tuakau primary school charter · tuakau primary school: strategic plan 2018-2021 s t u d e n t a c...

Tuakau Primary School

Charter

Mission Statement

Together we learn, grow and succeed.

Kia ako tahi tātou Kia tipu tahi tātou Kia puāwai tahi tātou

The staff, community and Board of Trustees are still in the process of reviewing the Charter to allow reporting against Strategic Goals and a greater emphasis on teaching and learning.

The Board will also consider the type of reporting to be carried out with consideration of the removal of National Standards.

Care is taken to include the school community in each step of the review.

Tuakau Primary School

CHARTER UNDERTAKING

In accordance with Section 64 of the Education Act, the Tuakau Primary School Board of Trustees

undertakes to take all reasonable steps to achieve the aims, vision and goals in the Charter which

have been approved by the Board following consultation with the staff of Tuakau Primary School,

Maori and the community in terms of Section 61 and 63 of the Education Act, and to take full

account of the National Education Guidelines and all the statutory obligations. The Board has

accepted this charter and its undertaking to the Ministry of Education.

Tuakau Primary is a Contributing Decile 2D school built within large, attractive grounds and with a current roll of 246 children. It is situated in the

Franklin area, 40kms from Manukau City, 10 km. from Pukekohe and is one of three schools in the small town of Tuakau.

Ethnically, the major groups are: 58.9% NZ Maori, 19.9% NZ European; 4.5% Other Pacific Island Group 3.7% Tongan; 2.4% Indian; 2.4% Cook Is.

Maori; 2.4% Indian; 1.6% Filipino; 1.2% Samoan; 0.8% Sri Lankan; 0.8% Vietnamese; 0.4% Niue; 0.4% African; 0.4% Fijian; 0.4% Australian; 0.4%

Japanese; 0.8% Other European;

School facilities include 8 single-cell classrooms, a 4-classroom flexible learning space, a 3-classroom flexible learning space, a well-equipped

library, an Administration area, sheds and storerooms for the caretaking equipment, art supplies, and sports’ equipment, and a resource room.

The shady covered outdoor stage area serves as an assembly area when the weather permits. Play areas include two adventure playgrounds,

two hard court areas, large grassed playing fields and a swimming pool. There is a kindergarten onsite, a Playcentre, 4 privately run Early

Childhood Centres in Tuakau and 2 Kohanga Reo in the area.

Currently the staff consists of a Principal, a Deputy Principal (fully released) and 14 classroom teachers, 12 of whom are permanent, and 2 fixed

term teachers who are job sharing a role. Two classes cater for parents who wish to have their children taught in Te Reo Maori. There are 2

kaiawhina in support.

We have support staff who work with children with special needs; support staff who work in a general capacity to aid classroom teachers; one

who organises the resource room; one who supports in the library; a part-time caretaker; a part-time accounts person; 2 cleaners; and an

administration officer.

The Charter, Strategic and Annual Plans have all been reviewed by the Board of Trustees and Principal this year with input from staff and the

community. It builds on the successes of the past and sets a direction for the next two years.

‘Together: We Learn, Grow and Succeed’

Vision Statement

To acknowledge, value and foster the unique qualities and attributes of our school community.

To challenge our children to achieve personal standards of excellence through a balanced

educational programme within a safe and caring environment.

CULTURAL DIVERSITY AND MAORI DIMENSION 2019

What reasonable steps will the school take to incorporate tikanga Maori into the school’s curriculum?

● Themes and units will have a Maori perspective appropriate to topic and class level ● Children have the opportunity to join a kapa haka group ● Classroom practice reinforces tikanga Maori (eg. No sitting on tables, no shoes in classroom) ● EEO principles are met when employing staff ● Bilingual signage and instructions will be used where appropriate ● The children will experience powhiri and learn about the relevant components ● Whakatauki (weekly values focus) What will the school do to provide instruction in Te Reo Maori (Maori language) for full time students whose parents request it?

● All such requests will be given full and careful consideration by the Board of Trustees with regard to personnel with appropriate skills and qualifications; the overall school financial position; and availability of accommodation within the school.

● The school has 2 bilingual classes ● Two kaiawhina are employed to support the bilingual classes ● Bilingual staff will take part in te reo Māori professional development and will lead the rest of the school in te reo Māori acquisition. What steps will be taken to discover the views and concerns of the school’s Maori community

● Close association with local marae and kohanga will continue.

● Consultation with our Maori community will be undertaken at least once a year. ● The school will consult and communicate with Maori families about Maori student achievement and progress ● Maori representation is strong on our Board of Trustees and whanau hui are held twice a term. ● Involve the community in discussions and workshops about the intent of Ka Hikitia – Managing for Success – to help make the shifts in thinking and expectations

to ensure Maori students experience success as Maori. (Community/whanau involvement is vital!), Explore ways to involve whānau in their children’s learning

Mission Statement

Together We Learn, Grow, And succeed

Kia ako tahi tatou Kia tipu tahi tatou Kia puawai tahi tatou

Our Mission is to provide our children with a positive environment which promotes success for all.

‘Together’ is the key word that embodies the way we want to move forward toward that success,

giving our children the very best opportunities to guide their future

School motto:

Service: The Master Key of Life

Tuakau Primary School: Strategic Plan 2018-2021 Student Achievement: To accelerate the achievement of all learners.

2018 2019 2020 2021

1.1 Data and Assessment:

Through internal and external professional development, teachers’ will review current assessment tools and data, making sure they are the best tool to measure progress.

● Maths: moderation tasks ● Running Records ● Writing exemplars and

AsTtle ● Literacy/Mathematics

progressions Discuss and create benchmarks based on the Learning progressions to replace National Standards framework. Regularly monitor student achievement.

From 2018 professional development and review of assessment tools, teachers will have professional development on:

● How to best utilise them to improve student outcomes.

● Raising Teacher Capability in the use of the tools.

Continue to refine the National Curriculum benchmark- Develop own processes to collect information relevant to learners Moderate with other schools in the Kahui Ako to share good practice around assessment. Explore Maori assessment tools and implement in Whare Manaaki. Create a Whare Manaaki report for students. Regularly monitor student achievement. Identify students in need of support. Develop Programmes to assist

Review current good practice in Assessment. Consider any new Ministry assessment initiatives. Continue to monitor student achievement through robust assessment practices. Identify needs and develop knowledge of the PACt tool Develop consistent tools across the Kaahui Ako Develop assessment practices in Whare Maanaki with support from other schools in the Kaahui Ako

Share current good practice in Assessment across the school Implement any new Ministry assessment initiatives. Assessment for learning. Continue to monitor student achievement through robust assessment and moderation practices. Identify and develop an implementation of the PACt tool Use consistent tools across the Kaahui Ako. Identifying areas of good practice. Start building a profile of assessments and identify trends and developments of Reo in Whare Maanaki.

1.2 Maori and Pasifika Achievement:

Work with SAF to create a Maori and Pasifika Achievement action plan. Create educationally powerful relationships with whanau

● Identify and engage key people in focus groups and community groups

● Create opportunities to interact positively with whaanau.

Build on previous years relationships formed and continue to work together to raise student achievement through whanau engagement in learning. Complete the Maaori and Pasifika Achievement action plan and start to implement. Ensure the Tainui Education Strategy is embedded in the Maari Achievement action plan. Support Staff to build and engage in Culturally responsive practices

Review the Maori and Pasifika Action Plans and work with whanau and community to implement any changes needed. Identify learners in need of support and targeted interventions Engage whanau in relationships focussed on student achievement. Seek SAF support Support Staff to build and engage in Culturally responsive practices

Consult with whanau about the Maori and Pasifika Actions plans. Review to identify strengths and opportunities. Review interventions for learners Support Staff to build and engage in Culturally responsive practices

1.3 Engagement of boys

Gather student voice through surveys on what interests boys and offer opportunities for learning in these contexts. Have boys involved in purchasing books of interest for boys. Share good practice and research around engaging boys in learning.

Build on previous years work engaging boys. Examine boys achievement data: Inquiry Question: Does an increase in boys engagement increase student achievement? To run a trial group exploring contexts and practical interests to improve motivation for writing. Collect student voice on engaging.

Review engagement of boys at Tuakau School. Make any changes necessary. Identify authentic experiences that can be added the the school curriculum Identify how the Key competencies can measure students successes in their learning.

Review engagement of Boys Review current reporting of boys achievement Develop a contextualised curriculum for boys drawing on the expertise of the community.

1.4 Learner Support

Identify children with special educational needs. Create an action plan to meet these children’s needs. ESOL: Provide an additional language programme for speakers of other languages. Work with parents/whaanau/caregivers to ensure all are informed of interventions for their child throughout the process. Access the support of appropriate outside agencies.

Prioritise the role of the SENCo within the school to coordinate the specialists involved with learners Support the transition of learners to School by being proactive to engage with early childhood and Kohanga reo. Keep an up-to-date register to monitor the progress of all children with intervention programmes Hold regular meetings of stakeholders in order to review processes around children with special needs ESOL: Continue to provide an additional language programme for speakers of other languages. Upskill new staff in the skills required for working with ESOL students.

Prioritise the role of the SENCo within the school to coordinate the specialists involved with learners Keep an up-to-date register to monitor the progress of all children with intervention programmes Continue to monitor the progress of all children with intervention programmes. Develop and support whanau with IEP’s for those student who need additional support. Review the interventions to ensure they are meeting the needs of the students with special educational needs. ESOL- provide a programme targeted at meeting ESOL learners.

Prioritise the role of the SENCo within the school to coordinate the specialists involved with learners Keep an up-to-date register to monitor the progress of all children with intervention programmes Continue to monitor the progress of all children with intervention programmes. Develop and support whanau with IEP’s for those student who need additional support. Review the interventions to ensure they are meeting the needs of the students with special educational needs. ESOL- provide a programme targeted at meeting ESOL learners.

Tuakau Primary School: Strategic Plan 2018-2021 Future Focused Curriculum: Preparing students to be active, engaged, consciously critical members of an ever-changing world.

2018 2019 2020 2121

2.1: Identity: Children understand who they are:

● Make opportunities to know our learners

● Make links with the community and connecting to Tuakau

● Create reciprocal relationships

● Work with key groups to plan cultural activities for 2019

● Build on relationships forged in 2018

● Create a data base of key personnel in all groups that feed into the school.

● Implement cultural activities with key personnel.

● Celebrate Language weeks ● Re-engage with Local Marae

● Review cultural activities with whanau and make any changes as necessary.

● Update database of key personnel and continue to build relationships

● Identify PLD with Marae significant to Tuakau.

● Review cultural activities with whanau and make any changes as necessary.

● Update database of key personnel and continue to build relationships

● Build relationships with Marae personnel

2.2 Authentic curriculum

● Have a localised curriculum

● Children see themselves in their learning

● Community voice ● Unpack and use the

Tuakau Inquiry Model

● Survey the parent/caregiver community re curriculum content

● Survey students for their thoughts on what is being taught

● Trial Concept based curriculum and overview.

● Review the Inquiry Model to ensure all understand the process

● Continue to have students and parents voice included in planning the curriculum.

● Trial Concept based learning and reporting

● Develop a localised and contextualised Curriculum

● Trial Concept based learning and reporting

● Develop a localised and contextualised Curriculum

● Develop how the curriculum is shared with Whaanau.

2.3: Student Agency

● Children setting goals ● Children reflecting on

their progress against their goals

● Children understand their next steps

● Use of seesaw for students to share goals with whanau.

● Kanohi - ki - te -kanohi discussions about learning, goal setting and children’s understanding of their learning

● Review use of seesaw and make any changes needed.

● Continue to have Kanohi - ki - te -kanohi discussions about learning, goal setting and children’s understanding of their learning

● Students to upskill parents with seesaw

● Continue to have Kanohi - ki - te -kanohi discussions about learning, goal setting and children’s understanding of their learning

● Students to upskill parents with seesaw

2.4 Infrastructure/Room Environment and Technology to support curriculum

● Whare Manaaki building work completed and renovated as a flexible learning space.

● Provide 1:1 devices for Yrs 4-6 (Start 3 yr lease for 100 chromebooks )

● Te Waahi : Continue to work collaboratively and induct a new staff member.

● Review the school infrastructure to make amendments to the 5YA.

● Involve children in landscape design for the outside of their buildings

● Continue to provide 1:1 devices for yrs 4-6.

● Keep up to date with new technology and initiatives

● Support collaborative practice across the school

● Implement the 5YA ● Continue to improve

the school landscaping.



● Review collaborative practice across the school and make any changes as necessary.

● Implement the 5YA ● Continue to improve

the school landscaping.



Tuakau Primary School: Strategic Plan, 2018-2021 Create Educationally Powerful Relationships with Parents, Family and Whanau to encourage engagement in learning

2018 2019 2020 2021

3.1 Relationships (building relational trust and collaboration)

● To review relationships

with parents/family/whanau.

● To review engagement practices with parents/family and whanau.

● To analyse teacher perceptions and assumptions around engagement with whanau.

● To understand cultural responsiveness.

● Students to use see saw to engage with whanau.

● With parents, review

the usefulness of see saw as a collaborative tool

● Work collaboratively with key parents and/or groups to ensure all students and whānau can access and understand the curriculum.

● Explore a variety of ways of communicating to whānau about their child’s learning.

● To continue to review

relationships with parents/family/whanau.

● To offer a range of opportunities for whanau to engage with their child’s learning.

● All teachers developing their use of Te Reo when engaging with whaanau

● Reviewing parent engagement and parent consultation.

● To continue to review

relationships with parents/family/whanau.

● To offer a range of opportunities for whanau to engage with their child’s learning.

● Responding and acting on the consultation process.

● Consulting with Whanau about how we can engage

3.2 Wellbeing:

● To promote staff well being through a variety of initiatives.

● To ensure well being of students in a variety of ways

● Create a staff survey

and analyse results ● Offer a variety of

initiatives to promote staff well being.

● Create a student survey and analyse the results

● Discuss results with staff, students and Board of Trustees.

● Formulate an action plan to address any issues that arise from the surveys.

This was not completed in 2018 so...

● Create a staff survey and analyse results

● Offer a variety of initiatives to promote staff well being.

● Create a student survey and analyse the results

● Discuss results with staff, students and Board of Trustees.

● Formulate an action plan to address any issues that arise from the surveys.

● Build on the previous years

well being initiatives and continue to work together to promote staff and student well being. .

● Develop an action plan to address any issues that arise from the surveys.

● Review the action plan for

wellbeing ● Identify success and

opportunities and redevelop

● Seek support from MOE fore relevant resources to support Wellbeing action plan.

3.3: Kāhui Ako

● Share ideas for whaanau engagement with Kāhui Ako schools

● Create opportunities for our school communities to work together toward the common goal o f raising student achievement.

● Continue to work within

the strategic goals and framework of the Kaahui Ako

Teaching and Learning: Goal#1: Develop consistent transitions which are effective and sustainable. Goal#2: To develop clarity for all learners about learner agency. Goal#3: Develop internal evaluation capabilities Cultural Responsive communities: Goal#1: Develop positive reciprocal relationships with tangata whenua and community within a Treaty of Waitangi context

● Review our work and

progress within the Te Puaha o Waikato Kaahui Ako

● Develop powerful connecting relationships with schools within our Kahui to ensure that the transition between schools is seamless.

● Ongoing review of work

and progress within the Te Puaha o Waikato Kaahui Ako

● Develop powerful connecting relationships with schools within our Kahui to ensure that the transition between schools is seamless.

Goal#2: Build and support consistent and effective teaching practices that are culturally responsive Goal#3Focus on developing tikanga and Te Reo for learners, whaanau and staff in te reo Waikato, Tainui dialect. Wellbeing: Goal#1: Develop clarity for learners about wellbeing. Goal#2: Build and support consistent and effective practices that promotes wellbeing.

● Identify the role descriptions for the ISCoL and the ASCoL and appoint through a clear process.

● Keep the community updated with the progress of the Kahui ako.

Tuakau Primary School: Strategic Plan, 2018-2021 BOARD RESPONSIBILITY 5: EMPLOYMENT National Education Goals: Excellence in teaching NAG 1 Promote high levels of staff performance, use educational resources effectively and recognize the needs of students; Be a good employer as defined in the State Sector Act 1988 and comply with the conditions contained in employment contracts applying to teaching and non-teaching staff.

Strategic Issue Goals

Intended Actions

Desired Outcomes

Employment of Staff

Being a ‘Good’ Employer

To employ staff who demonstrate a high level of knowledge and skills relating to the New Zealand Curriculum and the Tuakau School vision. To ensure the Board of Trustees demonstrates good employer practices. To develop a schoolwide professional development plan for staff and BOT members. To ensure positive, reciprocal relationships between the Board and the staff.

Utilise passions and expertise of staff wherever possible Review needs and direction of the school annually Decide on needs through Performance Management System and goal setting. The Board of Trustees has offered a $1000 scholarship for a staff member to pursue professional development that will benefit the individual and the school. The BOT facilitates at least two activities per year with staff.

1. Morning Tea in December 2. Staff / Trustee ‘Breakup’ 3. Gift and Christmas lunch for

staff at the end of the year

Best use will be made of staff strengths in meeting the school vision and needs. BOT complies with all policies, procedures and legal requirements. Staff and BOT attend focussed professional development. Positive staff and BOT relationships maintained. The staff and BOT profiles is raised in the community

4. Team building/bonding event Create a BOT and Staff profile photo board.

Performance Management

Systems (PMS)

To set high expectations and have clear professional performance goals. To promote high levels of staff performance by establishing an ongoing system of review of personnel, performance and related professional development.

Ensure job descriptions are reviewed and updated annually. Continue with Blogs for teachers for collecting evidence against the Professional Standards and their personal and school wide goals.

All teaching staff are appraised according to Registered Teacher Criteria. PMS procedures are updated and discussed with staff. All staff job descriptions are updated and signed by the end of Term 1.

Whare Manaaki bilingual unit

development

To engage in Māori Medium professional development with Chris Lowman to ensure that strategic planning for the sustainability and growth of the unit is identified.

Kaiako, kaiawhina, Board and parents are engaged in collaborating around creating a connected curriculum that embraces the Tainui Education Strategy and the aspirations of parents. The pedagogy required to achieve the above will be a major focus of the professional development. Assessment in Te Reo Māori will also be a focus.

Whānau aspirations are realised Kaiako feel confident to increase the level of te reo Maaori used in all aspects of the school day. Create more opportunities for Whaanau reo improvement.

Tuakau Primary School: Strategic Plan, 2018-2021 BOARD RESPONSIBILITY 6: SCHOOL CLIMATE AND ENVIRONMENT NATIONAL EDUCATION GOALS Develop values needed to become full members of New Zealand society.

NAG 5 Provide a safe physical and emotional environment for students; Promote physical activity; Comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees.


Intended Actions

Desired Outcomes

Health and Safety

To provide a safe and secure environment where students feel included and cared for and the community is welcome. To acknowledge and show tolerance towards others. To develop and nurture a family atmosphere throughout the school community.

Implement the shared Values and expectations decided on through consultation between community, whānau and staff. Review the school Vision with the community Unpack the school Values and the Key Competencies and work with community to align these and frame them in ‘kids speak’ so that this becomes the common language at Tuakau Primary school.

The Values of the school will be evident in programmes and in the behaviour of all school personnel. Community and school values will be compatible. Staff, students and community will be able to articulate the ‘Tuakau Way’. The school values and expectations in English and Te Reo are evident throughout the school.

Physical activity To encourage all children to participate in regular physical activity. Monitor staff and student emotional and physical safety. Implement EOTC policies.

Ensure regular physical activity is a part of daily programmes in all classes Provide a range of activities as choices for students during break times

Children will be involved in physical activity through classroom programmes. Equipment will be provided to encourage physical activity.

Ensure required safety procedures are carried out.

Approve EOTC applications as per the policy Authorise the collection of data to inform a report of students physical activity. Engage students in consultation about physical activities.

Children will choose to be physically active in a range of different activities. Report on staff and student safety.

Tuakau Primary School: Strategic Plan, 2018-2021 BOARD RESPONSIBILITY 7: ASSET MANAGEMENT NATIONAL EDUCATION GOALS

- Respect for the diverse ethnic and cultural heritage of New Zealand, with acknowledgement of the unique place of Maori, and New Zealand’s role in the Pacific and as a member of the international community of nations.

- A sound foundation in the early years for future learning and achievement through programmes which include support for parents in their vital role as their children’s first teachers.

NAG 4 - Allocate funds to reflect the school’s priorities as stated in the Charter; - Monitor and control school expenditure, and ensure that annual accounts are prepared and audited as required by the Public Finance Act

1989 and the Education Act 1989; - Comply with the negotiated conditions of any current asset management agreement, and implement a maintenance programme to ensure

that the school’s buildings and facilities provide a safe, healthy learning environment for students.


Intended Actions

Desired Outcomes

Maintenance of school buildings and facilities

To monitor and effectively implement the 10YPP and 5YA programmes.

Maintain the buildings and grounds, giving consideration to safety, standards and future development.

All maintenance/purchasing of capital items scheduled in the 10YP are attended to.

Ensure compliance of buildings and grounds safety

Approve maintenance and capital works programmes Monthly checks of the playground to ensure equipment and the area is safe.

Buildings and facilities are safe for all. Report of the implementation of the plans. Report on state of buildings and grounds.

Student Safety

To provide a safe physical environment for students and staff.

Audit for playground safety.

A playground that students can play safely on. An environment that is physically safe

Financial management

To monitor internal procedures relating to financial management. To target funding to support programmes to lift student achievement. To allocate funds through a budget, to support the strategic and annual targets. Ensure accounts are audited

Annually review related systems and monitor internal procedures. In consultation with staff, decide which learning areas need support and what form this support will take. Discuss and analyse data to decide on annual targets.

The school’s financial viability will be secured. Student achievement in all learning areas will improve. Funds are allocated effectively and efficiently, reflecting the annual plans. Ensure audit process is completed and audit is satisfactory.

Tuakau Primary School: Annual Plan 2019 BOARD RESPONSIBILITY 2: Curriculum Targets 2019 National Education Goals:

- High standards of student achievement NAG 1 CURRICULUM 1. Through a range of assessment practices, gather information that is sufficiently comprehensive to enable the progress and achievement of students. With a focus on: Breadth and depth of learning related to the needs, abilities and interests of students, the nature and scope of the New Zealand Curriculum and, in particular, improvement in Maori student achievement.

Curriculum Target

Baseline data and assessment used

Professional Learning Teaching and Learning Reporting and Resources Outcomes

Mathematics Targets 2019

Mathematics: Goal for 2019 :72 % of all students will be achieving At or Above expectation Target year groups: Year 5 2019: Goal to get 60% of this year group at or Above expectation.

End of 2018: Curriculum Level achievement: There was 69% (180 students) at or above National Expectations at the end of 2018. Year 4 and 5 in 2018 (Year 5 and 6 in 2019) are focus year groups. Year 4 students: 2018 20/43 students (47.0%) of students were At and Above National Curriculum Expectation Year 5 students: 2018 17/34 students (50%) of students were At and

In house workshops: lead by Maths co-ordinator Creation of Moderation tasks and moderating practice across school. Teaching as Inquiry: linking directly to Strategic Goal 1 Raising Teacher capability in the use of PMAT (Number assessment) Align our Mathematics assessment practices with the other schools in the COL

Develop the use of progressions and use these to improve teacher capability to plan, and teach, an effective Mathematics programme to address gaps. Improve Leadership capability through growing leaders and reviewing current overviews, resources and curriculum documentation. Identify Numeracy concept based localised curriculum Continue to use rich tasks to gather information

More informed decision making re children’s achievement levels and identification of next learning steps. Involve community in lifting Mathematics achievement by: – Creating opportunities

to share data and goal setting in Mathematics with parents

– Support parents with information about helping children at home

Create an overview and resource bank of

Year 6 2019: Goal to get 65% of this year group at or Above expectation.

Above National Curriculum Expectation

and take part in moderation across the COL schools.

about children's Mathematical thinking from the Numeracy Progressions.

assessment moderation tasks.

Curriculum Target


Professional Learning Teaching and Learning Reporting and Resources Outcomes:

Writing Targets 2019 COL Achievement Target for 2020 in Writing is 72% of all students to be achieving At or Above. Tuakau achieved 60% in 2018. Goal :60% of Boys will be achieving At or Above expectation

2018: There was 194/261

(74%) of students at or

above National Curriculum

Expectations at the end of

2018.

There was 72/142 students

(51%) of boys were achieving

below and well below

expectation.

Unpacking and revision of the Literacy Learning progressions: Writing. Implement the Tuakau Literacy Hub to the staff. Sharing ideas on how it could be implemented into the classroom. (Bec Gallaway) Sharing ways to unpack and Literacy rubrics with the children. Align our Writing assessment practices with the other schools in the COL and take part in moderation across the COL schools. Raise Teacher capability in writing features

Use the Literacy Learning Progressions to plan and teach an effective writing programme to address gaps. Unpack the transition descriptors (moving to Level 2 and 3) to improve teacher capability to plan and teach an effective Writing programme to address gaps Developing the writing exemplars and encouraging students to unpack the exemplars and use these to talk about their own learning. Explore ways to raise boys engagement in Writing

Written Reports reviewed. Will be sent home in term 2 and 4. Will share writing results, writing progress, how parents can help and goals in simple language. Teachers using writing exemplars with children to unpack and share expectations. Exemplars displayed in class.

Curriculum Target



Reading Targets 2019 COL Achievement Target for 2020 in Reading is 75% of all students to be achieving at or Above. Tuakau achieved 74% in 2018. Goal :75% of Maori Students will be achieving at or above expectation

2018: There was 194/261

(74%) of students achieving

at or above National

Curriculum Expectations at

the end of 2018.

Unpacking and revision of the Literacy Learning progressions: Reading. Introducing: Tuakau Literacy Hub to the staff. Sharing ideas on how it could be implemented into the classroom. Revise Running Records and comprehension strategies children are using. New Entrant Teachers: Attend Yolanda Soryl Phonics course and share with Junior Team.

Use the Literacy Learning Progressions to plan and teach an effective reading programme to address gaps Ensure resources are relevant to children’s interests and community – culturally responsive

Teachers/student and whaanau are engaged in goals setting. Written Reports reviewed. Will be sent home in term 2 and 4. Will share reading results, reading progress, how parents can help and goals in simple language. New readers purchased: Lower level PM readers and readers for boys. PM Running Record kits provided for all 4 teams.

Curriculum Target



Whare Maanaki Unit. To support Whare Manaaki to meet the requirements of moving from Level 3 to Level 2 MMI 51-80% in Te Reo.

47/155 (30%) of Yr1-5 (2017) were able to respond orally at National Curriculum Level 1: (Te Aho Arataki Marau) School based oral te reo assessment used. Develop the use of Te Aho Arataki Marau Use the assessment and recommendations from Maori Language verification visit and strategies suggested.

24 hours with PLD Provider: Chris Lowman Working with Chris Lowman/Kaiako/ Kaiawhina and community to develop a strategic plan for Whare Manaaki. To include; Enrolment Educational expectations of programmes Assessment tools and consistency across the whare. Classroom modelling of

effective pedagogy when

teaching te reo Māori.

Classroom observations of

teachers pedagogy giving

feedback and support in Te

Reo.

To develop consistency of

Te Reo Māori in and across

the Whare.

To integrate and embed

Te Reo Māori in all areas of

the curriculum.

To demonstrate effective

pedagogy when teaching

Te Reo Māori.

To develop the tools

required to assess

students levels of Te Reo

oral and written.

To explore online options to share learning with Whanau including te reo resources. To create te reo resources to use within the classroom. To identify additional resources for Whare Manaaki to support students learning. To identify use of Te Reo in written reports. Identify the opportunity to support whanau to support their children’s learning by goal setting with their teacher.

School Name: Tuakau school School Number: 1539

Strategic Aim: Through a range of assessment practices, gather information that is sufficiently comprehensive to enable the progress and achievement of students.

Annual Aim: Develop teacher capability and pedagogy around raising student achievement of priority and target groups, in Reading, Writing and Mathematics.

Target:

Schoolwide target: Reading: 2018 Target: The expectation is that by the end of the year, 75% of children will be at their correct

national curriculum level in reading.

Writing: 2018: Writing Target: The expectation is that by the end of the year, 60% of children will be at their correct

national curriculum level in writing.

Mathematics:

The expectation is that by the end of the year, the majority of Year 5 students will be working at early level 3.

Baseline Data:

Reading: 133/224 (59%) were at or above National Standard at end of 2017.

Writing: 87/224 students (39%) were at or above National Standard at end of 2017.

Mathematics: This target was created because the National Standard data at the the end of year 4 showed only

9/31 students (29.0%) of students were At and Above National Standard.

Actions What did we do?

Outcomes What happened?

Reasons for the variance Why did it happen?

Evaluation Where to next?

Reading: Introducing: Tuakau Literacy Hub to the staff. Sharing ideas on how it could be implemented into the classroom. Revise Running Records and comprehension strategies children are using. New Entrant Teachers: Attend Yolanda Soryl Phonics course and share with Junior Team. Ensure resources are relevant to children’s interests and community – culturally responsive Written Reports reviewed. Will be sent home in term 2 and 4. Will share reading results, reading progress, how parents can help and goals in simple language. New readers purchased: Lower level PM readers and readers for boys. PM Running Record kits provided for all 4 teams.

All students

Well Below

Below At Above Total At or Above National Curriculum Expectation

Male 6 students (4%)

32 students (22%)

64 students (45%)

41 students (29%)

143 students (100%)

105 students (73%)

Female 2 students (2%)

27 students (23%)

64 students (54%)

25 students (21%)

118 students (100%)

89 students (75%)

Total 8 students (3%)

59 students (23%)

128 students (49%)

66 students (25%)

261 students (100%)

194 students (74%)

There is 194/261 (74%) of students at or above National Curriculum Expectations at the end of 2018.There is now 194 students achieving at or above National Expectation. Strengths:

European achievement is higher than all the other ethnic groups.

Pasifika is achieving above our target with 77% of students at or above

National Expectation.

Implications:

The Maori students are achieving 4% below the whole school with 70%

of NZ Maori students achieving at and above expectation. This is an

improvement from previous years but still an area to address.

Reading progress by year groups:

Analysis of Reading Data by years:

2018 Target: The expectation is that by the end of the year, 75% of children will be at their correct national curriculum level in reading. There is 74% of students at or above National Curriculum Expectations at the end of 2018.There is now 194 students achieving at or above National Expectation. This is only 1% below the target.

. COL Achievement Target for 2020 in Reading is 75% of all students to be achieving at or Above. Tuakau achieved 74% in 2018. Goal :75% of Maori Student will achieving at or above expectation

Writing: Unpacking and revision of the Literacy Learning progressions: Writing. Introducing: Tuakau Literacy Hub to the staff. Sharing ideas on how it could be implemented into the classroom. Sharing ways to unpack and use AsTtle rubrics with the children. Use the Literacy Learning Progressions to plan and teach an effective writing programme to address gaps. Unpack the transition descriptors (moving to Level 2 and 3) to improve teacher

Year 0 students 17/17 students (100%) of students are At

and Above National Expectation

Year 1 students: 28/45 students (62 %) of students are At and

Above National Expectation

Year 2 students: 27/42 students (64%) of students are At and


Year 3 students: 25/32 students (78 %) of students are At and






Year 6 students: 36/48 students (75.0%) of students are At and


Implications:

The Year 3-6 students are achieving well. Our Reading focus needs to

be in Years 1 and 2. These are the year groups which are achieving

lower.

Writing Analysis:

Writing Analysis:

The expectation is that by the end of the year, 60% of children will be at their correct national curriculum level in writing. There is 60% of students at or above National Curriculum Expectations at the end of 2018.There is now 158 students achieving at or above National Expectation.

capability to plan and teach an effective Writing programme to address gaps Written Reports reviewed. Will be sent home in term 2 and 4. Will share writing results, writing progress, how parents can help and goals in simple language. Teachers using writing exemplars with children to unpack and share expectations. Exemplars displayed in class. Mathematics: PLD: 50 hours with Charlotte Wilkinson Creation of Moderation tasks and moderating practice across school. All teachers take part in classroom sessions working with Charlotte that involve Modelling, co-teaching and observation. These will be done in

There is 60% of students at or above National Curriculum Expectations at the end of 2018.There is now 158 students achieving at or above National Expectation.

Implications: There is a much larger number of boys achieving in the below and well below groups. An area of focus for 2019 needs to be engagement of boys in writing. Mathematics:

This target was met.

The expectation is that by the end of the year, the majority of Year 5 students will be working at early level 3. At the end of 2018

these students who

are now Year 5

improved this result

dramatically. 17/34 of

these students (50%)

COL Achievement Target for 2020 in Writing is 72% of all students to be achieving At or Above. Tuakau achieved 60% in 2018. Goal :60% of Boys will be achieving At or Above expectation

pairs/teams to allow for reflection and support. Unpack the progressions and use these to improve teacher capability to plan, and teach, an effective Mathematics programme to address gaps. Improve Leadership capability through growing leaders and working with Charlotte to review current overviews, resources and curriculum documentation More informed decision making re children’s achievement levels and identification of next learning steps. Involve community in lifting Mathematics achievement by: – Creating opportunities to share data

and goal setting in Mathematics with parents

– Support parents with information about helping children at home

Create an overview and resource bank of assessment moderation tasks.

There is 69% (180 students) of students at or above National Expectations at the end of 2018. Implications:

There are 58 Maori students achieving below and well below the

National Curriculum Expectation who need to be monitored in 2019 and

our target would be to make accelerated progress and move these

students to achieve at National Curriculum Expectation. At the end of 2018 these students who are now Year 5 improved this

result dramatically. 17/34 of these students (50%) of them are now

achieving at and above the National Curriculum Expectation.

We believe this is because of the Ministry Professional Development in

Mathematics that we completed with Charlotte Wilkinson.

Implications:

Year 4 and 5 in 2018 (Year 5 and 6 in 2019) are focus year groups.

Year 4 students: 2018 20/43 students (47.0%) of students are At

and Above National Curriculum Expectation

Year 5 students: 2018 17/34 students (50%) of students are At and

Above National Curriculum Expectation The curriculum expectation for

these year groups in 2019 is to be working at Level 3. Unpacking the

level 3 curriculum expectations with the whole staff and students will be

a focus for 2019.

of them are now

achieving at and

above the National

Curriculum

Expectation.

We believe this is

because of the

Ministry Professional

Development in

Mathematics that we

completed with

Charlotte Wilkinson.

COL Achievement Target for 2020 in Mathematics is 72% of all students to be achieving At or Above. 69% of the students achieved at or above expectation in 2018. Goal for 2019 :72 % of all students will be achieving At or Above expectation Target year groups: Year 5 2019: Goal to get 60% of this year group at or Above expectation. Year 6 2019: Goal to get 65% of this year group at or Above expectation.

Planning for next year:

Reading: COL Achievement Target for 2020 in Reading is 75% of all students to be achieving at or Above. School wide Goal :75% of Maori Students will achieving at or above expectation:

● Identify testing tools and review when PM and Probe are used. ● Explore Reading interventions to raise achievement for students achieving Below and Well Below expectation.

● Align our Reading assessment practices with the other schools in the COL and take part in moderation across the COL schools. ● Explore ways to raise boys engagement in Reading.

Writing: COL Achievement Target for 2020 in Writing is 72% of all students to be achieving At or Above. School wide Goal :60% of Boys will be achieving At or Above expectation

● Align our Writing assessment practices with the other schools in the COL and take part in moderation across the COL schools. ● Explore ways to raise boys engagement in Writing ● Raise Teacher capability in features

Mathematics: Goal for 2019 :72 % of all students will be achieving At or Above expectation Target year groups: Year 5 2019: Goal to get 60% of this year group at or Above expectation. Year 6 2019: Goal to get 65% of this year group at or Above expectation.

● Raising Teacher capability in the use of PMAT (Number assessment) ● Continue to use rich tasks to gather information about children's Mathematical thinking from the Numeracy Progressions. ● Align our Mathematics assessment practices with the other schools in the COL and take part in moderation across the COL schools.

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