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 curriculum 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.

·             Assessment information will be strengthened to inform teaching and learning, and enhance ways the data can be reported to the board and parents using eTAP software.

·             The special needs policy and procedures will be reviewed to ensure that all students identified on the special needs register are accurately tracked and invention programmes used, are clearly identified.

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.

·            Ensure appropriate support mechanisms are in place for staff.

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.

·            Seek funding to extend shade areas of school (Sunsmart)

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.

·          The board will seek further improvement in their understanding of strategic planning and self review processes and how to use this to inform ongoing school improvement.

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 immigration  status to be students in New Zealand.

·            Ensure international students are living in a physically and emotionally safe domestic environment.

GOAL TITLE

GOALS

EST.

COST

LEADERSHIP

2009

Confirmed

2010

Confirmed

2011

Provisional

Literacy

To develop, implement, monitor and review programmes and practices that strengthen literacy throughout the school.

$10,000

Mrs. Smith

*

*

Mathematics

To embed and sustain the Numeracy programme throughout the school.

$2,500

Miss Sangster

*

*

eTAP

To further explore ways to strengthen the use of assessment information to inform teaching and learning, and ways that achievement data can be reported to the board and parents using eTAP software.

$5,000

Mr. Debney

*

*

Special needs

To review the special needs policy and procedures to ensure that all students identified on the special needs register are accurately tracked and intervention programmes used, are clearly identified.

$0

Mrs. Tristram

*

*

Curriculum

Initiative

EHSAS

The school is undertaking an action research project examining Key Competencies, particularly Managing Self.

$8,400

EHSAS funding

Mr. Debney

*

*

National Standards

To implement the legislative requirements for National Standards.

$0

Mr. Debney

*

Engagement with community

To enable school community sectors to become actively involved in our school and students learning.

$5,000

Mr. Pat O’Connell

*

*

Sunsmart

To implement a school-wide Sunsmart programme.

$5,000

Board

Property

Committee

*

*

Technological Developments

To complete the installation on interactive whiteboards in all teaching spaces

$35,000

Mr. Debney

*

*

Physical Environment

To further enhance the attractiveness and appeal of the school environment.

$8,000

Board Property Committee

*

*

Triennial Effectiveness Review Programme (NAG 2)

(B=Board, S=Staff, P=Principal)

Year 1    2009

Year 2     2010

Year 3     2011

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.

M. Debney

C

Triennial

*

NAG 6

Administration

L. McBain

C

Triennial

*

Treaty of

Waitangi

L.

McBain

B

Triennial

*

GOAL TITLE

GOALS

2009 SPECIFIC OBJECTIVES

2009 RESULTS

Literacy

To develop, implement, monitor and review programmes and practices that strengthen literacy throughout the school.

·         Teachers will model good writing strategies, using a wide variety of texts, as well as integrating these with other topics.

·         Teachers will plan interesting and effective writing programmes which actively involve students and address their specific needs.

·         Teachers will develop an increased knowledge of how writers write, the writing process and the deliberate instructional practices which lead to student acquisition of the writing process, including the transfer of these skills to other areas.

·         Teachers will maintain their increased knowledge of the reading process and the deliberate instructional practices which lead to student acquisition of the reading skills, including the transfer of these skills to other areas.

·         Teachers 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.

·         Home – school reading links will be promoted.

The school-wide professional development area in Literacy was begun in 2006. The first stage was development in Reading which continued into the middle of 2008. Since then the focus has been on Writing. The professional development initiated has  seen strong development in Literacy with very pleasing ‘value added’ to students learning.

At the beginning of 2009 a new deputy principal as appointed with a special strength in Literacy and she has led our school-wide professional development since then.

This professional development will continue throughout 2010.

A home/school link has been established through a programme of early evening meetings.

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.

eTAP

To further explore ways to strengthen the use of assessment information to inform teaching and learning, and ways that achievement data can be reported to the board and parents using eTAP software.

·         Further development of the use of eTAP to strengthen the use of assessment information to inform teaching and learning.

·         Staff professional development to support this.

·          Seek new ways for achievement data can be appropriately reported to the board and parents.

National Standards being introduced in 2010 has added impetus to development of new ways of reporting on student progress. This development will continue into 2010 as the school meets new requirements.

Special Needs

To review the special needs policy and procedures to ensure that all students identified on the special needs register are accurately tracked and invention programmes used, are clearly identified.

Note: Procedure 1.1.3 states ‘Special refers to high and low ability students.’

·         The senior management team review the special needs policy and procedures.

·         Ensure that all students identified on the special needs register are accurately tracked

·         Ensure intervention programmes used are clearly identified.

A review was undertaken with new ways of accurately tracking all students identified as special needs and interventions actioned.

A review of identifying Gifted and talented students was also undertaken and new procedures will be put in place during 2010.

Curriculum

Initiative

EHSAS

To implement the EHSAS ‘SWELL’ project during 2009 and 2010.

·         To work with the South Wellington cluster of ten schools to develop an effective network of learning communities, promoting and sustaining learning for all.

·         To initiate the pilot for an action research project examining the Key Competencies of the new NZ curriculum: specifically ‘Managing Self’.

·         To share data and the action research experience with the SWELL cluster.

Funding for this was stopped by the MOE in 2009. Work on research projects continued in 2009 for completion in 2010.

Data has been shared with cluster schools to a much greater degree in 2009 and it is hoped this will continue even though the EHSAS funding has ceased.

Engagement with community

To enable school community sectors to become actively involved in our school and students learning.

·         To identify and make contact with the leaders of the various groups within the school community.

·         To consult with all school community groups about their aspirations for our school.

·         To use the consultations to strengthen our school’s self review processes.

·         To provide new opportunities for school community members to be actively involved in our school.

In 2009 we began a home/school partnership programme we called ‘Working together— Kia Kotahi Tatou.’ It features early evening meetings. Initially we are using this to support literacy strategies and will expand this in 2010 to include Mathematics and parent suggestions.

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.

Property developments has been considered and a shade plan developed.

Funding was sought in 2009 but declined.

We will continue to seek funding.

Technological Developments

To complete the installation on interactive whiteboards in all teaching spaces

·         Develop a plan for the successful introduction of the new technology into all teaching spaces over time and allocate budget if appropriate.

At the end of 2009 we installed three data projectors in classrooms and one in the Science room.

Physical Environment

To further enhance the attractiveness and appeal of the school environment.

·         To investigate the development of a performing Arts space in the changing rooms at the back of the stage in the school hall

·         Review signage around the school.

Because of cost we decided against developing a new Performing Arts at the back of the hall.

Signage was reviewed.

A new Astroturf area was developed on the top asphalt area. This has proved very successful.

GOAL TITLE

GOALS

2010 SPECIFIC OBJECTIVES

2010 RESULTS

Literacy

To develop, implement, monitor and review programmes and practices that strengthen literacy throughout the school.

·         Teachers will use a wide range of instructional strategies integrating with other curriculum areas as appropriate.

·         Teachers will plan interesting and effective writing programmes which actively involve students and address their specific needs.

·         Teachers will implement instructional practices which lead to student acquisition of reading and writing skills.

·         Teachers 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.

·         Home – school reading links will be promoted by the programme “Working together – Kia Kotahi Tatou”.

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.

eTAP

To further explore ways to strengthen the use of assessment information to inform teaching and learning, and ways that achievement data can be reported to the board and parents using eTAP software.

·         Further development of the use of eTAP to strengthen the use of assessment information to inform teaching and learning.

·         Staff professional development to support this.

·         To link our assessment data with the National standards and be able to report to parents against the national standards.

·         To modify our reports to parents to include the National standards.

Special Needs

To review the special needs policy and procedures to ensure that all students identified on the special needs register are accurately tracked and invention programmes used, are clearly identified.

Note: Procedure 1.1.3 states ‘Special refers to high and low ability students.’

·         Ensure the revised procedures relating to Special Needs are followed.

·         Ensure that all students identified on the special needs register are accurately tracked

·         Ensure intervention programmes used are clearly identified.

Curriculum

Initiative

EHSAS

To implement the EHSAS ‘SWELL’ project during 2009 and 2010.

·         Complete the action research work begun under EHSAS with presentations at the 2010 Learning Carnival Day where the action research experience will be shared with the SWELL cluster.

·         This work to be completed this year unfunded.

National Standards

To implement the legislative requirements for National Standards.

·         To link our assessment data with the National standards and be able to report to parents against the national standards.

·         To modify our reports to parents to include the National standards.

Engagement with community

To enable school community sectors to become actively involved in our school and students learning.

·         Continuing the programme “Working together – Kia Kotahi Tatou” begun in 2009 with at least one meeting per term. Parents of students with reading stanines 1-3 targeted.

·         To consult with all school community groups about their aspirations for our school.

·         To use the consultations to strengthen our school’s self review processes.

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.

·         The school to provide sunblock for students to use.

·         To actively encourage the wearing of hats outside during the summer terms.

·          

Technological Developments

To complete the installation on interactive whiteboards in all teaching spaces

·         Develop a plan for the successful introduction of the new technology into all teaching spaces over time and allocate budget if appropriate.

Physical Environment

To redevelop the food Technology classroom plus renovate the Technology block’s corridors and Art and Music rooms.

·         Modernise the technology block to make it a better teaching space. Will include new equipment, tables, benches and a camera with data projector set over a demonstration table.

·         Modernise other spaces named including some sound dampening in Music room.

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 2009 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 2009.

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

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 – school reading links will be promoted.

2009

2009

2009

2009

2009

Mrs. Smith

Mrs. Smith

Mrs. Smith

Mrs. Smith

Mrs. Smith

$12,000

Outcome:

Achieved/not achieved/variance report

As the target of “80% of students achieving at or above their age level”, had been met in July, it was considered unnecessary for all students to sit a 3^rd STAR in November.  Teachers continued to deliver high quality reading programmes and conduct less formal assessments, therefore we can reasonably expect that students throughout the school continued to make progress and develop their reading skills in the second half of the year.

Recommendations:

Where to from here?

Expect that more than 85% of students will achieve a stanine 5 or above on the STAR before the end of the year.

a.          Expect that students Maori and Pasifika students will progress at a similar rate to their Pakeha peers, at all achievement levels.

b.          Expect that those Maori and Pasifika students, who have no identified learning needs, yet initially score below a stanine of 5 on the STAR, would advance by at least 8 raw score points on a subsequent STAR test in 2010.

c.          Expect that immigrant English Language Learners, who have resided in English speaking countries for longer that 5 years, would demonstrate at least a similar rate of progress in reading, to New Zealand born peers.

Expect that all normally progressing students (working within 2 years of their chronological age) advance by at least 2 sub levels during the year, in writing tasks assessed using the e-asTTle indicators.

Strategic Goal 2

NUMERACY  : To embed and sustain the Numeracy programme throughout the school

Annual Targets

By the end of 2009, 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 also be tested with the full diagnostic test to see what improvements have been made from the  IKAN 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 2008 all Year 8 students improved by one or more levels on IKAN test, 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 2008 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

Percentages of the results are as follows (working on the number of students who sat both tests):

Although we didn’t achieve the (on hindsight) somewhat optimistic target of 80% of the students improving their stanine, the results were pleasing, particularly in the Year 7s and top Year 8 groups.

Of those whose stanine stayed the same, their raw scores can be shown as:

This is because within each stanine there is a range of scores, and where in March the student may have scored at the bottom end of that stanine, they have improved, but not enough to move to the next stanine.

Recommendations:

Where to from here?

1.       By the end of 2010, 75% 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,

2.       By the end of 2010, 80% of all students will be scoring at least 90% accuracy on their basic facts tests.

Strategic Goal 1

LITERACY  :To develop, implement, monitor and review programmes and practices that strengthen literacy throughout the school.

Annual Targets

Expect that more than 85% of students will achieve a stanine 5 or above on the STAR before the end of the year.

1.       Expect that students Maori and Pasifika students will progress at a similar rate to their Pakeha peers, at all achievement levels.

2.       Expect that those Maori and Pasifika students, who have no identified learning needs, yet initially score below a stanine of 5 on the STAR, would advance by at least 8 raw score points on a subsequent STAR test in 2010.

3.       Expect that immigrant English Language Learners, who have resided in English speaking countries for longer that 5 years, would demonstrate at least a similar rate of progress in reading, to New Zealand born peers.

Expect that all normally progressing students (working within 2 years of their chronological age) advance by at least 2 sub levels during the year, in writing tasks assessed using the e-asTTle indicators.

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

Actions

Timing

Responsibility

Resourcing

·         Teachers will use a wide range of instructional strategies integrating with other curriculum areas as appropriate.

·         Teachers will plan interesting and effective writing programmes which actively involve students and address their specific needs.

·         Teachers will implement instructional practices which lead to student acquisition of reading and writing skills.

·         Teachers 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.

·         Home – school reading links will be promoted by the programme “Working together – Kia Kotahi Tatou”.

2010

2010

2010

2010

2010

Mrs. Smith

Mrs. Smith

Mrs. Smith

Mrs. Smith

Mrs. Smith

$2,000

Outcome:

Achieved/not achieved/variance report

Recommendations:

Where to from here?

Strategic Goal 2

NUMERACY  : To embed and sustain the Numeracy programme throughout the school

Annual Targets

1.       By the end of 2010, 75% 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,

2.       By the end of 2010, 80% of all students will be scoring at least 90% accuracy on their basic facts tests.

Target Groups

(reported on)

Year 8 Students and Year 7 Students (All Year 7 students will also be tested with the full diagnostic test to see what improvements have been made from the  IKAN 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 2008 all Year 8 students improved by one or more levels on IKAN test, 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 2008 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

$400

Outcome:

Achieved/not achieved/variance report

Recommendations:

Where to from here?

When

What

Who

Notes

January

1 Jan

Instalment 1 operating funding

3 Feb

Term 1 begins

February

02

06

08

15 - 19

Teacher Only Day

Waitangi Day

BOT meeting @7.00pm. Appoint Chairperson

STAR Testing

PAT testing

.

Camp week

Principal/staff

Chairperson/BOT

Principal

Principal/staff

March

01

05

08

15,16

23

31

Complete Roll Return

Roll return due at MOE.

BOT meeting @ 7.00pm

Charter:    2010 Targets in place.

Goal setting parent & student interviews

Working together – Home/School meeting

Charter:   Analysis of Variance for previous year completed included with Accounts to Auditor (Statutory Requirement)

Principal/staff

Principal

Chairperson/BOT

Principal

Principal

Also needs to be signed off by BOT Chair or nominated member.

BOT could consider minuting approval of Draft Annual Report and give Principal/Chairperson authority to sign off.

April

01

Instalment 2 operating funding

End of school Planning cycle (end of month)

Principal / Staff

Chairperson/principal

Charter updated for 2010 Annual Plan/Targets, 2009 – 2011.

 Copy sent to MOE, Lower Hutt

01  April

Term 1 ends

When

What

Who

Notes

19 April

Term 2 begins

May

07

17

31

.Principal on Sabbatical for term.

Board election

BOT Meeting @ 7.00pm

4 copies of audited financial statement and Analysis of Variance and list of BOT members to MOE, local office.

Chairperson/BOT

Chairperson/Principal

One week later than usual to allow a week after elections.

June

07

14

Queens Birthday

BOT meeting @ 7.00pm

Self-review of Terms of Reference & Delegations

Self-review of Terms of NAG 5 Safe Environment

Chairperson/BOT

Chairperson/Principal

Safe Environment committee

July

01

02

Installment 3 operating funding

July Roll Return submitted

Interim Student Reports home.

Principal

Principal

02 July

Term 2 ends

When

What

Who

Notes

19 July

Term 3 begins

July

27-28

Parent interviews

Principal

August

09

BOT meeting @ 7.00pm

Self-review of NAG 3 Personnel

Chairperson/BOT

Personnel committee

September

06 - 10

13

Ski Trip week

BOT meeting @ 7.00pm

Self Review NAG 4, Section 1 Property

Notification of provisional staffing and funding for 2011.

Principal/staff

Chairperson/BOT

Property Committee

BOT

24 Sept

Term 3 ends

When

What

Who

Notes

1 October

11 October

Instalment 4 operating funding

Term 4 begins

October

08

18

22

25

Last day for review of provisional staffing for 2009.

Beginning work on 2011 budget.

Teacher Only Curriculum Day

Labour Day

Principal/staff

Principal/Financial Provider

Principal/staff

November

08

15

Mid November

14 – 19

21` - 26

BOT meeting @ 7.00pm

STAR testing

Roll Growth

Last day for staffing and funding increases for 2009

End of Year Payroll advice to Pay Serve.

Resolution Bay, Camp 1

Resolution Bay, Camp 2 (If needed)

Chairperson/BOT

Principal

Principal

December

13 Dec

15

Start of year Payroll advice to Pay Serve.

BOT meeting @ 7.00pm

Prize-giving (afternoon)

Reports to parents

Principal

Chairperson/BOT

Principal

Confirm 2010 Budget

Report on Literacy and Numeracy targets.

15 Dec

Last Day of school year.