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


achievement as per reporting schedule.


responsibility for their learning. Teacher

strengths identified and utilised to continue

the development of science across the whole

school.

Participate in community/global events


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


achievement as per reporting schedule.

Goal

2

To promote the key competencies to

ensure students grow into global

citizens.


participate in and contribute to

community/global events.


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.


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


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





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


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




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.


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





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.


opportunities.

Book looks

Moderation of OTJs


surveys.



teaching that need to occur to

support each student to achieve.

Staff collaborate on Student Progress



These are updated when they need

to be and after every major

assessment.



Shared document with all key information.


(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



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.


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


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




within Mathematics.




- The Board will question progress

and decide how else they can support

the school to improve standards.




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.


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





What will we do How we will do it Who will be responsible/Resources Evaluation



teaching that need to occur to support

each student to achieve.

- Staff collaborate on Student Progress



These are updated when they need to

be and after every major assessment.



Shared document with all key

information.

NS levels at mid-year and end of year.


opportunities.

Book looks

Moderation of OTJs


surveys.


(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



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.




within Mathematics.




- The Board will question progress and

decide how else they can support the

school to improve standards.


te kohanga school

Documents