Download - TE KOHANGA SCHOOL
Ministry of Education |Targets for Priority Students
TE KOHANGA SCHOOL
Kia Kaha – Kia Toa
SCHOOL CHARTER 2017
The Charter is due for a full review in Term 2, 2017
Endorsement Principal: Robyn Driver Date: 28.02.2017
Endorsement Board of Trustees: Corinne Anderson Date: 28.02.2017
Submission Date to Ministry of Education: 1 March 2017
VISION TE KOHANGA SCHOOL CHARTER
Where students love to learn and learn to love: themselves, others, their community and environment.
EDUCATION GOALS
Strengthen teaching and learning using formative practice and the inquiry model for learning.
Every child will make progress towards reaching the national standards in Literacy and Numeracy.
Accelerate progress of students below national standards.
To promote the key competencies to ensure students grow into global citizens.
Enhance staff capabilities. Develop an awareness of healthy
eating and lifestyle.
Promote a seamless transition into our primary school for 5 year olds and for our Year 6 leavers into colleges
VALUES
Excellence by aiming high
Innovation, inquiry and curiosity, by thinking critically, creatively and reflectively
Diversity as found in our different cultures
Equity through fairness and social justice.
Work with and involve Community participation
Ecological sustainability by caring for the environment
Value Integrity by being honest, reliable, accountable and by acting ethically
Respect themselves, others and human rights
LOCAL GOALS
Strengthen community partnerships
Increase the use of te reo and me ona tikanga Maori
Make use of local and environmental resources maximising our rural setting.
Promote inquiry, independence and participation
Key Competencies
Thinking
Using creative, critical and reflective thinking to develop innovation, inquiry and curiosity.
Using Language symbols and texts
Making meaning of the codes in which knowledge is expressed.
Managing self
Self motivation leading to capable learners who can self assess.
Relating to others
Interacting effectively with others.
Participation and Contribution
Students becoming actively involved in their community.
Principles of the Curriculum
High Expectations All students to learn and achieve personal excellence.
Treaty of Waitangi Acknowledge the principles of the Treaty of Waitangi and the bicultural foundations of New Zealand. Students to have the opportunity to acquire knowledge of
te reo Maori me ona tikanga.
Cultural Diversity Respect for cultural diversity, valuing histories and traditions of all people.
Inclusion Ensuring that there is no sexism, racism or discrimination.
To see that all students’ identities, languages, abilities and talents are respected and that learning needs are being addressed.
Learning to Learn All students engaged to reflect on their own learning processes and to learn how to learn.
Community Engagement Students connecting with their wider lives by engaging the support of their families, whanau and community.
Coherence Provide a broad education that makes links within and across learning areas with coherent transitions opening up pathways to further learning.
Future Focus In 2017 students will focus their inquiry around the big question: “Ko wai au?” “Ko wai koe?”
During the course of the year this will be explored across all learning areas.
Learning Areas
English
In English, students will study, use and enjoy language and literature communicated orally, visually or in writing across all learning areas.
In 2017 students will focus their connected curriculum inquiry around the big Question: “Ko wai au?” “Ko wai koe?”
Arts
In the Arts, students will explore, refine or communicate ideas as they connect thinking, imagination, senses and feelings to create works and respond to the
works of others. Music will be taught by classroom teachers with continued outside support for Kapa Haka.
Health and Physical Education
In Health and Physical Education, students will have daily swimming lessons February – March. Water safety lessons will be taught as it is vital to their own
well-being and that of others and society in health related contexts. The Public Health Nurse to support students’ own well-being. A regular programme of
daily fitness, two scheduled physical education sessions per week will be used to help students focus on the importance their physical wellbeing and ability to
be swim safe.
Learning Languages
Students will be given opportunities to communicate in an additional language, develop their capacity to learn further languages, and explore different world
views in relation to their own. Students have lessons in Te Reo, using He Reo Tupu, He Reo Ora as the basis for lessons, these will incorporate kupu
relating to who we are and where we belong.
Mathematics
In Mathematics and Statistics, students will explore relationships in quantities, space and data, and learn to express these relationships in ways that help them
to make sense of the world around them.
Science
In Science, students explore how both the natural physical world and science itself work so that they can participate as critical, informed and responsible
citizens in a society in which science plays a significant role. Students will use science this year to inquire into – How our physical environment influences
us.
Social Sciences,
In Social Sciences students will explore how societies work and understand how people have different roles and responsibilities as part of their participation in
groups. They can participate and take action as critical, informed and responsible citizens. In 2017 the students will inquire into local Maori Myths and
Legends relating to; Who am I and where do I belong; who are you and where do you live and your cultural practices.
Technology
In Technology, students learn to be innovative developers of products and systems, and discerning consumers who will make a difference in the world.
Inquire into technological changes over time relating our physical environment and our cultural influences.
Te Kohanga School Implementation Plan
Implementation Plans
Numeracy Literacy Science/Social Sciences/Health Physical Education
Technology and the Arts
Numeracy Overview Literacy Overview Connected Curriculum Physical Education Overview
Planned as a whole school. All
Learning areas are covered in a major
or minor way using the Inquiry
Learning approach with Big Question
used to focus inquiry each year.
ICT
Maori perspective where possible. Use Tataiako as a resource to inform culturally competent teachers of Maori learners. Te Reo / Kapa Haka. Poi / Rakau. He Reo Tupu, He Reo Ora
Maori Achievement
Te Kohanga aims to develop a positive and encouraging learning environment for our Maori students.
We utilise the skills of local Maori and experts from further afield employed through programmes provided by Family Works Northern and SwiSS
to support staff in teaching Kapa Haka, poi, taiaha and karanga. We employ staff, who are knowledgeable in things Maori.
Our school environment shows that we value Maori taonga. Whanau are always welcome and they assist at sports events, learning in the
classroom and educational visits. Parents receive two reports (term 2 & term 4) indicating their child’s progress in a Portfolio of Achievement
which also includes a report against National Standards. Parents/ Caregivers are invited to one informal meeting to discuss learning goals with
the teacher and child early in Term 1. At the end of November Parents/Caregivers are invited to a Student Led Conference where the student
will report on their Achievements and progress against National Standards for the year.
A Maori Consultation Hui is held annually to report on Maori student achievement and to discuss the achievement of our Maori students.
The Principal and staff welcome contact and are available at other times as the need arises. Informal opportunities are provided during the year
for Parents/ Caregivers to meet to discuss their child’s goals and progress. Where possible we have a Maori perspective in our planning. Te Reo
lessons and Tikanga Maori are taught using He Reo Tupu He Reo Ora and Tataiako to guide and grow staff expertise in the key competencies
for teachers of Maori learners.
Cultural Diversity
1. How Te Kohanga School will reflect Cultural Diversity.
All cultures will be valued and accepted through active encouragement of a non-racist school culture ethics.
Staff will ensure that students from all cultures are treated with respect and dignity. They will actively work towards maximising the potential of each student.
Observance of culturally significant events and celebrations as is practical. 2. How Te Kohanga School will reflect the unique position of Maori Culture.
Basic te reo to be encouraged in the classroom under the guidance of a facilitator of te reo when availability allows.
Programmes such as Te Reo Kori, Maori legends and stories, Waiata are taught as appropriate.
Curriculum Reports to BOT, i.e. literacy and numeracy will contain specific reference to the achievement of Maori students. 3. Te Kohanga will take reasonable steps to incorporate Tikanga Maori by ensuring:
Te Reo and Maori Content is integrated into planning as appropriate. The He Reo Tupu, He Reo Ora Resource will be used in classrooms as a guide.
The school reflects the importance of Maori Culture through signage.
Maori Arts and Crafts are taught as part of the curriculum. 4. If a parent asks for tuition for their child in te reo Maori they will be asked to submit such requests in writing to the BOT. All such requests
will be given full and careful consideration by the BOT; with regard to personnel, requisite skills and qualifications; the schools overall financial position, resources and availability of accommodation in the school.
If this request is not able to be met, parents will be referred to Te Kura Kaupapa maori o te Puaha O Waikato or to the bilingual unit at Tuakau Primary School.
5. What steps will be taken to discover the views and concerns of the school’s Maori community.
BOT will set up a phone tree to contact individual Maori families to consult with them to ascertain their views on how the school is meeting their children’s needs.
Informal discussions at various school events.
Annual Consultation Hui.
Community Consultation
The school charter was been reviewed in 2014 and future directions are outlined in the strategic planning for 2015-2017
Targets have been set and presented at the February 2017 Board Meeting.
In 2016 consultation questions for all stakeholders including our local Maori were available at our annual Agricultural Day and Sports Day on 16th
October and 12th November to inform our future strategic planning.
Consultation with the whole school community in August re what qualities do you wish to see in a new principal.
2017
Full Charter Consultation and Hui - Term 2
Parent meetings Term 1, Term 2, and Term 4
In formal consultations at school events
TE KOHANGA SCHOOL STRATEGIC PLAN – 2017 2020
NAG STRATEGIC GOALS 2017 2018 2019
Goal
1
To have all students reach their
potential and make progress towards
achieving their age appropriate
National Standard in literacy and
numeracy.
Respond effectively to the learning
needs of all students, encouraging
self-motivation and independence.
Focus on student achievement and
use formative practice via the
Teaching as Inquiry model to lift
achievement throughout the school.
Actively seek ways to accelerate
progress of students who are behind
their appropriate National Standard.
Utilise a variety of teaching methods
to accommodate the different
learning needs of students.
Employ and retain good quality
teaching and support staff.
Provide a positive, friendly,
stimulating and safe environment in
which to learn.
Actively promote student
engagement
Promote a seamless transition into
our primary school for 5 year olds
and for year 6 students into year 7
schools.
Provide parents/whanau with
opportunities to learn how to support
Ongoing implementation of NZC and
National Standards.
Continue to implement a model of teacher
Inquiry (NZC page 35).
Professional Development for all staff to
improve learning and teaching with
particular emphasis on mathematics
Work with CoL to implement priorities
Identify students who are not achieving
at their appropriate National Standard
for acceleration.
Promote student engagement by providing
opportunities for student voice through
involvement in planning aspects of their
own learning and Student Led Conferences
across the school.
Rigorous appraisal process – linked to
planned Professional Development. Priority
students linked to Teacher’s appraisal.
Provide opportunities for students to take
responsibility for their learning. Teacher
strengths identified and utilised to
continue the development of math across
the whole school.
Participate in community/global events
Continue to promote an early childhood
facility-Playgroup within the school
grounds.
Implement new strategic plan.
Ongoing implementation of NZC and
National Standards.
Continueto implement a model of
teacher Inquiry (NZC page 35).
Professional Development for all
staff to improve learning and
teaching with particular emphasis on
identified need
Appraisal process – linked to planned
Professional Development. Priority
students linked to Teacher’s
appraisal.
Continue student involvement in own
learning journey through Student Led
Conferences across the school.
Report to BOT/Community on student
achievement as per reporting
schedule.
Provide opportunities for students to
take responsibility for their learning.
Teacher strengths identified and
utilised to continue the development
of math across the whole school.
Participate in community/global
events
Continue to fine tune learning steps by using
NZC, NS and associated documents to ensure
student needs are met.
Appraisal process – linked to planned
Professional Development. Priority students
linked to Teacher’s appraisal
Student voice in goal setting for student led
conferences
Report to BOT/Community on student
achievement as per reporting schedule.
Provide opportunities for students to take
responsibility for their learning. Teacher
strengths identified and utilised to continue
the development of science across the whole
school.
Participate in community/global events
Report to BOT/Community on student
achievement as per reporting schedule
their children’s learning. Review with principal community BOT to
decide priorities for school based
curriculum in the 2017-2020 strategic
plan.
Review Numeracy / Literacy
achievement/teaching across the school
Report to BOT/Community on student
achievement as per reporting schedule.
Goal
2
To promote the key competencies to
ensure students grow into global
citizens.
Provide opportunities for students to
participate in and contribute to
community/global events.
Provide opportunities for students to
develop an understanding of “healthy
lifestyle”.
Develop a sense of responsibility in
all students
Encourage self-esteem, honesty and
respect and respect for others
Promote positive attitudes towards
both learning and behaviour.
Key competencies woven through learning
programmes.
Provide opportunities for students to take
responsibility for own learning as part of
daily school life.
Students set personal learning goals and
self-evaluate in readiness for SLC
reporting to Whanau
Provide opportunities for students to
contribute to their learning by creating
opportunities for student voice in
curriculum planning.
Students learn to propagate plants and
care for fruit trees. Cook produce they
grow - investigate becoming an enviro-
care school
Key competencies woven through
learning programmes.
Student voice is a key component in
curriculum planning.
Continue to encourage self-motivation
by building self-esteem, and respect
for each other and each other’s
cultures.
Key competencies woven through learning
programmes.
Student voice is a key component in curriculum
planning.
Goal
3
Encourage community involvement in
all aspects of school life.
Inform parents/caregivers and the
wider local community about school.
Use of local and environmental
resources.
Use the expertise available in the
local community.
Promote a seamless transition into
Review strategic plan.
BOT training for all representatives.
Update information booklet for parents.
Provide opportunities for community voice
in curriculum planning.
Encourage greater parental involvement
and participation in school activities.
Curriculum meetings to support parents
with learning at home. (Computers in
Continue to provide opportunities for
student voice in curriculum planning.
Curriculum meetings to support
parents with helping learning at home.
Information booklet revised.
Information in Port Report/school
notice board.
Seek assistance from community
members fluent in things Maori.
Curriculum meetings to support
parents with helping learning at home.
Information booklet revised.
Information in Port Report/school
notice board.
Seek assistance from community
members fluent in things Maori.
Use Ka Hikitia targets to achieve
success (page 31).
our primary school for 5 year olds
and of year 6 students into year 7
schools.
To celebrate and value cultural
diversity, fostering community
partnership.
Consult with the local Maori and the
wider community re school direction.
Regularly report to the Board and
Maori Community on the achievement
of Maori students.
Increase teacher capability in using
Te Reo.
Alert parents to the availability of
expert instruction in Te Reo and
Tikanga Maori available at a local
total immersion kura and bilingual
classes at a nearby school.
Achievement of Maori and Pasifica
students.
Homes, Math information evenings,
reading together)
Seek assistance from community members
fluent in things Maori.
Set up an advisory group to provide
guidance so that the needs of tamariki are
being met.
Use Ka Hikitia targets to achieve success
(page 31).
Use Tataiako to focus genuine productive
relationships among teachers/Maori
students/whanau and the wider
community.
Maori children are expected to achieve in
literacy and numeracy at the national
norm by the end of their first two years
at school.
Use Ka Hikitia targets to achieve
success (page 31).
Consult with both community and local
Maori to develop strategic direction
2017-2020
Use Tataiako to focus genuine
productive relationships among
teachers/Maori students/whanau and
the wider community.
Maori children are expected to
achieve in literacy and numeracy at
the national norm by the end of their
first two years at school.
Use Tataiako to focus genuine
productive relationships among
teachers/Maori students/whanau
and the wider community
Te Kohanga School Target for Priority Students 2017
School name: Te Kohanga School Number: MOE: 1533
Focus: : Raising achievement in literacy school wide: Writing
Strategic Aim: To have all students reach their potential and make progress towards achieving their age appropriate National Standard in literacy.
Annual Aim: Increase enjoyment and, as a result, the quality of writing by using high quality, relevant learning opportunities.
Literacy Target
1. To increase the number of students working at or above standard to at least 65% (currently 34.5%)
2. To increase the number of males working at or above standard to least 60% (currently 6.2%)
Baseline data:
Te Kohanga has a high percentage of migratory students with 24/35 students being enrolled or re-enrolled in 2016. New Entrants to Te Kohanga are likely to
have had no or little experience of consistent ECE.
Because of the high turnover and mobility of students, National Standards results are harder to track for year on year patterns.
2016 writing data shows very high levels of underperformance by boys who have only 6.2% of students working at or above standards, which equates to one
child. 15 male students or 93.8% are working below or well below.
By the end of 2014: 20.8% at or above the National Standard in Writing
79.2% below or well below 19 students writing below
By the end of 2015: 66.6% at or above the National Standard in Writing
33.3% below or well below 8 students writing below
By the end of 2016: 34.5% at or above the National Standard in Writing
65.5% below or well below 19 students writing below
What we will do How we will do it Who will be responsible/Resources
Evaluation
1. Student Progress plans (SPP)
highlight the deliberate acts of
teaching that need to occur to
support each student to achieve.
Staff collaborate on Student Progress
Plans and use these to support their
inquiry and day to day class teaching.
These are updated when they need to
be and after every major assessment.
Principal to set up.
Teachers to fill in and update.
Shared document with all key information.
NS levels at mid-year and end of
year.
e-asTTle moderated writing
opportunities.
Book looks
Moderation of OTJs
Student engagement and writing
surveys.
2. Robust assessment practices
(formative and summative) are
used throughout the school and
brought to staff meetings to
discuss and link back to SPP
Assessment schedule and procedures
set up in Term 1 staff meeting.
Writing is moderated across school
and within COL schools where
possible.
All staff.
Principal to organise moderation as part of
staff meeting and contact COL about
moderation.
3. Planning uses curriculum
exemplars and learning objectives
that build on students’ current skill
level.
Curriculum guidelines and resources
are readily available for staff to use.
The use of TKI and VLN are
encouraged.
All Staff
4. The whole school curriculum
and individual class planning is
exciting, well thought out and
allows student voice to contribute.
- Reflection by teachers on their
planning through their spiral of inquiry.
- Community hui will help the school
gain focus on their curriculum.
All teachers
Principal to facilitate hui with all staff
involved.
5. Teacher Appraisals linked to
priority students in Literacy.
- Teachers undertake a spiral of inquiry
into their own practice, which looks at
- Principal to facilitate and all teachers to
undertake.
writing.
- Regular reflection and action planning
move this inquiry on throughout the
year.
6. Topics for writing are not fixed
and allow students to use their own
imagination and interest to record
ideas.
- Student surveys and voice is
gathered before each writing sample
and before new topics are taught.
- All teachers and students
7. Writing at all levels is valued. It
is proofread, edited and published
for display around the school. It is
a valued activity.
- Student work is displayed around the
classroom and hallways.
- Student emails allow Ss to
communicate in written form with their
teachers and peers.
- Teachers to facilitate opportunities to
publish and share writing.
8. Student targets and next step
learning is evident.
- Within class books next step marking
is evident which moves students
writing on.
- Student targets in writing are
displayed or visible to the student and
the student knows what they are for
and the steps to achieve these.
- Teachers to focus marking or next lesson
modelling on specific learning needs.
- All staff develop target setting pro forma in
portfolios.
9. New Entrant students are given
a SEA assessment after four
weeks at school which helps to
identify any misconceptions in
basic literacy skills.
- Class teacher to initiate SEA with
new students after 4 weeks at school.
Data recorded on etap and included on
SPP and weekly planning to highlight
future learning opportunities.
- Junior Class Teacher
10. 6 year nets are completed and
students are selected for Reading
Recovery when a place is
available.
- RR teacher or class teacher to
undertake 6 year net testing. Data
entered into etap.
- Results are fed into SPP or weekly
planning. Identified students will begin
to attend RR
- Reading Recovery Teacher
- Junior Class Teacher
11. Early writing lessons focus on
conventions of print and providing
students with daily writing
opportunities.
- Lesson planning identifies grammar,
spelling and conventions of print which
will be covered each day/week.
- Daily writing opportunities occur daily
across the curriculum.
- All teachers identify points in planning.
12. The RTLB and RtLIt service is
utilised for students who need
support outside of reading
recovery.
- Referrals are completed by class
teacher sand the principal for those
students who achievement is below
standard or who are not making
progress.
- Discussed as part of a staff meeting
after an assessment is completed.
- All staff
13. The school looks into and
seeks help (for writing) from
external providers.
- Application for PLD is put forward to
the Ministry in term 2 or 3
OR
- Application for Student Learning Fund
is put through to the MOE to access
ALiL programme.
- Principal to complete PLD proposal and
contact MOE
14. School Board of Trustees to be
informed, ask questions and help
evaluate the achievement progress
within Mathematics.
- Principal will provide the Board with
up to date student data and regular
intervals prior to meetings.
- The Board will question progress and
decide how else they can support the
school to improve standards.
- Principal and Board of Trustees
Ministry of Education |Targets for Priority Students
Te Kohanga School Target for Priority Students 2017
School name: Te Kohanga School Number: MOE: 1533
Focus: : Raising achievement in literacy school wide: Reading
Strategic Aim: To have all students reach their potential and make progress towards achieving their age appropriate National Standards in literacy.
Annual Aim: Increase engagement and, as a result, the quality of reading by using high quality, relevant learning opportunities.
Literacy Target
1. To increase the number of students working at or above National Standards to at least 65% (currently 45%)
2. To increase the number of male students working at or above National Standards to at least 60% (currently 18.7%)
Baseline data:
Te Kohanga has a high percentage of migratory students with 24/35 students being enrolled or re-enrolled in 2016. New Entrants to Te Kohanga are likely to
have had no or little experience of consistent ECE.
Because of the high turnover and mobility of students, National Standards results are harder to track for year on year patterns.
2016 reading data shows high levels of underperformance by boys who have only 18.7% of students working at or above standards, which equates to three
students. 13 male students or 81.3% are working below or well below.
By the end of 2014: 45.9% at or above the National Standard in Reading
54.2% below or well below 13 students reading below
By the end of 2015: 70.8% at or above the National Standard in Reading
29.2% below or well below 7 students reading below
By the end of 2016: 44.8% at or above the National Standard in Reading
55.1% below or well below 16 students reading below
What will we do How we will do it Who will be responsible/ Resources Evaluation
1. Regular reading opportunities
which provide a range of media
and text type
- A combination of a structured
reading programme in class with
opportunities for students to learn
through online media (Kiwikids News)
and time in the library.
- Teacher for planning a structured reading
programme.
- Students for completing learning activities
and for being responsible for their own
library books.
NS levels at mid-year and end of
year.
e-asTTle moderated writing
opportunities.
Book looks
Moderation of OTJs
Student engagement and writing
surveys.
2. Student Progress plans (SPP)
highlight the deliberate acts of
teaching that need to occur to
support each student to achieve.
Staff collaborate on Student Progress
Plans and use these to support their
inquiry and day to day class teaching.
These are updated when they need
to be and after every major
assessment.
Principal to set up.
Teachers to fill in and update.
Shared document with all key information.
3. Robust assessment practices
(formative and summative) are
used throughout the school and
brought to staff meetings to
discuss and link back to SPP
Assessment schedule and
procedures set up in Term 1 staff
meeting.
Reading judgements are moderated
across school and within COL
schools where possible.
All staff.
Principal to organise moderation as part of
staff meeting and contact COL about
moderation.
4. Planning uses curriculum
exemplars and learning objectives
that build on students’ current skill
level.
Curriculum guidelines and resources
are readily available for staff to use.
The use of TKI and VLN are
encouraged.
All Staff
5. Parent help is encouraged or
buddy reading between room 1
and room 4 to support younger
- Teachers to set up once a week for
fifteen minutes.
- Older students to be given the
All staff to support roll out of programme.
readers and develop confidence. confidence and leadership to help
their peers.
6. Teacher Appraisals linked to
priority students in Literacy.
- Teachers undertake a spiral of
inquiry into their own practice, which
looks at writing but will also consider
implication for their reading
programme.
- Regular reflection and action
planning move this inquiry on
throughout the year.
- Principal to facilitate and all teachers to
undertake.
7. New Entrant students are given
a SEA assessment after four
weeks at school which helps to
identify any misconceptions in
basic literacy skills.
- Class teacher to initiate SEA with
new students after 4 weeks at school.
Data recorded on etap and included
on SPP and weekly planning to
highlight future learning opportunities.
- Junior Class Teacher
8. 6 year nets are completed and
students are selected for Reading
Recovery when a place is
available.
- RR teacher or class teacher to
undertake 6 year net testing. Data
entered into etap.
- Results are fed into SPP or weekly
planning. Identified students will
begin to attend RR
- Older students will fill RR if there are
spaces available.
- Reading Recovery Teacher
- Junior Class Teacher
9. Early reading lessons focus on
conventions of print and providing
students with daily reading
opportunities.
- Lesson planning identifies grammar,
spelling and conventions of print
which will be covered each day/week.
- Daily reading opportunities occur
across the curriculum and include a
variety of mediums.
- All teachers identify points in planning.
10. The RTLB and RtLIt service is
utilised for students who need
support outside of reading
- Referrals are completed by class
teacher sand the principal for those
students who achievement is below
standard or who are not making
- All staff
recovery. progress.
- Discussed as part of a staff meeting
after an assessment is completed.
11. The school looks into and
seeks help (for literacy) from
external providers.
- Application for PLD is put forward to
the Ministry in term 2 or 3
OR
- Application for Student Learning
Fund is put through to the MOE to
access ALiL programme.
- Principal to complete PLD proposal and
contact MOE
12. Consider Reading Together as
a programme if the school roll
grows (particularly with younger
students)
- Junior teacher to facilitate - Junior teacher to facilitate if required.
13. Ongoing Reading Recovery
training and teaching of 4 students
- Principal to undertake RR training
through 2017
- Principal
14. School Board of Trustees to be
informed, ask questions and help
evaluate the achievement progress
within Mathematics.
- Principal will provide the Board with
up to date student data and regular
intervals prior to meetings.
- The Board will question progress
and decide how else they can support
the school to improve standards.
- Principal and Board of Trustees
Te Kohanga School Target for Priority Students 2017
School name: Te Kohanga School Number: MOE: 1533
Focus: : Raising achievement in mathematics school wide
Strategic Aim: To have all students reach their potential and make progress towards achieving their age appropriate National Standard in literacy.
Annual Aim: Increase engagement and, as a result, the outcomes in mathematics by using high quality, relevant learning opportunities.
Mathematics Target
1. To increase the number of students working at or above standard to 65% (currently 42%)
2. To increase the number of males working at or above standard to 50% (currently 12.5%)
Baseline data:
Te Kohanga has a high percentage of migratory students with 24/35 students being enrolled or re-enrolled in 2016. New Entrants to Te Kohanga are likely to have
had no or little experience of consistent ECE.
Because of the high turnover and mobility of students, National Standards results are harder to track for year on year patterns.
2016 maths data shows very high levels of underperformance by boys who have only 12.5% of students working at or above standards, which equates to two
students. 14 male students or 87.5% are working below or well below.
By the end of 2014: 37.5% at or above the National Standard in Mathematics
62.5% below or well below 15 students operating below
By the end of 2015: 41.7% at or above the National Standard in Mathematics
58.3% below or well below 14 students operating below
By the end of 2016: 41.4% at or above the National Standard in Mathematics
58.6% below or well below 17 students operating below
What will we do How we will do it Who will be responsible/Resources Evaluation
1. Student Progress plans (SPP)
highlight the deliberate acts of
teaching that need to occur to support
each student to achieve.
- Staff collaborate on Student Progress
Plans and use these to support their
inquiry and day to day class teaching.
These are updated when they need to
be and after every major assessment.
Principal to set up.
Teachers to fill in and update.
Shared document with all key
information.
NS levels at mid-year and end of year.
e-asTTle moderated writing
opportunities.
Book looks
Moderation of OTJs
Student engagement and writing
surveys.
2. Robust assessment practices
(formative and summative) are used
throughout the school and brought to
meetings to discuss/link back to SPP
- Assessment schedule and
procedures set up in Term 1 staff
meeting.
All staff.
3. Planning uses curriculum exemplars
/ NZ maths purple books and learning
objectives that build on students’
current skill level.
- Curriculum guidelines and resources
are readily available for staff to use.
The use of TKI and VLN are
encouraged.
All Staff
4,. Dissemination of previous MOE led
Maths PD (over 2015/16)
- New staff understand the resources
and formats used for mathematics in
the school.
Led Mrs I (only staff member present
in 2016)
5. Teacher Appraisals linked to priority
students in Literacy.
- Teachers will reflect on their maths
teaching through the year and after
each major assessment.
- Principal to facilitate and all teachers
to undertake.
6. Mathematics at all levels is valued
and displayed around the school.
- Student work is displayed around the
classroom and hallways.
- Student maths books are shared with
peers and whanau.
- Teachers to facilitate opportunities to
publish and share mathematical
learning.
7. Continue the use of Mathletics
and/or Studyladder to facilitate online
- Teachers set up pods of maths - Class Teachers
learning and practice. activities for students to complete.
- Monitor progress and celebrate
learning milestones as a whole school.
8. School Board of Trustees to be
informed, ask questions and help
evaluate the achievement progress
within Mathematics.
- Principal will provide the Board with
up to date student data and regular
intervals prior to meetings.
- The Board will question progress and
decide how else they can support the
school to improve standards.
- Principal and Board of Trustees