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