School Charter
Strategic and Annual Plan for
Wellsford School (1126)
2015 -17
Principals’ endorsement:
Board of Trustees’ endorsement:
Submission Date to Ministry of Education: 1 March 2015.
For further support and updated resources see our website www.uacel.ac.nz
©AucklandUniServices Ltd, 2013
Wellsford School: 2015 - 18
Introductory Section - Strategic Intentions
Mission Statement Wellsford School Mission:
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Vision
To provide every student with the skills to become life-long learners
To support staff, who are well respected for their individual ability, within a welcoming community
To develop partnerships within the community.
Wellsford School Vision Statement
Developed in consultation with the Board of Trustees, Staff and the School Community.
To prepare our students for a future that fulfils their individual potential by developing self-directed, positive, confident young
people with sound academic knowledge and skill, who can set and achieve meaningful goals, and who act with integrity and
social responsibility.
Government’s Vision:
Young people who will be confident, connected, actively involved, life-long learners.
Values
Wellsford School Values:
At Wellsford School we value particular learning values and social values. These are:
Learning Values
Excellence
Innovation
Inquiry & Curiosity
Equity
Diversity
Community Participation
Ecological Sustainability
Social Values
Integrity
Courtesy
Honesty
Self-discipline
Caring
Encouragement
Respect
Responsibility
Perseverance
Tolerance
Co-operation
In the delivery of learning to students, and in the manner in which we relate to students, each other as staff, and encourage
students to relate to each other, these values are promoted.
2
Principles
Wellsford School Principles:
1.
High expectations
 All students achieve personal excellence regardless of circumstances
2.
Treaty of Waitangi- Te reo Maori me ona Tikanga
 Our curriculum acknowledges the principles of the Treaty, our bicultural foundations, and the importance of Tikanga
Maori in our school and community.
3.
Culture diversity
 NZ is a culturally diverse country
 Need to value the histories and traditions of all its peoples
4.
Inclusion
 Non-discriminatory - All students languages, abilities, etc, are recognised and affirmed
 learning needs are met
 Learning to learn – Students reflect on their own learning, learn “how to learn,” set & achieve goals
5.
Community engagement
 Learning has meaning for students and is connected to the child’s world
 Learning engages with the families and communities of the students
6.
Coherence
 Learning is “broad,” linked across learning areas (not isolated), and there are open pathways to further learning
7.
Future focused
 Learning looks to the future - sustainability, citizenship, enterprise, and globalisation
In the planning and delivery of learning at Wellsford School, staff endeavour to reflect these principles.
3
Māori dimensions
and Cultural
Diversity
New Zealand’s Cultural Diversity.
The unique position of the Maori culture
Wellsford School 2015 ethnic make-up –
NZ European 54.3%, NZ Maori 39.5%, Other 6.2%
Boys 53.4%, Girls 46.6%.
39.5% Maori
Wellsford School values differences in each other by –
 The school cultural groups
 Ensuring Te Reo and Tikanga Maori are taught and
integrated wherever appropriate into class
programmes.
 Participation in cultural festivals.
 Hui with the Maori community
 Powhiri for new staff, students termly.
The Maori culture is celebrated throughout the school with
powhiri, consultation with the Maori community, and links to
outside groups. Waiata and Te Reo are taught throughout the
school. The treaty of Waitangi is included in appraisal of all
teachers. A bilingual national anthem is sung at special
occasions, and Kapahaka groups perform regularly on behalf of
the school. We began holding a Tikanga Maori Week as an
annual part of our programme in 2010, which has continued
since.
What reasonable steps will the school take to incorporate tikanga Maori (Maori culture and protocol) into the school’s
curriculum?
Our students have the opportunity to join a school Kapa Haka group and to participate in various festivals and syndicate and whole school
assemblies, Powhiri, whakatau, waiata in classrooms, assemblies, special occasions, and Powhiri, Te Reo Maori programme in classrooms.
During Tikanga Maori Week or Matariki, a community cultural festival is planned, hosted by the school.
What will the school do to provide instruction in Te Reo Maori (Maori language) for full time students whose parents ask
for it?
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The School employs a Lead Teacher of Maori to support all Tikanga Maori in the school. This teacher supports the Senior
Leadership Team, the Board, teachers, and students to integrate Tikanga Maori into the school.
All teachers are expected to use Te Reo Maori in their classrooms, as well as teach Te Reo Maori to students – greetings,
commands, waiata, various protocols and basic Te Reo, etc, with increasing complexity for older students.
Teachers are also encouraged to share karakia in classrooms throughout the day when appropriate, and in formal school events,
assemblies, etc.
What steps will be taken to discover the views and concerns of the school’s Maori community?
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Consultation with the Maori community
Interagency meetings
Principal is a member of “Pathways to Success” – a committee established between the local College, Wellsford School and iwi
representatives, to support improve attendance, engagement, and achievement of all students, especially Maori students.
4
Baseline Data or School Context
Students’
Learning
Wellsford School: On-going analysis of Student Achievement.
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A summary of our National Standards Achievement Data -
Wellsford School - Ongoing Tracking of Student Achievement
100
% of Students “At or Above” National Standards
90
80
70
60
50
40
30
20
10
0
2007
Reading
2008
Writing
2009
2010
Maths
2011
Linear (Reading)
5
2012
2013
Linear (Writing)
2014
2015
Linear (Maths)
Student
Engagement
Attendance %
100
98
96
94
92
90
88
86
84
82
80
2008
2009
2010
2011
Attendance %
2012
2013
2014
Linear (Attendance %)
2015
2016
This chart shows the
school-wide attendance
figures as a percentage,
since 2008. After a steady
improvement in
attendance from 2008 to
2010, attendance figures
have plateaued between
90 and 92%. The school
continues to look for ways
to improve this. The trend
line shows gradual
improvement.
Refer to the paragraphs later in this document for information about the Learning and Change Network
Wellsford School is part of (2014-2016). One of the change priorities identified as part of the LCN is
“Student Agency/Student Voice.” One of the desired outcomes of improving Student Agency/Student
voice in the school is improved attendance and subsequently, improved learning outcomes.
6
School
Organisation
and
Structures
Wellsford School is a Y1-8 Full Primary School with a role of 300-350 each year. In 2015 we will start with 13
classes due to a drop in staffing despite roll growth. We will quickly reintroduce a 4th New Entrant class
(probably in March), and then a 5th in July/August, meaning we finish with 15 classes. The school is divided into
two main syndicates, Senior School (Y4-8) and Junior School (Y0-3), each led by a Deputy Principal & Assistant
Principal respectively. These large syndicates are each divided into two smaller teams led by Team Leaders.
Team 1 = Y0-1. Team 2 = Y2-3. Team 3 = Y4-6. Team 4 = Y7-8.
The Senior Leadership Team is supported by Curriculum Leaders who mentor staff to provide a rich, diverse
curriculum. These Curriculum Leaders report to the Board annually, according to a set format, so that the Board
is fully informed of the programmes of learning, and outcomes, being achieved.
A number of Support Staff (Office staff, Caretaker, Teacher Aides, etc) all play their part in ensuring students are
well cared for and provided with a quality learning environment, that is also safe and attractive.
To make sure this continues to be the case the Board has designated portfolios for its members including Health
& Safety, Personnel, Property, Finance, and Community Consultation.
Review of
Charter and
Consultation
The School Charter and Strategic Plan is reviewed annually by the Board between November and February so
that recent Student Achievement Data, Appraisal Information, and Community Consultation can all contribute to
the strategic direction of the school.
The Board, the Staff, the Parent Community, and the Student body all have opportunity to contribute in the
review. It is expected that our LCN work on Student Agency/Student voice will strengthen the students’
contributions to the review process. In 2014, parent surveys fully endorsed the strategic goals of the BOT.
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Strategic Section
Strategic Goals
1.
Student
Learning
Continue our focus on
improved student
learning outcomes for
all students,
particularly for our
priority learners –
Maori boys. Maintain
or improve the 75% of
students achieving at
or above the National
Standard in Reading,
Writing, and Maths.
Aim for 85% by the
end of 2017!
Core Strategies for Achieving Goals 2015 - 2018
1. Identifying groups of student just below, or well below the National Standards and target
these for special interventions.
2. Continue our on-going cycle of Teacher Professional Learning and Development regularly
revisiting areas of significance e.g. Assessment for Learning & Teaching as Inquiry, Literacy
and Numeracy, while also slotting in other professional learning opportunities.
3. Learning and Change Network. Wellsford School, along with 6 others in our wider cluster,
are part of a Learning and Change Network. We are the Twin Coast LCN. Our Team Leader is
Lynne Duffin, Tomarata School, our MoE support is via Bruce Aiden, and the University of
Auckland support is via Raewyn Williams.
We are in the early stages as yet. We have identified our global goal – to improve student
learning outcomes for priority learners. The key change priorities to try and achieve this are…
 Student Agency – an AfL focus – students having engagement with, and ownership of
their own learning and next steps. (paying careful attention to our Maori Boys).
 Modern, blended and Lateral learning environments – looking for an appropriate blend
on modern digital learning with traditional forms of T&L, as well as a focus on students
learning with and from each other.
 Community Engagement in Learning. More than just families attending initiatives, but
engaging meaningfully in the planning and implementation of learning programmes with
and for their children. (Particularly our Maori community)
We expect all three change priorities to have an impact of student learning outcomes.
4. Leadership and Assessment PLD. Wellsford School has been included in a MoE funded PLD
on Leadership and Assessment. The facilitator is Brenda Weal from Evaluation Associates.
This PLD we support teachers to embed Teaching as Inquiry and Assessment for Learning
practices into every day teaching and learning, with the outcome being improved outcomes
for students.
8
5. Continue Mathletics (with Teams 2-4) to boost maths confidence and engagement.
6. Continue to connect strongly to Early Childhood Education Centres in the area and other
initiatives such as HIPPY to support children’s pre-school and in home learning, improving
their readiness for school.
7. Plan and conduct Professional Learning with staff on Ka Hikitia and/or Tataiako (Cultural
Competencies for Teachers of Maori Learners), in an attempt to improve the attendance,
engagement and progress of our Maori Students, and the engagement of whanau in their
child’s learning.
G.A.T.E
Support GATE students,
and high achieving
students to maintain high
levels of engagement and
progress
1. Support teachers to focus attention on all students, through differentiated programmes, to
ensure even high achievers make good progress.
2. Support teachers, especially in the Senior School to develop leadership potential among
students.
3. Employ a GATE Specialist Teacher one day a week to work with selected students, in three
groups, Y2-3, Y4-6, and Y7-8, in the three available learning blocks. Cost - $150/day x 36 =
$5,400.
9
2.
Student
Engagement
& Transition
Improve Student
attendance.
8.
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Maintain the variety of learning experiences that currently exists…
Broad curriculum (NZC) – all subject areas
Trips
Camps
Performing Arts shows and productions
Visual Arts
In and out of school dance, drama, music
Special events – Maori Language Week, Science Fair, ANZAC week,
Kapahaka/cultural Festival
Sport – in and out of school sport, sports exchanges, athletics, cross country,
swimming, etc.
Digital Learning (BYOD), especially in the Y7/8 classes
Leadership opportunities, and training provided to students, especially in Y7/8.
Class Prize – attendance incentive.
9. Continue to work with ECE Centres and the HIPPY Co-ordinator to strengthen
the transition of New Entrants into the School.
10.Work with Community Agencies to support student attendance. E.g. youth
Action Group, CYFs, MOE, Truancy.
Support “At risk” and Continue to refine the mentoring programme initiated in 2014, between Senior
priority learners in
College Students and our “At Risk” Y8’s. Aim to embed a refined programme into
Y8’s in their
our programming.
transition to the
local College
10
3.
Community
Engagement
4.
School
Finance &
Property
Maintain our focus
on improving the
engagement of our
community in the
learning life of their
children
Refer to the LCN comments above, noting in particular “Change Priority - bullet
point 3”…
 Community Engagement in Learning. More than just families attending
initiatives, but engaging meaningfully in the planning and implementation of
learning programmes with and for their children.
 Look into a variety of initiatives for future implementation e.g. 2016:
o Mutukaroa
o Reading together
o Developing ICT capability – online parent bookings of interviews, class
blogs and wikis utilised by parents, Computers in Homes initiative.
o Strengthen parent interviews to include coaching of parents in
assisting student learning.
 Operate within annual
grants
 Appoint a new PM for
our new 5YA
 Develop a new 10YPP
based on a Condition
Assessment etc.
 Modernise classrooms
according to this new 10
Year Plan.
Continually upgrade and
beautify environment
Wellsford School operates a cyclical maintenance plan and a 5YA programme of refurbishments.
We are on track with both. The 5YA is due for completion in June 2015. The one remaining
project is the Hall upgrade, which is underway.
Engage a new Project Manager in Term 1, 2015.
Carry out a Condition Assessment, and review our CAD Plan.
Draft a new 10YPP / 5YA
Have this approved by MoE
Undertake initial projects
The remainder of the school is in excellent condition with regular little improvements added by
the property team for safety and aesthetic reasons.
11
5.
Health &
Safety
6.
Personnel.
Regularly review policies and
procedures to minimise risks to staff
and students, while promoting the
Health and Safety of all
Akonga/Learners
Review the school’s leadership
structure and School Organisation in
an attempt to align the Board’s goals
with the recommendations of ERO
1. BOT portfolio holder reports monthly on Health and Safety matters.
2. Health and Safety policies are reviewed annually.
3. The school operates a hazard register for staff to report potential hazards to the
leadership team for triage and remediation.
4. Our caretaker walks the school every Monday morning to identify potential
hazards from the weekend, and remediates these.
5. Parents occasionally report potential hazards which are attended to.
6. Teachers are encouraged/expected to report hazards to the Caretaker in person
or via the “Caretaker Task book.”
7. BoT Health and Safety portfolio holder to check the Accident Register on a
termly basis for analysis in an attempt to identify hazards. Inform the caretaker
and Principal of any necessary remediation.
1. Continue to refine the Appraisal processes (Appraisal Connector). Experiment
with setting up termly expectations rather than annual to make this more
manageable. Include “Cultural Competencies for Teachers of Maori Learners.”
2. Trial a non-Teaching DP or AP, within staffing constraints, in 2015.
3. The BOT has polices relating to Employment, Equal Opportunities, distribution
of extra duties and remuneration, etc.
4. Refer to the school organisation and leadership structure mentioned above.
5. The BOT has a designated member with a Personnel portfolio. This person
reports monthly and participates in employment and staffing related matters
alongside the chairman and senior leadership staff.
12
Improvement Plan - Domain: Learning.
Strategic Goals: Continue our focus on improved student learning outcomes for all students, particularly for our priority learners. Our
2015 priority learner groups are…..
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Maori (Student achievement results for Maori learners is significantly lower than that of non-Maori learners)
Boys ((Student achievement results for boys are lower than that of girls)
In 2014 our Y6 cohort were the worst achieving cohort, as Y7’s in 2015, this group will also be targeted.
Maintain or improve the percentage of students achieving at or above the National Standard in Reading, Writing, and Maths from the
2014’s 75%, to 85%, by 2017.
Annual Goal: Improved student learning
outcomes, for all students, in Reading, Writing, and
Maths to 80%.
Annual Target: 80% (2015) of students, school-wide are achieving the N.S. in Reading,
Writing, and Maths.
83% (2016) and 85% (2017).
Baseline data:
At the end of 2014…
 75% of students were achieving the N.S. in Reading.
 75% of students were achieving the N.S. in Writing.
 77% of students were achieving the N.S. in Maths.
 Maori Boys = Maths – 59%, Reading – 55%, Writing –
62%
% of Student Achieving the N.S.
100
90
80
70
60
50
40
30
20
2007
2008
2009
2010
Reading
13
2011
Writing
2012
2013
Maths
2014
2015
Mathematics Results – By Gender and Ethnicity.
Reading Results – By Gender and Ethnicity.
100
100
90
90
80
80
70
70
60
60
50
50
40
40
2014
2015
2016
Maori Boys
2017
Maori Girls
2014
NZE Boys
NZE Girls
Maori Boys
Writing Results – By Gender and Ethnicity.
90
80
70
60
40
Maori Boys
2016
2017
Maori Girls
NZE Boys
2017
Maori Girls
NZE Boys
NZE Girls
Our interventions listed above are designed to improve this…
 Teacher Professional Learning (AFL, LCN, Tataiako)
 Community Engagement initiatives
 Attendance and engagement initiatives
 G.A.T.E. initiatives
 Mathletics
50
2015
2016
At the end of 2014…
- Maori Boys are achieving well below the others.
 Maths – 59% are achieving the N.S.,
 Reading – 55%,
 Writing – 62%
100
2014
2015
NZE Girls
14
Key Improvement Strategies:
When:
What: (examples) Consider goal clarity and
Who
communication; strategic resourcing; PLD; routines that need
changing; assessment practices
What will we see?
2015 – Terms To improve Reading:
1, 2, 3, and 4.
 Support teachers to grow Student Agency/voice in their
classrooms (LCN Change Priority)
 Support Teachers to embed Teaching as Inquiry and
Assessment for Learning practises into every day teaching
and learning, through our AfL PLD.
 Support Teachers to use E-AsTTLe data to identify
individual learning needs and plan and deliver targeted
lessons, through our AfL PLD.
 Monitor (with teachers & BoT) the progress of all
students, reflect on, and modify, teaching programmes
Debra Atkin
2015 – Terms To improve Writing:
1, 2, 3, and 4
 Support teachers to grow Student Agency/voice in their
classrooms (LCN Change Priority)
 Support Teachers to embed Teaching as Inquiry and
Assessment for Learning practises into every day teaching
and learning, through our AfL PLD.
 Monitor (with teachers) the progress of all students,
reflect on, and modify, teaching programmes
 Conduct moderation staff meetings as needed.
 E-AsTTLe writing indicators used to support levelling and
programmes of learning.
Debra Atkin
(Evaluation
Associates PD
Facilitator)
15
Indicators of Progress
(Evaluation
Associates PD
Facilitator)
Paul Moore
(Wellsford School
Asst Lead Teacher)
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
AFL Lead Teachers
Teachers analysing student
achievement information to plan
and deliver targeted learning
programmes.
Students actively engaged in
their learning and in decisionmaking regarding their learning.
The % of students achieving the
N.S. climbing.
All other teaching
staff
Paul Moore
(Wellsford School
Asst Lead Teacher)
Literacy Lead
Teachers
All staff
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Teachers analysing student
achievement information to plan
and deliver targeted learning
programmes.
Students actively engaged in
their learning and in decisionmaking regarding their learning.
The % of students achieving the
N.S. climbing.
2015 –
Terms 1, 2,
3, and 4
To improve Maths:
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Support teachers to grow Student Agency/voice in their
classrooms (LCN Change Priority)
Support Teachers to embed Teaching as Inquiry and
Assessment for Learning practises into every day teaching
and learning, through our AfL PLD.
Monitor (with teachers) the progress of all students,
reflect on, and modify, teaching programmes
Continue with Mathletics across Teams 2, 3, and 4
resulting in improved engagement and achievement
outcomes in maths learning.
Provide a maths booster group to small groups of students
in Y4-6, who are just below the N.S., throughout the year.
(One group per term for 6-8 weeks, 30 minutes a day
Brenda Weal
(Evaluation
Associates PD
Facilitator)
Paul Moore
(Wellsford School
Asst Lead Teacher)
Maths Lead
Teachers
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Teachers analysing student
achievement information to plan
and deliver targeted learning
programmes.
Students actively engaged in
their learning and in decisionmaking regarding their learning.
The % of students achieving the
N.S. climbing.
Boost Teacher
All staff
Monitoring:
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Fresh achievement data collected each term or semester. E.g. Running Records, E-AsTTLE, Writing Samples, Pre-Post Tests, GLOSS
Testing, etc.
Mid-Year report to the BOT on the progress of our students towards the annual target of 82%, in Reading, Writing and Maths. Board will
look to support additional efforts with additional resources if needed.
Reflect, Review, and Amend programmes.
Resourcing: How much money and time is needed? Who will help us?
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Leadership and Assessment PLD funded by the MoE, supplied by Evaluation Associates, staffing via the school.
Release time for Lead Teachers to support teachers and attend courses. Additional remuneration via part of unit.
Release time for all teachers to receive feedback and support, one-to-one.
16
Other 2015 Key Improvement Strategies to Achieve Strategic Vision
Property
Short Property Report
 Hall Refurbishment as per 5YA
 BOT funded Resource room to
allow 5YA funded
refurbishment of an
additional classroom.
Withdrawn.
 Procure a new Project
Manager for the new
10YPP/5YA beginning in July
2015.
 Carry out a condition
assessment, CAD review.
 Draft a proposed 10YPP
 Ratified by BoT, approved by
MoE
 Begin works, post July 2015.
 All recent projects e.g. pool,
drainage, Hall, etc, have been
signed off by MoE as
complete
 A drop in staffing has meant
larger class sizes. We no
longer need the additional
classroom created by building
our own resource room.
Finance
Short Finance Report
 The schools financial position is  The financial position of the
sound.
school back in 2008 was
desperate.
 The Board is no longer
deliberately operating a deficit  Since then we have recovered
budget. The special projects are
to a positive position with
complete. See comment to the
sufficient reserves to operate
right.
without concern, while also
spending to improve staff
capability, the environment,
learning resources, digital
capability, etc.
 The Board will operate a deficit
budget in 2014 to allow saved
funds to be spend on the
resource room and hall
upgrade as planned.
 A balanced budget is expected
in 2015.
17
Personnel
 Maintain the good quality,
enthusiastic team of staff
currently employed.
 Employ 2 fixed term New
Entrant teachers during the
year.
 Targeted recruitment of
teacher who will help achieve
the strategic goals of the
school, e.g. of Digital Learning”
Short Personnel Report
Community engagement
 All staff were in place for 2015  Maintain our focus on
before the end of 2014.
improving the engagement of
 13 class teachers, one part time
our community in the learning
ORS teacher, Reading Recovery
life of their children.
Teacher in place. 2 additional
 Continue to investigate and/or
teachers expected.
experiment with options like…
 Senior Leadership team:
o Mutukaroa
Principal, Deputy Principal,
o Reading together
Assistant Principal and Team
o The literacy version of
leaders in place.
Mathletics.
 Curriculum leaders in place.
 Support staff all in place.
 Appraisal and PLD programme
in place.
.
18
Short Community
Engagement Report
 Community Engagement is a
change priority from our LCN.
See above. The LCN
programme will aim to improve
this. We are not far enough
into the LCN to know at this
stage what we will do to
improve the engagement of
parents in learning, but we are
underway.
 We have improved parent
participation and attendance at
school events, parent
interviews, etc, in recent years
but want to continue this while
growing their active
engagement in the learning of
their children.