Charter2011 2013

Growing People

Enner Glynn School
Our Mission: Growing People

“...Amazing People, Inspiring Place, Active
Learning and Awesome Future...”

Enner Glynn Board of Trustees
16 October 2010

Enner Glynn School Strategic Plan 2011-2013, Page 1

Growing People

Contents
Enner Glynn School 3
Introduction 3
Grounds and Property 3
Learning Support 4
Professional Learning 5
e-Learning 5
The Arts 6
Governance 6
Our Mission 7

Enner Glynn School Vision 8
Enner Glynn School Vision: 8
Learning Principles: 8

Strategic Section 9
Vision, Strategy NEGs and NAGs 9
National Administration Guidelines (NAGs) and School Policy 10
Policy Outside of School Vision 10
Overarching Strategy for 2011-2013 11

Annual Section 12
Annual Targets Overview 12
Enabling Learning - Annual Aim 1: 14
Growing Strong Relationships - Annual Aim 2: 16
Preparing for the Future - Annual Aim 3: 18
Preparing for the Future - Annual Aim 4: 20
Living with Integrity - Annual Aim 5: 22
Living with Integrity - Annual Aim 6: 24
Enabling Learning - Student Target Writing (Whole School) 26

Self Review 28
Purpose 28
Self Review KEY Question: 28
Supporting Questions: 28
Self Review Approaches 28
Self Review Process 29
Self Review Lens 30
Self-Review Programme 30


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Enner Glynn School
Introduction
Enner Glynn School is a Co–educational
Contributing Primary School that caters for children
in Years 1- 6. The school has a roll of over 300
students and is classified as Decile 7.
It is situated in the suburb of Enner Glynn, in Stoke,
and is 4km from the centre of Nelson. Enner Glynn is
a steadily growing community, which has two
residential subdivisions continuing to be developed. At
present the school has a staff of twelve full time teachers, three part time
teachers, six teacher aides, two administration staff, a property manager, a
gardener and one part time music teacher.

Grounds and Property
The school itself is located within spacious
grounds. The children enjoy the use of two large
grassed playing fields, a swimming pool, three
adventure playgrounds and large court areas
that accommodate netball, tennis, mini- ball and
a number of other court activities. The
school grounds are attractively landscaped and the buildings are well
maintained. There are fourteen well-equipped classrooms with one room
that is spare during the first half of the year. This room is used to
accommodate a new class created due to roll growth. The school grounds,
including the swimming pool in summer, are available for community use.
We have undertaken a number of recent property projects to open up our
spaces and develop our ‘learning community’ approach in the School. This
has included opening many classrooms with wide glass doorways and
developing ramps and access around the school to allow the learners to


Growing People
congregate, share and play. We have a number of other projects to
support this which are under development.

Learning Support
We have a well developed special needs programme
which support all of our students who have learning
difﬁculties. The classroom teacher is responsible for
the learning of all students in their class, however we
have a Special Needs co-ordinator and a number of
other support staff who support the teacher and
learners. We have developed a number of expert
support people for students with a variety of learning
needs. A number of outside agencies also support students within the
school. These include the Public Health Nurse, Resource Teachers, Learning
and Behaviour (RTLB’s), the Dental Therapist, Advisory Services and The
Ministry of Education - Special Education (SE).
Teachers have high expectations of, and for, their students. The children are
presented with challenging and stimulating learning and the positive
relationships between teachers and students are a key factor in the delivery
of high quality learning programmes.


Growing People
Professional Learning
The school has recently reviewed and developed our
work in assessment practices, we have school wide
learning journals which are focussed strongly on
formative assessment and help provide a record of
some the the child’s learning while they are at Enner
Glynn School. Teachers have been involved in
extensive programmes of Professional Development to
facilitate ongoing improvement in these areas as well
as areas of inquiry learning, creativity and thinking. The School is currently
the Lead School in the Whakatu School’s ICT-PD Contract and has
completed numeracy training with all of its teachers.
e-Learning
The school has a strong commitment to ICT and
all rooms are networked with Apple computers.
Printing needs are met through the networking
of colour and black and white laser printers and
our photocopier is also linked to the network.
The school also provides laptop computers for
all teachers. Students can use; classroom computers, 13 digital still
cameras, 3 digital video cameras, one of 8 data projectors, 2 pods of
laptops and we have an automated library system. We are planning to
bring more mobile technologies into the classrooms in the coming years.
The school also has its own website (www.ennerglynn.school.nz) where,
together with other information about the school, our newsletter can be
viewed each fortnight. Students manage much of the content on this site.


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The Arts
The School prides itself for its strong Arts and
Performance programmes. It has excelled in the
Community Mask Parade as part of the Nelson Arts
Festival. We have a kapahaka group, two choirs and
a school rock band. Both groups have performed
admirably at the Nelson Arts Festival.
The school is committed to providing its students with
opportunities to learn from high quality artists and
musicians. In 2010 we appointed a teacher for 3 days a week to deliver
specialist performing arts programmes to the classrooms while also
allowing the classroom teachers to be released for their Classroom Teacher
Release.
Governance
The Enner Glynn School Board of Trustees is
entrusted to work on behalf of all stakeholders.
It has ultimate accountability for the school’s
performance. The trustees set the vision for the
school. They provide strategic leadership and
ensure that legal and policy requirements are
addressed. Enhancing student achievement is the focus of the Enner Glynn
School Board of Trustees.
The successful governance of the school results from:
• Effective systems for reporting, self-review, monitoring and appraisal;
• Clearly documented and understood roles and responsibilities of the board and the
Principal; and
• Clear board-approved policies that provide direction for the board, Principal and
staff.
The board is proactive rather than reactive in its operations and decision
making. It does not involve itself in the day to day running of the school.
Important board’s stakeholders include the:
• Ministry of Education;
• Stoke/Nelson community including local Maori and the business community;
• Parents and caregivers;


Growing People
• Surrounding schools, early childhoold education facilities; and
• Nelson City Council.

The board of trustees is composed of ﬁve elected parent representatives;
A board chairperson and deputy chairperson elected from the ﬁve elected
parent representatives; The Principal and an elected staff trustee; and from
time to time Co-opted or appointed trustees (in particular to provide expert
advice where necessary eg. Maori representative). The board has one
standing committee – that of the Finance Standing Committee. This
committee comprises of the Board Chair (and an elected parent
representative); and the Principal and staff trustee.

Our Mission
Our School’s Mission is “Growing People”. Through
our Vision and Learning Principles we plan to grow
all people at our School or who have a connection
with our School. For students this is in their holistic
learning and growth during their time with us; for the
teachers it is seeing ourselves as learners and
learning ‘with and from’ others in the School; and for
the community it is through the many opportunities
for connecting and learning with our students and our staff. This mission is
emerging and will continue to grow with us as our ideas and philosophies
grow as a group with a common purpose.


Growing People

Enner Glynn School Vision
Enner Glynn School Vision:
“...Amazing People, Inspiring Place, Active Learning and Awesome
Future...”
Learning Principles:

“...Amazing People, Inspiring Place, Active Learning and Awesome Future...”

F T
Understanding

R A
Embracing DIFFERENCES through celebrating diversity, and treasuring our
uniqueness, ourselves and others

D
Growing STRONG RELATIONSHIPS through open communication, meaningful
Uniting
connection and compassion, and a strong sense of fairness

Preparing for THE FUTURE through honouring our past, encouraging innovation,
Giving looking after our environment and positive contribution to the local and wider
World.

Living with INTEGRITY through an empowering attitude, with honesty and trust,
Being
while having faith in others

Enabling LEARNING through opportunities for curiosity, inquiry, creativity, fun,
Growing
developing competence, high achievement and reﬂection

Each of these areas works together with all of the others, these are not separate but
intertwined into our actions, our being and our learning (the yellow centre).


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Strategic Section
Vision, Strategy NEGs and NAGs
The diagram below provides an elementary illustration of how our School
Vision informs our planning and is derived from the National Education
Goals (NEGs), National Education Guidelines (NEGs) and the National
Administration Guidelines (NAGs).

National Education Goals (NEGs)

Government Policy/Direction
National Education Guidelines (NEGs)

National Administration Goals (NAGs)

School and Community Policy/Direction
Embracing Differences Growing Relationships

“Growing People”

Amazing People, Inspiring Place, Active Learning
and Awesome Future

Preparing for the Future

Living with Integrity Enabling Learning


Growing People
National Administration Guidelines (NAGs) and School Policy

Learning Principles Policy Related NAG

Embracing •Special Needs NAG 1
Differences •Maori Student
Achievement

Growing Strong •Employment and NAG 3
Relationships Personnel
•Community Consultation

Preparing for the •Strategic Planning, Self NAG 2, NAG 5
Future Review and Reporting
•Health and Safety (incl.
Healthy Food and
Nutrition)

Living with •Board of Trustees NAG 3, NAG 4
Integrity •Delegations
•Financial and Asset
Management

Enabling Learning •Curriculum and NAG 1, NAG 2a
Assessment
•National Standards

Policy Outside of School Vision 1
•Attendance, School Day and School Year
•Student Stand-downs and suspensions
•Legislative Requirements

1
Note: Some school policies ﬁt outside of the School Vision - These are listed here


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Overarching Strategy for 2011-2013

Embracing Differences Growing Relationships
1.Ensure students with diverse 5.Build a culture of quality
needs are catered for by relationships with all stakeholders
effective classroom teaching and and passion for our work
specialists where required 6.Adapt buildings and ground to
2.Enhance the bi-cultural element support a ‘community of
of the School through curriculum learners’ philosophy
and grounds development 7.Consult regularly with our
3.Students actively embracing and community around matters which
celebrating their differences and impact their children’s learning
different passions and abilities and the Enner Glynn School
4.Creativity?? Curriculum and Environment
8.Use the FISH! philosophy School
wide
9.Self Review (active partnerships)

“Growing People”

Amazing People, Inspiring Place, Active Learning and
Awesome Future

Preparing for the
Living with Integrity Future Enabling Learning
10.Use of effective 14.Develop Enner Glynn 18.All students successfully
assessment practices to School Curriculum. able to access the New
inform accurate reporting of 16.Develop a learning model Zealand Curriculum, as
student achievement to to support the vision, evidenced by progress and
Students/staff/parents/ principles and values of the achievement in relation to
community NZ Curriculum enabling our National Standards.
11.Develop effective students to be lifelong 19.National Standards are
moderation systems school- learners through learning to used effectively to support
wide learn. improvement in student
12.Effective appraisal - all 17.Provide opportunities to outcomes.
teachers making powerful learn with a variety of 20.Quality professional
impact on student learning technologies including learning programmes to
through effective pedagogy developing mobile support student learning
13.Build a quality system of technologies to support and achievement
Self-Review based on learning
effective and accurate
information


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Annual Section
Annual Targets Overview

Learning Principles Strategic Aim Annual Target
• Ensure students with diverse • Build teacher capability to
Embracing needs are catered for by manage diverse learning needs
Differences effective classroom teaching in the classroom
and specialists where required
• Enhance the bi-cultural element
of the School through
curriculum and grounds
development
• Students actively embracing
and celebrating their
differences and different
passions and abilities

• Consult regularly with our • Consult with our community on
Growing Strong community around matters how the National Standards
Relationships which impact their children’s Reports could be delivered
learning and the Enner Glynn effectively to improve
School Curriculum and outcomes for their children
Environment
• Build a culture of quality
relationships with all
stakeholders and passion for
our work

• Develop Enner Glynn School • To have established a
Preparing for the Curriculum. curriculum framework for EGS
Future • Develop a learning model to
support the vision, principles
and values of the NZ
Curriculum enabling our
students to be lifelong learners
through learning to learn.
• Provide opportunities to learn • Explore the use of mobile
with a variety of technologies classroom technologies and
including developing mobile how, with effective eLearning
technologies to support pedagogy, these can improve
learning learning and student
achievement


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Learning Principles Strategic Aim Annual Target
• Use of effective assessment • To use the e-Asttle tool to
Living with Integrity practices to inform accurate support Teacher Judgements
reporting of student and improve learning
achievement to Students/staff/ outcomes and communication
parents/community of student learning needs
• Develop effective moderation • To build systems for effective
systems school-wide moderation of OTJs
• Effective appraisal - all
teachers making powerful
impact on student learning
through effective pedagogy
• Build a quality system of on-
going Self-Review based on
effective and accurate
information for our growth

• National Standards are used • Student targets based on
Enabling Learning effectively to support National Standards Data from
improvement in student 2010 to raise achievement
outcomes.
• Quality professional learning • Professional Development
programmes to support student Targets based on student
learning and achievement needs identiﬁed from Self-
Review

Student Targets
(Whole School)
For 80% boys in years 1-6 to be
on target to achieve the
Standard for writing at their
appropriate level (excluding
those on IEPs)


Growing People
Embracing Differences

Enabling Learning - Annual Aim 1:
Student Achievement and Progress Target
Professional Learning Target
Other Target:

Ensure students with diverse needs are catered for by effective classroom
Strategic Aim
teaching and specialists where required

Build teacher capability to manage diverse learning needs in the classroom
Annual Aim
Currently many of our students are withdrawn from the classroom for learning
Baseline Data
support. Over time this can lead to a culture of ‘Support staff deal with the
learners who struggle’. While that is not the prevailing sentiment at this
school we wish to develop our practices to further support inclusion and to re-
inforce that it is the teacher who is responsible for the child’s learning. So
while a teacher aide may be assigned to support learners, that person could
work with the more able learners, while the teacher spends more time with
those who are not achieving as highly. After all, why do we have our least
qualiﬁed staff working with our hardest to reach learners?

•100% of Teachers aware that student with diverse learning needs need to
Targets
be managed by the classroom teacher
•Change practices to support diverse needs, vary teaching techniques to
support all students - not just a few
•Ensure teacher aides are working within the classroom setting to support
80% of learners with special needs
•Teacher aides no longer working with the most needy students

Actions to achieve targets Lead by Budget $ Timeframe
or FTE Achieved

Set appraisal targets for teaching with AP/DP 0 Term 1
special needs students to ensure that they
spend good amounts of time providing
instruction for these learners

Develop and Afﬁrm a ‘work in progress’ DP $1250 By Term 4
effective teaching and learning (Pedagogy)
for Enner Glynn School
Effective Teaching and Learning model
(Pedagogy) can be adapted to form part of
appraisal process


Growing People
or FTE Achieved

Run workshops on how to reach the ‘difficult SENCO/DP (4 Release Term 3
to reach’ learners Days)
Workshop ‘follow up’ support teachers in
class in providing quality instruction for our
difficult to reach learners

Look at effective practice and consider the DP/SENCO $250 All Year
finding of the BES - effective Teaching for Principal
Diverse Students when developing our
learning and understanings

Achievement Continuum

Not Achieved Some Achievement Achieved Achieved Highly
Evident


Growing People
Growing Relationships

Growing Strong Relationships - Annual Aim 2:
Other Target: Consultation

Consult regularly with our community around matters which impact their
Strategic Aim
children’s learning and the Enner Glynn School Curriculum and Environment

Consult with our community on how the National Standards Reports could be
Annual Aim
delivered effectively to improve outcomes for their children

While we are reporting against expected levels of achievement in the
Baseline Data
curriculum, we are not expressly reporting these against the National
Standards. We have plotted the NS against our expected Levels of
Achievement and plan to report this to parents in 2011.

•95% of parents are satisﬁed with the reporting process and understand how
Targets
their child is achieving and are aware of what they can do to support at
home

or FTE Achieved

Continue to undertake National Standards Leadership $1,250 All Year
Professional Learning and Development Team

Develop reporting options for Years 0-3 and Leadership 0 Term 1
Years 4-6 for Reading, Writing, Maths and Team,
KCs Assessment
FG

Hold a consultation meeting with parents Leadership $250 Term 1
later in Term 1 to share understandings Team
about National Standards and discuss
implications for learners at EGS.


Growing People
or FTE Achieved

•Develop reporting timelines and systems to Leadership 0 By Start of
support ‘plain language’ reporting “at Team, Term 2
least twice a year” Assessment
•Consult with our Parents on National FG
Standards Reporting in Term 1, and in Term
4 survey parents to ﬁnd out whether
parents are satisﬁed with the information
provided in the reports

Develop a School-Wide progress report for Principal, 0 By Term 4
all parents to consider student achievement Leadership
across the school in December each Year. Team,
Assessment
FG


Evident


Growing People

Preparing for the Future - Annual Aim 3:
Other Target:

Develop an Enner Glynn School Curriculum within the direction for teaching
Strategic Aim
and learning as set in the New Zealand Curriculum Framework

To have established a curriculum framework for EGS ready for
Annual Aim
implementation for 2012

Currently we have no EGS curriculum or strategic approach for implementing
Baseline Data
the NZC. We have some links to the Key Competencies, but these have not
been established school-wide, and we need a consistent approach to ensuring
the the Vision, Principles, Values and Learning Areas of the NZC are realised
and are actively being integrated and tracked in our School

•We have a curriculum framework in place which supports the NZC and the
Targets
School vision buy Term 4, 2011.
•Provide opportunities for leadership development in curriculum and building
expertise and curriculum leadership in our staff.
•Explore innovative ways of implementing curriculum and curriculum models,
including effective practice in curriculum development and implementation.
•Introduce development to staff and develop a shared approach to
designing the ‘EGS Curriculum’.

or FTE Achieved

Appoint a senior leader to oversee this Principal 0 Term 4,
development 2010

Senior Leader to oversee development and Justine 1 FTU Term 1,
provide plan to Principal and BoT on Brydon 2011
programme for implementation and
development

Senior Leader to undertake programme of $1,250
Professional Learning, Mentoring, and (Budget)
School Visits to support implementation and 4 Days
Leadership of project Release


Growing People
or FTE Achieved

Senior Leader to consult with staff, students Justine $250 Terms 1-4,
and community on curriculum development, Brydon (Budget) 2011
plans and implementation

Have a group of staff ‘leaders’ as a core Justine 0 By End Term
group focussed on future (Beyond 2011) Brydon 4
curriculum development and on-going and
innovative review of curriculum and
curriculum implementation.


Evident


Growing People

Preparing for the Future - Annual Aim 4:
Other Target:

Provide opportunities to learn with a variety of technologies including
Strategic Aim
developing mobile technologies to support learning

Explore the use of mobile classroom technologies and how, with effective
Annual Aim
eLearning pedagogy, these can improve learning and student achievement

Our students now have greater access to technology for their own use in
Baseline Data
school. A recent survey of Year 4 students indicated that 22% of them
believed that using the computers helped them with their learning, about 16%
could identify clearly how it helped their learning. We would like to provide
more opportunities for children to learn with technologies and during the
process get them to build their understandings about how they learn.

•90% of students have opportunities to use technologies to support their
Targets
learning at least 6 time per term.
•90% of students feel that this technology is supporting their learning and
can identify how it does.

or FTE Achieved

Develop eLearning ‘Pedagogy Plan’ to eLearningLT $0 All Year
support current school effective practice

Provide time for teachers to play with some Principal 4 Release Term 1
of the technologies and explore their Days
application in class

Ongoing development as a result of our eLearningLT Release All Year
eLearning Cluster PLD Programme Principal allocated

Provide a summary report from the students eLearningLT 1 Release Term 4
on how they feel that using this technology Day
can support their learning (for self review).


Growing People
or FTE Achieved

eLearning Lead Teacher/other leaders has eLearningLT 10 Release All Year
some release to work alongside teachers and Principal Days
ﬁnd/discover ways to help them integrate AP/DP/LTL
eLearning into their programme


Evident


Growing People
Living with Integrity

Living with Integrity - Annual Aim 5:
Other Target: SYSTEMS

Use of effective assessment practices to inform accurate reporting of student
Strategic Aim
achievement to Students/staff/parents/community. This will give our data
some INTEGRITY.

To use the e-Asttle tool to support Teacher Judgements and improve learning
Annual Aim
outcomes and communication of student learning needs

Progressive Achievement Tests are currently our sole standardised assessment
Baseline Data
measure (as opposed to standards references assessments). While they
provide some useful data, they do not provide the formative assessment use
that e-Asttle provides. We would like to use aspects of e-Asttle to assess
students and share some of this assessment data with parents to support our
on-going reporting to parents.

•100% of Teachers using e-Asttle to support making OTJs (from Years 1-6)
Targets
and considering next learning and teaching steps for students, teachers and
parents.
•Design and assign appropriate tests for age levels
•Use an e-Asttle report in Learning Journals to inform parents of student
progress compared to standardised averages for age and stage
•Develop a plan for e-Asttle use in the school

or FTE Achieved

Form an implementation team to learn about Principal 1 FTU Term 1,
and implement e-Asttle assessments in their Leadership $750 2011
own classrooms Team
Liaise with the Assessment Focus Group to Assessment
plan how to integrate e-Asttle into current FG
assessment practices and reporting strategies Unit holder
AND plan how to integrate e-Asttle into
current assessment practices and reporting
strategies

Teachers to design and assign appropriate Assessment none All Year
tests for student age levels FG


Growing People
or FTE Achieved

Develop a plan for using e-Asttle to support Unit holder none By Term 4
the making of OTJs for National Standards
referenced assessments AND to inform
teacher’s classroom programmes

Develop a clear assessment plan for use of e- Leadership none By Term 4
Asttle in the School and expectations for Team
reporting, interpreting and sharing of Assessment
‘achievement, progress and learning’ with FG
students and parents. (Develop progress Unit Holder
reports and target setting)


Evident


Growing People
Living with Integrity

Living with Integrity - Annual Aim 6:
Other Target: Systems

Develop effective moderation systems school-wide to give our data
Strategic Aim
INTEGRITY.

To build systems for effective moderation of Overall Teacher Judgements
Annual Aim
(OTJs)

Currently we have no school wide systems in place for moderation of OTJs to
Baseline Data
ensure the reliability, validity, consistency and accuracy of OTJs over a period
of time. There is no clear process for and effective evidence-based approach
to OTJs. Although we do use the New Zealand Curriculum Exemplars, there
is a need to implement appropriate systems and processes to ensure our OTJs
have integrity.

•Develop a system for the moderation of only ‘difficult to place’ students,
Targets
which:
- Uses an ‘evidence-based’ approach
- Allows for a moderation group to make independent OTJs then share
their findings
- Makes the most use of National Standards, Literacy Learning
Progressions, Numeracy Strategy and Curriculum Exemplar resources to
support moderation and OTJs
- Allows for moderation across Year Levels/Learning Teams/School
- Includes clear recording of decision making, so that placements can be
justified AND to allow us to evaluate whether consistent decisions are
being made over time.
- Ensure judgements are made at consistent times during the year with
approximate timings at 40, 80, 120 weeks as well as the end of Years
4, 5 and 6


Growing People
or FTE Achieved

Undertake professional lea Principal 1 FTU Term 1,
Leadership $750 2011
Team
Assessment
FG
Unit holder

Teachers to design and assign appropriate Assessment none All Year
tests for student age levels FG

Develop a plan for using e-Asttle to support Unit holder none By Term 4
the making of OTJs for National Standards
referenced assessments AND to inform
teacher’s classroom programmes

Develop a clear assessment plan for use of e- Leadership none By Term 4
Asttle in the School and expectations for Team
reporting, interpreting and sharing of Assessment
‘achievement, progress and learning’ with FG
students and parents. (Develop progress Unit Holder
reports and target setting)


Evident


Growing People
Enabling Learning

Enabling Learning - Student Target Writing (Whole School)
Other Target: Governance

•National Standards are used effectively to support improvement in student
Strategic Aim
outcomes.

Student targets based on National Standards Data from 2010 to raise
Annual Aim
achievement

From our student data review we identiﬁed that boys
Baseline Data
at Year 1 65% were not achieving the standard
at Year 2 44% not achieving
at Year 3 42%
Year 4 54%
Year 5 36%
Year 6 54%

•For 80% boys in years 1-3 to be on target to achieve the Standard for
Targets
writing at their appropriate level (excluding those on IEPs)
•For 80% of boys in year 4-6 to be at or above the National Standard for
Writing appropriate to their time at school (excluding those on IEPs)

or FTE Achieved

Involve a core group of Dads and Grand- Principal 0 All year
dads to come in and work with boys while
they are writing

Involve a Literacy Development Ofﬁcer to Principal 0 All year
support in developing

Pedagogy plan for writing using current DP $1250 (4 By Term 4
documentation to support, including Literacy Days
Progressions, Effective LIteracy Practice release)

Developing a writing learning process - link Chinwe (2 Days By Term 4
this to the EGS inquiry AP/DP release)


Growing People
or FTE Achieved

Use e-Asttle and learning journal samples to Graham (4 Days Terms 1-4
monitor and measure progress - support release)
these with EGS exemplars

Using ICTs to increase motivation for the Classroom $250 (6 Terms 1-4
reluctant writers. Teachers Days
Bring in Male authors to motivate and work Principal Release)
with students


Growing People

Self Review
Purpose
Self-review at Enner Glynn School is designed to fulﬁll two outcomes:
1.to inform all stakeholders (Staff, Trustees, Students and Community) on
how effectively we are implementing the School’s Mission, Vision and
Principles through its policies, systems, programmes and practice.
2.to identify to all stakeholders (Staff, Trustees, Students and Community)
areas where improvement or growth is required

Self Review KEY Question:
“...How effectively are we ‘Growing People’?...”

Supporting Questions:
• How do we assess the extent to which our people are ‘amazing’?
• How do we assess the extent to which our place is ‘inspiring’?
• How do we assess the extent to which our learning is ‘active’?
• How do we assess the extent to which our future is ‘awesome’?

Self Review Approaches
This table illustrates different approaches which can be taken to self-review:

Delegated Review Team Review Peer Review

• This review is delegated to • This review is completed • Where an external
one or more teachers/ by a team comprising of appointee joins the Team
leaders to complete and staff, Trustees, parent Review. This could be
requires a short time to representatives and another school trustee,
complete it. students. MOE representative or
• This review usually • This review usually another principal
involves one narrower involves a number of focus • This review usually
focus area. strategic areas. involves a key strategic
area.


Growing People
Self Review Process

Self-review at Enner Glynn School is a cyclic process.

Area of Focus Vision

Implementation Baseline Data
• Implementation of • Collection of data
plan, ongoing from area of focus
support and PLD for self-review
where required • Comparison to
support prior review

Communication Analysis
• Communication of • Analysis of baseline
plans and timelines data to support
STRATEGY
to those it effects growth
and expected
targets

Action Plan Inquiry
• Development of • Questions posed to
action plan to develop growth in
support inquiry focus area
• Setting of targets • Alignment to key
questions and data

Practice


Growing People
Self Review Lens
All self-review is linked to our key principles of:

Being

Giving Growing Understanding

Uniting

Self-Review Programme

Vision Area Review Focus Area 2011 2012 2013 Lead Type

• Special Need/Abilities SENCO
Embracing
Differences • Celebrations ArtsLT

• Community Consultation PR

• Staff induction AP/DP
Growing
• Transition to/from school AP/DP
Strong
• New families induction AP/DP
Relationships
• Student Relationships (incl. behaviour) LTL

• Staff Relationships PR

• Charter, Strategy and Plans BoT

• Self Review PR

• Health and Safety PM
Preparing
for the • EGS Curriculum AP/DP

Future • eLearning eLrnLT

• Sustainability LTL

• Community Contribution LTL

Living with • Board of Trustees BOT

Integrity • Delegations BOT

• Financial and Asset Management BOT

Living with

Living with
Growing People
Integrity
Vision Area Review Focus Area 2011 2012 2013 Lead Type

• Data Collection PR
Living with
• Appraisal and quality of Teaching PR
Integrity
• Quality of Leadership BOT

• Review of Learning Areas of NZC LTL - LTs

• Literacy Teaching and Learning LitLT

• Numeracy Teaching and Learning MathLT

Enabling • Assessment AssesLT

Learning • Learning Model InqLT

• Student Targets PR

• Professional Learning AP/DP

• Vision PR

Key: Review Type
Delegated Review

Team Review

Peer Review

Key: Leader
Principal PR

Board of Trustees BOT

Deputy and Associate Principal DP/AP

Property Manager PM

Learning Team Leaders LTL

Literacy Lead Teacher LitLT

Mathematics Lead Teacher MathLT

eLearning Lead Teacher eLrnLT

Assessment Lead Teacher AssesLT

Inquiry Lead Teacher InqLT


Charter2011 2013

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