Mamaku School
Charter
2013-2015
School Description
Mamaku School was established in 1910 on the current site (there had been
a previous school in Mamaku on a site near the mill). All of the children
are from the surrounding village, lifestyle blocks or outlying farms.
Mamaku is a full primary catering for children from Year 0-Year 8. The
school has no school bus and children either walk or are driven to school
each day. The school roll has varied over the last 50 years between 110 –
165, the current roll being around 147.
There is a playcentre in the village which most children attend before
starting at school. There is also an Early Learning Centre which also
provides before and after school care for some of our school children. Most
children go from Mamaku School at the end of Year 8 and attend Western
Heights High School, year 8 children from Mamaku often get places in the
accelerate and diligence classes.
At Mamaku School there are 7 classroom spaces, 2 ablution blocks, a
school hall, a swimming pool, an adminstration block, a resource centre, a
library and some shed type storage spaces.
The resource centre is the original school administration block dating from
1910 and was refitted in 2010 to become a resource centre for the school
including a CRT room, resource area, disabled toilet and special needs/ICT
space. This was jointly funded from the school 5YA and GSE.
Mamaku School has been in an ICT PD cluster from 2010-2012. The
teachers and students use ICT tools in many ways to support learning. An
ICT club is run after school once a week.
The Mamaku school philosphy is TOGETHER, the acronym for our school
values. At Mamaku school we work, learn and grow TOGETHER. This
philosophy extends to our community who support the school in many
ways.
MAMAKU SCHOOL
CHARTER 2013 - 2015
(
MISSION STATEMENT
“Like Tane We Grow”
VISION
Together we will grow leading citizens who are
confident, connected and actively involved in our ever
changing society.
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5.
VALUES
Team
Organised
Growth
Environment
Thinking
Hau ora
Excellence
Respect
We acknowledge and are continually developing five Cultural Competencies
needed to accelerate student achievement: REF: Fullan
Cultural Responsiveness and Inclusiveness: We provide a Kapa Haka group for the children, who participate in the local Maori Cultural Festival. We
incorporate Maori tikanga into our school life—karakia in the morning and before home time, a school waiata to use when visitors are here. We will
reflect New Zealand’s cultural diversity in our teaching of the curriculum areas; and through promoting positive relationships between all cultures and
groups of people. We will participate with other schools and cultural groups. We will learn our individual mihi and whakapapa. We will be positive role
models for our children through interaction with a diverse range of people.
Educationally Powerful Connections with Parents, Families & Whanau: We encourage our whole community to participate and contribute to our
everyday school life. We hold a whanau hour regularly where students show their whanau what and how they are learning in class. Our children are
supported to be involved in community and cultural activities.
Instructional Capability Teachers incorporate Te Reo into classroom practices. All students take part in a Te Reo programme with a fluent Te Reo
speaking teacher.
Evaluative Capability: A “Teaching as Inquiry” approach is used to explore the impacts of teaching on learning. This involves analysing data and
moderating judgements. Data is disaggregated by gender and ethnicity.
Organisational Capability: Accelerated progess for students who have made slower than expected progress is our goal.
MAMAKU: STRATEGIC GOALS 2013 - 2015
Strategic Planning
Student Learning and
Achievement
Developing a quality
learning community
School organisation and
structure
(Students)
(Teachers/Programmes)
(Systems)
Classroom data gathered in 2012 demonstrates student needs in literacy and
mathematics,
Goals that focus on improving student
achievement:
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Improve student writing levels across
the school.
Improve student reading levels across
the school, especially in the area of
reading comprehension.
Improve student reading levels within
the school, especially in junior reading
programmes.
Improve student achievement in
Mathematics.
Continue the development of the
Mamaku Curriculum.
Support students to self and peer assess
using robust success criteria.
Support students to make relevant use
of ICT across the curriculum.
Implement plan for unrelenting focus
on underachievement in reading and
writing
Raise the profile of the multi-cultural
nature of our school
Support the Gifted Kids Programme
Goals for curriculum, support
programmes and teacher development:
 Raise the profile of the multi-cultural
nature of our school
 Continue work on using SOLO for
assessment of Inquiry Learning
 Train Reading Recovery Teacher
 Continue to focus on strategies that
support quality teaching and learning
with the use of formative assessment.
 Continue with ICT PD within the
school and Rotorua cluster
 Review the method of use of e-asTTle
as an assessment tool in maths, reading
and writing.
 Duffy Books in Homes.
 Research the impact of Mathletics in
two classes
 Continue developing ‘Teaching as
Inquiry’ approach to teacher appraisal
for learning
Goals for personnel, processes and
systems:
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Upgrade all remaining classroom
spaces.
Complete current 5YA and develop
new 5YA
Write new 10 YP
Make the school grounds more
attractive to reflect the Enviroshools
principles.
School hall to be made watertight
under Prendos contract
School toilets refitted – health and
safety.
Closely watch the budgets each year.
Develop effective methods for tracking
student progress as well as
achievement.
First Time Principals Course to be
completed
Improve system for reporting National
Standards accurately and clearly for
parents and students.
Trial an LMS portal.
Mamaku: Strategic Planning
FROM GOAL TO STRATEGIES: For Improving Student Achievement
(1-3 Years)
Objectives
To improve student progress and
achievement in Mathematics across
the school
To improve student reading progress
and achievement levels across the
school, especially in the area of
reading comprehension.
Improve student reading levels within
the school, especially in junior reading
programmes.
To improve student writing progress
and achievement levels across the
school.
Continue the development of the
Mamaku Curriculum.
To support students to self and peer
assess using robust success criteria.
Support students to make relevant use
of ICT across the curriculum.
Develop school understanding of
Cultural Responsiveness and
Inclusiveness (plan developed under
the Student Achievement Function
initiative) (SAF)
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Strategies
Timeframe
Self Review
2013
2014
2015
Identify and support students working below expectation.
In 2013 Two teachers to inquire into the impacts of maths teaching and Mathletics
programme on learning and achievement in their classes. Pilot for whole school focus
in 2014
Inquire into the impact on learning of targeted teaching in reading comprehension.
Identify target students and monitor regularly
Expert support when/where needed.
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Inquire into the impact on learning of targetted teaching in reading.
Expert support when/where needed.
“Reading Together” programme
Teacher Only Day with Sally Muir in January. Sally Muir to work in the school for 6
days in 2013.
Identify target students, monitor regularly and report twice a term to BOT and Parents.
Ali and Carol to lead teachers in developing an intervention programme in their classes
with target students.
Link P.D. to teacher appraisal using the ‘Teaching as Inquiry’ approach.
Classroom observations.
Accelerated Literacy Learning project
Community survey in 2013
Year overview for 2013 developed
Stocktake of AO’s
Expectations for reading, writing and maths tightened up.
Continue work on using Learning Intentions, Deliberate acts of teaching and coconstructing success criteria with students.
Staff meetings and in house professional learning to support this.
Develop Inquiry Learning with SOLO taxonomy for assessment
Use ICT cluster facilitiator and school ICT lead teacher to support teachers and
students with the use of ICT tools to support and extend learning.
Use ICT to learn through inquiry.
Process of Professional development with staff:
Review of guidelines and procedures
Definition and identification
Inquiry into teacher practice
Explore provision beyond the classroom.
Consult with BOT and the Community in the definition stage
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FROM GOAL TO STRATEGIES: For Curriculum, Support programmes and Teacher Development
(1-3 Years)
Objectives
Raise the profie of the multicultural nature of our school
Train Reading Recovery teacher
Strategies
How
Implement SAF plan
Staff meetings on Ka Hikitia and Tataiako resources.
Develop an understanding of the five capabilities needed to accelerate student
achievement.
Develop school-wide understanding of Cultural Responsiveness and Inclusiveness (plan
developed under the Student Achievement Function initiative) (SAF)
Train Reading Recovery teacher with .4 MOE funding and we fund .04
Timeframe
When
2013 2014 2015
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Continue to focus on quality
teaching and learning with the use
of formative assessment.
Support the Gifted Kids
Programme
Review our use and knowledge of formative assessment.
Run staff meetings to ensure teachers have an understanding of strategies that can be
used.
Monitor student books to track teacher feed forward comments.
Re-enrol students in the GKP programme. Financially support the programme.
Explore Responsiveness and Inclusivenes in the context of Gifted Kids
Continue with ICT PD within the
school and Rotorua cluster
Continue in the self-funding Rotorua cluster. Participate in Tech Angels, E-learning
teacher share afternoons, One day Teacher Conference
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Review method of use of e-sTTle
as an assessment tool in maths,
reading and writing.
Duffy Books in Homes
Continue building our skills in AsTTle writing and using the assessment and moderation
criteria.
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Reapply and try to access funding to support the programme.
Take part in all Duffy events throughout the year.
To be available to all students in Rooms 4 and 5 at school and at home in 2013.
Teachers to Inquire into the impact of Mathletics on achievement.
Lead improved use of Mathletics
Funding to be sought from Home and School Association.
Teach whanau about Mathletics.
Continue developing Teaching as Inquiry approach through dialogue at staff and
syndicate meetings, professional reading, classroom observations and reflection
sessions.
Individual Teacher interview with Principal in term four
Teacher Learning Logs (Red Folder) in relation to Registered Teacher Criteria.
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Mathletics
Teacher appraisal for learning
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Self Review/
Reporting
Mamaku: Strategic Planning
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FROM GOAL TO STRATEGIES: For Personnel, Processes and Systems:
(1-3 Years)
Objectives
Upgrade all remaining classroom
spaces.
5YA agreement based on any health and saftey then student achievement concerns.
Timeframe
When
2013 2014 2015
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Develop new 5YA
Employ a project manager to develop new 5YA
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Write new 10 YP
Appoint project manager to support BoT to construct a new 10 YP and 5YA.
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Make the school grounds more
attractive to reflect the
Enviroshools principles.
Ensure a robust property plan is
in place with hazard
management reporting
procedures
Property projects which are over
and above 10YA are addressed
Closely watch the budgets each
year.
Ongoing work in creating art works to go around the school. These will reflect our
enviroschools principles, school values and the Maori heritage of 40% of our students.
To develop effective methods for
tracking student progress as well
as achievement.
Improve system for reporting
National Standards accurately
and clearly for parents and
students.
Complete First Time Principals
Course.
Explore an LMS portal.
Strategies
How
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Develop a template for hazard/repairs and an action plan for outstanding projects with
timeline and costs.
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Project manager supports the school to apply for funding and get projects which are over
and above 10 YA funded and completed.
Ongoing. The school is slowly coming out of a period of significant financial concern
but the recovery is still fragile. All buying needs to be strictly aligned to our strategic
goals.
Continue with Finance sub-committee.
Principal and BOT to engage in PD on school finances.
Develop the use of Reading Wedge graphs, writing vocab assessments and e-asTTle
progress reports
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Review and improve interim reporting.
Survey parents after mid-year reporting
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Complete First Time Principal’s Course and complete necessary work throughout the
year.
Link to Principal appraisal
Consider Learning Management portals (LMS) and google sites to allow parent access to
their own childs data and evidence of learning.
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Self Review/
Reporting
ANNUAL PLAN OVERVIEW FOR MAMAKU SCHOOL:
2013
Reading Recovery teacher trained
in 2013.
Property
Teaching and learning
programme development
Develop teacher’s expectations
and ability to plan, teach and
assess writing effectively.
Assessment practices through
using a range of information to
make Overall Teacher
Judgements (OTJ’s)
Blended e-learning.
Explore culturally responsive
and inclusive education.
Pilot Inquiry into impact of Maths
teaching on achievement
Students able to access the
Reading Recovery programme.
Students able to access the
Gifted Kids programme.
Finance
Purchase of resources to support
implementation of strategic
goals.
Review financial reporting and
responsibilities.
Finanace sub- committee
Human Resources
Staffing, professional development,
performance management
Toilets upgraded. Hall
watertightness completed.
Rooms 6 and 7 updated
Maintain school grounds
Upgrade playgrounds and
school surrounds.
Create new 5YA. / 10YP
Re-paint due
ICT PD lead within the school with
a management unit
Ensure all staff are provided with
professional development
opportunities in line with the
appraisal process and school
annual plan.
Priority areas for improving student
achievement
First Time Principals Course
continued and completed by mid
year.
Written Language (Whole school)
Maths (Two target classes)
All staff including principal to be
appraised and attested.
BoT training to continue.
Health and Safety
School grounds maintenance
checks to ensure student safety.
Monthly Property reports carried
out by BoT.
Emergency drill practices
Building compliance
Self Review / Reporting
Continuation of the self review
process.
Implement new BOT plan of work
Align assessment schedule and
reporting practices with BOT plan
of work.
Principal monthly report to BOT
Writing professional development
with external expert (Sally Muir)
Reading Together programme
Accelerated Literacy Learning
(ALL) project
Develop educationally powerful connections with parents, families and whanau
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Communication/collaboration with the community
Weekly newsletters
Whanau hours---Sharing student learning
Kapa Haka
Parent working parties as required.
Partnership with the Home & School
Regular parent contact through phone calls, letters and meetings.
Working with the Fundraising committee
Children take home and share their work on Mihi and Whakapapa
Consultation
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Review survey of data gathered in 2012 through
Student Achievement Function
Parent feedback at whanau hours
ACHIEVEMENT TARGET for
MAMAKU SCHOOL 2013
Targets for improving student achievement
Writing
Teaching and Learning
programme development
and/or focus
Accelerated progress
intervention in every class with
students who are ‘below’ in
relation to National Standards.
Monitor progress of target
students twice a term.
Teaching of writing PD with
Sally Muir
Writing data for target students
gathered, analysed and shared
twice a term.
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All students who are below (15/136) in writing will
achieve the national standard by the end of the
current year.
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All students who are currently at or above the
standard (121 /136) will make expected or acclerated
progress in relation to the National Standards.
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All students supported under ORRS (3/136) will
achieve their individual targets progressing them
towards the National Standard expectations by the
end of the current year.
Link to Strategic Plan
To improve student writing progress and achievement levels
across the school.
Lead team to support teachers
with improving the teaching
and monitoring of writing
learning. Teacher performance
enhanced through quality
appraisal through a ‘Teaching
as Inquiry’ process
Classroom observations and
student voice.
Collegial observations for own
learning
Teacher Aides trained to assist
small groups in writing
Reporting
Baseline Information
Teacher OTJ’s in relation to the
Writing National Standards.
Well below
2.6% (3)
Below
10.3% (12)
At
54.3% (63)
Above
32.8% (38)
87.1 at or above in writing
12.9% below or well below in
writing
Staff and personal
professional development
Ongoing Assessment
E- AsTTle completed June and
November for all students who are
at or above national standards.
E-asTTle assement of ‘target
students’ (below national
standards) twice a term.
Review of Progress
Teaching as Inquiry in
syndicates.
Data sahring and anlysis in
staff meetings
Writing moderation
Resourcing
To BoT e-asTTle data for target
students 6 times a year. Schoolwide National standards data at
beginning and end of the year
To MOE in Annual Report and
Annual Plan
To parents via written reports
and parent interviews. Student
writing in newsletter
2012 year 8 students are not
English
curriculum budget
included in the above figures, their
data is as follows):
2012 Year 8’s
Well Below
6.7% (1)
Below
26.7% (4)
At
26.7%(4)
Above
40% (6)
Community Involvement
Agency Support
Whanau hour on writing.
Writing workshops with parents.
Reading Together programme
MoE, Literacy Consultant, RTLit. ALL
Resourcing
English curriculum budget. Accelerated Literacy Learning
Project. Reading Together. Reading Recovery
2013 Mamaku School Annual Plan: Goals and Actions
Focus
Area
Writing
TEACHING AND LEARNING
Goals
Planned Actions
To develop teacher’s
expectations and
ability to teach and
assess Writing
effectively.
Resources
Moderation of marked student writing at
syndicate and staff meetings.
Moderation workshops with other schools.
P.D. with external consultant.
Sally Muir teacher
only day and 3
school visits
Classroom observations and reflection sessions
To develop
expectations for the
planning of writing.
Planning shared and reviewed at syndicate
meetings and staff meetings.
Review English Implementation Plan
To raise student
achievement in
writing
Inquire into teaching practice and impact on
learning through “Teaching as Inquiry’ process.
Writing data for target students
gathered, analysed and shared twice a term.
To provide
professional
development in the
teaching of writing
Teacher Aide training: Reading Together
Programme
Student reporting to parents
Whanu hour with parents
Workshops with parents
Classroom observations by lead team and
external consultant once each term in terms 1,2
and 3.
Collegial observations during CRT once a term.
Staff meetings led by lead team
Reading Together
programme
Review
Staff meetings led by external consultant
Accelerated Literacy Learning (ALL) intervention
approach led by Ali and Carol
Blended elearning.
Explore
culturally
responsive
education.
Staff meetings led by ICT Lead Teacher
ICT Teacher Conference June 2013
E learning teacher share afternoons.
Develop Tech Angels capability
To improve the
learning environment
for all students.
Staff meetings
Ka Hikitia
Tataiako
To inquire into teaching practice and its impact
on identified learners
Teacher Aide training
To ensure expected
progress and
achievement for all
students.
Students able to access the Reading Recovery
programme.
Train Reading Recovery teacher
Students able to access the Gifted Kids
programme.
Develop an implementation plan for Te Reo and
Tikanga Maori
Maths
achievement
Accelerated
Literacy Learning
Project funding.
$6100
To raise student
achievement in
maths with target
students in pilot
classes
Pilot Inquiry into impact of Maths teaching on
achievement.
Research the impact of Mathletics programme on
student learning and achievement
Reading Together
programme
Who
Curriculum Self Review
Where
Mathematics
Mamaku
School
Curriculum
Principal and
staff
English
Feb
Mar
Apr
May
June
July
Aug
Sept
Oct
Nov
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Science
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Social Studies
The Arts
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Health and PE
Learning
Languages
Technology
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E-Learning
Curriculum – School wide Achievement /Progress Reporting to BoT
Maths
Reading
Principal and
subject coordinators
BoT
Minutes
Writing
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6 Year Net
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Writing target
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Summative Assessment Schedule
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AsTTle Maths
AsTTle Reading
AsTTle writing
6 year net
5.1 testing
Deputy
Principal
Deputy
Principal
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As children turn 6 years old
4 weeks after a child turns 5 years old (if enrolled at 5)
Special Needs Programme reporting to BoT
Reading Recovery
SENCo Report
Gifted Kids
Principal and
RR Teacher
Principal and
SENCo
Principal
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BoT
Minutes
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Dec
Reporting to Parents Written reports (See Nag 2A)
Years 1-3
Principal
/Teachers
ETap
Years 4-8
Principal
/Teachers
Principal
/Teachers
ETap
Who is
responsible?
Where is this
kept?
Reporting to
Parents/Whanau
Item
In School
Term 1
For children whose enrolment
dates have reached a NS
benchmark
Term 2
For children whose enrolment dates have
reached a NS benchmark
Term 3
For children whose
enrolment dates have
reached a NS
benchmark
Term 4
For children whose
enrolment dates have
reached a NS benchmark
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Whanau
Hour
Meet
the
teacher
Feb
Mar
Apr
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Whanau
Hour
Written
reports
Parent
Meetings
May
Jun
Jul
Aug
Written
reports
Sept
Oct
Nov
Dec
Personnel
BoT Training
Principal appraisal
BoT
Chair
BoT folders
Personnel files
As required through the year, webinar, face to face TTAS training and STA training
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(confidential)
Staff appraisal
Principal
Personnel files
(confidential)
Annual PD Plan
Principal
Teacher registration
Principal
Annual plan in
charter
Personnel files
Goals set
Term 1
Classroom observation by team
leader and Principal
Reflection sessions
Term 2
Classroom observation by team
leader and Principal
Reflection sessions
Term 3
Classroom observation by
team leader and Principal
Reflection sessions
Term 4
Individual meetings with
Principal: Registered teacher
Criteria.
 Programme Presented
Registration of staff report for BoT in March. Monitored by principal throughout year.
(confidential)
Health and Safety
Hazard Identification
Evacuation practice
BoT
Staff Rep/Principal
Property report
BoT minutes
Emergency Handbook
BoT/Principal
School office
Item
Who is responsible?
Where is this kept?
As part of monthly property report and daily observations by school staff.
Fire/earthquake drill
Fire drill
Fire/earthquake
Fire drill
drill
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Feb
Mar
Apr
May
Jun
Jul
Aug
Sept
Oct
Nov
Dec
Finance
Annual Budget
BoT/Principal
BoT folders
Monthly financial
statements
BoT/Principal
BoT folders
Annual Audit of
accounts
Asset register
BoT/Principal/Accountants
School office
Principal/school office
School office
Item
Who is responsible?
Where is this kept?
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Aug
Sept
Oct
Nov
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Feb
Mar
Apr
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May
Jun
Jul
Property
5YA
10YA
Maintenance
Non 5YA projects
BoT/Principal
BoT/Principal
BoT/Principal
BoT/Principal
BoT folders
BoTfolders
Property report
Strategic plan
Projects as per 5YA
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Review
As required to comply with Health and Saftey.Teaching and Learning
Where additional funding becomes available
Consultation
Maori
BoT/Principal
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As required, led by BoT Maori representative(s)
Dec
Community
BoT/Principal
School office
Open
morning
R.E
survey
Whanau
hour
Whanau
hour
Micro-surveys via newsletters as required
Item
Who is responsible?
Where is this kept?
Feb
Mar
Apr
May
Jun
Jul
Aug
Sept
Oct
Nov
Dec
Mamaku School
Supporting Documentation
The following documentation supports us in fostering excellence in curriculum:
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Mamaku School Curriculum
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Curriculum delivery plan
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E-learning framework
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Curriculum review plan
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At risk register
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Special abilities register
The following documentation supports us in fostering excellence in teaching:
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Performance management system
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Professional development programme linked to appraisal
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Teaching as Inquiry reflections
The following documentation supports us in fostering excellence in school organization:
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Self Review Programme
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Annual budget
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5 YP
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10 Yr maintenance plan
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All policies and procedures
The following procedures support us in fostering positive community partnerships:
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Weekly newsletters
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Regular parent contact through phone calls, letters and meetings.
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Parent interviews
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Partnership with the Home & School
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Community Surveys
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Whanau Hour
The important dates for the school’s planning year:
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Planning year runs from January to December.
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A copy of the Charter will be lodged with the Ministry of Education by the 28th February 2013
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Achievement targets will be included with a plan for reaching.
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A copy of the Annual Report and AoV will be lodged with the Ministry of Education by the
st
31 May 2013
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The schools accounts will be lodged with the Ministry of Education by the 31st Mayt 2013