school charter strategic plan and 2018 annual plan for...

School Charter

Strategic Plan and 2018 Annual Plan for

Melville Intermediate School

2018 -2020

Principals’ endorsement: David Cooke

Board of Trustees’ endorsement: April Tauelangi

Submission date to Ministry of Education: 5 April 2018

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Acknowledgement for the use of this template is made to Linda Bendikson ,©AucklandUniServices Ltd, 2014

Introduction - Strategic Intentions

Te Whakakitenga

Vision

Kia tutuki pai, taatou katoa

Achieving personal best

Te Ahunga

Mission Statement

Kia tupu, kia hua, kia puawai

Ia akonga,tatou e werohia me manaaki, na ratou kia tutuki pai

Kia hanga he kaahui ako kukume i runga i ngaa hononga whakaute te manaaki

To grow, to prosper and to sustain

Challenging and supporting each and every learner to achieve and extend their personal best

Creating an engaging learning community based on caring respectful relationships

Ngaa Tikanga

Values

Whanaungatanga Pride in belonging and being connected

Manaakitanga Showing respect and care for each other

Rangatiratanga Becoming confident and responsible in leading our own learning and our own future

Kotahitanga Being at peace with one another

Mahitahi Working together

Ponanga Integrity

Whakaute Respect

Ngaa tikanga provide the foundation for our STARS values programme at Melville Intermediate School

Ngaa tikanga are interconnected depending on context.

Whakatauki Kia awhi tetahi, ki tetahi, kia mataara

Helping each other to be the best we can be

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Cultural Diversity ● We celebrate our uniqueness, and demonstrate respect for different ethnic groups represented by our students, their whaanau and whaanau whaanui

● We provide opportunities for whaanau and community to be engaged with students’ progress and achievement.

● We have a strong and active tradition of Pacifica Cultural Performing Arts and Kapa Haka. ● Our cultural diversity is represented by the following data. Maaori 58%, NZ/European 25%, Asian 5%,

Samoan 4%, Tongan 2%, Fijian 2%, Middle East 2%

Maaori Dimensions ● The gender balance of Maaori in the school is 52% male and 48% female. ● All students are learning te reo Maaori as a timetabled classroom programme. A group of 30 students have

been elected to be part of our Te Ara Poutama programme in which the te reo Maaori component comprises a minimum of 30 to 50% of instructional time.

● We have a strong and active Kapa Haka instructional and performing programme. ● Our mana whenua affiliations are with Ngaati Maahanga and Ngaati Wairere, Ngaati Apakura and Ngaati

Maniapoto. We value the identity of all iwi through our students and their whaanau. ● Waikato Tainui is our iwi connection, as a kura, and therefore we are honoured to celebrate the opportunity

to embrace the values and goals contained in their strategic education plan – Te Mana Matauranga 2015 - 2020.

Baseline Data

areas of high leverage –

not all areas!

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Students’ Learning

School Context

Introduction ● Melville Intermediate School has a strong tradition and reputation for excellence in education. Our modern learning environment blends the best innovative and traditional teaching and learning practices.

● We encourage resilience in our students and an approach that maximises the positive aspects of change. We seek to prepare students for their futures through a curriculum that is engaging, relevant, challenging and personalised for each and every learner.

● We consistently reinforce a strong sense of ethics through our school values. Our students will make positive,

responsible and respectful contributions both now and in the future.

Student Engagement

● We emphasise each student’s individual learning needs. Students give thoughtful consideration to their own learning. They are able to assess and understand their own strengths and limitations in order to support the next steps in their learning and personal development.

● We make a commitment to excellence and the achievement of “personal best” as measured through student progress Students are engaged and connected with their learning and their world.

● We are an inclusive school with effective support programmes and access to other agencies for those students with special learning needs, including those with special abilities and talents.

● We provide a wide variety of engaging activities outside the classroom setting ● Students have a strong sense of fairness, justice and respect for the individual and the group. Students take

responsibility for their own actions and the consequences that accompany those actions.

Baseline data 2017 National Standards “at and above” All Pasifica Maori

Writing 59% 53% 58% Reading 72% 65% 72% Maths 61% 66% 59%

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School Organisation and Structures

Self review - To review and evaluate operational structures and procedures in order to maximise learning opportunities for students

Review of Charter and Consultation

Whaanau consultation - November 2017 – May 2018

Student consultation – March, April 2018

Whaanau Whaanui consultation – February 28 hui, ongoing February – March 2018

Staff consultation – ongoing October 2017 - March 2018, ( hui on 22nd Oct and January 25th )

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Strategic Section 2018 -2020

Strategic Goals

Core Strategies for Achieving Goals

2018 - 2020

Students’ Learning

To develop children’s progress and achievement by focusing on individuals’ learning needs and capabilities.

To develop critical, reflective, resilient and self-motivated learners with the values to behave ethically and relate well to others.

Raise engagement and achievement for each and every student through increased teacher effectiveness and consistency

Student and Whaanau

Engagement

To develop positive and powerful connections with parents, whanau and community.

Improve attendance and reduce lateness to school

Analyse community and learning data to enable us to identify groups of or individual students and whaanau for positive interventions that improves student and whaanau engagement with learning.

School Organisation

To evaluate the effectiveness of operational structures and procedures in order to support teaching to maximise learning opportunities for students.

Review and update operational policies and procedure. Communicate school wide policies and practices.

Personnel As a good employer, we will ensure, through effective appraisal systems and professional development, that we maintain a high quality, high performing staff with a high level of personal and professional ethics.

Lead and support all staff in raising their effectiveness through high expectations that are reaffirmed by their individual performance reviews and, targeted professional learning and development.

Property To provide an innovative, safe and engaging physical environment that is conducive to effective learning.

Undertake a condition assessment of property and prioritise work required relative to resources available under a new 5YA regime

Finance To allocate financial resources to reflect the school’s charter priorities and strategic plans. Finances will be managed and monitored in a fiscally responsible manner.

Maximize student learning opportunities and to reflect curriculum priorities

Health and Safety

To maintain a safe physical and emotional environment for our students and staff that goes beyond statutory requirements and includes a focus on the well being of students and staff

Complete school-specific Health and Safety Manual and ensure procedures and requirements are met.

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2018 Annual School Improvement Plan – SUMMARY

Domain Strategic Goal Target Reporting

Students’ Learning and Achievement

To raise engagement and achievement for each and every student

(a) Students who achieved “below” the National Standard in 2017 will be at expected curriculum level in Writing by the end of 2018.

(b) Provide specific leadership opportunities for students in and out of the classroom.

(c) Celebrate student success in tangible and specific ways with their whanau.

(d) Lead and support all staff in raising their effectiveness through high expectations that are reaffirmed by their individual performance reviews and, targeted professional learning and development.

(e) Financial resourcing will maximise student learning opportunities and will reflect curriculum priorities

● Tutor teachers report to Principal on target group progress term by term.

● Principal reports to BOT

at following meeting

● Principal and Finance Committee

Whaanau Engagement

Analyse community and learning data to enable us to identify groups of or individual students and whaanau for positive interventions that improves student and whaanau engagement with learning.

● Monitor and improve attendance and lateness data.

● Greater whaanau and community engagement in learning activities and events such as Matariki celebration.

● Remove cost barriers to events by seeking alternative funding.

● Communicating student and staff successes more regularly to parents and whaanau.

● Develop more focused and meaningful “Learning Conversations” with parents and whanau, (March and July).

● Communicate school-wide policies and practices

● Regular inclusion in Principals reports to Board meetings

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School Organisation

and Structures

To evaluate the effectiveness of operational structures and procedures in order to support teaching to maximise learning opportunities for students.

● Review organisational changes to evaluate its effectiveness Review and update operational policies and procedure.

● Communicate school wide policies and practices.

● Undertake a condition assessment of property and prioritise work required relative to resources available under a new 5YA regime

● Complete school-specific Health and Safety Manual and ensure procedures and requirements are met.

● Expert staff presentations to BOT meetings .

Team Leaders

Deputy Principals

Annual Improvement Plan – Students’ Learning and Achievement

WRITTEN LANGUAGE

Strategic Goal To raise engagement and achievement for each and every student

Annual Goal

Students will be working at or above curriculum expectations.

Annual Target

Students who achieved “below” national Standard in 2017 will be expected to be at curriculum level by the end of 2018.

A focus on accelerated learning will mean that each student will be expected to progress by more than 1 curriculum level during their time at Melville Intermediate.

Baseline data Writing

In 2017 59% of our students achieved at or above the National Standard. (67% of girls achieved at or above)

(52% of boys achieved at or above) 53% of our Pacifica students achieved at or above the Standard

59% of our Maori Students achieved at or above the standard (67% of Maori girls achieved at or above)

(51% of Maori boys achieved at or above)

Key Improvement Strategies

All students will be fully engaged in written language learning through relevant and purposeful classroom programmes.

All teachers will engage in seeking continuous improvement in the targeted teaching of the written language programme through self-review, reflection, appraisal and training

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All students will engage in learning that accelerates their progress in written language allowing for student agency.

When

By the end of term 1

What

Students will establish a portfolio of their own writing and develop an understanding in self-assessment based on the STARS writing benchmarks.

Data gathered on each student and a curriculum level assigned to each student.

Teachers will have agreed expectations about how to teach and monitor written language progress.

Teachers will establish what they need to inquire into their writing practice in order to lift student achievement in writing.

Teachers will have begun to use the writing benchmarks to give frequent and relevant feedback to students and whanau.

Who

Lead teachers and all teaching staff

Indicators of Progress

All teaching spaces will have copies of the writing stars on a wall and clearly visible to the students.

All students receiving purposeful and specific teaching in writing.

Clear timetables for writing in each whanau group.

Students identified as below are in targeted groups and receiving up to 4 sessions of accelerated writing teaching per week.

All students know what writing group they are in and what curriculum level they are in and beginning to identify next steps.

Teachers have established writing modelling books for teacher and student records of sessions.

By the end of term 2

Teachers have clear inquiry results from first target group.

Lead teachers and all teaching staff

Teachers within whanau groups have established specific ways to communicate progress to parents/whanau.

Moderation of writing of target students forms a significant part of whanau team meetings.

Progress is recorded in team minutes.

Whanau summarise progress of students and create new target groups.

Monitoring : Classroom teacher records, whanau meeting records of moderated writing samples, asTTle samples, annotated samples at least three for target group students and two for other students. Student survey to assess engagement.

Resourcing Support from SB as part of teaching team, teacher aides to support in teaching spaces.

Annual Improvement Plan – Students’ Learning and Achievement - MATHEMATICS

Strategic Goal To raise engagement and achievement for each and every student

Annual Goal Annual Target

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Students will be working at or above curriculum expectations.

Students who achieved “below” national Standard in 2017 will be expected to be at curriculum level by the end of 2018.

A focus on accelerated learning will mean that each student will be expected to progress by more than 1 curriculum level during their time at Melville Intermediate.

Baseline data Maths

In 2017 61% of our students achieved at or above the National Standard.

66 % of our Pacifica students achieved at or above the Standard

59% of our Maori Students achieved at or above the standard


All students will be fully engaged in their mathematics learning through relevant and purposeful classroom programmes.

All teachers will engage in seeking continuous improvement in the targeted teaching of the mathematics programme through self-review, reflection, appraisal and training

All students will engage in learning that accelerates their progress in mathematics allowing for student agency.

When What (examples) Who Indicators of Progress

By end of Term 1

Students will have completed all assessments needed to determine appropriate Prime Math levels.

Students will be engaged in their learning teams and programmes.

All Staff All classrooms resourced with appropriate Prime materials.

Students taking part in targeted teaching and learning programmes.

Students participating in practical and theoretical follow up activities to practice and embed new learning.

On going Students will be given frequent and relevant verbal and written feedback and feedforward on their learning and achievement.

All staff

Students

Students engaging in learning conversations with teachers, whanau, family and peers about their learning.

Students will be able to verbalise current and next steps in their learning.

Students have developed challenging goals related to their progress.

Parents receive personalised and regular communication as to how their children are achieving in Mathematics

Teachers within Whanau to develop effective ways to communicate progress on a regular basis and aside from school scheduled parent meetings. This might involve the use of apps (see saw), a blog, a learning journal or roster of phone calls/texts.

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By end of Term Two.

Teachers will engage in independent inquiry to improve an aspect of their understanding of mathematical teaching and learning. This is to be negotiated with the LT Mathematics.

All teaching staff. Inquiries into elements of Mathematics shared with all staff members which have enable teachers to improve an aspect of their mathematics teaching and learning.

Students receiving relevant and informed targeted teaching.

By end of Term Three

Investigate and begin to use some digital tools to enhance student’s mathematical learning. This will include coding, Minecraft and other tools.

Tom Hardy and all staff.

Outside provider if successful in pld.

Students and teachers confidently using digital tools during mathematics learning and teaching.

Monitoring : Classroom teacher records, Student progress records, Students self-assessment and monitoring sheets (Prime based)

PAT test at end of year measuring Patm scores. Monitoring levels Student survey to assess engagement.

Resourcing ALIM trained teacher to be available and involved in PLD of all classroom teachers for Maths

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Annual Improvement Plan – WHAANAU ENGAGEMENT

Strategic Goal - To develop positive and powerful connections with parents, whanau and community. Improve attendance and reduce lateness to school

Annual Goal

All elements of our school will work together to develop positive and powerful connections with parents, whanau and community to accelerate the learning success of our akonga.

Annual Target

Whaanau whaanui positive engagements will increase term on term up to 100%.

Baseline Data 2017 ( See Above)


● Monitor and improve attendance and lateness data. ● Greater whaanau and community engagement in learning activities and events such as Matariki celebration. ● Communicating student and staff successes more regularly to parents and whaanau. ● Develop more focused and meaningful “Learning Conversations” with parents and whanau, (March and July). ● Communicate school-wide policies and practices.

When What Who Indicators of Progress

Term 1 (a) Monitor and improve attendance and lateness data

(b)Remove cost barriers to events by seeking alternative funding. (c)Communicating student and staff successes more regularly to parents and whaanau. (d) Develop more focused and meaningful “Learning Conversations” with parents and whanau, (March and July). (e) Communicate school-wide policies and practices.

(a) All Staff

(b)Principal and Board

(c ) SLT /Principal

(d) Teaching staff

(e) SLT/Principal

(a) Attendance and learning results improves

(b)Increased Community Funding received

(c) Newsletters/Facebook and Website is full of examples of ‘achieving personal best’

(d) Whanau attendance increase and /or positive educational background info on student included in individual student plans.

(e) school wide policies are seen in the professional practice of staff

Term 2 (a)Monitor and improve attendance and lateness data

(b)Greater whaanau and community engagement in learning activities and events such as Matariki celebration.

(a) & (b)All staff

(c)Principal/Board

(a)& (b) Attendance and learning results improve. More whanau seen in school

(c)Increased Community Funding received.

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(c)Remove cost barriers to events by seeking alternative funding. (d) Communicate school-wide policies and practices.

(d) SLT/Principal

(d) school wide policies are seen in the professional practice of staff

Term 3 (a) Monitor and improve attendance and lateness data

(b) Greater whaanau and community engagement in learning activities and events such as Matariki celebration. (c) Communicate school-wide policies and practices.

(d) Develop more focused and meaningful “Learning Conversations” with parents and whanau, (March and July). (e) Communicate school-wide policies and practices.

(a) & (b)All staff

(c) SLT/Principal

(d) Teaching staff

(e) SLT/Principal

(a)& (b) Attendance and learning results improve. More whanau seen in school

(c) school wide policies are seen in the professional practice of staff

(d) Whanau attendance increase and /or positive educational background info on student included in individual student plans.

(e) school wide policies are seen in the professional practice of staff

Term 4 (a)Monitor and improve attendance and lateness data

(b)Greater whaanau and community engagement in learning activities and events such as Matariki celebration. (c)Remove cost barriers to events by seeking alternative funding for 2019 (d) Communicate school-wide policies and practices.

(a) & (b)All staff

(c) SLT/Principal

(d) SLT/Principal

(a)& (b) Attendance improves and more whanau seen in school

(c) school wide policies are seen in the professional practice of staff

(d) school wide policies are seen in the professional practice of staff

Monitoring Classroom teacher records, Student progress records, Parent and community surveys/feedback. Financial Reporting to Board. Reporting to Board, term by term.

Resourcing : Funding Fundraising Admin Term 1.

Annual Improvement Plan – SCHOOL ORGANISATION AND STRUCTURES

Strategic Goal - To evaluate the effectiveness of operational structures and procedures in order to support teaching to maximise learning opportunities for students.

Annual Goal Proactively review and update operational policies and procedure.

Annual Target; Review and update all policies and procedures by end of 2018 in a way that enables the Board, Senior leadership and all staff to be working cooperatively together for the betterment of our students.

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Baseline data: School resources are limited (personnel and financial ) therefore we need to be proactive in order to continue to improve our financial status.


● Review organisational changes to evaluate its effectiveness. ● Review and update operational policies and procedure.

● Undertake a condition assessment of property and prioritise work required relative to resources available under a new 5YA regime

● Complete school-specific Health and Safety Manual and ensure procedures and requirements are met.

When What Who Indicators of Progress

Term 1 (a) Review organisational changes to evaluate its effectiveness.

(b) Undertake a condition assessment of property and prioritise work required relative to resources available under a new 5YA regime

(a) Teaching Staff to SLT/to Board

(b) Principal with approved contractor will present report to Board

(a) Teacher and student engagements positively improves student achievement results.

(b) 5YA 2018 - 2023 plan is approved by Board at BoT Meeting (Term 2 - 18th May)


(b) Review and update operational policies and procedures


(b) SLT and Principal with Teaching staff

(a) Teacher and student engagements have positive improves in achievement results.

(b) Teacher practise is reflected in operational policy and procedures


(b) Review and update operational policies and procedures

(c) Complete school-specific Health and Safety Manual and ensure procedures and requirements are met.



(c) SLT and Principal



(c) Safety Manual completed by Term 4.


b) Review and update operational policies and procedures





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Monitoring Board Self review of policies and Reporting from Principal at Board Meetings.

Resourcing Board will fund more time for staff? - Work life balance.

school charter strategic plan and 2018 annual plan for...

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