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Kumeroa-Hopelands School

Charter 2013-2015

Table Of Contents
Mission Statement Vision Motto Values Our School Community Our Beliefs About Teaching And Learning Maori Achievement Statement Special Needs Achievement Statement Strategic Direction 2013-2015 Goal 1: To provide the best possible learning opportunities for all students. Goal 2: To celebrate and enhance our rural identity. Goal 3: To ensure the long term sustainability of the school. Goal 4: To govern the school effectively. Annual Plan & Achievement Targets Target 1: Improve Student Achievement In Writing Target 2: Improve Student Achievement In Reading Target 3: Improve Student Achievement In Mathematics Self-Review, Monitoring, Reporting & Consultation Schedule 3 3 3 3 4 5 5 6 8 8 8 9 9 11 11 14 17 19

Kumeroa-Hopelands School Charter 2013

Mission Statement
Ensuring that all students achieve to their maximum potential, celebrating their culture, identity and interests, guided and supported by quality teaching, informed parents and a safe environment for learning.

Vision
Motivated and proud learners who are reflective, reliable and relate well to others.

Motto

To be developed.

Values
Students at Kumeroa-Hopelands School aspire to the values as described in the New Zealand Curriculum and the attributes of the Kumeroa Kid, a local community inspired character possessing the desired attributes of a Year 8 leaver. The Kumeroa Kid: Relates to others in a range of situations demonstrating empathy, cooperation and collaboration Is proud of who they are, how they act, their learning and the environment Is reflective and thinks critically about their learning Is reliable, responsible, uses their initiative and self-manages Is motivated to learn and participate

Kumeroa-Hopelands School Charter 2013

Our School Community

Kumeroa-Hopelands School is a rural primary school situated 10 minutes from Woodville and approximately 30 minutes from Palmerston North. The school was formed after an education area review resulted in the amalgamation of Kumeroa and Hopelands Schools in 1994 and the merger with Kohinui School in 2008. We are a full primary, decile 4 school with a role between 60-70 students, 10% of which are Mori. The school is located in the township of Kumeroa adjacent to the Community Hall, Tennis Club and St Andrews Anglican Church. The Manawatu River passes to the west of the school grounds. There are three classrooms, a library and an administration block. A large adventure playground borders the playing field sheltered by a number of well established trees. Kumeroa School was first established in 1884. The name Kumeroa has its roots from the time when travellers travelled up the Manawatu River to the Central Hawkes Bay. The worst gravel banks and shallows were found in Kumeroa (kume - to pull, roa - long). Today, Kumeroa-Hopelands maintains an open, friendly and welcoming environment for students, parents and community, along with a supportive Board of Trustees and community. The school and community celebrates and identifies strongly with its rural history and tradition. Active fundraising within the community provides enhanced resources and opportunities for learning. As a result, the school is well resourced, with an excellent range of teaching and learning materials.

Kumeroa-Hopelands School Charter 2013

Our Beliefs About Teaching And Learning

The core purpose of Kumeroa-Hopelands School is to ensure that every student can attain the highest possible standard in their learning. We believe that students: Need to be clear on what they are learning and why. Require quality feedback to recognise their next steps in learning and how to take them. Have access to 21st Century learning tools and resources. We believe teachers are the most important feature of a successful education system. At Kumeroa- Hopelands School teachers will: Believe that every student can improve. Inquire into the impact of their teaching on their students. Set high expectations for students to raise standards. Improve access for students to support and external expertise as required. Provide safe learning environments for risk taking and focused goal setting. Be supported by ongoing targeted professional development. Kumeroa-Hopelands School brings together all of the stakeholders in our students learning. We believe these relationships form powerful learning partnerships that enhance opportunities for all learners. Together the students, teachers, parents, Board of Trustees and community will: Ensure the school is a caring, inclusive, non-discriminatory, and cohesive place. Build quality relationships amongst each other as key partners in learning. Engage students in shared activities and conversations with other people, including family members and people in the wider community.

Maori Achievement Statement

At Kumeroa-Hopelands School we acknowledge New Zealands cultural diversity and in doing so recognise the unique position of Mori as tangata whenua. The school strives to provide opportunities that support its students in Te Reo and Tikanga Mori. Kumeroa-Hopelands School has high expectations for all students and their educational progress and achievement. Achievement of Mori students is reported regularly to the Board and we will continue to ensure that Mori can enjoy educational success as Mori. A range of opportunities are currently provided: Ongoing Te Reo programme for all students Developing Kapa Haka performance group Scheduled Marae visits Ttaiako cultural competencies integrated into teacher performance management process Professional learning and development opportunities for teachers through their participation in the classroom Te Reo lessons Kumeroa-Hopelands School Board of Trustees is actively looking at ways to increase knowledge, understanding and use of Te Reo and Tikanga Mori for students, staff and the school community. It seeks to: Regularly consult with the Mori community as part of its ongoing review and curriculum development Acknowledge that the Mori community are key stakeholders in the school Actively engage and involve whnau through school and community events Approach external expertise for guidance and teaching in Mori Develop a Mori Student Achievement Strategy
Kumeroa-Hopelands School Charter 2013

Further develop curriculum contexts for learning focusing on Tikanga Mori e.g. Mtriki Engage in professional learning and development opportunities to deepen staff and Board understanding of all things Mori, including Ka Hikitia, Ttaiako and Te Tiriti o Waitangi.

Special Needs Achievement Statement

The Kumeroa-Hopelands School Board of Trustees believe every child has the right to learn and to reach their potential. We aim to improve learning outcomes for all students including students with special education needs. Effective partnerships between the Boards of Trustees, school personnel, specialists and particularly parents, caregivers, families and whnau will provide a strong platform for meeting special education needs of all students enrolled at Kumeroa-Hopelands School. As a Board and school we see our role is to: Acknowledge and promote opportunities for parent, caregiver and family, whnau involvement in the development, review and implementation of all learning programmes and strategies related to their child Promote the elements, and short and long-term benefits, of building and maintaining successful partnerships Encourage open consultation and communication with and between staff, specialists, parents and caregivers and families, whnau, agencies and the community Create an environment where everyone listens to and respects others' point-of-view Ask questions and seek information from boards of other schools and outside expertise to find answers. The Kumeroa-Hopelands School Board of Trustees supports students with special needs in a number of ways including: Using external expertise such as Resource Teacher of Literacy, Resource Teacher of Learning and Behaviour, Children and Family Mental Health, Alcohol and Drug Service, Speech Language Therapist and Physiotherapist. Supporting and developing early literacy through Reading Recovery programme. Employing a teacher aide to work alongside identified students in close collaboration with external expertise and classroom teacher. Withdrawing students to work in special programmes such as the Rainbow Reading programme. Trialing a number of ways to support and engage learners with special needs including technology through the Ministrys Centre for Assistive Technology. Working with parents and caregivers and families, whnau and agencies in developing Individual Education Plans for high needs students. Directing ORS staffing to itinerant specialist teacher for support, guidance and professional learning. Identification of students through analysis of formal and informal data reflected in teacher inquiry, target groups and appraisal goals. Regular monitoring and long term reviews of achievement data and learning and teaching programmes. Provision of a management unit for SENCO responsibilities. The Kumeroa-Hopelands School Board of Trustees is always seeking improvement to ensure the success of all learners. The Board and staff acknowledge that they can always get better at identifying and supporting the needs of any students with special educational needs. We seek to: Improve internal systems for tracking and recording interventions and outcomes for special needs students (including gifted and talented students)
Kumeroa-Hopelands School Charter 2013

Provide professional learning opportunities for staff to target areas of student need Proactively engage external expertise to support and guide learning and teaching programmes Ensure that communication between staff, specialists, parents and caregivers and families, whnau, agencies and the community the school is open and transparent. Develop systems to identify gifted and talented students. Provide opportunities to support and further develop gifted and talented students. Ensure that learning programmes extend students to reach their learning potential. Develop early intervention programmes for students who are at risk of not achieving.

Kumeroa-Hopelands School Charter 2013

Strategic Direction 2013-2015

NAG 2 states that each BOT with the principal and teaching staff are required to develop a strategic plan which documents how they are giving effect to the National Education Guidelines through their policies, plans and programmes, including those for curriculum, assessment and staff professional development. The Kumeroa-Hopelands School strategic goals outline the priorities for the school as it moves forward over the next 3-5 years. They are based on the following underlying principles. They: Set the direction for Kumeroa-Hopelands School as it looks ahead proactively Clarify the values, shared vision, and guiding philosophy Manage change to the best advantage of the school Manage future risks Give direction yet are flexible to enable response to changed circumstances

Goal 1: To provide the best possible learning opportunities for all students.
Rationale The core purpose of Kumeroa-Hopelands School is to ensure that every student can attain the highest possible standard in their learning. Research of high performing schools show that the quality of an education system cannot exceed the quality of its teachers, and developing teachers to improve their effectiveness and also providing systems and targeted support for every student to receive excellent teaching, will raise standards for all students (McKinsey Report). Our teachers will be highly effective and provide quality, engaging teaching and learning programmes demonstrating high levels of up to date content knowledge and teaching strategies to meet all individual student needs. Possible Actions Set annual achievement targets and developing action plans in reading, writing and mathematics Prioritise learning in literacy and numeracy Utilise student voice as a valuable tool to review teaching and learning Personalise and differentiate learning for students to meet their individual needs Provide a safe learning environment for all students Facilitate learning across all curriculum areas enhanced by the authentic use of elearning tools Ensure students are clear on what they are learning and why, and provide them with quality feedback Maintain effective learning partnerships with families and whnau Employ and retain a high quality teaching staff Provide ongoing targeted professional learning opportunities for all staff Prioritise finances and resources to support student learning

Goal 2: To celebrate and enhance our rural identity.

Rationale Agriculture is essential to New Zealand, providing significant income for the country. Effective scientific practices and leading edge use of technology and resources puts farming at the forefront of the countrys future. We want to ensure that the school community acknowledges and is aware of this significance and uses it to engage students, as a context for learning and to celebrate and enhance the schools rural tradition and identity. Possible Actions
Kumeroa-Hopelands School Charter 2013

Maintain current school events such as pet day Continue involvement in local lamb and calf days and agriculture shows Utilise the local environment, resources and people to provide a diverse range of activities and learning opportunities Ensure science and scientific literacy is part of the school curriculum Explore the role technology plays in the farming and agriculture industry Develop and maintain strong relationships with rural organisations and business Provide learning opportunities for students that develop and build awareness of agriculture in our area and country we live in

Goal 3: To ensure the long term sustainability of the school.

Rationale Kumeroa-Hopelands School is a valuable resource for the local community. It provides an educational pathway for students, employment for local staff, a venue for community events and weaves the community together with a common thread. The Board of Trustees is committed to ensuring that the community knows and continues to value and support their local school maintaining its important role in the community for many years to come. Possible Actions Develop a marketing plan to actively promote the school with the community and to new families in the area Proactively engaging with local early childhood centers and kindergartens Promoting local events and good news from the school and community Utilising local media to share and celebrate school learning and events Creating a strong partnership with the Kumeroa-Hopelands Playgroup Ensure smooth pathways for transitioning to and from the school Investigating initiatives such as a 4 year old programme, after school care and holiday programmes Beautifying the school to create an environment that is vibrant and exciting

Goal 4: To govern the school effectively.

Rationale The Board of Trustees accepts the responsibility to ensure the school runs well for the benefit of the students education. To accomplish this, the Kumeroa-Hopelands School Board need to ensure that the correct and adequate resources are available to the staff to enable them to teach the students to the very best of their ability. These resources include current learning materials and equipment, relevant staff development, well maintained property and sound management processes guided by the school strategy and vision (adapted from NZSTA Trustee Handbook, p. 6). Possible Actions Implementation of all National Education Goals and National Administrative Guidelines through learning and teaching programmes, school administration and strategy Development of schedule for ongoing self-review and monitoring Development of schedule for community consultation Development of schedule for curriculum reporting Monitoring of student achievement in relation to the National Standards with an emphasis on Mori and students with special learning needs Developing programmes to target identified learning needs Improved system implemented for managing and monitoring finances
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10 year property plan reviewed and updated Regular health and safety checks Ongoing provision of quality resources for teaching and learning

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Annual Plan & Achievement Targets

NAG 1 states that Kumeroa-Hopelands School, on the basis of good quality assessment information, identifies students and groups of students: who are not achieving; who are at risk of not achieving; who have special needs (including gifted and talented students); and aspects of the curriculum which require particular attention. Kumeroa-Hopelands School will develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified. The Board of Trustees, after analysis of the 2012 assessment data, has identified areas of need and has set the following achievement targets for 2013 that form the basis of our annual plan: 1. Improve student achievement in writing 2. Improve student achievement in reading 3. Improve student achievement in mathematics These targets form the basis of the annual plan and relate directly to Strategic Goal 1: To provide the best possible learning opportunities for all students.

Target 1: Improve Student Achievement In Writing

Rationale The process of becoming literate is intensely complex. The literacy learner has to develop a knowledge base, a repertoire of strategies, and awareness of how to put their knowledge and strategies together. Students acquire literacy through planned activities that give them rich experiences with texts and related language activities. A knowledge of how learners acquire literacy underpins the teaching practice of effective teachers and gives them well-founded confidence. (Effective Literacy Practice in and Writing Years 1-4, p. 8-9). Possible Actions Robust data gathering, analysis and next steps for individuals and cohort groups (year levels, classes, gender, ethnicity) Setting of annual achievement goals in writing Regular reporting of achievement data and next steps to Board as part of the ongoing monitoring and review cycle Regular moderated analysis of student learning for school wide consistency of overall teacher judgment Ongoing review of classroom writing programmes Teacher professional goals in writing integral to Performance Management plans Targeted professional learning through Bush Small Schools Professional Learning and Development Cluster and the Consortium for Professional Learning Development of up-to-date school curriculum documentation for writing Integration of elearning pedagogies throughout the teaching and learning of writing Targeted purchasing of resources aligned to goals and student need Targeted use of teacher aide to support enhanced learning in writing Success Indicators We will know when we have achieved this when we: 1. Increase the total number of students achieving at or above the National Standard for Writing by the end of 2013.
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2. Ensure all students make progress towards being at or above the National Standard for Writing by the end of 2013. 3. Show improved achievement in Writing for cohort groups identified in the 2012 end-of-year achievement data: o One Year 1 student o Two Year 2 students o Five Year 4 students o Three Year 5 students o One each Year 6, 7, 8 boys

TARGET FOR RAISING STUDENT ACHIEVEMENT IN WRITING Links to Kumeroa-Hopelands School Strategic Goals:

Goal 1: To provide the best possible learning opportunities for all students. Curriculum Area: Key Competencies: English Thinking Relating to Others Using Language, Symbols and Texts Managing Self Participating and Contributing Beliefs from our Charter that we aim for in our teaching and learning: Students need to be clear on what they are learning and why. Students require quality feedback to recognise their next steps in learning and how to take them. Students require access to 21st Century learning tools and resources. Every student can improve. Setting high expectations for students raises standards. Teachers inquire into the impact of their teaching on their students Improved access for students to support and external expertise as required. Teachers are supported by ongoing targeted professional development. Annual Aims: Review the planning and delivery of writing programmes at Kumeroa-Hopelands School Further develop the Kumeroa-Hopelands School Writing Matrix for school wide consistent analysis of student writing Monitor achievement data for all students and cohort groups including gender, Mori and students with special needs Initiate targeted programmes and support for students not achieving at or above the National Standard for Writing Embed the characteristics of formative practice into all teaching and learning of writing Increase the number of students achieving at or above the National Standard for Writing Use elearning tools to support the teaching and learning of writing 2013 Annual Achievement Targets: 1. To increase the number of students achieving at or above the National Standard for Writing by the end of 2013. 2. To ensure all students make progress towards being at or above the National Standard for Writing by the end of 2013. 3. To target the following cohort groups as identified in the 2012 end-of-year achievement data: o One Year 1student o Two Year 2 students o Five Year 4 students o Three Year 5 students o One each Year 6, 7, 8 boys 2012 Baseline Data: 74% achieving at the NS (67% in July) 60% of boys (52% in July), 92% of girls (88% in July) and 50% of Mori (29% in July) students achieving at the NS No students achieving above the NS 40% of boys (48% in July) and 8% of girls (12% in July) achieving below or well below the NS 50% of Mori students achieving below the NS (71% in July) Planned Actions Timing Responsibility Resourcing Collect and analyse school Term 1 & 4 Classroom teachers wide writing samples. Reporting to BOT of Writing in Term 1 Principal achievement in writing National Standards review in Classroom teachers Term 2 and 4 BOT Ongoing monitoring of target groups Internal moderation of writing Term 2 & 4 and as required Principal, Classroom teachers Revised Kumeroa-Hopelands samples against Kumeroa- School Writing Matrix Hopelands School Writing
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Matrix/National Standards for Writing Review current writing matrix to incorporate National Standards Illustrations and Literacy Learning Progressions. Involvement in the Bush Literacy PLD Cluster facilitated through Consortium for Professional Learning Cluster moderation of writing samples against National Standards for Writing Staff and cluster meetings focused on the analysis of data and the delivery of effective literacy teaching and learning programmes Individual teacher goal setting in literacy Develop Professional Inquiry into Practice as part of Performance Management Plan Review current curriculum statement and guidelines for the teaching and learning of writing. Writing Learning Walks observations to monitor writing programmes in practice. Maintain high level of teacher aide support in literacy programmes. Visit schools of best practice to observe and discuss strategies and approaches of effective literacy teaching and integration of elearning Ongoing professional reading and reflective discussion.

Term 1 and ongoing

Principal Classroom teachers

2013

Principal External facilitator (Rita Palmer) Bush Small Schools Cluster Principals Classroom Teachers Lead teacher of Literacy Principal

Term 2 and 3

Release time for Principal/Literacy Leader @ $4800 Travel Teacher call back days during Term 1/2 & 2/3 holidays. Teacher call back days during Term 1/2 & 2/3 holidays. Release time for Principal/Literacy Leader release @ $4800 Travel

Ongoing

Term 1 and ongoing monitoring Term 1 and ongoing

Principal Classroom teachers Principal Classroom teachers

Term 1 and ongoing

Principal

Term 2 and 3

Principal

Ongoing

Principal SENCO Teacher Aide Staff

Term 1 & 2

Fixed Term Management Unit @ $4000/pa Teacher Aide Salaries @ $23000 Teacher Only Day in Term 1 & 2

Term 1 ongoing

Principal Teaching Staff

4 x I've got something to say - leading young writers to authorship @ $60/book

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Target 2: Improve Student Achievement In Reading

Rationale Learning to read and write is a complex, cumulative process. Students build on their existing expertise and use their developing knowledge and skills in different ways. There are skills, knowledge and attitudes that students must develop in order to read and write the texts that will enable them to engage with all learning areas of the curriculum (Reading and Writing Standards for years 1-8, p. 8-9). Actions Robust data gathering, analysis and next steps for individuals and cohort groups (year levels, classes, gender, ethnicity) Setting of annual achievement goals in reading Regular reporting of achievement data and next steps to Board as part of the ongoing monitoring and review cycle Regular moderated analysis of student learning for school wide consistency of overall teacher judgment Ongoing review of classroom reading programmes Teacher professional goals in reading integral to Performance Management plans Development of up-to-date school curriculum documentation for reading Integration of elearning pedagogies throughout the teaching and learning of reading Targeted purchasing of resources aligned to goals and student need Targeted use of teacher aide to support enhanced learning in reading Success Indicators We will know when we have achieved this when we: 1. Increase the total number of students achieving at or above the National Standard for Reading by the end of 2013. 2. Ensure all students make progress towards being at or above the National Standard for Reading by the end of 2013. 3. Show improved achievement in Reading for cohort groups identified in the 2012 end-of-year achievement data: o One Year 1 student o Five Year 2 students o Two Year 4 boys o Four Year 5 boys o One Year 6 male
TARGET FOR RAISING STUDENT ACHIEVEMENT IN READING Links to Kumeroa-Hopelands School Strategic Goals: Goal 1: To provide the best possible learning opportunities for all students. Curriculum Area: Key Competencies: English Thinking Relating to Others Using Language, Symbols and Texts Managing Self Participating and Contributing Beliefs from our Charter that we aim for in our teaching and learning: Students need to be clear on what they are learning and why. Students require quality feedback to recognise their next steps in learning and how to take them. Students require access to 21st Century learning tools and resources. Every student can improve. Setting high expectations for students raises standards. Teachers inquire into the impact of their teaching on their students
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Improved access for students to support and external expertise as required. Teachers are supported by ongoing targeted professional development. Annual Aims: Review the planning and delivery of reading programmes at Kumeroa-Hopelands School Monitor achievement data for all students and cohort groups including gender, Mori and students with special needs Initiate targeted programmes and support for students not achieving at or above the National Standard for Reading Increase the number of students achieving at or above the National Standard for Reading Targeted resourcing of reading material to support reading programmes Embed the characteristics of formative practice into all reading teaching and learning Use elearning tools to support the teaching and learning of reading 2013 Annual Achievement Targets: 1. To increase the total number of students achieving at or above the National Standard for Reading by the end of 2013. 2. To ensure all students make progress towards being at or above the National Standard for Reading by the end of 2013. 3. To target the following cohort groups as identified in the 2012 end-of-year achievement data: o One Year 1 student o Five Year 2 students o Two Year 4 boys o Four Year 5 boys o One Year 6 male 2012 Baseline Data: 77% achieving at or above the NS (79% in July) 68% of boys (73% in July), 87% of girls (88% in July) and 67% of Mori (57% in July) students achieving at or above the NS 32% of boys (27% in July) and 12% of girls (12% in July) achieving below or well below the NS 34% of Mori students achieving below the NS (43% in July) Planned Actions Timing Responsibility Resourcing Collect and analyse school Term 1: PAT (Years 4-8) Classroom teachers STAR/PAT tests @ $300 wide data in reading: Term 1 & 3: Running Records Principal NZCER Online Marking Site @ (Years 1-3) $300/pa Year 1-2: Running records, 6 Year Nets, Term 4: STAR (Years 3-8) Term 1 & 4: NS OTJs Alphabet and basic word recognition Year 3-8: STAR, PAT Reading Comp & Vocab, running records as required. OTJs in relation to National Standards Reporting to BOT of PAT in Term 1 Principal achievement in writing Running Records in Term 1 & Classroom teachers 3 BOT National Standards review in Term 2 and 4 Ongoing monitoring of target groups Staff meetings focused on the Ongoing Principal analysis of data, delivery of effective teaching and learning programmes, unpacking National Standards Reading exemplars and moderation. Individual teacher goal setting Term 1 and ongoing Principal in literacy monitoring Classroom teachers Further develop Professional Term 1 and ongoing Principal Inquiry into Practice as part Classroom teachers Performance Management Plan. Review current curriculum Term 1 and ongoing Principal statement and guidelines for the teaching and learning of reading. Writing Learning Walks Term 2 and 3 Principal observations to monitor reading programmes in

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practice. Maintain high level of teacher aide support in literacy programmes. Continued use of Rainbow Reading TARP Programme with identified students. Visit schools of best practice to observe and discuss strategies and approaches of effective literacy teaching and integration of elearning

Ongoing

Principal SENCO Teacher Aides Principal SENCO Teacher Aide Staff

Term 1

Term 1 & 2

Management Unit @ $4000/pa Teacher Aide Salaries @ $23000 1 x Rainbow Reading kit @ $500/kit 1 x MP3 Player @ $70 Teacher Only Day in Term 1 & 2

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Target 3: Improve Student Achievement In Mathematics

Rationale Current data about the numeracy of adults in the workforce gives cause for concern. Significant proportions of New Zealand students in the upper primary years do not currently meet the expectations. Unless this situation is addressed, many of these students will not achieve in mathematics at a level that is adequate to meet the demands of their adult lives (Mathematics Standards for years 1-8, p. 6). Actions Robust data gathering, analysis and next steps for individuals and cohort groups (year levels, classes, gender, ethnicity) Setting of annual achievement goals in mathematics Regular reporting of achievement data and next steps to Board as part of the ongoing monitoring and review cycle Regular moderated analysis of student learning for school wide consistency of overall teacher judgment Ongoing review of classroom reading programmes Teacher professional goals in mathematics integral to Performance Management plans Development of up-to-date school curriculum documentation for mathematics Integration of elearning pedagogies throughout the teaching and learning of mathematics Targeted purchasing of resources aligned to goals and student need Targeted use of teacher aide to support enhanced learning in mathematics Success Indicators We will know when we have achieved this when we: 1. Increase the total number of students achieving at or above the National Standard for Mathematics by the end of 2013. 2. Ensure all students make progress towards being at or above the National Standard for Mathematics by the end of 2013. 3. Show improved achievement in Mathematics for cohort groups identified in the 2012 end-of-year achievement data: o Two Year 2 students in Fantails o Four Year 4 students in Tui o Two Year 6 students in Kea
TARGET FOR RAISING STUDENT ACHIEVEMENT IN MATHEMATICS Links to Kumeroa-Hopelands School Strategic Goals: Goal 1: To provide the best possible learning opportunities for all students. Curriculum Area: Key Competencies: Mathematics and Statistics Thinking Relating to Others Using Language, Symbols and Texts Managing Self Participating and Contributing Beliefs from our Charter that we aim for in our teaching and learning: Students need to be clear on what they are learning and why. Students require quality feedback to recognise their next steps in learning and how to take them. Students require access to 21st Century learning tools and resources. Every student can improve. Setting high expectations for students raises standards. Teachers inquire into the impact of their teaching on their students Improved access for students to support and external expertise as required. Teachers are supported by ongoing targeted professional development.
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Annual Aims: Review the planning and delivery of numeracy and mathematics programmes at Kumeroa-Hopelands School Monitor achievement data for all students and cohort groups including gender, Mori and students with special needs Initiate targeted programmes and support for students not achieving at or above the National Standard for Mathematics Increase the number of students achieving at or above the National Standard for Mathematics Embed the characteristics of formative practice into all mathematics teaching and learning Use elearning tools to support the teaching and learning of mathematics 2013 Annual Achievement Targets: 1. To increase the number of students achieving at or above the National Standard for Mathematics by the end of 2012. 2. To ensure all students make progress towards being at or above the National Standard for Mathematics by the end of 2012. 3. To target the following cohort groups as identified in the 2012 end-of-year achievement data: o Two Year 2 students o Four Year 4 students o Two Year 6 students Baseline Data: 78% achieving at or above the NS (72% in July) 74% of boys (70% in July), 85% of girls (75% in July) and 67% of Mori (43% in July) students achieving at or above the NS 26% of boys (30% in July) and 16% of girls (25% in July) achieving below or well below the NS 33% of Mori students achieving below the NS (57% in July) Planned Actions Timing Responsibility Resourcing Collect and analyse school Term 1 & 4 and as required Classroom teachers STAR/PAT tests @ $300 wide data in maths: Principal NZCER Online Marking Site @ $300/pa Year 1-3: JAM Year 4-8: IKAN, GLOSS, PAT Maths. Reporting to BOT of PAT and JAM Term 1 Principal achievement in mathematics National Standards review in Classroom Teachers Term 2 and 4 BOT Ongoing monitoring of target groups Staff meetings focused on the Ongoing Principal analysis of data, delivery of Numeracy lead teacher effective teaching and learning programmes, unpacking National Standards Mathematics exemplars and moderation. Individual teacher goal setting Term 1 and ongoing Principal in mathematics monitoring Classroom teachers Develop Professional Inquiry Term 1 and ongoing Principal into Practice as part of Classroom teachers Performance Management Plan Review current curriculum Term 2 Principal statement and guidelines for Numeracy Lead Teacher the teaching and learning of maths. Maintain high level of teacher Ongoing Principal Management Unit @ aide support in maths SENCO $4000/pa programmes. Teacher Aides Teacher Aide Salaries @ $23000 Numeracy Learning Walks Term 2 and 3 Principal observations to monitor maths and numeracy programmes in practice. Visit schools of best practice Term 1 & 2 Staff Teacher Only Day in Term 1 & to observe and discuss 2 strategies and approaches of effective literacy teaching and integration of elearning Investigate a Numeracy Term 1 and ongoing Principal Resources $250 Recovery programme for SENCO/Numeracy Leader Teacher Aide Salaries @ students not or at risk of not Teacher Aide $23000 achieving in numeracy.
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Self-Review, Monitoring, Reporting & Consultation Schedule

What you know about students learning - engagement, progress and achievement in your school comes from your schools self-review processes. Your self review will always include information on how well Mori students are succeeding as Mori. As a result of information from your self review, you have designed a curriculum and teaching and learning programmes to address the educational priorities for your students in this context at this particular point in time. In this way your schools curriculum is unique. (ERO Framework for School Reviews, 2011). Regular questioning and discussion will ensure the Board, school leaders and teachers are informed to make decisions and drive change. Are we doing what we have to do? Does this align to our strategic plan? Are we doing what we said we would do? What progress are we making? How well are we doing? What does our self review tell us? What does our evidence look like? Are there better ways of doing things? What can we learn from our experience? What else do we need to work on this year? Self-Review Schedule

2013 February Governance & Strategic Achievement Reporting Goals & Annual Targets
Finance 2013 Budget

Policies & Procedures

NAG 1 (Curriculum) Policy NAG 2 (Self-Review) Policy NAG 3 (Personnel) Policy NAG 4 (Finance/ Property) Policy NAG 5 (Health & Safety) Policy NAG 6/7/8 (Legislation, Charter & Analysis of Variance) Policy Financial Management Traumatic Incidents Enrolment/Pre School Visits Internet Use/Cyber Safety Staff Professional Development Performance Appraisal Medical Treatment

Community Consultation
School Camp

March

Finance

Writing

April May June July August

Finance BOT Operation Special Needs Finance Finance Budget Attendance Finance Strategic Goals Finance BOT Operation

PAT Reading

KHS Fundraising Group BOT Elections Health

PAT Mathematics GloSS Numeracy (Yr 0-3)

Student achievement in relation to National Standards

September Finance October November December

SENCO Reading Recovery Sport & PE STAR Reading Student achievement in relation to National Standards Teacher Inquiries

Special Needs Finance Finance Attendance Finance Strategic Goals BOT Operation Budget Charter

Assessment and Evaluation of Pupils Reporting to Parents/Caregivers Special Needs Reading Recovery LEOTC Head Lice Civil Defence Religious Education

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2014 February March April May June Governance & Strategic Achievement Reporting Goals & Annual Targets
Finance Finance Finance BOT Operation Finance Finance Budget Attendance Finance Strategic Goals Finance BOT Operation Writing

Policies & Procedures

Theft & Fraud Protected Disclosures Equal Employment Opportunities Equity Withdrawal of Students from Class BOT Meeting Appointments Code of Conduct Complaints Child Allegations Against Employees Sexual Harassment Classroom Release Time Relieving Teacher Consultation with Community Treaty of Waitangi/Taha Mori School Bus School Bus Safety/Bus Evacuation School Bus Schedule of Maintenance Casual Bus Driving Privacy Child Protection Contact with Blood/Body Fluids Asthma Management Pandemic Planning

Community Consultation

PAT Reading STAR Reading PAT Mathematics GloSS Numeracy (Yr 0-3)

July August

Student achievement in relation to National Standards

September Finance

October November

Finance Finance

SENCO Reading Recovery Sport & PE

December

Finance Strategic Goals BOT Operation Budget Charter

Student achievement in relation to National Standards Teacher Inquiries

2015 February March April May June July August Governance & Strategic Achievement Reporting Goals & Annual Targets
Finance Finance Finance BOT Operation Finance Finance Budget Finance Strategic Goals Finance BOT Operation Writing PAT Reading STAR Reading PAT Mathematics GloSS Numeracy (Yr 0-3) Student achievement in relation to National Standards

Policies & Procedures

Evacuation Sun Smart Behaviour Management Staff Dealing with Incidents Credit Card LEOTC Head Lice Assessment and Evaluation of Pupils Reporting to Parents/Caregivers Civil Defence Religious Education Staff Professional

Community Consultation
Reporting to Parents School Uniform Religious Education Health

Vision/Beliefs/Strategic Direction - Whnau

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Finance Finance Attendance Finance

SENCO Reading Recovery Sport & PE Student achievement in

Vision/Beliefs/Strategic Direction Charter Charter

Kumeroa-Hopelands School Charter 2013

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Kumeroa-Hopelands School Charter 2013