The guiding principles of the Charter will ensure that all students are given educational opportunities to enhance their learning. We will challenge students to achieve personal standards of excellence while respecting their culture and dignity.
Through consultation with the community and recognition of the Treaty of Waitangi, the Board of Trustees in partnership with the Minister of Education, will seek to fulfil the provisions of the Education Act through this Charter.
School Description
South Wellington Intermediate School is a co-educational state intermediate school in Newtown, Wellington. It caters for Year 7 & 8 students.
The students and teachers at the school represent diverse cultural, ethnic and socio-economic backgrounds. Students at the school are generally drawn from Wellington¡¦s southern suburbs.
There has been a school on this site since 1896. It was a full primary until 1946 and an intermediate school thereafter.
The school buildings consist of a fairly recently re-modelled two storey classroom block, and administration block, a two storey Technology/Arts block and an older hall. All buildings except the hall are under one roof.
Mission Developing skills for life and learning
Vision
At South Wellington Intermediate School we will provide a holistic approach to teaching and learning appropriate to the age of the students at our school. We believe all students should be given the opportunity to achieve to the best of their ability in a wide range of activities and learning situations. We will emphasise the development of self esteem, integrity, honesty and a positive attitude to learning.
Values
Students at South Wellington Intermediate School will be:
Guided in their efforts and directions to achieve results to the best of their ability.
Encouraged to become lifelong learners.
Treated with respect and dignity.
Involved in celebrating cultural diversity.
Encouraged to conduct themselves in a manner that ensures a safe physical and emotional environment.
Respectful of the principles of the Treaty of Waitangi.
At SWIS we believe in:
Taking responsibility
Striving for excellence
The right to learn
All students learning successfully
Celebrating success
Having fun
Multiculturalism
Teamwork
Pride in our school
Open and frank communication
Our People
Board of Trustees, Staff, Students
Aims and Objectives
Covering the three statutory areas of student achievement, school performance and use of resources (Education Standards Act 2001)
AREA
AIMS
OBJECTIVES
Curriculum Delivery
Provide an excellent balanced curriculum in accordance with the New Zealand Curriculum Framework and the relevant curriculum statements.
(Policy: Curriculum Delivery N.A.G. 1)
Within the balanced there will be a focus on Literacy and Numeracy.
While identifying and addressing individual learning needs, students at risk of not achieving will be specifically identified and supported.
Safe Environment
Provide a safe physical and emotional environment for students and employees.
(Policy: Safe Environment N.A.G. 5)
Engage in creating a safe and secure environment focusing on our Student Rights and Responsibilities (on-going).
Personnel
Be a good employer recognising the need for an effective staff to provide the best learning environment for students.
(Policy: Personnel N.A.G. 3)
Provide appropriate professional development.
Operate a robust staff appraisal system.
Encourage staff to seek new opportunities to enhance learning for students.
Finance
Allocate funds to implement of the school Charter. Monitor and control school expenditure. Maintain appropriate documentation to meet statutory requirements.
(Policy: Finance N.A.G. 4 Sect. 1)
Review expenditure during year to ensure budget is maintained.
Work with Education Services to ensure appropriate documents are available for audit.
Ensure funding is available to meet our other objectives.
Property
Ensure a safe and healthy environment conducive to teaching and learning.
(Policies: Finance & Property N.A.G. 4)
Follow and implement 10YPP.
Implement procedures to ensure environmental hazards are identified and a safe environment is maintained.
Operate the Programmed Maintenance scheme.
Community
Involvement
Consult regularly with the school community to build and maintain a positive partnership between home, school and the wider community to enhance teaching and learning.
Communicate regularly through newsletters.
Hold school community forums as deemed appropriate.
Conduct an annual Year 8 survey.
Consult with Maori community on Maori student achievement.
Consult with our various ethnic communities in a manner most appropriate to them as necessary.
Self- Review
Monitor and self-review against the N.A.G.¡¦s and our guiding principles.
(Policy: Self Review N.A.G. 2)
Follow the self review programme for policies, procedures, delegations and terms of reference. Create and follow an annual development plan.
Administration
To ensure we comply with legislation and regulations for the operation of the school.
(Policy: Administration N.A.G. 6)
Comply with legislative requirements.
International Students
To comply with the Code of Practice for the pastoral care of international students.
Ensure international students have appropriate immigrationstatus to be students in New Zealand.
Ensure international students are living in a physically and emotionally safe domestic environment.
Three Year Development Strategy 2006 - 2008
This is a rolling plan. Each year¡¦s strategic goals are confirmed prior to the commencement of the year. Strategic goals for subsequent years are tentative pending ¡§opportunities¡¨ adjustments and confirmation at the commencement of the year. Appropriate documentation for each goal are provided in Annual plans.
GOAL TITLE
GOALS
EST.
COST
LEADERSHIP
2006
Confirmed
2007
Confirmed
2008
Tentative
Literacy
To develop, implement, monitor and review programmes and practices that strengthen literacy throughout the school.
$12,000
Mrs. Tristram
Yes
Yes
Mathematics
To embed and sustain the Numeracy programme throughout the school.
$2,500
Miss Sangster
Yes
Yes
New Curriculum
Initiative
To identify a new curriculum area for further development in 2008
$0
To be decided
Yes
Yes
Sunsmart
To implement a school-wide Sunsmart programme.
$5,000
Board
Property
Committee
Yes
Yes
Technological Developments
To investigate technological developments to further enhance teaching and learning.
$0
Mr. Debney
Yes
Yes
Physical Environment
To further enhance the attractiveness and appeal of the school environment.
$8,000
Board Property Committee
Yes
Yes
Three Year Governance Strategy 2006 - 2008
Triennial Effectiveness Review Programme (NAG 2)
(B=Board, S=Staff, P=Principal)
Year 12006
Year 22007
Year 32008
Title
Review
Leader
Who
Freq.
Term
1
Term
2
Term
3
Term
4
Term
1
Term
2
Term
3
Term
4
Term
1
Term
2
Term
3
Term
4
Terms of Reference
L. McBain
B
Triennial
*
Delegations
L. McBain
B
Triennial
*
NAG 1
Curriculum
M. Debney
Triennial
*
NAG 2
Self Review
L. McBain
B
Triennial
*
NAG 3
Personnel
L. Daysh
Triennial
*
NAG 4 Sect. 1
Property
E. Jones
Triennial
*
NAG 4 Sect. 2
Finance
M. Debney
Triennial
*
NAG 5
Safe Environ.
D.
Guja
Triennial
*
NAG 6
Administration
L. McBain
Triennial
*
Treaty of
Waitangi
L. McBain
B
Triennial
*
Committees reviewed (September 2007).
CURRICULUMAll BOT and teaching staff.
SELF REVIEW All BOT members
PERSONNELM. Debney, P. O'Connell, R. Parbhu, L. McBain, L Daysh
PROPERTYM. Debney, P. O'Connell, D. Guja, L. Daysh, E. Jones, B. White, A. Cannell.
FINANCEE. Jones, M. Debney
ADMINISTRATION L. McBain, M. Debney
TREATY OF WAITANGI All BOT members
SAFE ENVIRONMENT L. McBain, D. Guja, P. O'Connell, B. White
Annual Charter Plan 2006
For advancing student achievement through school performance and resource management*
GOAL TITLE
GOALS
2006 SPECIFIC OBJECTIVES
2006 RESULTS
Literacy
To develop, implement, monitor and review programmes and practices that strengthen literacy throughout the school.
Teachers will model good reading and listening strategies, using a wide variety of texts, as well as integrating these with other topics.
Teachers will plan interesting and effective reading programmes which actively involve students and address their specific needs.
Teachers will develop an increased knowledge of how readers read, the reading process and the deliberate instructional practices which lead to student acquisition of the reading process, including the transfer of these skills to other areas.
Teachers will effectively assess reading using a variety of tools to gather, analyse and use the data to assist future planning and learning goals.
Home ¡V school reading links will be promoted.
The school-wide professional development area in 2006 saw strong development in Literacy with very pleasing ¡¥value added¡¦ to students learning. Further school-wide professional development in Literacy will continue in 2007.
Mathematics
To embed and sustain the Numeracy programme throughout the school.
Provide professional development in Numeracy to new staff members.
Maintain Numeracy teaching proficiency through staff meetings and staff appraisals.
Miss Sangster, as curriculum leader attended update courses in Numeracy and informed staff through staff meetings. Further Numeracy teaching resources were purchased during the year.
New Curriculum
Initiative
To identify a new curriculum area for further development in 2008
To be alert to new curriculum trends during the next two years to enable adoption of a new area for curriculum development in 2008.
Sunsmart
To implement a school-wide Sunsmart programme.
To consider property developments that increase shade areas a priority.
To plant more trees to provide extra shade.
To investigate other intermediate practice in relation to hats.
To actively encourage the wearing of hats outside during the summer terms.
This was examined and a plan for shade sails developed. Funds were applied for but declined. Funds will be applied for again in 2007. A Sunsmart Health programme was taken throughout the school.
Technological Developments
To investigate technological developments to further enhance teaching and learning.
Investigate the feasibility, and recommend a form of interactive whiteboard technology.
Develop a plan for the successful introduction of the new technology to selected classes and allocate budget if appropriate.
Plan for introduction of new technology for all classes.
A study of technological developments was undertaken and it was found using interactive whiteboards in classrooms would enhance learning. In 2006 we have begun the process by installing one in room 2, with a teacher skilled in using technologies. It is intended the two more classes will be equipped with interactive whiteboards for the 2008 school year.
Physical Environment
To further enhance the attractiveness and appeal of the school environment.
Sand, fill and polyurethane hall floor.
Paint walls and ceiling of hall and develop display areas.
Refurbish hall toilets and changing rooms.
Review signage around the school.
Parent feedback indicated the school hall was most in need of upgrading. At the end of the year the interior was painted, sagging piles repaired, and the floor sanded and resealed.
* The Education Standards Act (2001) stipulates three areas for goals and targets: student achievement, school performance, use of resources.
Annual improvement targets for student achievement ¡V 2006
ACTION PLAN
Strategic Goal 1
LITERACY:To develop, implement, monitor and review programmes and practices that strengthen literacy throughout the school.
Annual Targets
(i) By the end of 2006 over 85% of students will be reading at or above their age level.
(ii) For students new to New Zealand, at least 18 months progress in reading age will be made in 2006.
Target Groups
(reported on)
All students not new to New Zealand
Students new to New Zealand (within five years of being here)
Maori Students
Pacifica Students
Students identified as ¡¥at risk¡¦
Historical Position/
Rationale
Due to the multi-cultural nature of our students, academic goals may be expressed in two parts. Part (i) will relate to all students, part (ii) will relate to students new to New Zealand (within five years of being here).
(i)STAR test, stanine 5 and above, February and October
(ii) NEALE Test February and October.
November2005student achievement: 85.5% of students achieved stanine 4 or above and 77.7% scored stanine 5 or above.
Actions
Timing
Responsibility
Resourcing
Teachers will model good reading and listening strategies, using a wide variety of texts, as well as integrating these with other topics.
Teachers will plan interesting and effective reading programmes which actively involve students and address their specific needs.
Teachers will develop an increased knowledge of how readers read, the reading process and the deliberate instructional practices which lead to student acquisition of the reading process, including the transfer of these skills to other areas.
Teachers will effectively assess reading using a variety of tools to gather, analyse and use the data to assist future planning and learning goals.
Home ¡V school reading links will be promoted.
2007
2007
2007
2007
2007
Mrs. Tristram/Miss Sangster
Mrs. Tristram/Miss Sangster
Mrs. Tristram/Miss Sangster
Mrs. Tristram/Miss Sangster
Mrs. Tristram/Miss Sangster
$12,000
Outcome:
Achieved/not achieved/variance report
In March and November all students sat STAR (Supplementary Tests of Achievement in Reading developed by NZCER). The results indicated that we met our Reading Literacy target of 85% of students reading at stanine 5 or above.
The February 2007 the STAR test results showed 23% of students scored on the low stanines of 1 ¡V 3, 60% scored from stanine 5 or above and 23% scored in the top stanines 7 ¡V 9.
Of these, 7% of students scored stanine 9 (the highest level representing the top 4% nationally). Students at stanine 4 and above represented 73%.
This made our achievement target of 85% achieving stanine 5 or above: a very difficult challenge. Staff worked particularly hard this year in reading with extensive professional development.
In November 2006 results showed that 88% of students were reading at stanine 5. This compares with 77% at the same level in 2005. In addition the number of students achieving at stanines 1 ¡V 3 dropped from 23% in February to 7% in November. At the high stanines of 7 ¡V 9, the 23% of students who achieved this level in February became 63% in November. This was an outstanding result.
Students who scored stanine 1 (the lowest level) in February represented 3% of students. This percentage was brought down to just 1% by the end of the year.
Recommendations:
Where to from here?
With initial testing in 2007 showing a reading level significantly lower than in 2006, we will challenge ourselves by setting the same achievement target as for 2006, namely that 85% of students will be reading at stanine 5 and above by the end of the year.
In addition, Testing has identified a significant group in the ¡¥at risk¡¦ group of stanines 1 ¡V 3 (**%). We set the achievement target to reduce this group to less than **% by the end of the year.
Annual improvement targets for student achievement ¡V 2006
ACTION PLAN
Strategic Goal 2
NUMERACY: To embed and sustain the Numeracy programme throughout the school
Annual Targets
(i) By the end of 2006 all Year 8 students will have improved at least one stage in the NumPA diagnostic testing
in at least five different sections.The sections are:
Addition and Subtraction
Multiplication and Division
Proportions and Ratiosƒn
Forwards Number Word Sequence
Backwards Number Word Sequence
Fractional Numbers
Place Value
Basic Facts
Target Groups
(reported on)
Year 8 Students and Year 7 Students (All Year 7 students will be tested with the full diagnostic test to see what improvements have been made from theIKAN test done at the beginning of the year)
Students new to New Zealand (within five years of being here)
Maori Students
Pacifica Students
Students at risk
Historical Position/
Rationale
In 2005 all Year 8 students improved by one or more levels, or remained the same. Because the diagnostic test stages stop at different stages (Addition & Subtraction, Forwards Number Word Sequence & Backwards Number Word Sequence at stage 6, Multiplication and Division at stage 7 and remainder at stage 8), it makes it difficult to predict which stages will show the greatest improvement. The Year 7s in 2005 were achieving at stage 6, with a number at stage 7.
Actions
Timing
Responsibility
Resourcing
Provide professional development in Numeracy to new staff members.
Maintain Numeracy teaching proficiency through staff meetings Mathematics (staff sharing resources and new ideas) and staff appraisals.
All year
All year
Miss Sangster
Miss Sangster
$2,500
Outcome:
Achieved/not achieved/variance report
In 2006 the improvement noticed in 2005 continued, with all Year 8 students improving by 1 or more levels, or remaining the same. None went backwards in scores. The majority of the Year 8s were achieving at Stage 6/7, with those in the top group achieving predominantly at Stage 8.The Year 7s were mostly achieving at Stage 6/7 by the end of the year, with a few achieving at Stage 8. The greatest improvements were again seen in Multiplication/Division and Proportions and Ratios, with good gains made in Place Value and Fractional Numbers. Some students made improvements of up to 3 stages ¡V the majority improved by one or two stages.
Students new to New Zealand were integrated into the lower maths classes, where teachers¡¦ aides worked alongside the class teachers to help with understanding of new concepts and to assist with their understanding of instructions in English. Hands-on activities and use of numeracy equipment were essential to the slow but steady improvement of these students. There were some particularly pleasing results, particularly in the lowest Year 8 class, where nearly all the students made significant gains of up to 3 stages.
Our Maori students were not quite as advanced as those in 2005, but were all achieving on a par with the Pakeha students in the middle and upper middle groups. Pacifica students were in the middle and lower middle end of the achievement levels, but there was some improvement overall as the year went on, with a number of these students moving up to more advanced classes. Both groups made improvements of mostly 2 stages, with a few moving dramatically to an improvement of 3 stages.
Recommendations:
Where to from here?
It is Recommended for 2007:
¡PThat we move from the NumPA diagnostic test to using the PAT Maths test to assess progress through out the school. This tool gives a broader picture of the mathematical progress of students and includes data on the other strands of the Mathematics curriculum.
¡PThat we watch the developments of the new curriculum document with an eye towards incorporating it into our school programme as quickly as possible after it has been gazetted.
¡PThat we maintain and sustain the Numeracy Project within our school programme, particularly in the lower ability classes.
Because the previous target, using Numeracy Diagnostic testing, was difficult to understand I recommend that by the end of 2007, 80% of all students will have improved by at least one stanine on the PAT Maths test. This would represent a very significant improvement related to age although a repeat of the test in November cannot be nationally referenced.
Annual improvement targets for student achievement ¡V 2007
ACTION PLAN
Strategic Goal 1
LITERACY:To develop, implement, monitor and review programmes and practices that strengthen literacy throughout the school.
Annual Targets
(i) By the end of 2007 over 85% of students will be reading at or above their age level.
(ii) By the end of 2007 the percentage of students reading at STAR stanines 1 ¡V 3 will be reduced by half to 07%
Target Groups
(reported on)
All students not new to New Zealand
Students new to New Zealand (within five years of being here)
Maori Students
Pacifica Students
Students identified as ¡¥at risk¡¦
Historical Position/
Rationale
2006 - We made our achievement target of 85% achieving stanine 5 or above: a very difficult challenge.
Due to the multi-cultural nature of our students, academic goals may be expressed in two parts. Part (i) will relate to all students, part (ii) will relate to students identified as ¡¥at risk¡¦ (stanines 1 ¡V 3)
(i)STAR test, stanine 5 and above, February and October
(ii) NEALE Test February and October.
November 2006 student achievement: 88% of students achieved stanine 5 or above.
Actions
Timing
Responsibility
Resourcing
Teachers will model good reading and listening strategies, using a wide variety of texts, as well as integrating these with other topics.
Teachers will plan interesting and effective reading programmes which actively involve students and address their specific needs.
Teachers will develop an increased knowledge of how readers read, the reading process and the deliberate instructional practices which lead to student acquisition of the reading process, including the transfer of these skills to other areas.
Teachers will effectively assess reading using a variety of tools to gather, analyse and use the data to assist future planning and learning goals.
Home ¡V school reading links will be promoted.
2006
2006
2006
2006
2006
Mrs. Tristram/Miss Sangster
Mrs. Tristram/Miss Sangster
Mrs. Tristram/Miss Sangster
Mrs. Tristram/Miss Sangster
Mrs. Tristram/Miss Sangster
$12,000
Outcome:
Achieved/not achieved/variance report
Recommendations:
Where to from here?
Annual improvement targets for student achievement ¡V 2007
ACTION PLAN
Strategic Goal 2
NUMERACY: To embed and sustain the Numeracy programme throughout the school
Annual Targets
By the end of 2007, 80% of all students will have improved by at least one stanine on the PAT Maths test.
Target Groups
(reported on)
Year 8 Students and Year 7 Students (All Year 7 students will be tested with the full diagnostic test to see what improvements have been made from theIKAN test done at the beginning of the year)
Students new to New Zealand (within five years of being here)
Maori Students
Pacifica Students
Students at risk
Historical Position/
Rationale
In 2005 all Year 8 students improved by one or more levels, or remained the same. Because the diagnostic test stages stop at different stages (Addition & Subtraction, Forwards Number Word Sequence & Backwards Number Word Sequence at stage 6, Multiplication and Division at stage 7 and remainder at stage 8), it makes it difficult to predict which stages will show the greatest improvement. The Year 7s in 2005 were achieving at stage 6, with a number at stage 7.
Actions
Timing
Responsibility
Resourcing
Provide professional development in Numeracy to new staff members.
Maintain Numeracy teaching proficiency through staff meetings Mathematics (staff sharing resources and new ideas) and staff appraisals.
All year
All year
Miss Sangster
Miss Sangster
$2,500
Outcome:
Achieved/not achieved/variance report
Recommendations:
Where to from here?
Note on achievement targets: As with all cohorts, should any specific group of students (i.e. Maori) be identified as at risk of underachieving, immediate targets will be put in place to address their achievement needs, and will be included in the annual plan as an addendum.
Procedural Information: Action timeline 2007
Term 1
When
What
Who
Notes
January
1 Jan
Instalment 1 operating funding
Draft ERO response incl. Action plan
Principal/staff
7 Feb
Term 1 begins
February
12 February
13 February
15 February
19-23 February
Charter:2007 Targets in place
BOT meeting @7.00pm
Meet the teacher & camp meeting @ 7.00pm
Response to ERO re draftreport ¡V deadline
STAR Testing
PAT testing
School Camps
Principal / Staff
BOT
Principal/Staff/families
BOT
School
School
School
Charter updated for 2007 Annual Plan/Targets approved by BOT, copy sent to MOE, Lower Hutt
March
6, 7 March
10 March
12 March
13 March
15 March
27 March
29 March
31 March
Goal Setting Parent Interviews
Roll return due at MOE.
BOT meeting @ 7.00pm
Principal appraisal
School Athletics
Trustee nominations close
Inter-Intermediate Athletics
TRUSTEE ELECTIONS
Australasian Computer Exam
Charter:Analysis of Variance for previous year completed included with Accounts to Auditor (Statutory Requirement)
School
Principal
Chairperson
School
Returning Officer
School
Returning Officer
School
Financial Provider
Also needs to be signed off by BOT Chair
BOT could consider minuting approval of Draft Annual Report and give Principal/Chairperson authority to sign off
April
1 April
4 April
5 April
5 April
Instalment 2 operating funding
Trustee Election Votes Counted & results declared
Principals¡¦ Conference
New Board takes office
Principal¡¦s China Trip
Returning Officer
Principal away in Auckland
5 April
Term 1 ends (Good Friday on 6 April)
Term 2
When
What
Who
Notes
23 April
Term 2 begins
April
23 April
First meeting of new BOT @ 7.00pm
End of school Planning cycle
Social BOT/Staff
School
Chairperson appointed at first meeting of new board
Appoint committees
May
2 May
4 May
8 May
14 May
23 May
31 May
.
Inter-Intermediate Sevens
School Photos
Australasian Science Exam
Review uniform
Review Tech fees, donation
BOT meeting @ 7.00pm
Australasian Mathematics Exam
4 copies of audited financial statement and Analysis of Variance and list of BOT members to MOE, local office.
School
School
School
Board
Board
School
Chairperson/Principal
Refer to ¡¥FISH¡¦ handbook for reports required.
June
5 June
6 June
11 June
19 June
26 June
29 June
Australasian Writing Exam
School Cross-Country
BOT meeting @ 7.00pm
Self Review: Terms of Reference
Self Review: Delegations
Self Review: NAG1 Curriculum
Australasian English Exam
Greater Wellington Cross-Country
Interim report to parents
School
School
BOT
School
29 June
Term 2 ends
Term 3
When
What
Who
Notes
16 July
Term 3 begins
July
1 July
23, 24 July
Installment 3 operating funding
July Roll Return submitted
No BOT meeting
Parent interviews
Principal
School
August
1 August
13 August
Inter-Intermediate Rugby
BOT meeting @ 7.00pm
Self Review: Personnel
School
BOT
September
4 September
5¡V7 September
10 September
Mid September
Inter-Intermediate Netball
Ski Trip
BOT meeting @ 7.00pm
Notification of provisional staffing and funding for 2008.
School
School
BOT
21 Sept
Term 3 ends
Term 4
When
What
Who
Notes
1 October
8 October
Instalment 4 operating funding
Term 4 begins
October
15 October
15 October
18 October
23 October
Last day for review of provisional staffing for 2008.
Beginning work on 2008 budget.
BOT meeting @ 7.00pm
Self Review: Finance
STAR testing
Life Education Trust Begins ¡§In From The Shadows¡¨
Safety Day
Plan for parent help morning tea in December
Principal
BOT/Principal/Financial Provider
School
School
Principal / staff
November
5 November
7 November
15 November
12 November
Mid November
19-23 November
End Nov / Early Dec
Life Education Trust Unit last day
Inter-Intermediate Touch Tournament
Last day for staffing and funding increases for 2007
