage increase in the number of students achieving at or above the standard in 2016. 84.75% of students at or above the standard (compared to 77.7% for 2015).

Even distribution across all OTJs for male

and female

Significant numbers of junior students

below the standard-especially for After 1

Year

Well below students lie in the senior

school. These are students two years or

more below the expected level.

Reading has historically been an area of strength for teachers and achievement levels of students at Te Waotu School. Because of this, it is possible the greater emphasis on National Standards was easiest to transition into and this led to the improved results. Compared to writing and mathematics, this area was focussed on least during the 2016 year.

Continue to develop familiarity with National Standards in reading and understand how assessments, learning conversation and work samples lead to making an OTJ.

Have a plan for every child not meeting expectations-understand their needs, trial interventions and regularly monitor their progress.

Information evening for parents about National Standards in reading.

Continue professional learning with Evaluation Associates: The archway of teaching and learning capabilities.

Embed a school philosophy about best practice in the teaching of reading.

24%

61%

13%

2%

Above

At

Below

Well Below

ANALYSIS OF VARIANCE FOR WRITING 2016 Progress against targets set for 2016

Strategic aim:


Annual aim:


Target:


Accelerating the progress of boys working below or well below the standard in 2015.

Accelerating the progress of Maori who are working below or well below the standard in 2015.

Accelerating the progress of students in Y2, Y6, Y7, Y8 who were below and well below the standard in 2015.

Baseline data:

2015 data:





Adopted a school wide marking rubric for writing aligned with National Standards and collaboratively and individually moderated work against this each term.


Greater use of National Standards in report comments to parents.

Unit plan template devised for use across the school with a focus on learning outcomes.


Teacher aide time was given to rooms whose data showed they had the greatest needs.

Our work with evaluation Associates was centred around writing. This involved lesson observations, interviews with target groups of students, and practice analysis conversations with teachers.

Writing OTJ Number Percentage



59.32% of students at or above the standard (compared to 62.5% in 2015).

On average, there are five students working below the standard in each year level of the school.

Males and females even distributed across all OTJ grades.

5/8 Maori working at the standard.

We achieved greater consistency of writing amongst teachers and identified samples of work for each level of the curriculum and also their sublevels.

As a result of the professional learning we were part of all rooms displayed the

It was a predicted that a better understanding of National Standards and more robust moderation procedures were possibly going to adversely affect our end of year OTJ results. All teachers have a greater understanding of the National Standards in writing, we have greater consistency with the marking of work and better moderation procedures in place. This means are results are more reliable.

Ensure staff actively use the writing progressions with the students to deliver the writing curriculum.

Place writing as the focus for professional learning and teaching as inquiry.

Information evening for parents about National Standards in writing.

Continue professional learning with Evaluation Associates: The archway of teaching and learning capabilities with a focus on writing and teachers understanding the impact they are having on student achievement.

Embed a school philosophy about best practice in the teaching of writing.

Ensure there is teacher aid support invested in those areas of the school with the highest needs.

Use a norm referenced assessment tool so we have hard data to use to measure progress. This will allow us to show the development of students within a level as well.

4%

55%

34%

7%Above

At

Below

Well Below

learning progressions for writing in child speak.

ANALYSIS OF VARIANCE FOR MATHEMATICS 2016 Progress against targets set for 2016

Strategic aim:


Annual aim:


Target:


Accelerating achievement of students in Y4, Y7, Y8 working below the standard in 2015.

Baseline data:

2015 data:






Mathletics programme used extensively in Years 4-8.


Teacher aide time in the year was allocated to rooms whose data showed they had the greatest needs.

We narrowed our curriculum focus to focus primarily on number topics.

Developed a mathematics implementation plan (however, there has been little accountability around this).

Maths OTJ Number Percentage



76.27% of students at or above the standard (compared to 79.4% in 2015)

Even distribution across all OTJs for male and female

All ethnicities represented at/above the standard

Middle and senior school most represented at the below and well below levels

The lack of change is possibly due to our heavy focus on writing. As with writing, the breadth of the curriculum provides challenges for teachers accelerating students who are behind expectations at higher levels of the school. More robust moderation procedures around the interim and anniversary reporting times may have results in different assessments compared to the past.

Embed the school philosophy about best practice in the teaching of maths and ensure ideas in the implementation plan are being carried out.

Information evening for parents about National Standards in maths.

17%

59%

21%

3%

Above

At

Below

Well Below

Planning for next year:

Know thy impact: an intensive focus on priority learners.

Strengthen procedures around our most vulnerable students through enhancing the use of the SENCO register and outside agencies

Assessment schedule that collects meaningful data, allows us to track progress, and encourages teachers to use the data to promote further learning

Parent information evenings to help them understand the decision making process around National Standards and how they can help at home

Teaching as inquiry directly linked to the area of writing with a focus on improving the achievement of priority students

Appraisal linked to the progress of priority students

Professional learning focus on the archway of teaching and learning capabilities

Curriculum development so that all teachers are clear about what is to be learnt

Remodelling of our strategic plan and annual goals to ensure priority students are a focus. Set achievement challenges in the core curriculum areas based on realistic expectations.

NATIONAL STANDARDS NAG2A(B) REPORTING Analysis of 2016 results

Areas of strength:

Mathematics Our National standards data in mathematics shows 78% of students working at or above the standard. There is little difference between the achievement of boys and girls across all of the National Standard levels. Our Maori students are across all the National Standard levels with 5/8 working at or above the standard. Our Pacifica student is working at the standard. It is pleasing to see 10 boys and 10 girls working above the standard and generally, this equates to about two boys and girls across 4-5 different levels of the school. Reading Our reading improved this year with 85% of students at or above the standard. There is little difference between the achievement of boys and girls across all of the National Standard levels. All of our Maori students are working at or above the standard and our Pacific student is also at the standard. Almost all of our current and former ESOL students (5/6) are at or above the standard for reading. Data moderation procedures There is a great deal more confidence about our data this year, particularly in the area of writing. This is the result of collaborative marking of writing using a school wide rubric, OTJ moderation meetings, the use of the writing progressions to plan units of work and using the writing progressions with students and within writing lessons. We are not yet finished with moderation but have definitely made a solid start!

Areas for improvement:

Students working above the standard We believe that we have more students capable of being above the standard. Through refining our school beliefs and procedures around learning, and improving our teaching practice, we will be able to effect some change in this area. Writing We only have 59% of students working at the standard. Within the 41% not meeting the standard we have 38% (3) of our Maori cohort, our only Pacifica student, and approximately 25% of our boys and 25% of our girls. This equates to, on average, 5 students working below the standard in each year level.

Assessment We need to continue to improve our moderation procedures. We need to ensure we have a thorough understanding of National Standards expectations at each level of the school and have systems in place that allow us to capture meaningful data.

Basis for identifying areas for improvement:

Improving the achievement of students not meeting expectations will remain a focus for Te Waotu School. In addressing the needs of our most vulnerable students it is likely that all others will benefit as well. Behind this is the need to continue to develop a shared understanding about the way we facilitate learning and implement the curriculum at Te Waotu School.

Planned actions for lifting achievement:

Know thy impact: an intensive focus on priority learners.

Strengthen the procedures around our most vulnerable students through enhancing the use of the SENCO register and outside agencies.

Assessment schedule that collects meaningful data, allows us to track progress, and encourages teachers to use the data to promote further learning. Track the achievement of priority students. Continue to schedule moderation meetings to improve the reliability of our data and refine our systems around this.

Parent information evenings to help them understand the decision making process around National Standards and how they can help at home.

Ensure teachers know the achievement levels of all students within their room and that they have a plan for those not meeting expectations. There will be an expectation that teachers will develop interventions to support their most vulnerable students and these should be able to evidenced in their professional inquiries.

Professional inquiry will be directly linked to the area of writing.

Appraisal linked to the progress of priority students.

Professional learning focus on the archway of teaching and learning capabilities. Extend this contract through a PLD application.

School curriculum development so that all teachers are clear about what is to be learnt. This includes reviewing our school values, beliefs about learning, and completing the implementation plans for reading, writing and mathematics.

Remodelling our strategic plan and annual goals to ensure priority students are a focus. Set achievement challenges in the core curriculum areas based on real expectations.

Ensure the Board of Trustees have timely and meaningful data so that they can maintain a focus on learning and align school resources towards our strategic goals of instructional and organisational capability.

Progress statement:

Our school vision is to build confident and resilient learners. In order to do this we need to ensure as a school we have the right foundations for learning in place and work we did in 2016 has started this. Going forward we need to continue to refine our school management procedures, use data to inform programmes, continue developing teacher capability, and most importantly, increase the level of student agency so that children are at the centre of the learning process and are responsible for their own learning too. Already the Professional Learning started in 2016 has provided us with a common language and way of thinking and has started to challenge and change our school culture around learning. We can look forward to 2017 being another year of growth.

te waotu school charter for 2017...2017. this will translate to something like 90% at or above the...

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