2015
THE NEEDS OF THE CHILDREN AND THEIR LEARNING SHALL BE THE FOCUS OF THIS
CHARTER.
Our school is unique in the Te Awamutu District. We are the only dual language medium school out of 19 schools .
We are slowly growing. The school was approved status as a full primary from 2014. This year we officially include
year 8 students as part of this recapitation.
We are seen as a culturally vibrant and rich school.
Our tamariki excel in performance.
Achievement levels show good progress.
Our 2014 end of year ERO review was very positive about our success and the sense of collective direction and
kotahitanga we have established within our wider school whanau. Belief in what we are doing is strong.
By following the guiding principles of the charter, the Board of Trustees will ensure that all students are given opportunities to learn. This
learning shall challenge them to achieve personal standards of quality and excellence and to reach their full potential. All school activities
will be designed to advance these purposes.
This will be achieved through a partnership between the school, its community and the Minister under the
provisions of the Education Act.
The Board of Trustees will take all reasonable steps to ensure that the school meets the goals and objectives
of this Charter within the resources and time available to it.
2
Contents
1.0 Vision Section
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
Type of School
General Description of the School
Description of the School Community
Motto
Guiding Statement
Vision
Goals
Values
Cultural Diversity
2.0 Government Requirements
2.1
2.2
National Education Goals
National Administration Guidelines
3.0 Strategic Section
3.1
3.2
Student Achievement
School Operations and Administration
4.0 Annual Section
Priorities and Targets for Improving Student Achievement
3
1.1
TYPE OF SCHOOL
Kihikihi School is a State Full Primary School catering for children from Year One to Year Eight. We are a dual medium language
school operating with the NZ Curriculum as our foundation learning document including a Rumaki Reo with a curriculum based on Te
Marautanga o Aotearoa. This year the full school is moving to adopt Te Marautanga o Aotearoa as the school curriculum. We also have
an attached Kohanga Reo, “Ngā Kakano Kohanga Reo o Kihikihi” situated on site. In 2015 we aim to establish Te Marautanga o
Aotearoa as our whole school curriculum.
1.2
GENERAL DESCRIPTION OF THE SCHOOL
Kihikihi School is situated in the township of Kihikihi and draws from the township and the surrounding rural area to the south and east.
Approximately 30% of the pupils travel by school bus from outside the Kihikihi Township. Approximately 10% of our roll comes from
Te Awamutu Township. Most of these Te Awamutu children attend the Māori Immersion unit, the Kihikihi School Rūmaki Reo.
Although the roll was in major decline up to 2006, it has stabilised and grown. The peak roll in 2008 was 115. At 1st March 2009 the roll
was 99. In March 2010 the peak roll was 107. The 1st March roll in 2011 was 125. The roll was similar in 2012 with about 126 at the 1st
March and then was 137 on 1st March 2013. Transience was considerable during the year and the roll finished just above this at 142 at the
end of 2013. At the end of 2015, numbers peaked at 155. The March roll for 2015 will be close to 150 students. Māori pupils make up
just over 70% of the roll.
Current Roll composition
Gender composition:
51% girls
49% boys
Ethnic composition in 2015:
73% NZ Māori
25% NZ European
2% Pasifika (2 Samoa, 1 other)
4
1% Asian
Pupils come from a wide range of socio-economic backgrounds, though lower socio economic bands predominate.
There is a wide range of scholastic ability evident in most areas of the curriculum. Currently the literacy levels tend to have most of the
students (67% - 75%) at or above expectation for achievement. The relatively large groups of children who come to school with delays in
the language area are recognised and enrichment and remedial programmes are in place. There is emphasis on exploring programmes
and resources that work in accelerating the learning of students. Whānau engagement is a key component of our current focus on student
improvement.
We endeavour to develop programmes and support, which are culturally responsive to the needs of our tamariki and their whanau.
A number of our children do not attend any early childhood education programmes. We have a number of children attending Kohanga
Reo on site.
Staffing has been finalised to begin 2015. We have 7 classrooms, three in the Rūmaki Reo and five in the English medium. We opened with
four English Medium classes, but have had to add another due to the rapid growth in the junior area of the school. Including the principal we
have 9 full time teaching staff, two part time kaiako, two kaiawhina, three teacher aides, two technology tutors, a caretaker, cleaner, office
administrator office support staff.
There is a high level of parental involvement by a band of dedicated parents and there is a good level of interest in the school and good
support for out-of-school activities such as sports, cultural activities, especially kapa haka, camps and class visits. The Board of Trustees
and KSFC (Kihikihi School Fundraising Committee) make significant contributions to the operation of the school.
There is ready access to support from outside agencies such as Group Special Education, the RTLB service, the Public Health Nurse,
Police Youth Aid Officer, our local community constable, Advisory Services, Kainga Aroha Community House, Māori Women’s Welfare
League, Women’s Refuge as well as those used on a more infrequent basis such as CYFS, Kihikihi Rotary Club etc. We run an
“Intervention Support Group” to plan for children who require some additional support to enhance their learning and wellbeing. In 2014
we were provided with a school Social Worker who works on site one day a week and is on call for support.
5
Currently there are 8 occupied single cell classrooms (one classroom, the Waikeria Room could be converted back to a classroom with
some remedial work), a 1:20 teaching space used as the Deputy Principal’s office, library, a hall and dental clinic. The Dental Clinic has
become our visual arts studio. One classroom was transferred to Kohanga responsibility via a Property Occupancy Agreement in 2009.
The Waikeria Room as mentioned is also utilised as a resource space.
The grounds are extensive and include large sealed areas, considerable grassed playing fields and a swimming pool complex, which was
refurbished in 2012/13. The school property is in good condition with hard work from our committed BOT Property representative and
dedicated caretaker. The main deck has been replaced over the summer at the start of 2015.
1.3
DESCRIPTION OF THE SCHOOL COMMUNITY
The school community is quite widespread and there is a relatively wide diversity amongst the groups within it.
The key groups can be identified as: Kihikihi Township – Business people / Tradespeople / Labourers. These people work in Kihikihi itself or commute to Te
Awamutu or Hamilton.
 Small numbers of rural families. Settlements at Te Mawhai & Te Kawa
 Unemployed People
 Single Parent Families
 Maori Community
Transience is an issue and concern and has an effect on the teaching and learning at Kihikihi School. It draws on a considerable amount
of resources, in particular the funding the Board provide in terms of staffing and supporting tamariki with identified needs. The majority
of children receiving additional support in terms of resourcing are from transient backgrounds.
While often considered a ‘suburb’ of Te Awamutu, Kihikihi is very much a community with its own identity and history, which is quite
significant. The town offers most social and recreational facilities and a number of shops and industrial services.
6
The community regularly uses the school facilities and this enhances the school / community relationship. There are many very helpful
neighbours and a number of the community loyally support school events.
1.4
MOTTO
Kia Manawanui – Be Big of Heart
1.5
GUIDING VISION STATEMENT
Learners today, Leaders tomorrow
He tangata ako, He whanau ako
Ākonga tupu, rata whakaruruhau. Kia tupu hei rangatira mō āpōpō.
1.6
VISION
“Our Vision of what we would like to achieve”
At Kihikihi School we will endeavour to: Take all reasonable steps to ensure that children whose whanau wish them to learn in Te Reo Māori are able to do so. In
recognition of this the Board of Trustees established and supported the development of a Rūmaki Reo from its inception in 2010.
 From 2015, all classrooms will increase the amount of Te Reo taught and used in incidental ways in the English Medium.
 Reflect the unique position of the Māori culture within the school through adherence to the Tiriti o Waitangi Policy, procedures
for enrolment, provision of Te Reo through the mainstream and the opportunity for tamariki to learn immersed in Te Reo Māori
me ōna tikanga. This is also reflected through both our curriculum documents, The Kihikihi School Curriculum based on the NZ
Curriculum and Marau-a-kura for the Rūmaki, based on Te Marautanga o Aotearoa. Evidence of this is included in our
7







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operational documents, prospectus, Rūmaki Reo Information booklet, procedures for learning and in the Kihikihi School
Administrative and planning guide.
Utilise Inquiry learning and expose tamariki to a range of devices to support learning in an increasingly digital environment.
Continue to lift the reputation and build respect for the children, staff and community of Kihikihi School.
Create a quality, learning environment so that effective learning will take place.
Employ committed and motivated staff who have good rapport with pupils, are sensitive to their needs, and provide challenging
programmes based on both the National Curriculum documents.
Develop an attractive and safe school environment.
Manage efficiently and effectively for the greatest value to the pupils.
Value partnership, teamwork and co-operation between whanau, parents/guardians, BOT, staff and community and develop good
communication at all levels.
Support the growth of Ngā Kakano Kohanga Reo o Kihikihi as an early childhood learning centre on the school campus.
To improve, develop and grow our well established Rumaki Reo and consolidate as a three class unit.
Involve our whanau as much as possible in the learning, which takes place for their learners.
1.7 GOALS
Our focus will be to: Using the lens of the tikanga our school operates within, ensure Te Ao Māori is integral to normalised operation of the school.
 Identify Barriers to Learning and Opportunities for Learning at Kihikihi School.
 Address the needs of all students by providing appropriate support and minimising barriers to learning.
 Update the support register regularly and develop programmes for priority and identified students.
 The Board employ and support motivated, sensitive and professional staff committed to providing quality learning programmes
for the pupils at Kihikihi in the medium of English and in the medium of Te Reo Māori for children who are able and prepared to
learn in the medium of Te Reo Māori with whanau support.
 Provide a safe, attractive and challenging physical environment by maintaining and enhancing what exists and having the vision
to look at future possibilities.
 Provide effective and efficient management and governance of the school.
8
 Develop a shared approach to education in the school – Board of Trustees, all staff, parents, caregivers and community links – so
that pupils have the best possible opportunity to succeed.
 Continue to value the schools’ special ‘culture’ of openness, friendliness and mix of cultural and socio-economic diversity.
 Assessment Practices will be developed to report against the Ministry of Education instituted National Standards and Ngā
Whanaketanga Rūmaki Māori.
1.8 CULTURAL DIVERSITY
New Zealand is a nation with increasing cultural diversity. In Kihikihi there are very small numbers of other ethnic groups represented,
currently we are have about 2% Pasifika students with the predominant groups being Māori and New Zealand European (Pakeha).
Schools are to provide for the diverse cultural groups within their school roll. A significant commitment is to recognise and value New
Zealand’s bicultural heritage and provide for the needs of Maori students. This is particularly important given that Kihikihi School has
approximately 75% Māori roll. Kihikihi School is very committed to improving learning outcomes for all students, but with a clear focus
on Māori students.
For our students this means:
 All reasonable steps will be taken by the Board of Trustees to ensure the opportunity to learn in the school environment in
immersion Te Reo Māori.
 The opportunity to learn Te Reo and tikanga Māori across the mainstream classes.
 An expectation of high standards of achievement.
 An expectation of regular attendance at school. This will be managed more closely with the support of our Student Management
system with concerns being automatically flagged.
 We have supported in the establishment of Nga Kakano Kohanga Reo o Kihikihi on the school campus to enhance early
childhood participation and provide a link with the school.
9
For our staff this means:
 Integrating Te Reo Māori me ōna tikanga into classroom programmes as staffing allows
 Allowing our Māori tamariki regardless of learning medium to succeed as Maori. Maori contexts for learning are an expected part
of the programme.
 Use of karakia to open the day and close the day. Karakia before kai. Enforce washing of hands. Involvement of all tamariki in
whakatau , mihi and powhiri and events capturing the essence of this area, with focus on Maniapototanga and Raukawatanga.
 Understanding basic principles of tikanga Māori.
 Having high expectations of Māori students.
 Having high expectations of all other groups learning at school.
 We have high expectations of professional integrity and ourselves.
 Improving student success in literacy and numeracy based on the professional guidance being offered through support and
guidance from experts for both the Māori and English Mediums.
 Ensuring high levels of success for our students learning in the Māori medium.
For school management this means:
 Analysing achievement data for all students and separately analysing data for Māori students.
 Setting targets for improving achievement for all students while also identifying the needs of Māori students.
 Identification of Pasifika students and monitoring progress in liaison with family. The small numbers in this group prohibit
aspects of group reporting due to confidentiality.
 Working with Māori parents in establishing action plans to achieve goals and meet targets.
 Analysing achievement for special needs groups.
1.8 Whanau Consultation
Consultation with whanau is done in a range of ways.
Whanau hui have been used in the last two years to confirm components of the Marau-a-Kura for the Rūmaki Reo.
The last significant survey was of whanau desire regarding vision for the school. This occurred in November 2013.
We held two visioning hui as well as sending home documentation for whanau to contribute regarding the future for the kura.
10
Prior to this we consulted widely about recapitation for the school in 2012. 89% of our whanau desired that we retain our year 7 and 8
students across the school. This involved input from 98% of our whanau.
In 2015, reports on the development of the Mārau- a – Kura for the whole school will continue with whānau. It is hoped we can present
this to whānau near the end of the 2015 year.
11
KIHIKIHI SCHOOL CHARTER: SCHOOL OPERATIONS, GOVERNANCE AND MANAGEMENT SECTION: 2016
Curriculum:-
Human Resources:-
Key school documents that inform the Kihikihi School Charter relating to curriculum include;
Key school documents that inform the Kihikihi School Charter relating to human resources include;
-
Kihikihi School Curriculum Document/Marautanga –a Kura
Curriculum Implementation based on Curriculum Plan, policy and
procedures.
Professional development plans – Te reo Matatini, English Literacy
Development, Curriculum Development and Te Reo English Medium.
Student Assessment Plan
Student Reflection Portfolios/Kohinga Raukura
Associated Policies and procedures
Kihikihi School Strategic Plan
Kihikihi School Annual Plan
-
-
Job Descriptions
Performance Agreements
Staff Appraisals
Kihikihi Kete
School Parent Information Booklet - Prospectus
Staff Professional Development Programme
Roles & Responsibilities Schedule
Accidents & Medical Register
Personnel & Curriculum Policies
Kihikihi School Strategic Plan
Kihikihi School Annual Plan
Finances:-
Property:-
Key school documents that inform the Kihikihi School Charter relating to finances include;
Key school documents that inform the Kihikihi School Charter relating to property include;
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Annual Budget
10 Year Property Plan
SUE Reports
Banked Staffing Reports
Assets Register – to be reviewed and updated.
Auditors Reports
Associated Policies & Procedures
Kihikihi School Strategic Plan
Kihikihi School Annual Plan
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10 Year Property Plan
5 Year Property Schedule
Maintenance Schedule
Hazards Register
Health and Safety Procedures
Evacuation Procedures
Insurance
Associated Policies
Kihikihi School Strategic Plan
Kihikihi School Annual Plan
Health and Safety:Key school documents that inform the Kihikihi School Charter relating to health and safety include;
-
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Strategic Plan
Annual Plan
Hazards Register
Maintenance Schedule
Evacuations Procedures
Student Support Programmes and Procedures
Kihikihi School Health & Safety Guidelines Associated Policies
Kihikihi School Strategic Plan
Kihikihi School Annual Plan
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KIHIKIHI SCHOOL: STRATEGIC PLAN OVERVIEW
2015 - 2017
Teaching & Learning Programme
Development:
To develop a culture of learning:Learner Centred Assessment Practices:
o Self assessment
o Self regulation of learning dispositions and
progress towards attainment of graduate profile
o Anecdotal record and foramtive assessment to
support OTJs
o Teacher conferencing with students
o Teacher feedback; descriptive and evaluative
o Goal setting; learning goals which are realistic
and challenging.
Learning Relationships:
o Dispositions and graduate profile steps
integrated into all learning and teaching; social,
behavioural and academic
o Learning Intentions are presented
o Success criteria are co-constructed as
appropriate
o Dialogue focused on learning
o Teacher and student questioning
o Promotion of critical thinking
o Modelling
o Risk taking
o Developing lifelong learning capabilities
Learning Community:
o Promote, foster and develop shared
understandings and meaning of the school's
vision, mission and values
o Partnership: teachers, students and parents
working together
o Community reviews inform school planning
o School benchmarks relating to NS and NWRM
reflect school expectations for learning; Student
Reflection Folders/Kohinga Raukura
o Promotion of student and teacher leadership
o Integrate digital learning across the curriculum
Finance & Property:
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Redevelopment of 10 and 5 Year Property plan
Utilise final 5YA funds for heating and lighting in the hall
Align property commitments to financial commitments
Establish property commitments as aims within the school’s strategic plan,
and annual plan
 Closely monitor school budget to each year maintain an end-of-year reserve of
at least 12% of MoE annual grant; ‘untagged funds’ (Approximately $38,000
based on $316,000 MOE Grant)
 Applications for funding from Grant Agencies. Marae complex, playrounds,
seating and shade in pool, junior sandpit complex, ICT equipment, security
fencing.
Focus On Raising Student Achievement
PRIORITY AREAS
o
o
o
o
o
Literacy: Written Language/Tuhituhi
Mathematics – strand implementation both mediums
Raising Māori student achievement
Supporting learners with special education needs
Te Reo programme English Medium
Learners Today, Leaders Tomorrow
He Tāngata Ako, He Whānau Ako
Partnerships with the Community:
o
o
o
Open Day/s and Parent-Teacher Interviews.
Curriculum Workshops as required – maths and writing
Ongoing whānau hui.
Reflecting New Zealand’s Cultural Diversity:
o
o
o
o
Daily mihi, karakia and waiata
Classroom programmes to reflect cultural diversity/mix of ethnicities.
Hui on all student achievement to be held each year.
Te Reo Development in the English Medium
Strategic Aims 2014 - 2016:
Aim 1: All students are able to access
Te Marautanga o Aotearoa as
evidenced by progress and
achievement in relation to the
National Standards and Ngā
Whanaketanga Rūmaki Māori;
(refer to Annual Aims 1, 2, 5, 7,
8)
Aim 2: To provide school leadership
and effective governance to
improve outcomes for priority
groups; Māori, Pasifika, learners
with special education needs
and including tamariki from low
income backgrounds; (refer to
Annual Aims 1, 2, 4, 8, 9, 10
Aim 3: To develop, foster and create the
opportunities for students to
participate, be involved in and
learn through and within
programmes rich in e-learning,
inquiry and based in the essence
of Te Ao Māori in the context of
our contemporary world ; (refer to
Annual Aims 3, 4, 5, 6, 10
13
Strategic Aim 1:
All students are able to access the New Zealand Curriculum and Te Marautanga o Aotearoa for the Māori Medium as evidenced by
progress and achievement in relation to the National Standards and Ngā Whanaketanga Rūmaki Māori; (refer to Annual Aims 1, 2, 3 4,
5, 6 & 7) Note That from 2015/16 the whole school will be using Te Marautanga o Aotearoa as the curriculum for both Māori and
English Mediums. (2015 – 2017)
OBJECTIVES
IMPLEMENTATION, RESPONSIBILITY, TIME FRAME & RESOURCE
1. To raise the rate of progress for all students deemed at
risk of not achieving at the level of the National
Standard for Writing and at Manawa ora for Ngā
Whanaketanga Rumaki Māori in tuhituhi







2. To increase the number of students achieving at or

above the National Standards for Reading and at

Manawa ora for Ngā Whanaketanga Rumaki Māori in

panui.



3. To increase the number of students achieving at or
above the National Standards for Mathematics and at
Manawa Ora or Manawa Toa for Ngā Whanaketanga 
Rumaki Māori in Pangarau.


4. To improve the spelling levels of tamariki in relation to
the essential word lists as identified in the literacy
progressions and for the Māori Medium based on the
most frequently used kupu.



Writing can be interchanged with tuhituhi in this document.
Annually review school-wide Literacy plan with a focus on writing
Work on moderation in writing with colleagues in the Te Awamutu cluster for the
English Medium. For the Māori Medium, internal moderation at school will occur
based on the model utilised from Kia Atamai Education Trust.
Planning will reflect the deliberate acts of teaching applicable in writing
Teachers will develop and implement deliberate acts of teaching consistent with
proven effective practice in the teaching of written language
Student achievement information will be collected, collated and analysed to inform
learning and teaching
Refer to 2015 School Charter Target groups to raise student achievement; Annual
Aim 1, 2 and 8.
Ongoing and regular reporting to the board; analysed student achievement
information as well as ‘formative data’ and overall teacher judgments (OTJs)
Annually review school-wide Literacy plan, with a focus on reading/panui
Planning will reflect the deliberate acts of teaching applicable in reading/panui
Teachers will develop and implement deliberate acts of teaching consistent with
proven effective practice in the teaching of reading/panui
Student achievement information will be collected, collated and analysed to inform
learning and teaching as per the schedule of assessment
Annually review school-wide Mathematics/Pangarau plan
Planning will reflect the deliberate acts of teaching applicable in
mathematics/pangarau
Teachers will develop and implement deliberate acts of teaching consistent with
proven effective practice in the teaching of mathematics/ pangarau
Student achievement information will be collected, collated and analysed to inform
learning and teaching
Create strand assessments, which support a model of pre and post analysis of
student progress in the English medium initially and investigate models of strand
assessment for the Māori medium.
Teachers assess and review student achievement levels and reassess at points during
the year as specified in the assessment/aromatwai schedule
To record this data in eTAP in term one/two and four to be able to analyse progress.
To review how this implementation is progressing at mid-year and end of year.
OUTCOMES
The outcomes stated below are consistent with
the 3 stated objectives.

improved student learning outcomes in
literacy in relation to National Standards
and Ngā Whanaketanga

consistency of quality practice school wide

consistency of effective teacher practice
school-wide that supports student learning
development from year to year/class to class
in written language

data will be robust, valid and reliable

data will track student progress and
achievement over time

teachers will use data effectively to inform
teaching and learning decisions

analysis and interpretation of data will be
consistent across each individual language
medium

reporting to the board on student progress
and achievement will be ongoing and
regular, and based on the annual assessment
plan

reporting to the board on progress towards
meeting the target to raise student
achievement will be presented regularly at
board meetings

Reporting to whanau will occur in summary
in school newsletters.
14
Strategic Aim 2:
2015 – 2017
To provide school leadership and effective governance to improve outcomes for priority groups; Māori, Pasifika and learners
with special education needs; (refer to Annual Aims 2 and 3)
OBJECTIVES
IMPLEMENTATION, RESPONSIBILITY, TIME FRAME & RESOURCE
1. Supporting Māori students to achieve success as Māori;
(refer to Annual Aim 1, 2, 6, 8 and 9)
1. Hold whānau and rūmaki hui to provide the opportunity for learners and their teachers to
share with respective parents and whānau, student learning, progress and achievement.
2. To provide authentic daily, weekly opportunities for all learners to learn about te reo Māori
and tikanga, which gives students access to te Ao Māori (the Māori world) and to Māori
world views; where te reo Māori and tikanga Māori are intertwined.
3. To embed the graduate profile and incorporate elements of the dispositions in our Maraua-Kura and plan for and provide opportunities to explore shared values of:

manaakitanga – caring for and respecting each other

Kotahitanga – Developing a sense of belonging and the importance of us all together.

Respect

Intergrity

and other values and principles we identify as a whole whānau to include in our
Marau-a-Kura for Kihikihi School.
2. Support progress and achievement for Pasifika students. 1. At the time of establishing the 2015 Charter, identify Pasifika students in attendance at our
(refer to Annual Aim 1, 2, 6, 8 and 9)
school. There are very small numbers, so face to face aiga consultation about their
thoughts and desires about communication of student progress and learning can be
gathered using this process.
2. Pasifika aiga will be reported to as per the schedule of reporting to whānau.
3. Supporting inclusion for learners with special education 1. Adapt the school environment to meet the needs of learners with special education needs.
needs; (refer to Annual Aim 1, 2, 6, 8 and 9)
2. Support learners with special education needs to attend and succeed at Kihikihi School;
engage in all activities and to achieve in the learning areas of Te Marautanga o Aotearoa
and work towards achieving success as identified in the Graduate Profile.
3. Ensure the transition into and out of Kihikihi School, for learners with special education
needs, is smooth and well planned. Liaison required with ECE and secondary schools.
4. Student Guided Conferences will be organised and held to provide the opportunity for
learners and their teachers to share with whānau, student learning, progress and
achievement.
5. The Student Learning Support Register will be reviewed at least once each term to assist
with monitoring, evaluating, planning and reporting on learners with special education
needs. Kihikihi School describes special education needs as:

Learners working at or above the curriculum level for their age;

Learners working at level one of the curriculum for most (possibly all) of their
schooling;

Learners struggling to work at the curriculum level for their age.
[For (b) and (c) students will generally be supported by and IEP/ILP]
OUTCOMES
 Kihikihi School sets and maintains
high expectations for all learners, while
also clearly understanding what each
learner knows, values and brings to
their learning
 Strong connections and relationships
will be built with whānau to foster adult
engagement in their tamaiti’s learning.
 adapt the school’s learning conditions
and environment to meet the needs of
the learners
 continuously support the professional
learning needs of staff, to best meet the
needs of students
 work closely and collaboratively with
parents and whānau, making informed
decisions in support of students’ and
their learning
 foster identity, language and culture of
all learners
 ensure strong self review processes are
in place and effectively used to support
Māori, Pasifika and learners with
special education needs to achieve
individual goals, objectives and targets
 involve parents and whānau in the
child’s learning and achievement
through respecting their knowledge of
their child’s needs, while also sharing
the school’s understanding of the
child’s needs, learning, development
and achievement
15
Strategic Aim 3:
To develop, foster and promote assessment capable students, teachers, school leaders and whānau; (refer to Annual Aims 1,
4, 5, & 6) 2014 - 2016
Assessment Capable Students
Assessment Capable Teachers
 learners are clear about what they  teachers construct with students
are learning and why
what students are learning and
why; learning intentions and
success criteria
 learners are clear about how they
will achieve their learning
 teachers classroom wall displays
will include information on
 learners are clear about what the
achievement expectations, stated
learning might look like
in student language, and in
particular relating to the NS and
 learners are clear about how well
NWRM
the learning has been achieved
 learners access information from  teachers construct with students
how they will achieve learning
classroom wall displays, charts,
outcomes; criteria for achieving
printouts including achievement
and task/activity match to
expectations
and
learning
learning, help seeking strategies
progressions, to guide learning
conversations and next steps
 teachers construct with students
how well the learning has been
 learners are able to establish
achieved; self-assessment,
relevant and clear learning goals
improvement, next steps achieved
 learners are able to self-assess, selfevaluate and self-regulate their  teachers use feedback, prompts
and questioning to support student
learning by reflecting on their
learning
current achievement and progress
to determine their next learning
 teachers build strong learning
steps and learning goals
focussed relationships with their
students
 learners
use
a
growing
understanding of steps towards
achieving success in the graduate  teachers are in communication
with parents regarding students’
profile and can explain where they
progress and achievement, and
are in terms of attainment of
learning needs
success.
 learners include examples of  teachers select assessment tools to
match the purpose of learning and
learning in their Reflection books
use assessment information to
or Kohinga Raukura, which
improve student learning to
demonstrate an awareness of their
promote further improvements in
learning and required next steps.
student learning
Assessment Capable Leaders
OUTCOMES:
School leadership will be focussed on the
purposeful use of assessment tools and systems
in classrooms to promote better learner and to
ensure:

effective tools and systems are used to gather, collate, analyse and use
student assessment and other information for improving teaching and
learning; achievement expectations are explicit

the analysis of student assessment data is used to improve teaching and
to identify areas for teacher professional development
 effective communication of progress
and achievement with
family/whānau and community

school leadership, teacher and school governance promote, develop and
sustain links with parents/whānau and the community that enhance
outcomes for students
 alignment of assessment, planning,
recording and reporting

students develop and demonstrate self-regulated learning behaviours
taking ownership and responsibility for their learning outcomes; teachers
encourage students to set high personal learning goals

teachers co-construct appropriate learning intentions and success criteria
with their students
School leadership will encourage a culture of
continuous school improvement that reflects an
inquiry-based approach through:

teachers assist students to understand more about their own learning;
regular, specific and constructive feedback/feed-forward on students
work and efforts contributes to the next stage of learning
 supporting a continued development
of evidence-based learning for
sustained improvement
 school structures and systems
enhance the functions a learning
community and community of
learners
 teachers are learners who create an
evidence-based learning community
with learners

student voice is prevalent in the process of learning and teaching

data continues to guide decision making at all levels of school operations

strategic and annual plans identify the most urgent learning needs for all
students and sub-groups of students who are at risk of not achieving

there is clear alignment from the strategic plan, through the annual plan,
to curriculum delivery and programme implementation
 the learning community engages with
other learning communities to
actively seek knowledge and ideas

the school has an ongoing cycle of robust self-review that identifies
priorities for improvement, develops and implements plans, monitors
progress and evaluates effectiveness

teachers undertake regular professional learning relating to pedagogy,
their teaching areas, and pedagogical content knowledge

the board makes appropriate decisions to allocate resources based on
assessment and other data to meet identified needs and priorities
 high quality assessment practice
 school curriculum enables teachers to
use assessment for learning, with
students closely involved
16
KIHIKIHI SCHOOL: 2015 ANNUAL PLAN
OVERVIEW
Teaching & Learning Programme
Development:
To develop a climate of learning:
Learner Centred Assessment Practices:
o Student goal setting and self assessment
o Student reporting to whānau as part of
conference process
o Graduate Profile development – include aspects
at level tamariki can understand.
o Teacher feedback; descriptive and evaluative
o Goal setting; learning goals which are realistic
and challenging.
Learning Relationships:
o Graduate Profile developed together underpins
student learning direction and relationships
supporting success
o Learning Intentions and Success Criteria are
used
o Conversations focused on learning
o Teacher and student questioning
o Promotion of conepts of ako
o Modelling
o Risk taking
o Developing lifelong learning capabilities
o Active listening
Learning Community:
o Partnership: teachers, students and whānau
working together
o Community reviews inform school planning
o School benchmarks reflect school expectations
for learning linked to National Standards and
Ngā Whanaketanga Rūmaki Māori
o Promotion of student and teacher leadership
o School community is a valuable resource and
will be utilised for education programme
investigate and develop Marae Learning Centre
Concept.
Health and Safety:
o
o
o
o
o
Electrical checks on all equipment.
Identification of hazards programme.
Evacuation procedures practice.
Swimming pool & playground
maintenance checks.
Student Behaviour Management
Programme. Peer Mediation.
Property:
o
o
o
o
o
o
o
Review 5 year property plan
Pool maintenance
Develop ICT strategic plan
Painting Programme
Cushion Fall
Marae strategy plan developed
Gardens, Sandpit, security fences
Focus On Accelerating Learning
PRIORITY TARGETED LEARNING AREAS
o
o
o
o
Literacy: Writing/Tuhituhi
Literacy: Te Reo Mataini in Rūmaki Reo
Mathematics/Pangarau: Strands – English/Māori Medium
Numeracy: JAM, IKAN*, GLOSS* - English & Māori Medium*
Finance:
School Review:
Budget from
MoE Operational Grant(1)295,000.00

Relieving Teachers
MLP Level 1
MLP Level 4
Targeted Funding
Special Education
ICT Funding
Cleaners*
Caretakers*
Kiwisport
Vandalism
Property Maintenance
Heat, Light & Water
25,515.00
42,914.00
5480.00
45989.00
10,101.00
9986.00
20,000.00
23,000.00
1972.00
3,408.00
22,419.00
8,753.00
* This is the amount we budget for
Caretakers , cleaners and groundstaff. We
actually receive $3,835 in the grant.
(1) Actual GST excl amount is 316,229.00









Self-Review programme focused on
assessment and learning
Tuhituhi/Writing:
Term 1, Weeks 9 -11
Term 3, Weeks 8 - 9
Panui/Reading:
Running Records each Term
JAM: As child turns 6, 7 & 8 or half yr
Poutama Tau/GloSS, IKAN,:
Term 1, Weeks 4 - 6 and Term 4
Spelling:
Term 1, Week 4
Term 3, Week 9
5 Year Entry/6 Yr Nett
Science:
STAR – Term 1 and 4, years 3 – 8
PAT Math Term 1
PAT Reading Term 1
All maths strands/Whenu
Annual Aims 2015:
1.
To raise student achievement levels in
writing, reading and mathematics in both
language mediums. In the Rūmaki Reo this
includes kōrero.
2. Identify our priority students, including students
at risk of not achieving and those with talents
and create targeted plans, involve and engage
whānau in their learning and monitor regularly.
3. Target the planning and delivery of specific
investigations and experiments and particularly
student’s ability to write science reports in both
language mediums.
4. To utilise digital learning in increasing ways
through staff learning and implementation of
planned e-learning processes for students based
on sound pedagogical knowledge of teachers.
5. To develop and implement a successful Te Reo
Māori programme in the English Medium and
encourage more incidental use of Te Reo Māori
in our kura.
6. To review and revise the “Inquiry Learning”
processes for Kihikihi School to directly improve
student agency and ability to develop
independent learning.
7. To extend the Year 7 and 8 technology and Arts
programme to enhance learning opportunities for
these students
8. To ensure all our assessment practices, processes
and accumulation of anecdotal information and
OTJs are completed and reported consistently in
teacher records, eTAP and Te Waharoa Ararau a
Kura.
9. To maintain and record an “Annual Programme
of Self Review at teacher, management and
Board levels.
10. Engaging whānau in the learning of their
tamariki.
11. To complete the Development of Te Marau a
Kihikihi.
17
Partnerships with the Community:





School-Parent Questionnaire: (September)
Parent-Teacher Conferences
Curriculum Workshops on Numeracy, Literacy and other areas as required.
Open Days; community invited into view the school in action. Term 2 and 3.
Whanau and Rumaki Whanau Hui – include New Entrant hui.
Reflecting New Zealand’s Cultural Diversity:



Whānau Hui aand Rūmaki whānau hui held to develop and improve the graduate profile and related learning
programmes to improve Māori student achievement; (Will be ongoing)
Classroom programmes to reflect cultural diversity and aspects representative of our students.
Karakia, Waiata and Mihi part of all classes.
No
18
AIM 1: NATIONAL STANDARDS WRITING & NGA WHANAKETANGA RŪMAKI MĀORI TARGETS
To raise student achievement levels in writing, reading and mathematics in both language mediums. In the Rūmaki Reo this includes kōrero
(with links to Strategic Aims 1, 2 & 3 and Annual Aims 1,2, 8, 9 & 10)
All students are able to access Te Marautanga
o Aotearoa as evidenced by progress and
achievement in relation to the National
Standards and Ngā Whanaketanga Rūmaki
Māori; (refer to Annual Aims 1, 2, 3, 4, 5, 6 &
7)
Aim 2: To provide school leadership and effective
governance to improve outcomes for priority
groups; Māori, Pasifika and learners with
special education needs; (refer to Annual Aims
1, 2, 3, 4, 5, 6 & 7)
Aim 3: To develop, foster and create the opportunities
for students to participate, be involved in and
learn through and within programmes rich in elearning, inquiry and based in the essence of Te
Ao Māori in the context of our contemporary
world ; (refer to Annual Aims 3, 4, 5, 6, 10
Aim 1:
Annual Aims
1. To raise student achievement levels in writing,
reading and mathematics in both language mediums. In
the Rūmaki Reo this includes kōrero.
2. Identify our priority students, including students at
risk of not achieving and those with talents and create
targeted plans, involve and engage whānau in their
learning and monitor regularly.
8. To ensure all our assessment practices, processes and
accumulation of anecdotal information and OTJs are
completed and reported consistently in teacher records,
eTAP and Te Waharoa Ararau a Kura.
9. To maintain and record an “Annual Programme of
Self Review at teacher, management and Board levels.
10. Engaging whānau in the learning of their tamariki.
2015 TARGET:
All students currently below or well below their
expected National Standard in the English Medium at
the end of 2014 will have progressed with most making
more than one year’s progress by the end of 2015 and be
writing close to or at their respective expected standard.
All others show progress against National Standards.
In the Māori Medium, most students at Manawa Taki will
progress to be close to expectation at Manawa Āki and
most Manawa Āki students will progress to Manawa Ora in
writing.
All students will be seen to progress within their stage of
development or to the next stage based on the assessment
toolkit form Kia Atamai Education Trust or school
exemplars.
BASELINE DATA:
Analysis of school-wide writing data (OTJ’s against the writing National Standards and Ngā Whanaketanga) identified some areas for development across the school. The data
shows that in December 2014 24.1% of English Medium students were below expectation and 11.5% well below in writing. 33 out of 87 students were achieving below or well
below in writing. In the Māori Medium, 17% or 8 akonga were requiring additional programmed support at Manawa Taki. A further 38% (18 akonga) were near expectation at Manawa
Āki.
24.1%
21
43.7%
38
20.7%
18
64.4%
56
35.6%
31
17%
8
38%
18
27%
13
19%
9
48%
22
ManawaTaki
/ Manawa
Āki
Manawa
Ora/
Manawa
Manawa Ora
ManawaĀki
Manawa taki
Well
Blow/Below
At and
Above
Above
Expectation
At
Expectation
Below
Expectation
Well Below
Expectation
11.5%
10
Manawa Toa
Tuhituhi Data – Ngā Whanaketanga Rūmaki Māori
Writing Data – National Standards English Medium
52%
26
19
AREAS OF EFFECTIVE SCHOOL-WIDE PRACTICE IN
TEACHING TUHITUHI/WRITING:
 Teachers plan and focus on goals together
 We have created in the English Medium and in the Māori Medium
exemplars (& models of good writing to show expectations)
 The Māori Medium also utilise the OTJ information documents from
the Kia Atami Education Trust PD in 2014.
 Co-construction of success criteria with students – aimed at their
level is done frequently
 Consistent, regular reflection for both staff (formally at meeting
time and informally, in the course of the day to day teaching and
conferencing with students) and with students.
 Direct Acts of Teaching (DATs) are based on what the child is
able/ not able to do and is analysed on a three weekly basis
 Focus on sentence structure and correct grammar (also in oral
language)
 Learning intentions are explicit about the learning, not the activity
 Teachers implement effective feedback/ feed forward both orally
and in writing.
 Moderation of student writing by all staff to develop consistency
and confidence in make OTJ’s
AREAS IDENTIFIED FOR FURTHER IMPROVEMENTS:
 We need to return more frequently as a team to moderate.
 For the English Medium, we will work in 2015 with a cross school
cluster on shared moderation of writing based at Pirongia School.
 Through utilising expert assistance, we will identify areas for
improvement to enhance student learning in writing.
 We need to investigate and find opportunities to moderate and
work collaboratively for the tuhituhi of our tamariki in the Rūmaki
Reo.
 We need to reflect on our teacher modelling, making sure that
each stage of the writing process is being modelled and draw on
‘high quality’ writing from a range of sources. Modelling books
need to be consistently used.
 Students need to be grouped to support the development of their
writing/tuhituhi.
 Identifying next steps in learning – Student’s specific goals are
recorded in Student’s Reflection folders/Kohinga Raukura related
to tuhituhi/writing. (Working documents kept in students
possession).
 Writing progressions are presented on classroom walls & in their
Reflection books/Kohinga Raukura.
 Timetable to be formalized to make sure each student is receiving
‘In-depth’ conferencing every three weeks for writing.
 A greater emphasis to be placed on using grapheme/ phoneme
pairs when approaching recording unknown words and using
word families, going from a known to an unknown word, within
the same word family. The same skills are being utilized in their
reading and spelling learning.
 Working to establish better Home Learning for spelling patterns
by checking children’s word lists weekly, if not more frequently for
those working towards expectations.
 Developing a bank of On-line Resources
20
Actions to achieve target:
1. Model writing/tuhituhi, giving quality examples for students to work towards.
2. Encourage children to experiment and try new ideas.
3. Writing needs to be personal and meaningful for students. Writing is cross curricula.
4. Use of English books and Reflection Folders/Kohinga Raukura to plan and track
student’s progress and achievement in Writing.
5. Use inquiry model in teaching and learning of writing, including – feedback and feed
forward.
6. Co-construct Learning goals with the students based on work presented and next steps
using Learning Progressions/Moderated documents so children can see where they are
achieving and where they need to head next. (Have copies on the wall or copied for
available use by students, in both language mediums).
7. Students show awareness of tracking their own progress and gain confidence in taking
part in reporting their progress to parents at 3 way conferencing sessions.
8. Published work must be checked, corrected, expanded or elaborated upon, to improve
each piece to its best, before it is printed as an ‘edited piece’ of work. If we don’t model
how it can be improved, it will not improve.
9. Writing is to be part of homework and whānau sessions about writing used to engage
whānau in this. These need to be on a class or school area basis so we can personally invite
whānau to participate and see how they can support their tamaiti.
10. Staff professional learning is taking place to make sure that ‘best practice models’ are
happening right throughout the writing process.
11. Staff formally reflecting on writing progress each term at a Staff Hui. How are we
going? Where are we at? New focus? (Especially for students who are Below and Well
Below). Use Actions to achieve target as starting point for review.
12. Use ICT and e-learning as a tool to enhance writing (students will have access to
computers to do this).
13. Complete 2015 Annual Report
14. Professional Development as part of the Te Awamutu Writing Moderation Cluster.
Led by
All Kaiako
Principal and Teachers
Principal and Teachers
Principal and Teachers
Principal and Teachers
Principal and Teachers
Timeframe
Weekly/Whole year
Weekly/Whole year
Weekly/Whole year
Each conference/piece
of writing
Each conference/piece
of writing
Each conference/piece
of writing
Principal and Teachers
Each term/Whole year
Principal and Teachers
Each piece of published
writing
Teachers and Leadership
Team
Term One/ review
Term Three
Principal
Weekly/Whole year
Principal and Teachers
Once or twice a term
Principal
Teachers
Principal and board
Deputy Principal
Lead Teacher
Teachers
Weekly/Whole year
Term 4: December
Once a term
21
AIM 1: NATIONAL STANDARDS & NGĀ WHANAKETANGA RŪMAKI MĀORI MATHEMATICS TARGETS
To raise student achievement levels in writing, reading and mathematics in both language mediums. In the Rūmaki Reo this includes kōrero (with links to
Strategic Aims 1, 2 & 3 and Annual Aims 1, 2 4 and 5)
All students are able to access Te Marautanga
o Aotearoa as evidenced by progress and
achievement in relation to the National
Standards and Ngā Whanaketanga Rūmaki
Māori; (refer to Annual Aims 1, 2, 3, 4, 5, 6 & 7)
Aim 2: To provide school leadership and effective
governance to improve outcomes for priority
groups; Māori, Pasifika and learners with
special education needs; (refer to Annual Aims
1, 2, 3, 4, 5, 6 & 7)
Aim 3: To develop, foster and create the opportunities
for students to participate, be involved in and
learn through and within programmes rich in elearning, inquiry and based in the essence of Te
Ao Māori in the context of our contemporary
world ; (refer to Annual Aims 3, 4, 5, 6, 10
Annual Aims:
Aim 1:
1. To raise student achievement levels in writing,
reading and mathematics in both language mediums. In
the Rūmaki Reo this includes kōrero.
2. Identify our priority students, including students at
risk of not achieving and those with talents and create
targeted plans, involve and engage whānau in their
learning and monitor regularly.
8. To ensure all our assessment practices, processes and
accumulation of anecdotal information and OTJs are
completed and reported consistently in teacher records,
eTAP and Te Waharoa Ararau a Kura.
9. To maintain and record an “Annual Programme of
Self Review” at teacher, management and Board levels.
10. Engaging whānau in the learning of their tamariki.
2014 TARGET:
All students currently below or well below their
expected National Standard in the English Medium at
the end of 2014 will have made more than one year’s
progress by the end of 2014 and be writing close to or at
their respective expected standard.
In the Māori Medium, students at Manawa Taki will
progress to be close to expectation at Manawa Āki and
Manawa Āki students will progress towards achievement at
Manawa Ora.
All students will be seen to progress within their stage of
development or to the next stage.
BASELINE DATA:
Analysis of school-wide writing data (OTJ’s against the maths and pangarau in National Standards and Ngā Whanaketanga) identified some groupings for support across the
school. The data shows that in December 2013 23.5% of English Medium students were below expectation and 3.7% well below in math (22/81) students were achieving below or
well below in writing. In the Māori Medium, 13% or 5 akonga were requiring additional programmed support at Manawa Taki. A further 32%% (12 akonga) were near expectation at
Manawa Āki.
9
11.3%
44
50.6%
23
26.4%
67
77.0%
20
23.0%
4
9%
9
19%
22
47%
12
26%
34
73%
ManawaTaki/
Manawa Āki
Manawa Toa
Manawa Ora
ManawaĀki
Manawa taki
Well
Blow/Below
At and Above
Above
Expectation
At Expectation
Below
Expectation
Well Below
Expectation
11
11.3%
Manawa Ora/
Manawa
PANGARAU Data – Ngā Whanaketanga Rūmaki Māori
* In 2014 this is mostly based on Tau
MATHEMATICS Data – National Standards English Medium
13
28%
Note that full tables of information are attached at the end of this report.
22
AREAS OF EFFECTIVE SCHOOL-WIDE PRACTICE IN
TEACHING MATHEMATICS/PANGARAU:
 Teachers plan and focus on goals together
 We have developed in the English Medium and in the Māori
Medium our assessment expectations for maths/pangarau,
including numeracy/poutama tau and strand assessment.
 All whenu must be covered so kaiako can make an OTJ to enter
student achievement. Entry of an OTJ is completed at the end of
every whenu focus. Will be updated when kaiako return to touch on
other areas in whenu later in the year.
 Challenges and difficulties for kaiako in assessment in the area of
maths/pangarau need to be forwarded to the lead teacher & tumuaki to
identify support and use for NAG 2 end of year reporting.
 Co-construction of success criteria with students – aimed at their
level is done frequently
 Consistent, regular reflection for both staff (formally at meeting
time and informally, in the course of the day to day teaching and
group learning with students) and with students.
 Direct Acts of teaching are based on what the child is able/ not
able to do and is analysed on a three weekly basis
 Focus on developing knowledge and strategy supported through
use of materials, modelling books and reinforcement activities.
 Learning intentions are explicit about the learning, not the activity
 Teachers implement effective feedback/ feed forward both orally
and in writing.
AREAS IDENTIFIED FOR FURTHER IMPROVEMENTS:
 We need to return frequently as a team to discuss math learning
and assessment information school-wide across both learning
mediums..
 Efforts applied to developing consistency in assessment in the
English Medium and Māori medium for strand development.
 Rūmaki Reo kaiako involved in PD to support their understanding of
pangarau and ways to implement strand learning effectively.
 We need to reflect on our Teacher modelling of math learning,
making sure that each stage of the Students need to be grouped to
support the development of student math knowledge and
improved use of strategy.
 Identifying next steps in learning – Student’s specific goals are
recorded in Student’s reflection folders/Kohinga Raukura related
to math. (Assessment and learning examples are presented in
Kohinga Raukura/Reflection Books.).
 Math levels are displayed and known by akōnga to allow them to
see progression and next steps. Displayed on classroom walls & in
their Reflection books/Kohinga Raukura.
 Timetable to be formalized to make sure each student is receiving
group support regularly in math.
 Working to establish better Home Learning support in mathparticularly with learning and recall of basic facts and timetables.
 Developing a bank of On-line Resources and places to locate
23
Actions to achieve target:
1. Methods to learn basic facts and timetables are taught and rehearsed.
2. Encourage children to attempt solutions as individuals and in groups.
3. Writing needs to be personal and meaningful for students.
4. Use of Math books and Reflection Folders/Kohinga Raukura to plan and track
student’s progress and achievement in Math/Pangarau.
5. Use warm-ups and maintenance to maintain and return to knowledge from across
strand areas.
6. Ensure learning goals/intentions are shared with the students based on current learning
and next steps so children can see where they are achieving and where they need to
head next. (Have copies on the wall or copied for available use by students of stages and
levels of learning in numeracy/Poutama tau and NS/NWRM., in both language
mediums).
7. Students show awareness of tracking his ort her own progress and gain confidence in
taking part in reporting their progress to parents at 3 way conferencing sessions.
8. Students need to develop shills of estimation and checking of learning.
9. Math is to be part of homework in learning of basic facts. An expectation is that all
year 4 can recall basic addition and subtraction facts. By the end of year 5 all students
should be reasonably accurate with times table recall and have quick recall of all times
table facts by the end of year 6.
10. Staff professional learning is taking place to make sure that ‘best practice models’ are
happening right throughout the mathematics area at school. Best practice in planning,
delivery, assessment, student understanding and parent engagement.
11. Staff formally reflecting on math/pangarau achievement of students each term at a Staff
Hui. How are we going? Where are we at? New focus? (Especially for students who are
Below and Well Below). Use Actions to achieve target as starting point for review.
12. Use ICT and e-learning as a tool to enhance math learning (students will have access to
computers and ipads to do this).
13. Complete 2014 Annual Report
Led by
All Kaiako
Kaiako
Kaiako
Tumuaki
Timeframe
Weekly/Whole year
Weekly/Whole year
Weekly/Whole year
Regularly
Kaiako
Weekly
Kaiako
Each conference/piece
of writing
Kaiako/tumuaki
Each term/Whole year
Kaiako
Each piece of
completed learning
Term One/ review
Term Three
Kaiako/whānau
Tumuaki
Weekly/Whole year
Tumuaki, Kaiako
Once or twice a term
Kaiako/Tumuaki/BoT
Weekly/Whole year
Tumuaki and board
Term 4: December
24
2015 BUDGET:
STAFF PROFESSIONAL DEVELOPMENT
Writing/Te Reo
Activity
School/class visits to other
classes/schools – especially for
Rūmaki.
Writing Moderation Group at
Pirongia School each term. DP
and Lead Teacher
Reading Together Programme.
a. Up to $1800 for resources
b. 5 Days release $1500
Budget
Actual
School/class visits to other
classes/schools
Mathematics Lead Teachers
Sessions
Rūmµkai Reo kaiako
Maths PD Release
Activity
Budget
$1500 form Rūmaki
budget of $5000
Resources to fill gaps in
programme
$600.00
(PD Budget)
Whānau Hui reharding
learning
$200.00
$3300.00 income
from MOE for
Reading Together.
Not done in 2014
Book/Resources/Stationery
$400.00
STAFF PROFESSIONAL DEVELOPMENT
Mathematics
Activity
PROGRAMMES FOR LEARNING/ LEARNING
RESOURCES
Budget
Actual
$600.00
Staff costs
absorbed in
banked staffing.
$800.00
(PD Budget)
$800.00
Signed: ______________________________________
Andy Morgan
Principal
Actual
$300.00
Curric budget
PROGRAMMES FOR LEARNING/ LEARNING
RESOURCES
Activity
Resources to fill gaps in
programme
Whānau Hui regarding
Mtahs
Book/Resources
Budget
Actual
$500.00
Curric budget
$200.00
$250.00
Signed: ________________________________
Wayne Hunapo
Kihikihi School Board Chairperson
Dated: March 2015
25
ANNUAL AIM 2:
Identify our priority students, including students at risk of not achieving and those with talents and create targeted plans, involve and engage whānau in their
learning and monitor regularly.
OBJECTIVES
1.
Tamariki who are at risk of not achieving
and/or have special needs will be included
in the special needs register for targeted
support.
IMPLEMENTATION, RESPONSIBILITY, TIME FRAME & RESOURCE
OUTCOMES

 Respect for everyone’s culture,
ethnicity and iwi.
 Māori voice invited, included in
decision making and acted upon,
where appropriate and possible
 Respectful working relationships
with Māori students, parents and
whānau, and their wider
community
 Assimilating Māori values,
Whanaungatanga (Relationships);
Tangata Whenuatanga (Placebased, socio-cultural awareness
and knowledge); Manaakitanga
(integrity, trust, sincerity, equity);
Wānanga (Communication,
problem solving, innovation) &
Ako (teaching and learning
practice in the classroom and
beyond).
 Students will attend school.
 Students and family will feel that
the school and the contexts within,
belong to them.
 Māori whanau join us in
partnership of responsibility for
teaching all our students.
 Experience and celebrate a variety
of perspectives of our world, what
we do and how we do it.
 Parents will be informed and
encouraged to take part.
 Whānau encouraged to see that
transience, frequent moving limits
academic success of tamariki.

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
2.
3.
Māori learners, and their whānau, are
engaged in school through support
programmes developed in Individual
Learning Plans.

Learners of Pasifika heritage are identified
and their families engaged through links
being created with them




The team at Kihikihi School will establish a partnership with Māori parents
and whānau, aimed at building engagement of whānau in their child’s
learning.
The team will build partnerships with whānau of priority learners.
Teachers establish baseline information regarding students in their classroom to
identify those at risk. This is peer reviewed each term to identify those at risk,
improvements and next steps.
A special needs support register will be created and updated regularly with
information regarding support needs and actions for tamariki.
Kaiako build partnerships, trust and connection with whānau using a range of
means.
Kaiako ensure tamariki with ability are motivated to learn in ways which extend
and challenge them in their areas of strength.
Provide Māori learners with contexts that are personally rewarding and
affirming of their cultural heritage.
Invite and encourage whānau to join us at any time to share their knowledge
and skills with staff and their tamariki. Make sure to invite whānau.
Sincere and honest reporting against National Standards/Nga
Whanaketanga Rūmaki Māori and building partnerships with parents to help
their children learn. Empower the parents to take an active role in teaching
their children.
Invite and encourage family of Pasifika students to join us at any time to
share their knowledge and skills with staff and their children.
Identify with Pasifika families how we can best engage their child in learning
and how they can and do support this.
26
ANNUAL AIM 3:
Target the planning and delivery of specific investigations and experiments and particularly student’s ability to write science reports in both language
mediums.
OBJECTIVES:
1.
To work together as a team to improve the
teaching of science across the school.
IMPLEMENTATION, RESPONSIBILITY, TIME FRAME & RESOURCE





2.
To improve the science learning outcomes for
the students in both language mediums at
Kihikihi School.



Each teacher will plan and deliver a science programme with two major areas
of focus and two minor areas of focus this year.
Science learning will utilise investigation and experimentation, which is
backed up by research. Research will not be the first recourse of learning.
There will be a range of strands used. Only one of these should be the living
world.
Teacher Inquiry into student learning in science will be the method used to
reflect and assess the impact and success of these programmes.
Identified support in terms of experts will be sought and visits for reflective
observations carried out in support of staff who require this in delivering their
programme.
Science areas will be established in each classroom.
Learning will be based on pre knowledge assessment tasks and a series of
learning activities. Post assessment will be utilised to determine what
students have learnt.
Pre and post assessment examples will be collated and presented in Kohinga
Raukura.
Science writing will be developed to improve student abilities to express their
learning in a scientific format, which is age/stage appropriate.
OUTCOMES
 Students will enjoy learning in
science.
 Science will become a richer
inquiry focus, which allows
able students to excel and less
able students to be guided in
inquiry to succeed.
 Investigation, predictions,
hypothesis, findings, analysis,
methods, outcomes, summary
and reflection will become the
focus of language in both
language mediums for
students.

Students will learn to make
educated guesses/predictions,
ask questions and investigate
ideas.

Teacher planning will become
specific with intentional,
directed learning within the
framework of inquiry.

Students will be able to write
scientific reports in both
language mediums, which
reflect the format of science
report writing. Hypothesis,
method, results and
conclusion.
27
ANNUAL AIM 4:
To utilise digital learning in increasing ways through staff learning and implementation of planned e-learning processes for students based on sound
pedagogical knowledge of teachers.
OBJECTIVES
1.
To develop strategies to utilise digital
technologies in enhancing teaching and
learning at Kihikihi School.
IMPLEMENTATION, RESPONSIBILITY, TIME FRAME & RESOURCE
The process of including digital resourcing in classrooms involves:
 Ensuring a range of devices are available across the whole school.
 iPads in rooms.
 At least one desktop computer, data projectors or TV’s on a trolley.
Strategy
 Include 2 more ipads per room each year.
 Tv’s on trolley with apple TV – start form senior rooms down.
 Trial Chromebooks iin senior Rumaki and English Medium in 2015. Aim is
to have one each for all year 7 and 8 students.
 PD for teachers in Google Classroom
 Set up student gmails and utilise Google Classroom to develop independent
and self managed learning for parts of the programme.
 BOT to use a chromebook each for BOT meetings and communication
through Google Docs.
 Establish two or three pods of chromebooks or iPads for classes to book to
use.
 Review the school’s Inquiry Learning Model to meet the needs of integrated
and collaborative learning practices.
 Investigate leasing options for a set of laptops/chromebooks.
2.
To ensure that practices and processes are
safe, secure and grounded in best practice
through the implementation of procedures
for acceptable Internet use by staff and
students.


Review our Internet procedures to ensure they are practical and realistic in the
Kihikihi setting.
Identify models that other schools are using and consider incorporating
appropriate sections from these in our procedures.
OUTCOMES



Developing a clear strategy and
purpose will give direction to:
Resourcing
Asset replacement
Cash Flow

Clear procedures allow everyone
to teach, learn and operate within
a safe digital learning
environment.
Students will increasingly be able
to develop as self regulated
learners.
Teachers will develop skills in
leading learning with a digital
aspect to their toolkit of student
support.

3.
Develop the use of Google Classroom as a
platform for creating consistency in use of
eLearning across the curriculum.




Trial the use of Google Classroom and components of this in our classrooms
in term 1 and 2, beginning with senior students.
Teachers add learning tasks on Google Docs.
Teachers upload information to the school Website to support home
communication and include some homework activities.
Teachers will be able to provide feedback and feed forward on student
learning in the Google environment.
More devices will be available to
support student learning.
Inclusion of TV’s on trolleys will
create greater flexibility in teaching
and learning for teacher and students.

28
4.
Ensure adequate PD is available for staff to
be able to support learning, communicate
and engage with whānau effectively and
report as required to staff, whānau and Board
of Trustees.

Learning tasks will assist in providing further information in making OTJs
about student learning achievements.




Identify suitable PD to support teacher development.
Utilise PD funding to support staff growth in terms of digital and eLearning.
Review PD.
Create opportunities for staff to learn from each other and to learn form IT
experts.


Teachers will feel able and
prepared to implement eLearning
in increasing ways in their
classrooms.
Reporting across the school at
student, teacher, leadership and
board level will be standardised
and lead to improved
transparency.
ANNUAL AIM 5:
To develop and implement a successful Te Reo Māori programme in the English Medium and encourage more incidental use of Te Reo Māori in our kura.
OBJECTIVES
IMPLEMENTATION, RESPONSIBILITY, TIME FRAME & RESOURCE
OUTCOMES
1.

Through attending the Te Reo Programme Development, teachers learn
about how to establish a Te Reo Progamme in our English Medium classes.
Teachers attend three workshops per term in 2015.
Share with English Medium Kaiako the programme and plans being
developed for Kihikihi School.
Develop a strategic direction for this plan in collaboration with the team.
Identify how half an hour per day is formatted or included in teacher
planning.
By the end of the year a comprehensive plan will be developed.
Create a plan for dealing with whānau who do not want their child to be
included in learning Te Reo.

As part of in school PD, develop confidence in the English Medium team to
be able to incorporate Te Reo Māori in the programme for a half hour session
per day.
To grow confidence and incidental use of Te Reo.

To create an English Medium wide plan for the
teaching and learning of te Reo Māori in the
classroom.

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
2.
Develop a growing skill base and confidence in
uisng te Reo across the school in an incidental
manner by staff.

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Staff will include a Te Reo Māori
programme in their classroom.
Planned lessons will occur.
Incidental use of correct Te Reo
Māori will occur in English
Medium classrooms.
Kaiako confidence in Te Reo will
increase.
Māori kaupapa will become even
more normalised as part of the
ethos and culture of Kihikihi
School.
29
ANNUAL AIM 6:
To review and revise the “Inquiry Learning” processes for Kihikihi School to directly improve student agency and ability to develop independent learning.
OBJECTIVE
IMPLEMENTATION, RESPONSIBILITY, TIME FRAME & RESOURCE
OUTCOMES
To utilise the framework of the Kihikihi Inquiry
model in developing effective ways for our tamariki
to be increasingly effective self-managing learners.

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Teachers review and discuss the Kihikihi Inquiry Model.
Rumaki and English Medium identify ways in which the model can be
utilised in their context to support learning.
Graphic organisers, templates, ways of encouraging student ownership of
learning will be collated.
Action Learning, De Bono’s Hats and other models can be explored and
revisited to support the learning of tamariki.
Ways to ensure all benefit from the learning need to occur.
There will be two specific inquiry focus areas for 2015 in each classroom
learning area utilising the Inquiry Learning Model for Kihikihi School.
(Terms two and Three)



Teachers construct a process of
inquiry for their students based on
the Kihikihi Model.
Students develop constructive
ways to find, use, sort and present
information they learn.
Inquiry skills are taught to
children.
Special needs students are
supported through directed inquiry
to achieve success.
As term one is very busy, we will schedule this for term two collaborative PD
sessions.
30
ANNUAL AIM 7:
To extend the Year 7 and 8 technology and Arts programme to enhance learning opportunities for these students
OBJECTIVES
IMPLEMENTATION, RESPONSIBILITY, TIME FRAME & RESOURCE
OUTCOMES
1.

Assessment is used to identify the next learning steps for year 7 and 8
students.
Students are fully involved in reflection regarding their learning and selfassessment of their progress against NS and NWRM. This is recorded in
learning books, self-assessment sheets and in learning assessments in
Reflection Folders and Kohinga Raukura.
Tutors utilised in technology and arts programmes to give opportunities for
students to excel in these areas. This is in the areas of:
Hard materials, woodwork, carving, bone carving
Food Technology
Visual Arts
Music – Guitar and Ukulele tuition
Biotechnology
The lead teacher of the senior school is to ensure that planning is completed
in liaison with the teachers in Tech Arts.
Reports are developed for reporting to whanau and to the Board of Trustees
on student progress in the area of technology.
 Regular Monitoring of students
 Learning reflection and
assessments are kept up to date.
 Children develop skills in working
with wood, food preparation and
food crops.
 Students are allowed the
opportunity to develop in the arts.
 Students with talents will be
identified in these wider areas of
the curriculum.
 Reports will be created to allow
whānau an understanding of their
child’s progress in these additional
curriculum focus areas
School Health programme consultation with whānau about the needs of year
7 and 8 students as part of the consultation on the Health Programme across
the whole school.
Programmes reflect content of the curriculum specific to year 7 and 8
students.

The needs of our upper primary, this year
predominantly Year 7, are being met through
quality programmes, planning and curriculum
delivery to meet their needs.

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2. To implement a health programme which
reflects the needs of the Year 7 and 8 students.

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3. Outdoor Education Opportunities are
established for the year 7 and 8 students
utilising local resources, venues and experts.


Identify affordable outdoor education experiences our tamariki can be
involved in.
Waka Ama, Yachting, mountain biking, eco/history kayak of Waikato River, kayak
skills sessions, ice/snow experience, Wharepapa Rock Climbing, surf programme,
school camp – tenting experiences, caving.
To use the māra kai as a community project the tamariki can be involved in
developing for the benefit of the programme and also for the benefit of
whānau.


Whānau ideas and beliefs will be
included in the content and
programmes use for health
education of our preadolescent
and adolescent students in the
senior school.
Students will develop healthier
practices and an understanding of
their changing bodies and beliefs
and patterns of thinking.
Student confidence and self-belief
will grow
Children will experience
challenge, which will enhance
team building and personal
growth.
31
ANNUAL AIM 8:
To ensure all our assessment practices, processes and accumulation of anecdotal information and OTJs are completed and reported consistently in teacher
records, eTAP and Te Waharoa Ararau a Kura. Reports are also made to the BOT so they are able to review progress of student cohorts.
OBJECTIVES
IMPLEMENTATION, RESPONSIBILITY, TIME FRAME & RESOURCE
OUTCOMES
1.

Assessment is used to identify the next learning steps for 8 students in
mathematics.
Students are fully involved in reflection regarding their maths learning and
self-assessment of their progress against NS and NWRM. This is recorded in
learning books, self-assessment sheets and in learning assessments in
Reflection Folders and Kohinga Raukura.
This reflection utilises the expectations for achievement, which are taught to
the students and their whānau so they are aware of where to next.
 Regular Monitoring of students In
mathematics will occur
 Learning reflection and assessments
are kept up to date in both language
mediums.
 Assessment will be based on the school
wide assessment practices and timeline
for data entry.

Programmes are improved to cover
strand/whenu areas fully.

Students are assessed effectively across
the whole maths curriculum in both
language mediums.

Anecdotal records will be in evidence
to support other assessments in
making OTJs
Identify target groups and implement effective programmes of learning for
these students.
Utilise existing assessment examples from www.nzmaths.co.nz site and
Assessment Resource Bank for the English Medium and examples from the
nzmaths site for the Māori medium.
Access support for the Māori medium from schools in the network and
through identified resources to develop assessment tools in the strand areas.
Collaboratively work together under the leadership of our maths leader to
improve our math programme, curriculum delivery, assessment and meeting
of student needs.
Analyse the resource requirements for delivering mathematics effectively for
student success.

To implement a programme in mathematics
(English Medium) and Pangarau (Māori
Medium), which incorporates
numeracy/Poutama tau and strand/whenu
components.


2.
To develop an effective assessment plan for
mathematics which utilises a range of tools,
continuing to use the tools we use for numeracy
and poutama tau, while especially improving
assessment tools and methods of assessment in
the strand areas across both language mediums.

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The BOT are informed of student
progress so they can identify areas of
need and support.
Resourcing decisions can be made
based on student need and in some
instances equity of inclusion.
The BOT can identify areas for
professional development for staff.
32
3.
To report to the BOT on student achievement
throughout the year so reviews of progress can
be made and discussion about targeted supporrt
or redircetion made.
Principal reports to the BOT on progress in:

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Reading report at the end of term one
A mathematics progress report in term one – Poutama Tau, Numeracy focus
Writing in term two.
Literacy and Numeracy areas in relation to National Standards/NWRM mid
year.
Special Needs – Mid year.
Special Programmes in the Rūmaki Reo – Mid Year.
Literacy and Numeracy areas in relation to National Standards/NWRM mid
year.
Special Needs – End of year.
Special Programmes in the Rūmaki Reo – End of Year.
Reports are made to the BOT in a timely
manner.
The BOT can review the summary data
and confirm resourcing to support areas of
need.
The BOT may request progress in specific areas related to the assessment schedule
at other times.
Staff responsible for each of the areas will be asked to compile the reports for
presentation to the BOT mid and end of year.
33
ANNUAL AIM 9:
To Maintain and record an “Annual Programme of Self-Review” at the teacher, leadership and Board levels.
(Through this guide effective governance, provide vision, direction and coherence to the operational leadership and management of Kihikihi School.)
OBJECTIVES
1. To review and record the performance of the
school through a programme of review.
2.
Trustees' roles and responsibilities.
IMPLEMENTATION, RESPONSIBILITY, TIME FRAME & RESOURCE
An annual cycle of self review of key dimensions will result in raised student achievement and
engagement in learning based on the model below
The process will cover the three components of review – strategic, regular and emergent.
The procedure will follow;

Indicators - measureable outcomes or observed behaviours
 Evidence - sources of data upon which to base judgments



3.
To manage, monitor, support evaluate the
principal's performance.

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

4.
Strategic planning and maintaining a focus on
student achievement.
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the board will operate a portfolio approach to governance as defined by the roles and
responsibilities stated in the board operational handbook
the board will review the operational procedures and guidelines with the principal, to
ensure a shared understanding and knowledge of respective roles and responsibilities, and
appreciation of governance and management.
write and implement ‘guidelines for self-review’; place guidelines in board
documentation/handbook
refer to board chair's portfolio description; board of trustees operational handbook
refer to section in board of trustees operational handbook; principal's performance and
enhancement
board provides opportunities for the principal to undertake appropriate professional
learning and development linked to schools goals and his appraisal
principal's appraisal is informed by a variety of internal and external sources
2015 - 2017 strategic plan will be developed in consultation and collaboration with staff
and the parent community
2015 annual plan and school charter will be developed in consultation and collaboration
with staff and the parent community based on Vision hui in term four 2013.
2015 charter and annual plan will contain a target to raise student achievement; target
will present baseline data informed from 2014 end-of-year achievement information;
targets will clearly state 2015 end-of-year expected state for student achievement, and
how this will be achieved by the leadership/teaching team
board to expect and receive a principal's regular written reports relating to the targets to
raise student achievement.
board to expect and receive principal's written reports on student progress and
achievement as stated in the 2015 assessment plan; refer to assessment plan
OUTCOMES

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
Meetings of BoT
Combined meetings
Committee meetings
Annual Report
Māori Hui on student achievement
Parent Interviews
Student reports
Information evenings
End of Year Reports


Effective, efficient and reliable
school governance.

Principal’s performance is
monitored and evaluated
against the professional
standards for areas of practice
for principals (including
Registered Teacher Criteria) .
The principal is supported in
her work through effective
governance. The principal is
appraised by an external
appraiser in 2014.

2014 School Charter is
completed and a copy sent to
the Ministry of Education by
March 1, 2014.
Copy of Charter available for
parents to read.
Each member of staff has a
copy of the 2014 Charter.
Principal reports to the board
each month on progress
towards achieving the aims
stated in the charter.



34
ANNUAL AIM 9: OBJECTIVES continued
5.
IMPLEMENTATION, RESPONSIBILITY, TIME FRAME & RESOURCE
To implement a 2015 school self-review 
programme primarily based on the school's 2015
- 2017 strategic plan and school's 2015 Charter 
and annual plan.




6.
In consultation with the principal and board,
prepare the budget for the 2015 school year that
reflects the allocation of funds necessary for the
school’s 2015 goals to be achieved.




7.
The treasurer of the board to monitor the
school's financial position and provide feedback
to the board and principal regarding the
financial management and position of the school
throughout the year.






principal and staff establish an annual assessment plan/map and also
guidelines for school self-review
self-review processes are well understood that ensures their on-going use and
effectiveness
self-review processes help the board to identify priorities for improvement
and resourcing decisions
principal's reports to the board will be primarily based on reporting on
progress towards achieving the school's stated aims and include statements of
'next steps'
board monitors, gathers and evaluates relevant information on progress
towards achieving the stated school goals; strategic and annual.
outcomes of self-reviews are acted on through delegated authorities and/or
directives
OUTCOMES




in consultation with the principal, analyse historical financial information
and the strategic plan information to determine the essential operating costs
for 2015
ensure by the end of November 2015 a draft budget is prepared for 2015
o ensure the operating grant covers all essential expenditure to maintain

the school
o ensure the budget includes provision for capital expenditure and
maintenance reserves
report to the board at the December meeting; approve the 2014 budget at the
February meeting in 2015
forward the approved budget to the Financial Service Provider (Education
Services) by the beginning of March 2015
to monitor and report on income and expenditure against budget schedule
to examine the monthly Financial Statements and review and report back to
the board on income and expenditure against budget
to ensure that no over expenditure occurs against the budget without prior
approval of the board.
provide a written report at each monthly meeting to the board
provide a six monthly budget review report at the July meeting
to monitor and review the SUE Report, keeping the board informed

An annual assessment
programme is established and
implemented.
Board receives reports on
student progress and
achievement according to the
annual assessment
programme.
Guidelines for School Self
Review are established,
recorded and implemented.
2014 school budget is ratified
by February 2014,
implemented, monitored and
reported against throughout
the year.
2015 school budget is
developed by the end of
December 2014.
All matters concerning school
finances, including SUE Reports
and Banked Staffing are
monitored and reported on each
month. Motions in the minutes
of meeting of the board, will
clearly state agreed actions.
35
ANNUAL AIM 9: OBJECTIVES continued
IMPLEMENTATION, RESPONSIBILITY, TIME FRAME & RESOURCE
8.

To comply with the Health and Safety in
Employment Act 1992 and all associated
guidelines.





OUTCOMES
To implement the Kihikihi School Board Health & Safety Hazards 
Identification and Management procedures
To inform staff of roles/responsibilities concerning hazards and other health
and safety matters

Ensure electrical compliance testing has been organised and completed
Complete the first hazards and safety inspection of the school by the end of
March with a focus on Evacuation Procedures, Accident Register and
Medical procedures
Complete the second hazards and safety inspection by the end of October, 
with the focus on Hazards and Plant and Machinery Safety
Review the guidelines for safety in the MOE Guidelines for Technology
Workshops. (Lead Teacher, Principal, Tutor and BOT)
A Health and Safety
Guidelines/Procedures
document is established,
recorded and implemented.
Records of health and safety,
hazards identification are
maintained and stored in the
appropriate folder.
Actions to remedy
issues/concerns are completed
and recorded.
36
PROGRAMME OF REVIEW 2015
YEAR
2015
TERM 1
TERM 2
TERM 3
TERM 4
Student Progress and Achievement: refer to Annual Assessment Plan; analysis of end-of-year data informs next year's 'target'
Staff Performance: refer to Performance Management Systems Guidelines and Procedures for Attestation and Appraisals
School’s Annual/Strategic Aims: refer to School Charter; these Aims will be part of ongoing self-review (regular reviews) with monthly reports to staff and the board.
2015 School Charter; copy sent to Ministry of education by March 1, 2015
School Personnel:
-
arrangements for
principal’s appraisal
-
staff job descriptions
completed and signed
Staff performance self-reviews, teacher professional inquiry, staff reflections, classroom walk-throughs, attestations and performance appraisals completed
Term 2 to Term 4. Teachers will be assesses against the New Zealand Teachers Council Teacher Registration criteria who are gaining, renewing or
reapplying.
- receiving Principal’s
Appraisal Report
School Finance:
-
continue to process
Audit requirements
send current year's
ratified budget to
Service Provider
-
-
Annual Accounts to
Auditors by March 31
-
Annual Report;
Accounts and
Variance Report, sent
to MoE by May 31
- budget review
-
- MoE confirmed
staffing & funding
from July 1 return
received
- develop draft budget
and school
organisation
-
commence audit
requirements for
Annual Report
finalize next year's
budget & school org.
School Property:
-
- Hazards Check
-
-
- Maintenance Review
-
Hazards Check
- 5 Year Property
Review
-
School Health and Safety:
Section 60B of the Education Act 1989, requires at least once every two years, boards of trustees to produce a written statement about how the
school will implement health education; Kihikihi School will consult with parents in 2016 on the Health Programme
School Policies & Procedures: School policies and procedures will be reviewed at the time a Strategic, Regular and/or Emergent self-review is implemented, where there are policies
and/or procedures that relate to the area of the self-review. Any policy or procedures not reviewed within a 3 year period will be reviewed the
following year; all policies and procedures will be reviewed within a 4 year cycle. Focus areas for quality assurance, regular reviews, are stated
immediately below.
2015 2016
SAFE AND
INCLUSIVE SCHOOL
CULTURE


Implement changes
to student behaviour
management. PB4L
as possibility – aim
2016
Create an
environment which
celebrates and
acknowledges
difference
LEADING AND
MANAGING THE
SCHOOL


Build an inclusive
culture.
Whānau and vision
hui where whānau
and all involved
understand our
direction and vision
- selling the
Marau/Curriculum
to whānau.




EFFECTIVE TEACHING
Use of wide range of teaching methods /
strategies; written language.
Moderation in writing.
PD which allows for development across both
language mediums.
Modelling of maths teaching



STUDENT LEARNING
Base on the Graduate Profile
Student engagement; writing/tuhituhi,
math/pangarau, reading/panui.
Effective development of the year 7 and 8
programme.
ENGAGING
PARENTS, WHĀNAU
AND COMMUNITIES


Engaging and
building
relationships
around learning
with parents and
whānau.
Reading Together
programme.



GOVERNING THE
SCHOOL
School Culture
Governing
Leading and
Managing

Engaging Whānau

Teaching

Student Learning
All these underpin
BOT focus
- REFERENCE: Education Review Office Evaluation Indicators for School Reviews 2011 -
YEAR
TERM 1
TERM 2
TERM 3
TERM 4
37
School Wide Assessment 2015: Data Entry on ETAP:
Comments
Assessment
Assessment Date
Entry Date
PAT Listening
Comprehension
Week 7
Term One
Week 7
Term One
2nd April
STAR B
Week 3
27 Feb
STAR A
Week 7
Term 4
2nd April
PAT Maths
2nd April
Anecdotal records and formative assessemnt will be maintained and recorded in all literacy and
numearcy areas and strands. These will also be utilised across other learning areas to make overall
judgements against curriculum or national standards levels of achievement.
Year 3 - 8
Year 4 - 8
Year 3 - 8
AOL A/ROL A
Oral Language Rubric
Years 1-2
Spelling
Essential Lists
SAST
Reading Level
These are to be done for the 5YR Entry Assessment and the 6YR Observation Survey.
Kohinga Raukura
Writing – Recount 0-1
Writing – (will double
check)
Final Written Reports
To be compiled and put on ETAP. Requires comment/anecdotal info.
Term 1 & 4
Every Term
Week 2
13 Feb
Term One,Two, Three and
Four
Week 8
Numeracy Full
Assessment
Gloss (Strategy) Yr 4-8
IKAN (Number Knowledge)
JAM (Juniors)
Measurement Strand *
Geometry Strand *
Statistics Strand*
Algebra*
Year 3 - 8
Look at Dion’s Maths
Overview
and
Notes.
Essential Lists to be entered on Etap.
SAST to be completed each term and entered onto Etap as well.
Term One by end of week 4. Term two by end of week 3. Term 3 by end of week 6. Term 4 by end of
week 6. Requires comment/anecdotal info.
Teachers can assess using the full numeracy test if a diagnostic test is required. Requires
comment/anecdotal info. OTJ also required.
Ikan – Year 4- 8. Each term and entered on Etap.
All other assessments to be Term1 and Term 4. Entered on Etap.
Year 1-3 JAM (term 4 only or when a new child enters).
All Year 3 students to have JAM assessment completed in Term 4.
At the completion of teaching unit all assessment needs to be entered onto Etap.
Term 1,2,3 4
Term Three
Term Four
T3 Week 2
T4 Week 10
Term One and term Three
Week 9 – 10 Term
One. Week 8 Term
Three
Term Four
Completed by 28th Nov
Student led Conferences and Kohinga Raukura to go home.
Goal setting each term - to be reflected on and placed in kohinga raukura.
Whole school.
Requires comment/anecdotal info.
Moderation – twice a year.
To be given out on Friday 12 December
38
He Tirohanga Whānui mō te Aromatawai 2015
3
4
5
6
7
8
9
10
11
Goals – Pae Tawhiti
Meet the teacher Pool
Party 11 Feb
Interim Report goes out 20
Feb
Tuhinga Taki
Te Tau
Goal Setting Conferences
25/26 Feb
Pānui Haere, Kōrero,
Apitihanga Uiui Rautaki Tau
(GLOSS)
Ahuahanga
Tuhinga Tohutohu
Te Tauanga
Tuhinga Tūhono
Te Ine
Tuhinga Takenga Pūtaiao
Pānui Haere, Kōrero, Te Tau
Apitihanga Uiui Mātauranga
Tau (IKAN)
Apitihanga Uiui Rautaki Tau
(GLOSS)
Tuhinga Paki Whakamārama
Te Ahuahanga
Tuhinga Pānui
Wāhanga Tau 3 (20/07-25/09) 10 wīki
Goals – Pae Tawhiti
Te Taurangi
Portfolio sent home and
Student Led conferences
Te Tauanaga
Pānui Haere,
Kōrero,Tuhinga Tautohe
Te Tau
Apitihanga Uiui Rautaki Tau
(GLOSS)
Tuhinga Whakangahau
Te Ine
Tuhinga Mihi
Wāhanga Tau 4 (12/10-11/12) 9 wīki
Goals – Pae Tawhiti
Annecdotal notes and teacher Inquiry will be undertaken by kaiako in the targeted
areas throughout the term
2
Annecdotal notes and teacher Inquiry will be undertaken by kaiako in the targeted
areas throughout the term
1
Wāhanga Tau 2 (20/04-3/07) 11 Wīki
Goals – Pae Tawhiti
Annecdotal notes and teacher Inquiry will be undertaken by kaiako in the targeted
areas throughout the term
Wāhanga Tau 1 (2/02-204) 9 wīki
Annecdotal notes and teacher Inquiry will be undertaken by kaiako in the targeted
areas throughout the term
Wīki
Te Taurangi
Tuhinga Pūrākau
Whakamārama
Pānui Haere, Kōrero, Te Tau
Apitihanga Uiui Mātauranga
Tau (IKAN)
Apitihanga Uiui Rautaki Tau
(GLOSS)
Reports
Te Ine
Te Tuhinga Whakaahua
39
ANNUAL AIM 10:
Engaging Whānau in the learning of their tamariki – Community Partnership Goals
OBJECTIVES
1. To engage the whānau increasingly in the
learning of their tamariki at school using a range
of methods of communication and liaison.
2.
Kaiako create comprehensive class descriptions
and from this develop individual plans of
support for tamariki at risk.
IMPLEMENTATION, RESPONSIBILITY, TIME FRAME & RESOURCE
 Vision Hui as part of Rūmaki Whānau Hui and school wide whānau hui.
 School-Parent Questionnaires and surveys.
 Parent-Teacher Conferences, Goal Setting (February) and progress (July)
 Curriculum Workshops on identified areas Numeracy, Literacy and other
areas as required.
 Aim to have Open Days; community invited into view the school in action.
Survey whānau desire.
 Whanau and Rumaki Whanau Hui
 A new entrant hui with whānau to outline how to prepare for school.
 Investigate a transition to school programme. Kihikihi Kids Club.
OUTCOMES
 Whānau will become
increasingly involved in
student learning.
 Whānau will come into
school more.
 Whānau will ask questions
and share ideas about learning
and their aspirations for their
tamariki as learners today and
leaders tomorrow.

At the start of the year kaiako create a class description identifying the
strengths and learning challenges of students.
Class description - priority learners and learners needing challenging are
identified.
Teachers peer review student needs and discuss ways to support their
learning.
Information shared with lead teacher.

Teachers discuss individual plans with whanau. At school, out of hours, at
home, by phone etc.
Ways the whānau can assist are shared.
Contacts are recorded and dated.
Progress is shared with whānau – recorded and dated.
Leadership team will connect with whanau to determine if connection is
successful.




3.
Take action on plans and continually involve
whānau in progress and next steps. Identify
how whānau members can help.







At risk students will improve
in leaning achievement with
more targeted improvement.
Each child’s progress will
become the responsibility of
the team.
Individual Plans will become acted
upon consistently.
Real engagement with whānau
will occur regarding student
learning.
40
ANNUAL AIM 11:
To complete the Development of Te Marau-a-Kihikihi
OBJECTIVES
1. To consolidate the development of Te Marau-aKihikihi begun in 2014 with the guidance of
Cath Rau and complete the draft for
presentation to the whānau at the end of 2015.
2.
To design a visual representation of our Kihikihi
School Curriculum reflecting the spirit of our
Dual Medium Learning setting.
IMPLEMENTATION, RESPONSIBILITY, TIME FRAME & RESOURCE
For 2015
 Complete a stocktake of where we are positioned.
 What is the “Kihikihi Way?”
 Review the plan to date.
 Next steps.
 Local curriculum
 Dispositions – how these fit as part of Graduate Profile.
 Distinct Learning branches- Māori Medium and English Medium –
structuring this.
 Aromatawai/Assessment – process for the kura.
Philosophy/Kaupapa/Intent/Agreed ideas. Tairongo and place of
assessment in learning model.
 What does our learning model look like?
 Place of Inquiry
 Integrated Learning.
 Learning Celebrations Together – Speeches, Kapa haka, Musical
productions – bilingual.
 Draft design of document for printing.
OUTCOMES
A concise reflection of our special
learning place.
A visually impactful Curriculum
to share with whānau, use in
ECE, Kohanga Reo,
Kindergartens etc is created.
Sharing hui with whānau of the
completed curriculum, “Te
Marau-a-Kihikihi.”
Term One –Staff hui
Term Two Callback Day
Term Three Callback Day
41
Property Goals for 2014
OBJECTIVES
To ensure that property developments are completed
which:
 enhance student learning
 make the site safe and attractive
 allow scope for future growth
 meet the programme needs of our diverse
setting.
IMPLEMENTATION, RESPONSIBILITY, TIME FRAME & RESOURCE
1. Review 5YA and 10YP plans
2. Pool maintenance, pool steps, changing sheds sealed, shade and seating
3. Develop ICT strategic plan
4. Painting Programme reviewed and costings done for washing and repaint
by a local contractor.
5. Cushion Fall – grant application made
6. Marae strategy plan developed
7. Raised gardens – prepared for the biotech programme
8. Sandpit – development including fencing, gate and storage seats.
9. Security fences are erected to secure the garden area and the porch of the
boiler shed.
10. To use 5YA funds to have heating and lighting installed in the hall.
OUTCOMES
 Property aims as per 5YA are
addressed.
 Ongoing maintenance items
are identified and addressed.
 Health and Safety
issues/concerns are identified
and addressed.
 Items are prioritised and grant
applications are made to
support with acquisition of a
number of these items.
IMPLEMENTATION, RESPONSIBILITY, TIME FRAME & RESOURCE
 Finances are managed within school policy and attached procedures,
including and especially the procedures safeguarding fraud are adhered to.
 Monthly review of accounts for payment, budget expenditure.
 Identify when and how much of the budget to put into long term deposits.
BOT Finance officer in liaison with the school administration officer and
principal.
 Complete Audit requirements
 Complete Analysis of Variance & End of Year reports –auditors 31 March
 Work on budget review in term three 2015.
 Complete draft 2016 budget to present to BOT by December 2015.

Additional expenditure to be reviewed.
 Consumables for Food Tech
 Horticulture plants, seedlings, seeds and implements.
 Activity fee, School donation and Year 7 and 8 Tech-Arts fee.
 Library package and library computer.
OUTCOMES
Financial Goals for 2014
OBJECTIVES
1. To meet financial obligations as a Board of
Trustees for Kihikihi School.
2. To set a budget and spend within the constraints
of the budget.
3. To complete a review of the Programmed
Services Contract and determine if there are
adequate funds to withdraw from this contract
before the next school repaint.
4. To review and manage the budget and finances
as outlined in Annual Aim 5.



Finances will be managed
effectively and safely at
Kihikihi School.
The Board will utilise saved
funds for items that are
outside known budgets at
their discretion, aiming to
maintain a buffer of 12% or
approximately $38,000 on the
budget that Kihikihi School
receives.
Student learning, health and
safety and personnel well
being need to be at the fore in
BOT thinking and planning in
use of the budget and school
funds.
42
Health and Safety Goals for 2014
OBJECTIVES
IMPLEMENTATION, RESPONSIBILITY, TIME FRAME &
RESOURCE
Implement the Health and safety Policy and
procedures.







Ensure safety and maintenance checks are regularly
completed around the school.
OUTCOMES

Electrical checks on all equipment.
Identification of hazards programme.
Evacuation procedures practice.
Swimming pool & playground maintenance checks.
Student Behaviour Management Programme.
Peer Mediation.
Evacuation Procedures – Fire, Earthquake, Lock Down





A Health and Safety Guidelines/Procedures
document is established, recorded and
implemented.
Records of health and safety, hazards
identification are maintained and stored in the
appropriate folder.
Actions to remedy issues/concerns are
completed and recorded
Ongoing maintenance items are identified
and addressed.
Health and Safety issues/concerns are
identified and addressed.
Evacuation procedures are practiced. Fire
Drills each term. Earthquake drills in term
one and three and Lock Down in term one
and three.
43
2015 Target Groups for Support
Target Group/Area of
learning
Current Achievement against National Standards or
Whanaketanga Progressions
Targeted Improvement
Tuhituhi tamariki achieving at
Manawa Taki and Manwa Āki.
Range of year levels
In the Māori Medium there are eight girls and 18 boys achieving at Manawa
Taki/Āki at the end of 2014. Overall this is 55% of tamariki achieving at these
levels.
5 boys are at Manawa Taki and 10 boys at Manawa Āki. For girls this
amounts to three at Manawa Taki and 8 at Manawa Āki.
Writing of Māori students in the
English Medium.
Of this cohort there are 28.3% (15 students) who are well below in relation to
National Standards and 5.7% (three students) who are well below National
Standards.
Mathematics achievements of boys
identified as below or well below in
relation to National Standards.
There are 25.7% of boys in the English Medium identified as below or well
below expectation against National Standards. Seven boys or 15.2% are well
below and 5 boys or 10.9% are below expectation.
Pangarau achievements of those
tamariki at Manawa Taki and
Manawa Aki.
In pangarau there are nine akonga (19%) achieving at Manawa Āki and five
students (10%) achieving at Manawa Taki.
In Panui the identified target group
are those tamariki achieving at
Manawa Taki and Manawa Āki.
In panui there are a total of 29% achieving at Manawa Taki or Manawa Āki.
32% of all boys and 25% of all girls make up this group of akōnga.
The desired improvement is that all students
progress in their range, with most achieving
success at the next level. In particular the
focus id to move many of the 18 (38% of the
total) from Manawa Taki to Manawa Ora.
The aim is that the high needs, funded students
progress within the stage they are at.
The target for improvement is to move most of
the students below expectation to being at
expectation or very near expectation by the
end of the year.
The target is that most boys progress to the
next national standards level. Those that do
not progress a level are seen to progress
considerably within their stage of learning.
The focus is that the tamariki at Manawa āki
progress to manawa ora or close to this
expectation. It is desired that the tamariki at
Manawa Taki progress to Manawa Āki.
The key target is that most of those at Manawa
Āki progress to Manawa Taki. It should be
noted that some of these tamariki are high
needs funded students, so progress for them is
measured in specific incremental steps of
progress dependent on IEP goals.
The target is to have most of these students
progress at a rate of greater than one year by
the end of the year so they can catch up to peer
expectation.
Gender
Tama
Hine
In reading the target group is the
students who after one year at
school (6years old) at the end of
2014 are below or well below
National Standards achievement.
Manawa Taki
%
14
5
Manawa Taki
Count
4
1
Manawa Āki %
18
29
Manawa
Āki Count
5
4
The Cohort of 6 year olds at the end of 2014 had a total of 60% (9 students)
achieving below or well below expectation in relation to National Standards.
Of this group 33.3% (5 students) were well below and 26.7% (4 students) were
below expectation.
44
2014 National Standards Reading Report
Well below
Reading
All students
Māori
Below
At
Above
Total
Number
12
Proportion
13.8%
Number
11
Proportion
12.6%
Number
35
Proportion
40.2%
Number
29
Proportion
33.3%
Number
87
6
11.3%
7
13.2%
19
35.8%
21
39.6%
53
1
50.0%
1
50.0%
2
Pasifika
Asian
European/Pākehā/ Other
European
1
100.0%
5
16.1%
4
12.9%
15
48.4%
7
22.6%
31
Male
10
21.7%
5
10.9%
16
34.8%
15
32.6%
46
Female
2
4.9%
6
14.6%
19
46.3%
14
34.1%
41
1
Well below
Reading
Below
At
Above
Total
After 1 year at school
Number
5
Proportion
33.3%
Number
4
Proportion
26.7%
Number
3
Proportion
20.0%
Number
3
Proportion
20.0%
Number
15
After 2 years at school
1
6.7%
4
26.7%
4
26.7%
6
40.0%
15
After 3 years at school
1
14.3%
1
14.3%
2
28.6%
3
42.9%
7
End of Year 4
1
8.3%
0
0.0%
7
58.3%
4
33.3%
12
End of Year 5
2
13.3%
0
0.0%
4
26.7%
9
60.0%
15
End of Year 6
0
0.0%
1
7.1%
9
64.3%
4
28.6%
14
End of Year 7
1
14.3%
1
14.3%
5
71.4%
0
0.0%
7
End of Year 8
1
50.0%
0
0.0%
1
50.0%
0
0.0%
2
45
2014 National Standards Writing
Report
Well below
Writing
All students
Māori
Below
At
Above
Total
Number
10
Proportion
11.5%
Number
21
Proportion
24.1%
Number
38
Proportion
43.7%
Number
18
Proportion
20.7%
Number
87
3
5.7%
15
28.3%
23
43.4%
12
22.6%
53
1
50.0%
1
50.0%
2
Pasifika
Asian
European/Pākehā/ Other
European
1
100.0%
6
19.4%
6
19.4%
14
45.2%
Male
8
17.4%
12
26.1%
18
Female
2
4.9%
9
22.0%
20
1
Well below
Writing
Below
5
16.1%
31
39.1%
8
17.4%
46
48.8%
10
24.4%
41
At
Above
Total
After 1 year at school
Number
5
Proportion
33.3%
Number
3
Proportion
20.0%
Number
5
Proportion
33.3%
Number
2
Proportion
13.3%
Number
15
After 2 years at school
2
13.3%
5
33.3%
6
40.0%
2
13.3%
15
After 3 years at school
1
14.3%
1
14.3%
4
57.1%
1
14.3%
7
End of Year 4
0
0.0%
4
33.3%
6
50.0%
2
16.7%
12
End of Year 5
0
0.0%
4
26.7%
5
33.3%
6
40.0%
15
End of Year 6
0
0.0%
1
7.1%
9
64.3%
4
28.6%
14
End of Year 7
1
14.3%
3
42.9%
2
28.6%
1
14.3%
7
End of Year 8
1
50.0%
0
0.0%
1
50.0%
0
0.0%
2
46
2014 National Standards Mathematics
Reporting
Well below
Maths
All students
Māori
Below
At
Above
Number
11
Proportion
12.6%
Number
9
Proportion
10.3%
Number
44
Proportion
50.6%
Number
23
Proportion
26.4%
Number
87
6
11.3%
6
11.3%
30
56.6%
11
20.8%
53
2
100.0%
2
Pasifika
Asian
European/Pākehā/ Other
European
Total
1
100.0%
1
5
16.1%
3
9.7%
13
41.9%
10
32.3%
31
Male
7
15.2%
5
10.9%
20
43.5%
14
30.4%
46
Female
4
9.8%
4
9.8%
24
58.5%
9
22.0%
41
Well below
Maths
Below
At
Above
Total
After 1 year at school
Number
2
Proportion
13.3%
Number
4
Proportion
26.7%
Number
8
Proportion
53.3%
Number
1
Proportion
6.7%
Number
15
After 2 years at school
3
20.0%
2
13.3%
6
40.0%
4
26.7%
15
After 3 years at school
2
28.6%
0
0.0%
3
42.9%
2
28.6%
7
End of Year 4
1
8.3%
1
8.3%
7
58.3%
3
25.0%
12
End of Year 5
0
0.0%
1
6.7%
8
53.3%
6
40.0%
15
End of Year 6
1
7.1%
1
7.1%
9
64.3%
3
21.4%
14
End of Year 7
2
28.6%
0
0.0%
1
14.3%
4
57.1%
7
End of Year 8
0
0.0%
0
0.0%
2
100.0%
0
0.0%
2
47
Rūmaki Reo Ngā Whanaketanga Rūmaki Māori Data
2014
Panui - Count
Roopu
Katoa
Hine
Tama
Manawa
taki
Manawa
āki
5
1
4
Monawa
Ora
9
4
5
Manawa
Toa
16
6
10
18
9
9
Panui - %
Katoa
Hine
Tama
Manawa
Manawa
Manawa
Manawa
taki
āki
Ora
Toa
10%
19%
33%
38%
5%
20%
30%
45%
14%
18%
36%
32%
Tuhituhi - Count
Roopu
Katoa
Hine
Tama
Manawa
taki
Manawa
āki
8
3
5
Manawa
Ora
18
8
10
Manawa
Toa
13
3
10
9
6
3
Tuhituhii - %
Roopu
Katoa
Hine
Tama
Manawa
Manawa
Manawa
Manawa
taki
āki
Ora
Toa
17%
38%
27%
19%
15%
40%
15%
30%
18%
36%
36%
11%
48
Kōrero - Count
Roopu
Katoa
Hine
Tama
Manawa
taki
Manawa
āki
4
2
2
Manawa
Ora
8
2
6
Manawa
Toa
20
9
11
13
6
7
Kōrero - %
Roopu
Katoa
Hine
Tama
Manawa
taki
Manawa
Manawa
Manawa
āki
Ora
Toa
9%
18%
44%
29%
11%
11%
47%
32%
8%
23%
42%
27%
Te Tau - Count
Roopu
Katoa
Hine
Tama
Manawa
taki
Manawa
āki
4
2
2
Manawa
Ora
9
4
5
Manawa
Toa
22
10
12
12
3
9
Te Tau - %
Roopu
Katoa
Hine
Tama
Manawa
taki
Manawa
Manawa
Manawa
āki
Ora
Toa
9%
19%
47%
26%
11%
21%
53%
16%
7%
18%
43%
32%
Manawa Taki = Achieving below expected levels. Needs support to attain expectation.
Manawa Āki = Achieving close to expectation. Should reach expectation with quality programmes/teaching
Manawa Ora = At expected levels.
Manawa Toa = Above expectation.
49