Mangonui School Charter
Strategic Plan and Annual Report
2012 – 2015
Vision Statement
The environment of choice for a voyage to success
Our Values
Values are deeply held beliefs about what is important or desirable. They are expressed
through the ways in which people think and act.
Every decision relating to curriculum and every interaction that takes place in Mangonui
School reflects the values of the individuals involved and the collective values of the
institution.
The values on the list below enjoy widespread support because it is by holding these values
and acting on them that we are able to live together and thrive. The list is neither exhaustive
nor exclusive.
Excellence – Game On!
Inquiry Curiosity Innovation – What Why How
Honesty – The Best Policy
Community – Working together
Respecting Self and Others – Kind and Caring
As a School Community we have identified three key
goals for the next five years:
Aim 1
Highest Quality Teaching and Learning
Quality Teaching (NZC - Effective Pedagogy) , High expectations, Future Focus , Coherence, Maori
achievement, Learning Outside the classroom, Authentic settings, Powerful school-wide
Professional Development, Best evidence practices, Reflective Practices, Thinking Classrooms, Just
in Time Learning, SENCO, ICT literate, Effective assessment practices (formative), Concise and Clear
Reporting (BOT, MOE, Family) Learning to Learn, National Standards
Aim 2
Development of the Whole Child
Grounded in the Key Competencies and school Values, Life Skills, Connections (whanau,
community, schools), Problem solvers, Thinkers, Balanced Curriculum, Coherence, Goal
Setting, Passion, enjoyment, engagement, Physical Education, Sporting Opportunities,
Cultural responsiveness, Inclusion, Handle Change, The Arts, financial literacy, Risk takers,
Aim 3
Building Strong Community Connections
Strong sense of School Community Spirit and Pride, Community Inclusiveness,
Intermediate, Kindergarten, Learning about our Community, History, Maori Community,
Tikanga me ona reo
Hooked On Learning
Vision Statement – The environment of choice for a voyage to success
Learning programmes at Mangonui School will use the following practices to
implement the vision statement
Thinking
Formative practices
Questioning skills
Thinking strategies
Global Thinking
New experiences an d
opportunities
Research Skills
Using Language,
symbols and texts
Strong literacy
programmes
Managing Self
Relating to Others
High Expectations
Relationships
(student/ Teacher/
Parent/
Board/Outside
agencies)
Formative Practices
Setting meaningful
Participating and
goals
Contributing
High Expectations
Celebration
Catering for different learning
Assemblies (Audience)
styles
Challenging classroom
Talk to Learn
environments
Integration of ICT
Student centred learning
Student Voice
Interaction with local
environment
Strong numeracy
programmes
Our Values are:
Participation and community
Innovation, Inquiry and
Curiosity
Honesty
Good manners
Providing a safe
school environment
Peer mediation
Interaction with the
community/ local
environment
Excellence
Respect for yourself, others
and the environment
Highly skilled staff that use a range of resources and strategies
to engage students into their learning providing an environment
where students are able to reach their potential
Our School
Mangonui School Strategic Plan 2012– 2015 was produced to provide a school wide focus and
approach improving student achievement, developing great teachers, and developing stronger ties
with our local communities.
The board of trustees, school parents and staff identified needs and objectives through a process of :
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conducting a SWOT analysis
questionnaires (75% returned)
looking at the New Zealand curriculum and associated documents
brainstorming ideas about the future direction of Mangonui School
prioritising these ideas
developing three key goals
The purpose of the plan is to
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lift student achievement
target groups of students under performing
support the educational programmes undertaken at Mangonui School
outline the goals and objectives necessary to achieve the vision for the school include a plan of
action and evaluation
We characterise our school community as :
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bi-cultural, 50% Maori, 50% Pakeha - mobile, divergent and changing
isolated and rural
focused on fishing, tourism, the sea, coast, bush and historical significance of our
communities
supportive of the school, with parental involvement
generally lower socio-economic with range of family situations
We believe Mangonui School students need to be
Confident
Know who they are and be proud of it
Motivated and engaged
Resourceful
Resilient
Connected
Relate well to all people
Effective users of communication tools
Respect and cherish their whenua
To their community
Actively Involved
In all aspects of the Mangonui School Community and the broader community
Contributes positively to the well being of New Zealand
Lifelong Learners
Literate and Numerate
Thinkers
Informed decision makers
Active seekers, users, and creators of knowledge
COMMUNITY PARTNERSHIP AND CONSULTATION PROCEDURE
Communication by fortnightly school newsletters, newspaper briefs and other media.
The Board of Trustees to hold the Annual Meeting on a day in April fixed by the Board
before the first day of April, or where the Board fails or refuses to fix a day during April for
the meeting, on the first Tuesday in May.
At the end of the financial year an annual report, consistent with the Government Annual
Reporting Guidelines and a financial statement, duly audited, shall be tabled and made
available for public scrutiny at the school’s office or at any other appropriate local places.
Consult the community regarding policy development and curriculum direction, national
standard achievement.
The monthly meeting of the Board of Trustees shall be open to the public and parents shall
be encouraged to attend.
A copy of the Targets (using National standard data) which have been prepared by the
Board of Trustees prior to each financial year shall be tabled, copies being available at the
school’s office and other appropriate places.
The Board of Trustees shall consult with the community in general as well as the Maori
community concerning the School Charter and any necessary review of the Charter.
Parents will be encouraged to participate in all school activities.
Mangonui School has an open door policy but parents are asked to respect the rights of
children and teacher’s individual classrooms. Parents may need to approach teachers to
arrange suitable times for visits.
An annual plan will be tabled at the December/ February meeting of the Board of Trustees.
Copies of this plan will be available to the community via the school office.
Culture Statement
The cultural diversity of New Zealand is recognised and developed through classroom
programmes and experiences, where students will learn about their
own heritage.
• Tikanga Maori and Te Reo will be integrated into curriculum areas in an appropriate
manner and will follow the two year Maori programme as
prescribed in our Curriculum Overview document.
• Tolerance and understanding of different cultures and values will be practical and
expected in the school environment.
• Te Reo Maori will be delivered in the school to level 1.
• The Board of Trustees will consider any request for instruction in Te Reo Maori.
• As part of reporting to the Board of Trustees on student achievement, the Principal will
report separately on Maori achievement, where appropriate.
• The Board of Trustees will consult with our school’s Maori community.
• Resources are available to support these programmes
NAG 1
TREATY OF WAITANGI POLICY
Rationale
Maori are the Tangata Whenua of Aotearoa New Zealand and their culture and language are a living
part of New Zealand society. All New Zealanders should therefore recognise and understand the
dual cultural heritage of New Zealand.
Purpose

To enable children to understand, respect and show sensitivity for Tikanga Maori
( i.e. values, attitudes, behavior) and Te Reo Maori.
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To provide opportunities where students experience Tikanga Maori.
To recognize our obligations to the Treaty of Waitangi.
Guidelines
1. The Maori Langauge, Te Reo Maori, will be part of the Mangonui School curriculum.
2. Staff development should include Te Reo Maori, Tikanga Maori and cultural sensitivity.
3. The school will provide a welcoming atmosphere for all parents and children reflecting both
cultures.
Conclusion
The school will recognise the duality of the New Zealand culture and acknowledge it underpinning
the learning environment at Mangonui School.
Vision Statement: The environment
of choice for a voyage to success
Principals Strategic Plan for Aim 1
Highest Quality Teaching and Learning
2012
2013
2014
2015
School Target – Use National Standard data (OTJ) to determine Target focus in essential learning areas.
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School – Wide Professional Development (linked to current Target) in essential learning areas
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Review and Strengthen Teaching practices (NZC – Effective Pedagogy).
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R
Develop ‘Thinking Classrooms’ / Review Thinking Classrooms (R)
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Strengthen Authentic Learning practices (coherence) Strengthen student engagement through learning
experiences, practices, voice and resources / Review (R)
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Strengthen teaching practices that engage and empower Maori learners (Ka Hikitia, Tataiako)
Maori enjoying success as Maori
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Build the ‘Principles’ of NZC into all learning
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Review and Strengthen reporting practices
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R
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Vision Statement: The environment
of choice for a voyage to success
Principals Strategic Plan for Aim 2
Development of the whole child
Weave Key Competencies into learning practices and experiences
Include Problem Solving, Thinking, Risk Taking and the use of Authentic contexts into classroom
programmes (evidenced in teacher planning) – Make school-wide focus
2012
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2013
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Develop an overview, source programme -Life Skills/ Values Education
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Further develop students understanding of (cultural inclusiveness) through authentic learning
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Participate in local sporting events/ Kiwi Sport Initiative
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Use the ‘Arts’ to engage students into their learning and review engagement
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Provide learning experiences outside the classroom (school camps, trips)
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Healthy environment / developing gardens
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2014
2015
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R
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Vision Statement: The environment
of choice for a voyage to success
Principals Strategic Plan for Aim 3
Building strong community connections
2012
2013
2014
2015
Community Events (Matariki, Reading Week, Pet Day, Christmas in The Park, Education Nights)
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Using the Mangonui Community as a learning context / review
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R
Building robust relationships between Intermediate, Kindergarten and Mangonui School
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Building connections between school and Maori community (tikanga, marae, te reo, Maori perspective)
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Engage parents and caregivers into their child’s learning (3 Way Conferences, Education Nights,
Information Packs) / Review
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Further develop students understanding of ‘Community’ and what it means to be an effective
community player
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Implement 10 and 5yr plan to keep school attractive and modern so Mangonui School provides a
modern learning environment for community
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Annual Plans 2013
Goal 1
Action
Highest Quality Teaching and Learning
Indicator 2
Professional Development links to school-wide Targets – Staff meetings, syndicate meetings, external providers and review outcomes.
Indicator 3
Developing strategies and teaching practices to support student self-regulation of learning in the essential learning areas (students can describe how to ‘move’
within Numeracy Stages, Writing and Reading Levels). Learning progressions/ national standards/ NZC Review and Report Term 2
Indicator 4
Identifying Scientific, Social, Technological skills and processes (broad) that link to Key Competencies that can then be developed into classroom rubrics (student
owned) to measure student progress, gaps etc
Indicator 5
Develop system for reporting to parents/caregivers and students After 1, 2 and 3 years.
Indicator 6
Continue to build teacher confidence, knowledge and ability in Te Ao Maori (Te Reo / Tikanga, History, Arts) to include a Maori perspective in an authentic and
integrated way.
Indicator 7
Monitor Maori student achievement information. Use to identify areas of concern and build plans to lift achievement Review and Report Term 3
Indicator 8
Robust review systems (1 formal review per term, student voice, Target area, teaching practice)
Indicator 9
Reflect and strengthen Formative practice (annual teaching practice target)
National Standards – Gather, Analyse, Moderate, Report
Goal 2
Development of the whole child
Action
Indicator 1
Highlight and promote the Key Competencies to strengthen teacher and student understandings using review 2012. (Refer Action Plan)
Indicator 2
Implement a Life Skills based programme
Indicator 3
Targeting Maori resources within the community (taiaha, weaving, waiata, mahinga kai) to share their knowledge and understandings of the Maori world.
Targeting local resources within the community to share their understandings and knowledge. Reviewed and Report Term 3
Indicator 4
Participate in local sporting events and the kiwisport initiative
Indicator 5
All classrooms to have an overnight camp. Yr2 – Yr6 away from the school experiencing our local environment
Indicator 6
Further strengthen/ implementation of Experience Based and Authentic Learning through consistency (every term), using Templates (Blooms Taxonomy/ KS’s)
using local contexts, inclusion of Maori perspectives, art, learning experiences and learning outcome actions and having a major curriculum focus each term.
Reviewed and Report Term 3
Indicator 7
School Gardens – selling vegetable seedlings and developing a marketing plan / implementation of plan
Goal 3
Building strong community connections
Action
Indicator 1
Engagement Days -Hold an event each term that encourages parents to come into school and support their child’s learning and progress.
Review and Report Term 2
Indicator 2
Use local contexts in Experience based and Authentic learning contexts
Indicator 3
Continue to develop relationships with early Childhood centres. Junior classroom to connect with Kindergarten at least twice a year. Tina - Taipa
Indicator 4
Visit local marae, learn tikanga associated with visit
Indicator 5
All classrooms to do an ‘action’ from their learning that supports our local community (promote ‘Community Membership’).
Indicator 6
Upgrade Rooms 3/4/5/6 over 2013/ 2014.
Indicator 7
Ensure school buildings are maintained, environment attractive
Review Schedule 2012-2015
Review
2012
2013
2014
Targets
National Standard – reporting to parents
(After 1,2,3 yrs)
Job Contracts and Descriptions
Appraisal Cycle
EEO
Teacher Handbook
Numeracy
Clarity in the Classroom
Teacher Professional Standards
Teacher Practice Handbook
NZC – Principles
Policies and Procedures
Legislation and Regulation Policy
Protected Disclosures Policy
Health and Safety Policy
Targets
National Standard – reporting to parents
Job Contracts and Descriptions
Appraisal Cycle/ Process
Teacher Professional Standards
Teacher Handbook
EEO
Health and PE
Reading
Integration of ICT
Spelling
Policies and Procedures
NZC – Values
Curriculum Policy
Treaty of Waitangi Policy
Self Review, Strat Plan, Reporting to Parents
Targets
National Standard – reporting to parents
Job Contracts and Descriptions
Appraisal Cycle
Teacher Professional Standards
EEO
Writing
Policies and Procedures
NZC – Key Comps
Personnel Policy
Financial Policy
Child Abuse Policy
Theft and Fraud Prevention Policy
In addition to the annual plan
Maori Achievement – he tangata, he tangata, he tangata
Mangonui School will work with students, whanau, iwi and Ministry of
Education to lift the achievement of Maori students to ensure that Maori
students enjoy success as Maori.
Documents such as Ka Hikitia and Tataiako will support and guide the policies,
plans and programmes implemented to lift Maori achievement.
Some indicators
-
Quality Learning Programmes
Appreciation of the Maori culture (legends, language, arts)
Encourage ‘ako’
Home school partnerships strengthened
Special Education Needs
Mangonui School will work towards being fully inclusive. Students who are
identified as having special education needs will:
Be identified quickly and referred to SENCO
Placed in register of students with special needs
Relationship with whanau/ family formed
Special Education Services notified/ work with
IEP developed that involves all stakeholders
Support systems put in place
Close monitoring of progress by SENCO and RTLB
Some indicators
- Regularly updated Special Needs register
- Current IEP’s for Special Needs students
‘We want Success for All – Every Child’
Regular Review of National Administrative Guidelines
At Each Board Meeting the Principal will present a short report on the National
Administrative Guidelines to ensure - they are being implemented through
policies, plans and programmes including those for curriculum, National
Standards, assessment and staff professional development.
That there is regular review of these policies, plans and programmes.
That
Each year the Principal will carry out an in-depth review of the NAG’s to ensure
that Mangonui School is meeting the expectations of these guidelines. A report
will be presented to the Board of Trustees.
Annual Reporting – Analysis of Variance.
Target 2012
Reading
Kowhai
Target Learner
TK
JM
MN
JH
THP
Beginning
L4
L6
L5
L3
L2
Nat Std
WB
WB
WB
WB
WB
End
16
15
19
10
6
Nat Std
At
B
At
WB
WB
Beginning
L7
L12
L4
L12
L4
L4
L7
L8
Nat Std
WB
B
WB
B
WB
WB
B
B
End
14
21
19
21
18
21
22
-
Nat Std
WB
At
At
Ab
At
At
Ab
-
Beginning
L17
L11
L9
L14
L12
Nat Std
B
B
WB
B
B
End
21
23
15
23
17
Nat Std
At
At
B
Ab
At
Beginning
L23
L23
L23
L23
L22
Nat Std
WB
WB
B
WB
WB
Taonga
Target Learner
MW
DW
DH
RP
PC
TN
PR
ED
Awhina
Target Learner
ROD
BE
AB
AS
CP
Active Ferns
Target Learner
KA
MT
TT
HD
SK
End
26
24
26
25
24
Nat Std
At
B
At
B
B
Kotuku
Target Learner
KP
PH
BP
HM
BD
TW
LY
SW
Beginning
L19
L19
L19
L19
L15
L15
L19
L19
Nat Std
WB
WB
WB
WB
WB
WB
WB
WB
End
23
27
27
26
21
28
27
Nat Std
WB
At
At
B
WB
B
B
In Conclusion
At the end of 2011 in conjunction with our SAF (Glenys Brown) we identified groups of students who
were working ‘Well Below’ the National Standards. These groups were over represented by Maori
and Male.
We set our Goal - ‘That every Target learner will move up at least one National Standard category’.
With the exception of 5 students (16%) all students moved 1 or 2 levels.
We formed a group called the ‘Change Team’ and have met regularly since the beginning of the year.
Our progress and meetings have been monitored by Glenys Brown (MOE)
Every student has progressed with younger students making more progress than older (as would be
expected due to the Reading levels). This emphasises the importance of early intervention (Reading
Recovery etc) in the junior classrooms.
 31 students in total were identified using National Standard data
 22 Students at the beginning of the Year were working at ‘Well Below’ – 5 remain working ‘Well
Below’
 9 Students at the beginning of the year were working at ‘Below’ – 8 are now working at Below
 10 students moved up two National Standard Categories
 No students were working at ‘At’ Feb 2012 – 16 students in Dec 2012 were working ‘At or Above’
School-Wide Data 2012
School Overview 2012 - Maths
All Students
Male Students
Female
Students
Maori
Students
Year
Well Below
Below
At
Above
2012 Base
2012 End
2012 Base
2012 End
2012 Base
14 (11%)
2 (2%)
10 (14%)
2 (3%)
4 (6%)
33 (25%)
37 (29%)
15 (21%)
20 (30%)
18 (29%)
61 (46%)
57 (45%)
29 (41%)
28 (41%)
32 (51%)
25 (19%)
30 (24%)
16 (23%)
18 (27%)
9 (14%)
2012 End
2012 Base
0
11 (15%)
17 (30%)
24(32%)
29 (50%)
29 (39%)
12 (20%)
10 (14%)
2012 End
2 (3%)
28 (41%)
29 (43%)
9 (14%)
Summary Statements
2011: 65% of students were working ‘At or Above’
2012: 69% of students were working ‘At or Above’
2011: 53% of Maori students were working ‘At or Above’
2012: 57% of Maori students were working ‘At or Above’
A strong movement from ‘Below’ into ‘At’. Still have 69% (27/39) of Maori students represented in
the ‘Well Below/ Below’ group
A good shift from ‘Below’ to ‘At’
Year Levels 2012 - Maths
All Students
Year Level
Well Below
Below
At
Above
2012 Base
14 (11%)
33 (25%)
61 (46%)
25 (19%)
4 (12%)
8 (22%)
4 (19%)
1 (8%)
10 (35%)
1 (8%)
2 (9%)
10 (45%)
8 (47%)
6 (40%)
8 (40%)
7 (33%)
5 (29%)
12 (36%)
13 (62%)
11 (44%)
9 (32%)
11 (92%)
16 (69%)
10 (45%)
4 (24%)
9 (35%)
5 (25%)
8 (38%)
10 (59%)
9 (27%)
4 (19%)
10 (40%)
8 (28%)
2012 End
After Yr 1
2012 Base
2012 End
After Yr 2
2012 Base
2012 End
After Yr 3
3 (12%)
1 (3%)
2012 Base
2012 End
Year 4
2012 Base
2 (10%)
2012 End
Year 5
2012 Base
3 (15%)
2012 End
Year 6
2012 Base
2012 End
2 (9%)
1 (5%)
5 (22%)
5 (29%)
2 (10%)
7 (35%)
4 (19%)
1 (6%)
Maori 2012 - Maths
Maori
Students
After Yr 1
After Yr 2
After Yr 3
Year 4
Year 5
Year 6
Year Level
Well Below
Below
At
Above
2012 Base
11 (15%)
24 (32%)
29(39%)
10 (14%)
2012 End
2012 Base
2012 End
2012 Base
2012 End
2012 Base
2012 End
2012 Base
2012 End
2012 Base
2012 End
2012 Base
2012 End
2 (3%)
3 (14%)
28 (41%)
7 (33%)
29 (43%)
8 (38%)
9 (13%)
3 (14%)
3 (23%)
1 (5%)
1 (7%)
8 (40%)
1 (33%)
2 (20%)
6 (50%)
5 (55%)
6 (46%)
6 (60%)
3 (27%)
2(33%)
5 (38%)
7 (35%)
3 (66%)
7 (70%)
4 (33%)
3 (33%)
4 (51%)
2 (20%)
5 (45%)
2 (33%)
4 (31%)
4 (20%)
2 (16%)
2 (15%)
1 (9%)
1 (16%)
1(10%)
1 (11%)
1 (7%)
2 (20%)
2 (18%)
1 (17%)
School Overview 2012 – Reading
All Students
Male Students
Female
Students
Maori
Students
Year
Well Below
Below
At
Above
2012 Base
2012 End
2012 Base
2012 End
2012 Base
15 (11%)
5 (4%)
12(17%)
5 (7%)
3 (5%)
31 (23%)
22 (17%)
16 (23%)
14 (20%)
15 (24%)
48 (36%)
49 (38%)
21(30%)
23 (33%)
27(43%)
39 (29%)
50 (40%)
21 (30%)
26 (38%)
18 (27%)
2012 End
2012 Base
13 (18%)
8 (14%)
25 (34%)
26 (44%)
23 (31%)
24 (41%)
13 (18%)
2012 End
3 (4%)
18 (26%)
26 (38%)
21 (32%)
Summary Statements
2011: 65% of students were working ‘At or Above’
2012: 78% of students were working ‘At or Above’
2011: 49% of Maori students were working ‘At or Above’
2012: 70% of Maori students were working ‘At or Above’
69% of Maori make up the ‘Well Below/ Below’ group compared to 82% at end of 2011
Big shift ‘All Students’ and ‘Maori’ from ‘Below’ to ‘At’
Year Levels 2012 - Reading
All Students
After Yr 1
After Yr 2
After Yr 3
Year 4
Year 5
Year 6
Year Level
Well Below
Below
At
Above
2012 Base
2012 End
2012 Base
2012 End
2012 Base
2012 End
2012 Base
2012 End
2012 Base
2012 End
2012 Base
2012 End
2012 Base
2012 End
15 (11%)
5 (4%)
6 (19%)
1 (5%)
2 (8%)
2 (6%)
31 (23%)
22 (17%)
14 (44%)
4 (20%)
2 (8%)
3 (10%)
1 (8%)
1 (4%)
7 (32%)
5 (29%)
48 (36%)
49 (39%)
11 (31%)
11 (55%)
6 (24%)
4 (13%)
7 (58%)
10 (46%)
7 (32%)
9 (52%)
7 (35%)
8 (40%)
9 (45%)
7 (41%)
39 (29%)
50 (39%)
2 (6%)
4 (20%)
15 (60%)
21 (70%)
4 (33%)
10 (46%)
6 (27%)
3 (18%)
9 (45%)
8 (40%)
5(25%)
4 (24%)
1 (4%)
2 (9%)
4 (20%)
1 (5%)
1 (6%)
4 (20%)
6 (25%)
5 (29%)
Maori 2012 - Reading
Maori
Students
After Yr 1
After Yr 2
After Yr 3
Year 4
Year 5
Year 6
Year Level
Well Below
Below
At
Above
2012 Base
13 (18%)
25 (34%)
23 (31%)
13 (18%)
2012 End
2012 Base
2012 End
2012 Base
2012 End
2012 Base
2012 End
2012 Base
2012 End
2012 Base
2012 End
2012 Base
2012 End
3 (4%)
5 (24%)
1 (8%)
2 (15%)
1 (5%)
18 (26%)
12 (57%)
4 (30%)
2 (15%)
3 (14%)
1 (25%)
1 (11%)
5 (38%)
4 (44%)
5 (38%)
4 (40%)
6 (25%)
2 (33%)
26 (38%)
4 (19%)
7 (54%)
4 (31%)
4 (19%)
2 (50%)
5 (56%)
4 (31%)
5 (55%)
3 (23%)
4 (40%)
6 (50%)
1 17%)
21 (31%)
2 (15%)
3 (23%)
1 (8%)
1 (16%)
1 (8%)
5 (38%)
13 (62%)
1 (25%)
3 (33%)
1 (8%)
2 (15%)
2 (20%)
2 (16%)
2 (33%)
School Overview 2012- Writing
All Students
Male Students
Female
Students
Maori
Students
Year
Well Below
Below
At
Above
2012 Base
2012 End
2012 Base
2012 End
2012 Base
14 (11%)
4 (3%)
10 (14%)
4 (6%)
4 (6%)
39 (29%)
28 (22%)
20 (29%)
21 (30%)
19(30%)
73 (55%)
73 (57%)
38(54%)
34 (50%)
35 (56%)
7 (5%)
21 (16%)
2 (3%)
9 (13%)
5 (8%)
2012 End
2012 Base
39 (67)
27 (36%)
12 (21%)
14 (19%)
7 (12%)
33 (45%)
2012 End
2 (3%)
23 (33%)
34 (51%)
9 (13%)
Summary Statements
2011: 60% of students were working ‘At and Above’
2012: 73% of students were working ‘At and Above’
2011: 36% of Maori students were working ‘At’
2012: 63% of Maori students were working ‘At’
Big Shift in both Maori and All Students groups from ‘Below’ to ‘At’.
Writing Year Levels – Writing 2012
All Students
Year Level
Well Below
Below
At
Above
2012 Base
14 (11%)
4 (3%)
6 (21%)
1 (4%)
3 (12%)
2 (7%)
39 (29%)
28 (22%)
2 (27%)
2 (8%)
6 (20%)
4 (15%)
4 (25%)
6 (26%)
11 (70%)
4 (23%)
7 (33%)
6 (30%)
9 (47%)
6 (35%)
73 (55%)
73 (58%)
16 (42%)
15 (65%)
16 (64%)
15 (58%)
10 (63%)
10 (44%)
9 (25%)
13 (77%)
12 (52%)
14 (70%)
10 (47%)
6 (35%)
7 (5%)
21 (17%)
3 (9%)
5 (21%)
1 (4%)
5 (20%)
2 (13%)
7 (30%)
2112 End
After Yr 1
2012 Base
2012 End
After Yr 2
2012 Base
2012 End
After Yr 3
2012 Base
2012 End
Year 4
2012 Base
1 (5%)
2012 End
Year 5
2012 Base
3 (14%)
2012 End
Year 6
2012 Base
2012 End
1 (5%)
1 (6%)
4 (24%)
Maori 2012 - Writing
Maori
Students
After Yr 1
After Yr 2
After Yr 3
Year 4
Year 5
Year 6
Year Level
Well Below
Below
At
2012 Base
14 (19%)
33 (47%)
27 (34%)
2012 End
2 (3%)
23 (33%)
34 (50%)
2012 Base
2012 End
2012 Base
2012 End
2012 Base
2012 End
2012 Base
2012 End
2012 Base
2012 End
2012 Base
2012 End
6 (38%)
1 (6%)
2 (15%)
1 (6%)
9 (43%)
3 (20%)
4 (31%)
4 (22%)
2 (50%)
5 (50%)
10 (83%)
4 (44%)
4 (31%)
4 (40%)
4 (36%)
3 (50%)
6 (29%)
9 (60%)
7 (54%)
10 (55%)
2 (50%)
3 (30%
1 (8%)
5 (55%)
5 (38%)
6 (60%)
6 (55%)
1 (16%)
1 (8%)
4 (31%)
1 (9%)
Above
9 (13%)
2 (13%)
3 (17%)
2 (20%)
2 (33%)
School Strengths
In all essential learning areas for 2012 there has been strong shift in student achievement (see
attached comments). The process we are using to identify, monitor and support learners is strength
in our school. We will continue to use this Target process in 2013.
Areas for improvement – Target 2013
Background
Using National Standard student achievement data gathered at the end of 2012 we identified
groups of students at each year level that were working well below in Maths.
Maori students are overrepresented in the Target Group:
Total 35 students
26 Below (17 Maori)
6 Well Below (5 Maori)
3 Well Below – 2 yrs (2 Maori)
TARGET
1. Those 26 (74%) of students (17 Maori) who were Below National Standard at the end of
2012 will make accelerated progress/make more than 1 year’s progress and be At National
Standard at the end of 2013.
2. Those 6 (17%) of students (5 Maori) who were Well Below, but not more than 2 years
below, at the end of 2012 will make accelerated progress/make more than 1 year’s progress
and be Below National Standard at the end of 2013.
3. Those 3 (9%) of students (2 Maori) who were Well Below and more than 2 years below at
the end of 2012 will make accelerated progress and meet the goals in their IEPs.
Monitoring student progress
Student progress will be monitored at Change Team meetings, syndicate meetings and staff
meetings.
Students will monitor their own progress using a Target Template which will identify ‘Where they
are at’ ‘Next Steps’. It will identify specific skills and knowledge that students need to attain to move
up and within a Stage.
Each Term students who are working at Stage 4 and below will be assessed for Basic Facts, Place
Value, Backwards Forwards, Fractions using the JAM assessment tool. Students working above Stage
5 will be assessed for Basic Facts, Place Value and Fractions using the NUMPA assessment tool.
Supporting Teachers
Term 1
Senior teachers will observe teachers in their syndicates. Feedback to Dave. Data
from observations will be used to determine PD or resource purchases.
Term 2
Modelling. Teachers will observe learning in other classrooms. Where ‘advanced’
teaching strategies are identified these will be shared within the school team
Term 3
Video Taping of lessons.
Whanau Engagement
Getting parents and caregivers involved is an essential ingredient to achieving success.
Term 1
Target parent hui – Outline why students have been identified, strategies we will be
using and strategies that can be used at home.
Target Report sent to parents/ students.
Term 2
Class Workshop for parents
Target Report
Term 3
Class workshop for parents
Action Plan – Target Students 2013
Date
Action
Feb-March
Feb
Identify students
Contact Health School – confirm
enrolment (TH)
Develop Target Template for
students to self-regulate learning.
This will be sent home.
Change Team hui
- Monitor progress
- Monitor action plan
Staff Meetings (at least one per
term will be focused around
Target students)
PD where required
Target Parent Hui
Assess Target students each term
using NUMPA (Stage 6 up) JAM
(Stage 5 down)
Syndicate meetings will allow for
discussion/ monitoring of student
achievement
Teacher ‘Walk Throughs’ to share
ideas/ strategies etc
Parent Caregiver workshops run
during school time with students
as teachers
Basic Facts focus
Place Value focus
ALIM – small group of students
working well below in Junior area
of school
March
2 per Term
All Year
March
Each Term
All Year
Each Term
Term 2/3
Term 2
Responsibility Outcome
Dave
Carole/ Natalie
Dave
Senior Team
Dave
All Staff
Carole/ Natalie
Dave
Carole/ Natalie
Natalie
Analysis of Variance
Part 1 Data - That every Target learner will move up at least one National Standard level
Kowhai
Target Learner
TK
JM
MN
JH
THP
Beginning
L4
L6
L5
L3
L2
Nat Std
WB
WB
WB
WB
WB
Mid
12
13
14
10
6
Nat Std
B
B
B
WB
WB
End
16
15
19
10
6
Nat Std
At
B
At
WB
WB
Beginning
L7
L12
L4
L12
L4
L4
L7
L8
Nat Std
WB
B
WB
B
WB
WB
B
B
Mid
14
21
17
20
16
18
19
left
Nat Std
B
A
B
A
B
A
A
-
End
14
21
19
21
18
21
22
-
Nat Std
WB
At
At
Ab
At
At
Ab
-
Beginning
L17
L11
L9
L14
L12
Nat Std
B
B
WB
B
B
Mid
20
22
12
21
13
Nat Std
A
A
B
A
A
End
21
23
15
23
17
Nat Std
At
At
B
Ab
At
Beginning
L23
L23
L23
L23
L22
Nat Std
WB
WB
B
WB
WB
National Std
B
B
B
B
WB
End
26
24
26
25
24
Nat Std
At
B
At
B
B
Taonga
Target Learner
MW
DW
DH
RP
PC
TN
PR
ED
Awhina
Target Learner
ROD
BE
AB
AS
CP
Active Ferns
Target Learner
KA
MT
TT
HD
SK
Mid
25
25
25
25
24
Kotuku
Target Learner
KP
PH
BP
HM
BD
TW
LY
SW
Beginning
L19
L19
L19
L19
L15
L15
L19
L19
Nat Std
WB
WB
WB
WB
WB
WB
WB
WB
Mid
22
25
27
25
25
21
25
25
National Std
WB
B
B
B
B
WB
B
B
End
23
27
27
26
21
28
27
Nat Std
WB
At
At
B
WB
B
B
In Conclusion
At the end of 2011 in conjunction with our SAF (Glenys Brown) we identified groups of students who
were working ‘Well Below’ the National Standards. These groups were over represented by Maori
and Male.
We set our Goal - ‘That every Target learner will move up at least one National Standard level. With
the exception of 5 students (16%) all students moved 1 or 2 levels ie Well Below - At.
We formed a group called the ‘Change Team’ and have met regularly since the beginning of the year.
Our progress and meetings have been monitored by Glenys Brown (MOE)
Most students made accelerated progress moving up one or two National Standard levels during the
course of the year.
31 students in total were identified using National Standard data
 22 Students at the beginning of the Year were working at ‘Well Below’ – 5 remain working ‘Well
Below’
 9 Students at the beginning of the year were working at ‘Below’ – 8 are now working at Below
 10 students moved up two National Standard Categories
 No students were working at ‘At’ Feb 2012 – 16 students in Dec 2012 were working ‘At or Above’
KiwiSport
The sum of $1999.25 was used to employ a sports tutor who worked with our students over the
year teaching 7 different codes. This has benefited all our students.
Board of Trustees
Darren Brott Board Chair
Lydia Llyod
Board Member
Steve Robinson Board Member
Dean Gorrie
Board Member
Donna Yates Board Member
Dave Sedcole Principal
Board of Trustees elections will be held this year (2013)