The Charter of Cambridge East School 2014
School Motto, & School Vision Statement
SCHOOL MOTTO
“Always my Best”
SCHOOL VISION
“Learning together today, empowering citizens of tomorrow.”
Students who are:
•
Creative
•
Effective communicators
•
Self motivated learners
•
Inventive thinkers
•
Respectful citizens,
And have a “can do” attitude.
Our Beliefs and Values
At Cambridge East School we believe that:

Learning will be a stimulating, challenging experience.

Learning is a shared partnership-students, staff, parents/caregivers.

All people will feel respected and valued.
1

A positive, caring and safe environment is important to successful learning.

All students can learn and find success.
 Teamwork is to be encouraged, as are individual strengths and talents.
In consultation with our school community, these values are priorities for our school:
Educational values:
 Excellence
 Cooperation
 Effective communication
 Independence
 Problem solving
 Creativity
 Confidence/self esteem
 Goal setting
 Taking responsibility
Virtues values:
 Respect
 Responsibility
 Pride
 Honesty
 Caring
About Cambridge East School
SCHOOL TYPE
Cambridge East is an urban, co-educational state primary contributing school.
SCHOOL COMMUNITY DESCRIPTION
Cambridge East school is located in the north-eastern area of the Cambridge township. The school was
established in 1955 with a four classroom block and an opening roll of 146. Currently the school
comprises 16 classrooms, and an administration area. A variety of facilities are housed within attractive
grounds.
These include a multi-purpose room, hall, library, media centre, resource room, swimming pool, storage
sheds, 3 adventure playgrounds, 2 shade cloth areas and a shaded sandpit area. Many of these
facilities have been gained in recent years as a result of a supportive school community.
While the school community’s decile is high, (currently 9), a wide range of occupations is obvious in the
families that contribute to the school. A growing percentage of solo parent families are evident also. It is
evident that an increasing number of families are relocating from overseas, particularly the UK, and
contributing to our school community. The school roll is increasing as more in-fill housing and new
subdivisions take effect in the school’s catchment area. An enrolment scheme was put in place early in
the 2005 school year. This is to manage the growth that is occurring locally, and to prevent
overcrowding.
The roll range is currently between 320 – 380 students, who are mainly of European descent.
Approximately 12% of the student roll have Maori heritage, with an increasing number of students from
overseas origins.
Special features of the school include:
A school graphic (see above) that encapsulates our school’s vision for learning, its core values,
and the school motto. These are the touchstones that we live by at Cambridge East, and weave through
everything we do.
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Fully networked computer access, in classrooms and administration areas, help to ensure access
and learning in ICT for all students and staff.
A strength in, and commitment to producing an annual arts curriculum performance in which all
students have the opportunity to participate.
An increasing number of special programmes to meet the needs of our students. This includes a
commitment to students who are identified as having a gift and/or talent in a particular area. Part-time
teacher specialists are employed to teach identified students, as is much of our teacher aide resource.
A commitment to a shared partnership approach in learning; ensuring parents and caregivers are
communicated with and informed in a variety of ways, as well as involved directly in all forms of learning.
Our school respects and values diversity, and recognizes the unique position of Maori culture.
We encourage this through the promotion of te reo and tikanga Maori, which is part of the learning
programme that the school provides. The school consults at least annually with the Maori community to
report on achievement for Maori students and to develop plans and targets for improvement going
forward.
We will take all reasonable steps to provide instruction in Tikanga Maori (Maori Culture) and Te
Reo Maori (the Maori language) for students whose parents request it.
Cambridge East school's motto is "Always my best", which is an expectation of our school community
for the benefit of all students' learning.
Community Consultation
The parents/caregivers/whanau that make up the Cambridge East school community are a vital resource
in the learning that occurs for our students. The following processes will be utilised in the consultation of,
and reporting to the Cambridge East school community, including the Maori community. The formulation
of this charter has involved consultation of the school community in each of the areas below.
 Fortnightly school newsletters, encouraging school community feedback on a range of issues
 Monthly Board of Trustees meetings
 Monthly PTA meetings
 Student learning portfolios sent home each term
 Achievement reports to BOT each term
 Parent/teacher discussions in Terms 1, 3 & 4, as well as informal discussions as needs arise
 Aggregated and analysed student data reported annually
 Student reports (written) in Terms 2 & 4
 Consultation and reporting to the Maori community at least annually
 Formal survey of the school community every 2nd year
 Parent education meetings held as appropriate
 Ongoing informal meetings/consultation encouraged
Strategic Goals for 2014-- 2017
NAG 1 Student Achievement
Literacy and Maths are vital to all learning, and are priority learning areas at Cambridge East
School.

Best teaching practice in Literacy and Maths will be an ongoing focus for staff professional
learning, in order to raise student achievement each year.

Ensure consolidation of Literacy and Numeracy development by resourcing appropriately for best
practice and ongoing student achievement.
3

Literacy and/or Maths are targeted annually as areas for raising student achievement. The
overarching aim is for 80% of students to achieve at or above the relevant national standard.
Information and Communication Technologies are important tools of learning for students and
staff, and need to be maximised.

Prioritise resourcing of ICTs to ensure these are able to enhance the teaching and learning
processes for staff and students. This also includes utilising ICT to effectively engage with school
families, and to provide opportunities for interaction and communication.

Staff professional learning in ICTs will be a priority, based on need, and to improve learning
outcomes for students.
Assessment and reporting procedures are focussed on providing evidence of student
achievement and/or raising achievement levels.

Develop and refine assessment practices to best meet the needs of our students, and to provide
information that will ensure student achievement is raised.

Ensure formative assessment practices are embedded in all teaching practice.

Develop moderation practices in assessment of Literacy and Numeracy, to ensure greater
accuracy in teacher judgements of student achievement.

Continue to review and develop the purpose of the student learning portfolio, and other reporting
procedures to maximise effectiveness.
NAG 2 Planning and Review
Reflective practice is encouraged at all levels of the school community to ensure effective
practice for the benefit of students.ie staff, students, Board of Trustees, parent/caregiver
community.

Appraisal systems for staff encourage self review through peer appraisal, syndicate reviews and
planning discussions.

Board of Trustees self review.

Survey of school’s community every second year.

Regular analysing of student achievement data for future decision making, and reporting to Board
of Trustees and school community.

Annually review documentation that sets out the school’s future direction eg charter, strategic
plan, annual plan, 5 year property agreement, relevant policies.
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NAG 3 Human Resources
Develop a supportive learning community that encourages staff to achieve their potential
through ongoing learning.

Monitor appointment procedures to reflect best practice, ensuring high quality staff are
employed.

Ensure professional learning for staff is focussed and based on identified needs.

Identify and encourage leadership within the staff through further development of team
structures and mentoring.

Review the appraisal processes annually to maximize professional growth and best practice.
NAGS 4,5,6 Finance and Property Management, Health and Safety, Administration
Strengthen resourcing within the school so that it meets the future needs of the students, and
provides a safe environment.

Annually review financial, property and health and safety documentation and procedures to
effectively address changing needs and maximize requirements.

Implement ongoing procedures for enrolment that ensure a safe environment is maintained.

Continue to monitor roll growth and develop strategies to cater for this.

Continue to strengthen the school’s partnerships with its community in the development of an
effective learning community.

Ensure processes and procedures are in place to meet all legal obligations.
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School Targets 2014
Overarching goal, targeting all school students: (referenced to school’s Strategic Plan, NAG 1)
In Literacy and Maths, 80% of students will achieve the relevant national standard by the end of
2014.
Year group specific targets:
 Maths:
By the end of 2014, the group of Year 5 students below the standard in maths will have made more
than one year’s progress, with particular emphasis on Maori and Pasifika students.
 Literacy:
By the end of 2014, the group of Year 4 students below the standard in writing will have made more
than one year’s progress.
By the end of 2014, the group of Year 2 students below the standard in reading will have made more
than one year’s progress.
Curriculum and Achievement Plan: Literacy
Who
Indicators of Progress
When
What
Term 1:
Weeks 1- 5
Review 2013 assessment data
and determine particular
learning needs for students at
Cambridge East school.
Term 1
Review Assessment tools and
procedures.
Collection and Analysis of
Student Data in Writing and
Reading.
Ongoing
throughout
the Year
Each term
Term 4
Term 1
Ongoing
throughout
the Year
ALT team:
Principal; Deputy
Principal; SENCO;
Curriculum Leaders;
Team Leaders.
Leadership team
Classroom
teachers.
Literacy Curriculum
Team Leaders.
Deputy Principal
Progress and Achievement
Principal
Information updated and
Literacy Curriculum
presented to Board of Trustees. Team Leaders.
Deputy Principal
Analyse End of Year data in
Principal
preparing Student Learning
Deputy Principal
Progress and Achievement
Literacy Curriculum
report to the Board of Trustees. Team Leaders
Literacy Implementation Plan
Literacy Curriculum
updated and actioned.
Leaders
A.L.T team meetings twice a
ALT team
term.
Term 2
ALL programme begins
Ongoing
throughout
Professional Learning
Workshops – Year 1/2
Principal; ALL
teacher; Literacy
Curriculum team
leaders.
Principal
Literacy Curriculum
6
Discussion document updated
and presented to the board of
trustees.
Prescribed Assessment
schedule established.
Effective information relating to
accelerating learning of all
Cambridge East students.
Board is regularly informed of
current progress and
achievement of students.
Data used to inform planning for
2014.
Student progress monitored.
Intervention/support
programmes
implemented/monitored.
Common understanding of
programme structure/intent.
Improved teacher practice is
having a positive impact on
the Year
Term 2 and
3
Term 3
Term 2
Reading
Term 1
Ongoing
throughout
the year.
Term 1
Writing
Term 1
teachers Literacy PD with
facilitator/Spelling PD - Joy
Alcock/Appraisal process.
Professional development in
culturally responsive pedagogy
with evidence of success for
and with Maori students.
Parent Information Evening
Literacy
Review of equipment and
resources to effectively meet
curriculum needs.
Running record procedures
moderated to ensure schoolwide consistency
Discontinued Reading
Recovery students’
achievement will be monitored
and remedial actions taken
where necessary.
Additional staffing – Reading
Recovery Programme
Team Leaders.
student outcomes.
Teaching staff
Improved teacher practice
having a positive impact on
student outcomes.
Professional Development –
Writing led by Literacy Adviser
employed by the Board of
Trustees.
Junior School
teaching team
Literacy Curriculum
Leaders
Reading Recovery
Teacher
Literacy Leader –
Junior School
Part time literacy
teacher
Effective resourcing – staff;
budgets; support programmes.
Running Records are
consistently applied across the
school
Tracking of discontinued
students is recorded.
Increased number of students
able to participate in Reading
Recovery
Improved teacher practice is
having a positive impact on
student outcomes.
Curriculum and Achievement Plan: Mathematics
Who
Indicators of Progress
When
What
Term 1: Weeks
1- 5
Review 2013 assessment data
and determine particular
learning needs for students at
Cambridge East school.
Term 1
Review Assessment tools and
procedures.
Collection and Analysis of
Student Data in Mathematics.
Ongoing
throughout the
Year
Teaching Staff led
by Literacy Leaders
Literacy Curriculum
Team Leaders
Each term
Progress and Achievement
Information updated and
presented to Board of Trustees.
Term 4
Analyse End of Year data in
preparing Student Learning
Progress and Achievement
report to the Board of Trustees.
ALT team:
Principal; Deputy
Principal; SENCO;
Curriculum
Leaders; Team
Leaders.
Leadership team
Classroom
teachers.
Maths Curriculum
Team Leaders.
Deputy Principal
Principal
Maths Curriculum
Team Leaders.
Deputy Principal
Principal
Deputy Principal
Maths Curriculum
Team Leaders
7
Discussion document updated
and presented to the board of
trustees.
Prescribed Assessment
schedule established.
Effective information relating to
accelerating learning of all
Cambridge East students.
Board is regularly informed of
current progress and
achievement of students.
Data used to inform planning for
2014.
Term 1
Maths Implementation Plan
updated and actioned.
A.L.T team meetings twice a
term.
Maths Curriculum
Leaders
ALT team
Term 1
ALiM programme begins
Ongoing
throughout the
Year
Term 2 and 3
Professional Learning
Workshops – Lead Teacher
meetings/Appraisal process.
Professional development in
culturally responsive pedagogy
with evidence of success for
and with Maori students.
Parent Information Evening
Mathematics
Review of equipment and
resources to effectively meet
mathematics and statistics
curriculum needs.
Principal; ALiM
teacher; Maths
Curriculum team
leaders.
Principal
Maths Curriculum
Team Leaders.
Teaching staff
Ongoing
throughout the
Year
Term 2
Term 2
Teaching Staff led
by Maths Leaders
Maths Curriculum
Team Leaders
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Student progress monitored.
Intervention/support
programmes
implemented/monitored.
Common understanding of
programme structure/intent.
Improved teacher practice is
having a positive impact on
student outcomes.
Improved teacher practice
having a positive impact on
student outcomes.
Effective resourcing – staff;
budgets; support programmes.
NAG 1-Student Achievement
* Professional Learning Focus- Interactive Technologies, Moderation
of achievement standards in Literacy and Maths, ALiM/ALL,
Literacy-Team 12, Te Reo.
*Student Achievement Targets for 2014:
Overarching goal, targeting all school students: (referenced to
school’s Strategic Plan, NAG 1)
In Literacy and Maths, 80% of students will achieve the
relevant national standard by the end of 2014.
Maths: By the end of 2014, the group of Year 5 students below the
standard in maths will have made more than one year’s progress,
with particular emphasis on Maori and Pasifika students.
Literacy: By the end of 2014, the group of Year 4 students below
the standard in writing will have made more than one year’s
progress.
By the end of 2014, the group of Year 2 students below the
standard in reading will have made more than one year’s progress.
*Literacy,Maths information evenings for parents.
*Parent teacher discussions and Student Led conferences at year
end as part of the learning achievement and reporting process.
*Special Education programmes: Booster Groups in literacy,
numeracy for identified needs, gifted and talented programmes,
Perceptual Movement Programme, reading recovery.
*Review: Cambridge East Curriculum, Literacy and Maths
Implementation Plans, Assessment schedule.
NAG 3-Human Resources
*Staff performance
management- Appraisals,
(throughout the year) Team
reviews, (Term 1) *Attestations,
(Term 3)
*Staff development focus–
Literacy and Maths, Te Reo.
*Appointments: Principal
(Term 1), New Entrant teachers
(Terms 1 and 2), Assistant
Principal (Term 3). Other staff NAG 5-Health and Safety
as necessary.
*Implement evacuation drills each
term
*Review: Health and Safety policy,
Special Events/Community
EOTC safety procedures,
involvement
Behaviour Management
*School and interschool sports procedures
days
*Monitor and review school’s
*Arts Performance-Team 34
enrolment scheme
*PTA Family Fun Night
Cambridge East
School
Annual Plan
2014
9
NAG 2-Documentation & Self Review
*Review and update Cambridge East
Curriculum document
*Update school charter and submit to
MOE by 1 March 2014
*Reporting Focus: Literacy, Maths,
Special Needs/Gifted and Talented
*Annual consultation with the Maori
community, including reporting on
student achievement.
*BOT self-review
*Principal’s/Chairperson’s annual report
*Consultation & feedback from the
school community from a range of
sources.
*Quality assurance: Team reviews,
planning & assessment
discussions/checks
NAG 4-Finance and Property
*Submit annual accounts to auditor
*Annual budget setting
*Budget review-June
*Review financial policies
*Asset register regularly updated
*Landscape plan implemented (ongoing)
*5YA projects planned and implemented
*Airconditioning installed in all
classrooms
Communication
*Fortnightly school newsletters
*Newsletters from BOT and PTA
*Team/Class newsletters each term
*Regular contact and feedback
with/from parents/caregivers and
students
*Parent information evenings
*Regular feedback sought both formally
and informally
*Reporting to parents on student
learning during the year, including
student led conference
Analysis of Variance
Why BOT chose strategic aims
As per Cambridge East school Charter It is a requirement that literacy and maths are targeted annually
as areas for raising student achievement.
Targets:
 Maths: By the end of 2013, at least 70% of Maori and Pasifika students will be achieving at or
above their expected standard in Maths.

Literacy: By the end of 2013, at least 75% of all students will be achieving at or above their
expected standard in writing.

Maths: By the end of 2013, at least 80% of all students will be achieving at or above their
expected standard in Maths.
These statements below how these targets align with our strategic and annual plans as included in our
2013 Charter:
Literacy and Numeracy are vital to all learning, and are priority learning areas at Cambridge East
School.

Best teaching practice in Literacy and Numeracy will be an ongoing focus for staff professional
learning, in order to raise student achievement each year.

Ensure consolidation of Literacy and Numeracy development by resourcing appropriately for best
practice and ongoing student achievement.
NAG 2 Planning and Review
Reflective practice is encouraged at all levels of the school community to ensure effective
practice for the benefit of students.ie staff, students, Board of Trustees, parent/caregiver
community.

Regular analysing of student achievement data for future decision making, and reporting to Board
of Trustees and school community.
Highlighted areas in our Charter’s Strategic and Annual Plans indicate alignment between targets and
these documents.
Whole school 2012 data as reported to the Ministry of Education was used as our baseline data for 2013
target selection.
Please refer to Student Achievement Target Analysis for literacy and Mathematics for information
relating to progress and achievement made against aims and target. Actions undertaken to achieve
aims and targets and the effect these had on student progress and achievement are detailed within the
aforementioned Student Achievement Target Analyses (Appendix 1 and 2)
10
The discussion paper prepared for the Board of Trustees in December 2013 addresses possible
explanations for differences that have occurred between targets and the outcomes. It is also describes
possible actions the Board will take in improving these student learning outcomes.
Appendix 1
Black Text – 2012
Red Text – June 2013 Green Text – Dec 2013
Student Achievement Target Analysis for Literacy 2013
End of Term 4- 2013
Our writing target was set on the end of 2012 data and this report is based on end of Term 2 data, 2013,
in which current teacher knowledge of student ability and achievement has been used to judge where
students should be achieving at by the end of 2013. As is to be expected there have been some co-hort
changes which have impacted on these results. Our Term 4 data (2013) is very disappointing and we
believe it is in part due to teachers caution when committing to their students level of achievement.
 Writing target for 2013 - 75% of students will be writing at or above expected writing level by the
end of 2013. End of 2012 data showed 71% were at or above expected writing level. Currently
74% of students are at or above their expected writing levels which indicates that we are on track
to achieve our goal. Currently 67% of students are at or above expected writing levels which
means that we have not met our expected goal. Specifics to improve this will be included in our
2014 plan to improve our school-wide data.
 All data shows achievement related to National Standards at all levels. Below is 1 year behind
and well below is 2 or more years behind their expected level.
 An area of concern in our March report was our (2012) Year 3 writers who were at or above 58%.
We are continuing to monitor the progress of these students. Our Year (2013) Year 4 writers are
now showing 58% of students at or above expectation which means the students have continued
to progress at a consistent rate, however, we have not accelerated their learning. These
students will be the focus of booster groups going forward and will be considered for Accelerated
Literacy Learning Support Programme.
 It is a requirement that ESOL children are included in our data. This group requires further
review due to differences in achievement criteria and we need to show how we can illustrate this
while retaining the integrity of our data. Currently we believe this is impacting on our data. 14
Students – 4.33%. In 2014 there will be a new ESOL tracking assessment/data collection
requirement in place to address this.
This is a living document in which additions will be made, as seen necessary, due to recognised
learning and teaching needs.
Specific
Learning/Teac
hing Acts
Details of progress:
Next Steps:





A Literacy adviser has worked
with Team 34 teachers for
professional development in
writing.
A Literacy adviser has worked
with Team 456 teachers for
professional development in
writing (BOT funded).
Detailed Analysis of writing
samples using progressions.
Moderation of samples as a


With BOT funding Team 12
will be working with a literacy
advisor focussing on reading
and writing with reciprocal
gains in Term 1, 2014. Team
34 will have a top up session
at the beginning of the year.
Continue to teach to
identified learning needs
Continued assessment to
determine next learning step
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Additional support/resources
requested.
 Continued funds to
support booster group
programmes.

Accelerated Literacy
Learning Support
Programme is set in
place for the start of
2014.













Professional
Development



whole staff. Team discussion
and sharing of ideas to
support writing growth (staff
meeting – Chris Jeffs).
Teams have continued to
moderate writing
The progressions have been
altered - editing and proofreading are now separate.
Grouping, planning and
teaching according to specific
learning needs.
Continued assessment to
determine next learning step
using progressions.
Use of Casey Caterpillar to be
continued with. Has become
standard practice in all Year 0
and 1 classes and is
incorporated in the Year 2
handwriting programme.
The collection of writing levels
in June and November has
been completed.
Booster programmes
underway (teacher and
teacher aide support).
Specialist Teacher time
provided to work with small
groups with high needs.
GATE referrals and
programmes are underway
and are to be continued in
Term 3
GATE programmes to
continue.
Workshops for Year 5-6
Students using digital tools.
To continue to allocate time at
team meetings to moderate
writing and provide PD
Reading recovery programme
now has a greater writing
focus. Reading recovery
teacher to continue to
feedback to Team 12 about
progress of children in the
programme and how to bridge
what is happening in reading
recovery and the classroom.
Literacy Team trialling Joy
Allcock’s spelling under
scrutiny programme.
Digital Story Telling
Workshops –team 456
teachers.
Presented workshop to whole



using progressions.
Review and re-evaluate
GATE and booster groups.
To review Spelling Under
Scrutiny Programme and its
effectiveness and feasibility
for the future.
Rayleen to attend a Joy
Allcock spelling workshop
(Not attended now does on-
12


Other









staff based on use of writing
samples.
Three teachers and a teacher
aide attended the ‘Talk to
Learn’ programme which is
part of our booster
programme and is taught by a
teacher aide.
Continue to grow ICT Tools
eg ‘video editing and movie
making’.
Meet the teacher evening
Shared Planning and support
The purchase of Joy Allcock’s
spelling under scrutiny
programmes.
Parent Information Evening
end of Term 1 was very
successful with about 90
parents attending.
Parent/Teacher discussions
and report writing
Update and review
implementation for schoolwide
literacy to be revisited with
staff and the beginning of
2014.
Student Led Conferences and
Reports home to parents.
Research specific resources
and readings to support
teachers. Eg TKI Literacy on
line, Gifted and Talented on
line and Smart Kids
Resources. Specific to teams.
Purchasing of additional
surface feature, spelling
resources and teachers
resources for writing.




line training to be complete
with Teams 12 and 56 in
2014).
Use of exemplars – develop
schoolwide exemplars for all
writing levels.
November - collection of
data analysis.
Spelling under scrutiny PD –
Set up for Teams 12 and 456
for whole of 2014
Continue shared planning
and support
13
Appendix 2
Student Achievement Target Analysis for Mathematics 2013
End of Year - December 2013
The maths target was set on end of 2012 data.
Maths target for 2013
1. 80% of students will be achieving at or above expected National Standard by the end of 2013.
2. 75% Maori/Pacifica will be achieving at or above expected National Standard by the end of
2013

2012 data showed 78.4% of students were at or above their expected maths level
1. 2013 End of Term 2 data shows there are currently 72.7% of students ‘At’ or ‘Above’
their expected level. (235/323 students). The target at this stage of the year has not
been met. A contributing factor is there has been 9 new students come in from other
schools in 2013 that arrived and remain below their expected level.
 2013 End of Year data shows 69% of students ‘At’ or ‘Above’ their expected
maths level. (227/329 students). The target at the end of the year has not been
met.
 A total of 22 new students, of which 11 are represented in the ‘Below/Well
below’ categories, have arrived to our school in 2013.
 Although 31% of students are ‘Below’ or ‘Well below’ their expected maths
level (102/329 students), 27% or 89/329 are ‘Below’, and 4% of students
(13/329 students) are ‘Well below’.
2. 2013 End of Term 2 data shows 57.4% Maori/Pacifica students at or above their
expected maths level. (31/54 students) The target at this stage of the year has not
been met.
 2013 End of Year data shows 61% of students are at or above their expected
maths level (33/54 students). The target at the end of the year has not been
met, although it is noted that two students have progressed to ‘At’ since the
End of Term 2 data was reported.

2012 data showed 61.7% of Maori students were at or above their expected maths level
2013 End of Term 2 data shows there are currently 56.2% of Maori students at or above their
expected maths level. (27/48 students) The target at this stage has not been met. A
contributing factor is there has been 3 new students come in from other schools in 2013 that
arrived and remain below their expected level.
2013 End of Year data shows there are currently 62.5% of Maori students are at or above
their expected maths level (30/48 students). The target at this stage has not been met.

2012 data showed 40% of Pacifica students were ‘At’ or ‘Above’ their expected maths level
2013 End of Term 2 data shows there are currently 66.7% of students are ‘At’ or ‘Above’ their
expected maths level (4/6 students) Target would be met with 1 more student achieving.
2013 End of Year data shows there are currently 50% of students ‘At’ or ‘Above’ their
expected maths level (3/6 students).
End of Term 2 data is based on overall teacher judgement. As is to be expected, there
have been some cohort changes which have impacted on these results.
End of Term 4 data is based on overall teacher judgement, informed by in-school
assessment tools, and classroom practice.
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2012: An area of concern is our current Year 4 students (These are the students who were ‘After
3 years at school’ at the end of 2012.) Data shows only 60.5% of students were achieving ‘At’ or
‘Above’ expectation. This cohort shows a significant difference from other groups within the
school, who met, or were close to meeting the target.
2013: Current data shows 77.2% of this Year 4 group is achieving ‘At’ or ‘Above’ their expected
maths level. It is pleasing to see we have had considerable growth in this area.
2013: End of year data shows that now 56.6% of this Year 4 group is achieving ‘At’ or ‘Above’
their expected maths level.
o Within this Year 4 group we have identified several E.S.O.L learners and students who
have specific learning needs, but do not receive ORS funding. We believe that due to the
complexities in learning across the curriculum for these students, this trend may be
evident in future years. We continue to focus on programmes/support that best meet the
needs of these learners.
Action Plan 2013
Details of progress:

Specific
Learning/Te
aching
Action
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Classroom teachers are
using data and
formative assessment
to identify and plan for
specific learning
needs/abilities
Use of Learning
Progressions and
National Standards
Exemplars
Professional
development from
University of Waikato
allowed teachers to
look in-depth at how to
more effectively use
strand elaborations for
planning, teaching and
assessment
Sharing the ‘Next
Steps’ with students
Use of modelling books
Teachers to ensure
coverage of
domains/strands
Strand teaching is
being incorporated with
Number consistently to
ensure best coverage
Moderation of samples
across teams
Sharing of
ideas/resources across
teams and whole staff. .
Next Steps:
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To continue to allocate
time at team meetings
to discuss moderate
maths achievement
Continue to teach to
identified learning
needs
Continued formative
assessment to
determine next learning
step using
progressions.
Team 12 are continuing
to use the JAM tool to
identify learning needs
GLoSS/JAM tools are
being used with
identified students, prior
to the programme
beginning
Review and re-evaluate
GATE and booster
groups
Collection of students
data (June and
November data)
Review classroom
resources/purchase as
needs identified
Booster Packs to be
issued regularly in
Teams 12 & 34. Team
456 Booster Packs to
be assembled.
15
Additional
support/resources
requested.
 Continued funds to
support booster group
programmes.
 ALiM funding has been
approved by the
Ministry of Education
and will target
specifically identified
students in an intensive
programme. This is a
new initiative at our
school for 2014.
Professional
Developme
nt
Booster programmes
 Specialist Teacher time
provided to work with
small groups with high
needs
 Booster programme
operating regularly for
all Teams
 GATE referrals
submitted
 The GATE programme
has been operating for
Teams 34 and 456
during Term 2, and will
continue in Term 3
 To continue to allocate
time at team meetings
to discuss classroom
programmes/problems
 Programmes,
resources, ideas are
discussed and shared
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Planned time within
team meetings to
discuss
achievements/concerns
Regular opportunities
for moderation
Professional
Development
opportunities within and
across teams (buddy
planning/observing
practice)
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Other
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nzmaths website
recorded on School
Website
How You Can Help
Your Child on CE

Information Evening
Term 3, Week 3 2013.
The Parent Information
evening was wellsupported and
feedback was that it
was informative and
useful.
Review planning of
strands to ensure
coverage across the
year for 2014.
Teachers to visit the

nzmaths website
regularly
(Illustrations/Light Bulb
Moments etc)

Cambridge East
Implementation Plan to
be updated, highlighting
relevant links to
nzmaths website
Reference to National
Standards and Maths
Progressions
Identify specific
readings/resources that
will support
programmes &
teachers
June collection of data
analysis.
Target Analysis
completed
GLoSS and JAM
testing has been
updated so will look at
professional
development around
this in 2014.
ICT
products/processes:
nzmaths website
tki website
Targetting Maths
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Support of Lead
Teacher workshops,
Maths Advisors and
possible symposium
Teachers enrolled in
Maths Symposium
during school holidays.
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website
Shared Planning and
support across teams
Students registered
with ‘Study Ladder’ for
classroom and home
practice
High use of Study
Ladder within
classroom programmes
and as home activities
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Lab 1/2/3/4
www.studyladder.com
Specific resources and
readings to support
teachers
Up-dating server
resources: Statistics
resource
Parent/Teacher/Student
conferences Term 2
Term 2: High
attendance of parents
and students at
discussions
reporting against the
Maths Standards end of
Term 2
Reports home end of
Term 2
Reports home end of
Term 4
Student-led
conferences at the
beginning of Term 4
were very successful
Purchasing of
resources as
identified/required
Classroom resources
reviewed and
equipment purchased.
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