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.
Mike Debney (Principal)Rea RopihaGita ChhibaCameron Clarke
Pat O¡¦Connell (Staff Rep)Ratan ParbhuMary Tristram
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)
¡PWithin the balanced there will be a focus on Literacy and Numeracy.
¡PWhile 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)
¡PEngage 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)
¡PProvide appropriate professional development.
¡POperate a robust staff appraisal system.
¡PEncourage 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)
¡PReview expenditure during year to ensure budget is maintained.
¡PWork with Education Services to ensure appropriate documents are available for audit.
¡PEnsure 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)
¡PFollow and implement 10YPP.
¡PImplement procedures to ensure environmental hazards are identified and a safe environment is maintained.
¡POperate 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.
¡PCommunicate regularly through newsletters.
¡PHold school community forums as deemed appropriate.
¡PConduct an annual Year 8 survey.
¡PConsult with Maori community on Maori student achievement.
¡PConsult 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)
¡PFollow 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)
¡PComply with legislative requirements.
International Students
To comply with the Code of Practice for the pastoral care of international students.
¡PEnsure international students have appropriate immigrationstatus to be students in New Zealand.
¡PEnsure 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
Confirmed
Literacy
To develop, implement, monitor and review programmes and practices that strengthen literacy throughout the school.
$12,000
Mrs. Tristram
*
Mathematics
To embed and sustain the Numeracy programme throughout the school.
$2,500
Miss Sangster
*
New Curriculum
Initiative
To identify a new curriculum area for further development in 2008.
* The school is undertaking an action research project examining Key Competencies, particularly Managing Self.
$3,400
EHSAS funding
Mr. Debney
*
Sunsmart
To implement a school-wide Sunsmart programme.
$5,000
Board
Property
Committee
*
Technological Developments
To investigate technological developments to further enhance teaching and learning.
$0
Mr. Debney
*
Physical Environment
To further enhance the attractiveness and appeal of the school environment.
$8,000
Board Property Committee
*
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
B
+
Triennial
*
NAG 2
Self Review
L.
McBain
B
Triennial
*
NAG 3
Personnel
L. Daysh
C
Triennial
*
NAG 4 Sect. 1
Property
E. Jones
C
Triennial
*
NAG 4 Sect. 2
Finance
M. Debney
C
Triennial
*
NAG 5
Safe Environ.
D.
Guja
C
Triennial
*
NAG 6
Administration
L. McBain
C
Triennial
*
Treaty of
Waitangi
L.
McBain
B
Triennial
*
Committees reviewed (March 2008).
CURRICULUMAll BOT, staff senior managementSELF REVIEW All BOT members
PERSONNELM. Debney, P. O¡¦Connell, R. Parbhu, L. McBain, L DayshPROPERTYM. Debney, P. O¡¦Connell, D. Guja, L. Daysh, E. Jones, B. White, A. Cannell
FINANCEE. Jones, M. DebneyADMINISTRATION Lynn McBain, M. Debney
TREATY OF WAITANGI All BOT membersSAFE ENVIRONMENT L. McBain, B. White, D. Guja, P. O¡¦Connell.
Annual Charter Plan 2008
For advancing student achievement through school performance and resource management*
GOAL TITLE
GOALS
2008 SPECIFIC OBJECTIVES
2008 RESULTS
Literacy
To develop, implement, monitor and review programmes and practices that strengthen literacy throughout the school.
¡PTeachers will model good reading and listening strategies, using a wide variety of texts, as well as integrating these with other topics.
¡PTeachers will plan interesting and effective reading programmes which actively involve students and address their specific needs.
¡PTeachers 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.
¡PTeachers will develop an increased knowledge of the writing process and the deliberate instructional practices which lead to student acquisition of the writing skills, including the transfer of these skills to other areas.
¡PTeachers will effectively assess reading and writing using a variety of tools to gather, analyse and use the data to assist future planning and learning goals.
¡PHome ¡V school reading links will be promoted.
Mathematics
To embed and sustain the Numeracy programme throughout the school.
¡PProvide professional development in Numeracy to new staff members.
¡PMaintain Numeracy teaching proficiency through staff meetings and staff appraisals.
New Curriculum
Initiative
To identify a new curriculum area for further development in 2008.
(This has been identified as the SWELL EHSAS project)
¡PTo work with the South Wellington cluster of ten schools to develop an effective network of learning communities, promoting and sustaining learning for all.
¡PTo initiate the pilot for an action research project examining the Key Competencies of the new NZ curriculum: specifically ¡¥Managing Self¡¦.
¡PTo share data and the action research experience with the SWELL cluster.
Sunsmart
To implement a school-wide Sunsmart programme.
¡PTo consider property developments that increase shade areas a priority.
¡PTo plant more trees to provide extra shade.
¡PTo investigate other intermediate practice in relation to hats.
¡PTo actively encourage the wearing of hats outside during the summer terms.
Technological Developments
To investigate technological developments to further enhance teaching and learning.
¡PInvestigate the feasibility, and recommend a form of interactive whiteboard technology.
¡PDevelop a plan for the successful introduction of the new technology to selected classes and allocate budget if appropriate.
¡PPlan for introduction of new technology for all classes.
Physical Environment
To further enhance the attractiveness and appeal of the school environment.
¡PSand, fill and polyurethane hall floor.
¡PPaint walls and ceiling of hall and develop display areas.
¡PRefurbish hall toilets and changing rooms.
¡PReview signage around the school.
* 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)
¡PAll students not new to New Zealand
¡PStudents new to New Zealand (within five years of being here)
¡PMaori Students
¡PPacifica Students
¡PStudents 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
¡PTeachers will model good reading and listening strategies, using a wide variety of texts, as well as integrating these with other topics.
¡PTeachers will plan interesting and effective reading programmes which actively involve students and address their specific needs.
¡PTeachers 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.
¡PTeachers will effectively assess reading using a variety of tools to gather, analyse and use the data to assist future planning and learning goals.
¡PHome ¡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
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.
Recommendations:
Where to from here?
We set a similarly high standard for 2007.
We maintain our effort with those students on stanine 1 ¡V 3.
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:
¡PAddition and Subtraction Backwards Number Word Sequence
¡PMultiplication and DivisionFractional Numbers
¡PProportions and RatiosƒnƒnƒnƒnƒnƒnƒnƒnƒnƒnƒnƒnƒnƒnPlace Value
¡PForwards Number Word SequenceBasic 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
¡PIn 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.
Recommendations:
Where to from here?
1.That 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.
2.That 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.
3.That we maintain and sustain the Numeracy Project within our school programme, particularly in the lower ability classes.
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) For students new to New Zealand, at least 18 months progress in reading age will be made in 2007.
Target Groups
(reported on)
¡PAll students not new to New Zealand
¡PStudents new to New Zealand (within five years of being here)
¡PMaori Students
¡PPacifica Students
¡PStudents 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.
November2006student achievement: 88% of students achieved stanine 5 or above.
Actions
Timing
Responsibility
Resourcing
¡PTeachers will model good reading and listening strategies, using a wide variety of texts, as well as integrating these with other topics.
¡PTeachers will plan interesting and effective reading programmes which actively involve students and address their specific needs.
¡PTeachers 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.
¡PTeachers will effectively assess reading using a variety of tools to gather, analyse and use the data to assist future planning and learning goals.
¡PHome ¡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
$8,000
Outcome:
Achieved/not achieved/variance report
In November 2007 results showed that 74% of students were reading at stanine 5 or above. This compared very well with the 66% at the same level in February and the national average of 60%. In addition the number of students achieving at stanines 1 ¡V 3 dropped from 15% in February to 12% in November. The national average is 23%. At the high stanines of 7 ¡V 9, the 33% of students who achieved this level in February became 41% in November (National average of 23%). Although we didn¡¦t achieve our target this was an outstanding result.
Recommendations:
Where to from here?
We set a similarly high standard for 2008.
We maintain our effort with those students on stanine 1 ¡V 3.
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. This would represent a very significant improvement related to age although a repeat of the test in November cannot be nationally referenced.
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
¡PIn 2006 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 2006 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
$2,000
Outcome:
Achieved/not achieved/variance report
The comparison of data showed distribution in February and November displayed a marked trend towards the upper levels. This is also borne out by the stanine summary, which shows fewer students achieving at stanines 1 to 4 (27% in November, compared with 41% in February) and more at stanines 7 to 9 (41% in November, compared with 23% in February). This shift definitely demonstrates that at least 80% of the students have improved by at least one stanine since the beginning of the year.
Recommendations:
Where to from here?
1.That we continue to use the PAT Maths test to assess progress through out the school. This tool gives a broad picture of the mathematical progress of students and includes data on the various strands of the Mathematics curriculum.
2.That we work to incorporate the new NZ Curriculum into our school programme and our classroom practice as quickly as practicable.
3.That we maintain and sustain the Numeracy Project within our school programme.
Annual improvement targets for student achievement ¡V 2008
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 2008 over 80% 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 2008.
Target Groups
(reported on)
¡PAll students not new to New Zealand
¡PStudents new to New Zealand (within five years of being here)
¡PMaori Students
¡PPacifica Students
¡PStudents 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.
November 2007student achievement: 74% of students achieved stanine 5 or above.
Actions
Timing
Responsibility
Resourcing
¡PTeachers will model good reading and listening strategies, using a wide variety of texts, as well as integrating these with other topics.
¡PTeachers will plan interesting and effective reading programmes which actively involve students and address their specific needs.
¡PTeachers 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.
¡PTeachers will develop an increased knowledge of the writing process and the deliberate instructional practices which lead to student acquisition of the writing skills, including the transfer of these skills to other areas.
¡PTeachers will effectively assess reading using a variety of tools to gather, analyse and use the data to assist future planning and learning goals.
¡PHome ¡V school reading links will be promoted.
2008
2008
2008
2008
2008
2008
Mrs. Tristram/Miss Sangster
Mrs. Tristram/Miss Sangster
Mrs. Tristram/Miss Sangster
Mrs. Tristram/Miss Sangster
Mrs. Tristram/Miss Sangster
Mrs. Tristram/Miss Sangster
$6,000
Outcome:
Achieved/not achieved/variance report
Recommendations:
Where to from here?
Annual improvement targets for student achievement ¡V 2008
ACTION PLAN
Strategic Goal 2
NUMERACY: To embed and sustain the Numeracy programme throughout the school
Annual Targets
By the end of 2008, 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.
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 2006 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 2006 were achieving at stage 6, with a number at stage 7.
In 2007 using the PAT Mathematics in February and October. Although the October test is not nationally referenced, we felt it did give a valuable insight into ¡¥added value¡¦ in Mathematics.
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.
