School Name:
Principal:
Deputy Principal:
Literacy Leader/s:
Start date:
Head count of professional staff:
Decile:
No of Provisionally
Registered Teachers:
ERO cycle:
No of overseas trained teachers:
MoE intervention:
YES/NO
SM, Commissioner
No of Limited Authority
Teachers:
Senior Advisor:
SAF:
Other PLD: Teachers with TESOL qualification =
Trained Reading
Recovery teachers =
Student group
All students
Māori
Pasifika
English language learners (funded)
Students with special education needs
Learners working at or above the curriculum level for their age – LEVEL 1
Students with special education needs (funded)
Learners working at level one of the curriculum for most (possibly all) of their schooling –
LEVEL 2
Students with special education needs
Learners struggling to work at the curriculum level for their age – LEVEL 3
SENCO
Yes/No
SMS:
Numbers in school
% of student population
Withdrawal or inclusion (If withdrawal state the time frame)

Note the three levels of special education definitions. Before schools place their students at these levels they need to have identified the student as
“special needs”
Table 3: Special education description
Level 1
Learners working at or above the curriculum level for their age
Level 2
Learners working at level one of the curriculum for most (possibly all) of their schooling
Learners who need teaching adaptations and/or need individualised support to access the curriculum and achieve at or above the curriculum level.
Learners may use Braille or New Zealand Sign Language to access the curriculum or they may use assistive equipment and need the classroom adapted to support their learning.
These learners are likely to have access to a range of special education services and resources.
Learners are likely to have Individualised Education Plans (IEPs) or similar plans and work within level one of the New Zealand Curriculum
(NZC) throughout their time at school.
These learners are likely to have access to Ongoing Resourcing Scheme
(ORS) or extended Resource Teachers, Learning and Behaviour
(RTLB).
Level 3
Learners struggling to work at the curriculum level for their age
Learners who need effective teaching and accelerated teaching programmes to access the curriculum and achieve at the curriculum level for their age.
These learners are likely to need short-term access to some special education services and resources.
Resourcing Strategically: Leader ensures that the effectiveness of teaching/programme resources are evaluated in terms of intended learning outcomes for students.
Establishing Goals and Expectations: The leader has the ability to envisage and expect achievement of challenging goals by:
● knowledge of how to sequence learning outcomes (social and academic learning outcomes eg MESAM, Pasifika, ELL and SEN)
How are the students with special education needs monitored?

Are the assessment tools differentiated for students categorised as being in Level 2?
Are special education needs students in mainstream classrooms or withdrawn?
Describe the programmes that are run for ESOL funded students and how they are monitored and evaluated.
How are the ELLs students supported who still need support but no longer have funding?
How do you use the Observational survey in your school?