1. 23 February 2012
Elm Park School
Charter
2012
School Number: 1269
1
2. School Description National Education Priorities Cultural Diversity
Elm Park School is a state funded co- Elm Park School recognises and is The Board takes all reasonable steps to provide
educational full-primary school situated committed to the Government’s National instruction in Tikanga Maori (Maori culture) and Te Reo
in Pakuranga, Auckland. It caters for Education Priorities: Maori (Maori language).
approximately 650, Year 1 to 6 students.
• Success for all
When developing policies and practices for the school,
• A safe learning environment
Elm Park School is an eastern suburban every endeavour is made to reflect New Zealand
community, 30 minutes from the city, • Improving literacy and numeracy cultural diversity and the unique position of the Maori
close to beaches, parks and shopping • Better use of student achievement culture.
centres. There is an increasing diversity information
in the cultural mix of our school • Improving outcomes for students at risk • Parents of the students identified as Maori are
contributing to the special character of • Improving Maori & Pasifika student consulted as to how the school supports their
the school. outcomes achievement by way of specific surveys.
• Reporting to parents • Results from school assessments and surveys are
The school is well resourced and collated and recorded and Maori children’s progress
appointed. The buildings and grounds The school integrates the National is tracked.
are well presented and maintained. The Educational Goals and National Education • Feedback about student achievement is given to
school has a large field and is located Priorities at Governance and Operational teachers of Maori children.
alongside Elm Park Reserve. Facilities levels by giving them full consideration when • Outside agencies are involved when extra
include 27 classrooms, a purpose built planning school developments or assistance is needed.
auditorium, heated swimming pool, hall, school/class programmes. Literacy and • Teaching staff are encouraged and fully supported
new library/ resource room numeracy are recognized as curriculum with professional development to extend their
priorities. Achievement results are carefully
current abilities in Te Reo.
Professional development of all staff is analysed each year to identify students or • Components of Tikanga Maori and Te Reo Maori
regarded as very important. Teachers groups of students at risk. Planning ensures are integrated into all appropriate aspects of the
and teacher aides attend courses, staff that strategies are put in place to improve school curriculum and school life.
meetings are devoted to professional achievement outcomes. • If parents of a full time student ask the school to
development and consultants are provide instruction in Te Reo Maori, the school will
employed to assist the school in open negotiations with neighbouring schools in
developing and delivering high quality order to find a suitable teaching/learning
programmes. programme that the student can attend.
Assets are well managed and the school
is in a healthy financial state.
2
3. Mission Statement:
Elm Park School empowers all learners to achieve their personal best.
Vision Statement:
Our school is a caring, respectful, nurturing place that empowers all learners to take action to build a sustainable environment for people and
nature.
Values Statement: Key Competencies:
Elm Park School students will be: Elm Park School students are Elm Park School students will be encouraged to develop the
Confident encouraged to value: following:
• Positive in their own identity Thinking - think flexibly:
• Motivated and reliable Quality/Perseverance • Apply past knowledge to new situations
• Resourceful • Personal best, persevere • Question and pose problems
• Resilient whatever the challenges are • Create, imagine and innovate
Connected Initiative/ independence Using language, symbols and texts - Students who are
• Relate well with others • Take risks/use initiative effective users of language, symbols and text are:
• Use communication tools effectively Respect /Tolerance • Literate
• Connected to the land and • Treat everyone with respect/non • Numerate
environment judgmental attitude to diversity • Learn and use vocabulary associated with a particular
Actively involved Trust learning area or context
• Participate in a range of life • Honest approach • Able to interpret and communicate knowledge and ideas
opportunities Worth of Individual/ Responsibility in appropriate ways
• Contributors to the well-being of New • Appreciate each other/responsible Managing self - Students who effectively manage
Zealand for own actions themselves:
Lifelong learners Caring • Persist
• Literate and numerate • Be genuine and sincere, • Strive for quality and accuracy
• Critical, creative thinkers interested in others • Manage their impulsivity
• Seekers, users, creators and judges Honesty • Take responsible risks
• Open, approachable. Allowing • Remain open to continuous learning
Relating to others - Students who effectively relate to others:
• Listen with empathy and understanding
• Communicate with clarity
• Recognise and respect others point of view
• Compete and co-operate appropriately
• Show kindness, respect and care
• Participating and contributing
Students who participate and contribute:
• Do so in local, national and global communities
• Make connections with others
• Respond appropriately as a group member
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4. ELM PARK SCHOOL PRINCIPLES ELM PARK LEARNING AREAS ELM PARK QUALITY TEACHING
Principles to underpin the design of our school’s ‘Big picture” goals for our students At our school we have identified and decided on the
curriculum across all levels of the school following characteristics of quality teaching. These
characteristics are reference points for regular teacher self
and peer reflection and appraisal.
HIGH EXPECTATIONS ENGLISH LEARNING ENVIRONMENT
Students are encouraged to achieve their personal Students study, explore, and enjoy language and The learning and working environment in the school and
best. literature communicated orally, visually, or in classrooms is safe, positive and supportive. A climate of success
The curriculum is differentiated to meet the needs of writing. is nurtured.
all • Listening, reading and viewing. CHILDREN’S INDIVIDUALITY
our learners. • Speaking, writing and presenting Programmes and teaching methods recognise children’s ways of
LEARNING TO LEARN MATHEMATICS & STATISTICS learning, individual capabilities, gifts, talents, needs and
Students learn through explicit feedback from teachers Students explore relationships in quantities, backgrounds.
and self assessment. They know where they are at, space, and data. Teachers know and value children as individuals and cater for
and where to next in their learning. • Number and algebra diversity.
E-portfolios are the vehicle to support assessment and • Geometry and measurement HIGH EXPECTATIONS OF SUCCESS
learning across the curriculum. • Statistics Teachers have and communicate high expectations of children’s
TREATY OF WAITANGI INTEGRATED CURRICULUM & INQUIRY achievements relative to their abilities.
All students have access to Te Ao Maori programme Students develop natural curiosity & questioning Children’s efforts and achievements are recognised; they are
initiated in 2010. This programme will help them skills through collecting and evaluating information encouraged to face challenges and show initiative.
understand the bi-cultural nature of NZ. • Form conclusions taking suitable action across FEEDBACK
DIVERSITY all learning areas Children are given regular helpful feedback which supports and
All students are encouraged to respect and value the ICT (E-learning) E-PORTFOLIOS guides progress towards their goals.
cultural diversity within our school and learn from one Students are engaged so that they are active RELEVANCE OF LEARNING AND ATTITUDES
another. participants in what & how they learn Children are helped to appreciate the relevance of what they
INCLUSION • E-learning assists our students in becoming learn and to have positive attitudes.
Our school has an inclusive approach to all students skilled, knowledgeable, independent & self- SELF MANAGEMENT
regardless of identities, abilities and talents. directed learners Children are helped to be self-managing and reliant within a
COHERENCE • e-portfolios provide evidence for learning supportive environment where there are clear and fair
Our integrated curriculum enables connections to all specific achievement data and next learning requirements of behaviour and routines. Interference with the
learning areas, values, Key competences steps learning, safety or well-being of a child by another is not
FUTURE FOCUS Health & Physical Education accepted.
Our school has implemented a school wide approach Students learn about their own well-being and that TEACHERS AS ROLE MODELS
to the curriculum through our Inquiry learning model. of others, in health-related and movement Teachers are effective role models in their personal demeanour,
Our overarching learning context is sustainability. (Me contexts. their own enjoyment of teaching and learning, their commitment
and my environment) • Personal health and physical development. to high standards, and the quality of their relationships with
COMMUNITY ENGAGEMENT • Movement concepts and motor skills. others.
Our school actively seeks to involve the community in • Relationships with other people. PARENTS AS PARTNERS
all school activities as much as possible. Focus groups • Healthy communities and environments Parents are valued as partners in their children’s education. A
have been encouraged across all cultures to discuss spirit of two-way communication and cooperation is fostered.
their ENVIRONMENTS
School and classroom environments are visually and physically
managed to stimulate interest and reflect high quality education.
TEACHING AND RESOURCES
Effective use is made of a variety of appropriate and up to date
resources to support teaching and learning.
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5. ASSESSMENT AND REPORTING SCHOOL CURRICULUM REVIEW
Assessment at our school serves interrelated purposes; informing Self-review is regular and draws on quality information to enable
teaching and learning as it happens, and accumulating information for conclusions about successes, priorities for addressing students’ learning
reporting to parents and the Board of Trustees. needs, and any necessary revisions to this Curriculum Plan.
Principles, practices and the programme for assessment and reporting Self-review involves deliberate and ongoing professional and
are described below. organisational learning. It uses evidence to find out what is working well,
All judgments of student achievement and progress draw on multiple so it can be sustained, and to identify and address any school-based
sources of information, analysis of the information, and making conditions, beliefs, and practices that are limiting student learning.
dependable decisions on successes and future learning priorities. The self-review tools will help teachers, leaders, and boards to identify
The primary purpose of assessment is to improve teaching and the professional strengths and learning needs in relation to the National
learning as both student and teachers respond to the information that it Standards. The tools will also help to prioritise the support required to
provides. use the standards to improve teaching, learning, and reporting, including
Classroom assessment and associated overall teacher judgments form reporting to Maori parents and whanau, which may need to differ from
the building blocks for all reporting. Because this tool focuses solely on the school’s established ways of reporting.
reporting, it should be used in conjunction with the separate tools for Teachers, leaders, and boards may use the tools collaboratively within
teachers and in-school leaders, which provide many opportunities for the school and with external facilitators as part of the regular self-review
examining understandings and capability in relation to assessment, processes. The tools will enable the school to decide:
overall teacher judgments, and moderation of such judgments. * Where are we at now?
Elm Park School’s method of reporting is in the form of * What does integrated practice look like?
e-portfolios (digital portfolios) that can be accessed * What are our next steps?
throughout the year by parents/caregivers. We also
hold student led conferences twice a year which is
centred around the child and their evidence of learning
and achievement data on their e-portfolio.
The e-portfolios include:
* the student’s current learning goals
* the student’s achievement and progress in relation to the National
Standards
* what the school will do to support the student’s learning
* what parents, family, and whanau can do to support their child’s
learning.
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6. Elm Park School Strategic Plan for 2012-2014
Through the analysis of school wide achievement data and information, analysis of variance and the self-review process and community
consultation the Elm Park Board of Trustees has identified the following strategic aims. Evidence of how these aims will be achieved will be
specifically recorded in curriculum area’s Annual Plan each year following the school’s self review process.
AIMS 2012202012 201322013 2014
1. All students are able to All students who are achieving The board will continue to Staff will continue to implement an
effectively access the NZ below or well below in the National receive reports on student effective school wide moderation
Curriculum/ Te Marautanga o standards at the end of 2011 will be achievement 2x per year. process in Literacy (reading and
Aotearoa as evidenced by identified as a priority target group These reports will clearly writing) & Numeracy. On going self
achievement against National in the schools Annual planning in indicate process of students by review will take place. OTJ processes
Standards/ in relation to Nga Literacy and Numeracy. (see gender, Maori and Pasifka, will be a be refined and
Whanaketanga Rumaki Maori. Annual plans). ESOL reflecting the target implemented
achievement
2. National standards will be Students will be able to set their The school will continue to Teachers will be confident in the use
effectively used to improve own learning goals and articulate review and refine the reporting of the National standards to make
student outcomes. All students where they are at and how they are to the parents on their judgements which advance students
will set their own learning goals to achieve their goals. They will be children’s achievement through through appropriate learning steps.
and know how to achieve able to identify their next step in e-portfolios (ongoing Moderation both within the school and
them. their learning. throughout the year and with local schools will be a natural
through goal setting in Term 1 process.
and student-led conferences
twice a year.
3. The school will encourage Specific enrichment programmes On going review will be carried National priorities for Maori and
Maori and Pasifika students to will be implemented school wide to out into the effectiveness of the Pasifika students will be achieved with
be engaged in the learning and encourage Maori & Pasifika Maori and Pasifika enrichment all students achieve at or above their
achieving educational success students to achieve their best programmes. The school will individual learning goals.
with the support of their through enhanced confidence in support the teachers to
Whanau and families their ethnicity. ( see Annual plan) continue to develop their
knowledge of Te Ao Maori.
4. The school will support students with
Students with special learning On going teacher aide training The school will continue to demonstrate
and
special learning needs so that they
needs will be integrated into the staff professional development inclusive practices and all staff will be
will
can participate and contribute in classrooms with the support (where
the take place to address the increasing
catering for the students with
learning environment. Differentiated
necessary) and encourage these demands of students with special learning needs to the best of
planning will be in place to caterstudents to achieve their personal
for special learning needs their ability.
all learners. best. IEP’s will be implemented
where necessary.
23 February 2012
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8. ELM PARK SCHOOL
ANNUAL PLAN OVERVIEW 2012
TEACHING and LEARNING FINANCE PROPERTY HUMAN RESOURCES
PROGRAMME DEVELOPMENT • MOE laptop lease • Professional development for all staff
• Data projectors/screens • Monthly safety/hazard checks • Inquiry / SOLO taxonomy Pam Hook
• Literacy Focus for 2012 • School Counsellor requirements as needed • David Anderson – PLOT/ building
Reading comprehension (First culture of the school
Steps programme) continue to • Modernisation of Block 2 classrooms • Literacy reading and writing
Implement programme and Toilet block in Junior school • Numeracy– Team Solutions)
• PM reading assessment results • e-learning/Inquiry Belinda Johnston
analysed and outcomes utilised in • Shade sail over sensory garden PTA • Principal/DP’s/ Team Leaders visits to
classroom planning funded classrooms MBWA
• Continue to review assessment • Professional Standards and
procedures across the school for • Continue to maintain painting schedule programmes for targeted students
reading. • DPs Team leaders, to appraise staff
• Literacy – Writing bench marks PRIORITY AREAS FOR IMPROVING STUDENT ACHIEVEMENT • Outside consultant to appraise
reviewed in line with National • Literacy (Reading Comprehension ) Principal Adrienne Rossiter
Standards, moderation using • Writing • Enrichment programmes:
e-asTTle Numeracy
• • Maths specialist Geoff Woolford (1
• AFOL support from Brenda Weal • ICT/Inquiry model day)
Evaluation Associate and school
• Behaviour management • PE/ Sport– Neil Ackermann,
AFOL lead teachers
Nick Fitzgerald
• Continue to improve use of ICT as
• Art – Keryn Scott
a resource fully integrated in
• Music – Raenette Taljaard
classroom programmes, ongoing
PD (e-portfolios) workshops • Maori – Vanessa Koroa
• Cluster sharing • Mathematics – Sue Hodge
HEALTH & SAFETY SELF REVIEW/REPORT • Literacy- Karen Allen
• Ulearn12
• Numeracy – PD for staff with Sue • Monthly safety/hazard checks • School wide review of numeracy /literacy • SENCO Dave Borcher
Hodge Maths Co-ordinator and – action identified hazards • Assessment • PMP programme Y1 &
Fiona Fox Team Solutions • Annual review of Health and • BOT audit of policies/procedures • Social skills programme
• Continue to refine Elm Park Safety policies as per review • Community consultation • School counsellor – Lyall Christie
School Inquiry model – cycle • Maori/Pasifika consultation • BOT - Strategic Planning, Governance
(integrated curriculum) • Ongoing reporting to BOT in literacy and
numeracy
PARTNERSHIP WITH THE COMMUNITY
• Parent orientation evenings • Parent Information evenings • Food and Family evening • PTA support/Discos
• Y1-3, Y4-6 Goal setting 15 mins • Open days for parents • Fund raising
• Student Led Conferences x 2 30 • Assemblies • Website update • Special events – Wheels Day, Book fair, sports
mins • Newsletters days, discos etc
• E-portfolios on-going reporting to • Art exhibition Week 9 Term 3
parents • Talent quest
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9. Teaching and learning programme LITERACY Staff and Personal professional
development and / or focus development
• Cross grouping within teams to support
ACHIEVEMENT • Professional development for teachers to
the programme TARGET FOR 2012 improve teaching practice in reading
• Literacy support personnel will provide (observations of expert teachers)
in class support and modelling Annual Aim for improving student • First steps reading programme PD
• Buddy reading will be significantly achievement • PLC (Professional Learning communities)
improved To increase the number of students to provide active discussion with regard
• Small group teaching achieving at or above the National to improving student achievement
• Structured Literacy hour Standard for reading • Professional Learning Plan: teachers set
• Comprehensive reading Target group: A group of Years 4 males learning goals linked to the learning
programme(First steps) were below the National Standard in needs of their students which in turn
• Phonics programme Reading in 2011. This group will be linked to performance management
continued/professional development achieving at or above the Year 5 • Teacher aide training in literacy
with Yolanda Soryl National standard for reading by the end skills/phonics
of the year.
• Writing (recount) Evaluation associates
• Reading teaching and data analysis
support from Karen Allen Literacy co- Links to Strategic Planning
ordinator Improve teaching, learning and
• AFL- Evaluation Associates – Brenda achievement in reading across all
Weal year levels
Baseline Data Historical position Reporting
Term 4 2011 data analysis from data Ongoing /Comparative • Team meetings
Assessment Review
collected using PM benchmarking and • Executive/ Team leader
On-going term by term • Teachers monitor student
e-asTTle assessment tools will be •
meetings
measurement of reading achievement
used to group children according to
their ability and plan reading achievement using New • Monitored regularly at • BOT meetings twice a year
PM benchmarking kits Team meetings • Student progress reported
programmes to cater for these needs.
across the whole school • Class observations by to parents at student led
• e-asTTle Y4-6 Literacy leader/DP/ Team conferences via e-portfolios
• Star Y3 Leader/
• Analysis •
Resourcing
Literacy Leader, Literacy support teacher and teacher aide,
Resource Teacher of Literacy (Dyslexia)
Professional development in reading (First Steps) Reading Community Involvement
material and resources to support the programme (new staff Parent education evenings/days
upskilled. Encourage parents to hear children read at home
Visits to the library
ELM
9
10. PARK SCHOOL
LITERACY ANNUAL PLAN 2012
Action Who Costs When Expected outcomes Actual outcomes
Set targets for Student Achievement
• Analyse 2012 data in March and November Literacy Leader Term 1 An overview of achievement will be
(asTTle, PM, Probe) evident and the next teaching steps will
• Ascertain levels of achievement for all year be set, areas of weakness will be
levels in Reading identified.
• Ascertain levels of achievement in Writing
• Monitoring of running records across whole
school Accurate analysis of student
• School Exemplar folders will be set up for achievement.
Assessment and Monitoring
recount writing On going
• Analyse Maori student achievement Information available for teachers use to
• Analyse Pacifica student achievement more accurately mark work
Consolidate School Wide Assessment
Procedures Literacy Leader Term 1 Evidence of student achievement will be
• Review Benchmarking procedures more accurate. Teachers will have clear
• Revise reading testing procedures and set guidelines to follow with clear deadlines.
guidelines
• Revise procedures for information and data to Term 1/2 Staff will us the exemplar folder and
go into eTap based on guidelines moderation processes to accurately
• Develop school wide moderation processes mark student writing
• Syndicate and Sector meetings to be used to On going Accurate reporting to parents and clear
discuss monitoring Staff goals and criteria to work to
• Refine children’s goals in e-Portfolios Literacy Teacher
• Devise school wide reading and writing Belinda Johnston Staff will have progressions which they
progressions Term 1/2 will be able to use to assist children in
goal setting and it will give a clear idea
of what is to be achieved at each level
10
11. Establish in school support Network
Ongoing Training and Support for Teaching Staff • 1 staff meeting per term Literacy Leader Each term Clarification of expectations and
Literacy Teacher procedures.
• Literacy Leader and Literacy Teacher to work Support given to staff, stronger Literacy
in rooms as identified through appraisal visits teaching will be evident, student
• Staff observed twice a year achievement will be higher.
• Opportunity for teachers to observe – use of Literacy Leader
CRT Literacy Teacher
All staff Feedback will be given to staff to
• Use of the school-wide Literacy area in improve their teaching.
KnowledgeNet/e-Portfolio Belinda Johnston As needed
Support the integration of ICT into
• Support for all staff in First Steps Literacy Leader Literacy programmes. Higher standard
Wendy Rundle Each term of goal setting and reporting to parents
• On going PD for AFoL Leaders Consortium for
Profession The continued implementation and
Learning Each term – knowledge of the programme
Syn Meet
$27,0000 Sec Meet To ensure the on going implementation
(Relievers Staff Meet of AFoL and the sustainability of the
for AFoL AFoL Meet programme, to up skill all staff across
PD across the school
the school)
Support in planning programmes
• Planning of oracy, reading and writing to be Literacy Leader Each term Planning will support student learning.
specific Literacy Teacher Groups of students will be identified with
Programmes
Planning of
• Literacy programmes to integrate with other All staff specific learning intentions noted.
curriculum areas where possible Guidelines will be followed.
• Planning to be monitored Literacy Leader Monitored planning will ensure that each
• All staff to follow the school-wide timetable Team Leaders area is thoroughly planned meeting the
• First Steps to be specifically planned for an Literacy Leader identified needs of students
implemented in literacy programmes Team Leaders
11
12. Teaching Resources
• Each teacher will have access to specific Literacy Leader Term 1 Clearer guidelines for staff. Guidelines
resources which are expected to be used to Literacy Leader adapted to the NZ Curriculum.
plan class programmes Literacy Teacher Term 1/2 Curriculum Resource Phonics
• New resources will be purchased – PM Programme, First Steps Reading, NZ
Readers, Sunshine, Sails Literacy, CD, Literacy Leader Each Term Curriculum
replace current texts where needed, Literacy Teacher $5000
Resource Management
activities ESOL Teacher A planned approach to buying will
• Shared books/Listening post sets/Poems – ensure that the identified needs of
specifically bought to be used as a teaching $2000 students are met and purchases support
resource planned programmes.
• Teacher resources which support student Literacy Leader
texts and professional learning texts will be $500
purchased to support quality programmes
• Development of the school-wide Literacy e-Learning Ongoing Support the integration of ICT into
area in KnowledgeNet Director Literacy programmes.
• Purchase further PM Reading testing kits Literacy Leader More accurate test results across the
$3500 school
• Teacher PD - Ready to Read Resource to be
used and implemented in the reading Literacy Leader Teachers gain an understanding of the
programme free resource – purpose and use
Catering for CWSN/CWSA/ESOL
• Teachers are to identify students in each All teachers Each Term It is expected that by the identification of
area these students programmes will meet
Achievement
• Specialist teachers will be provided by the Support the needs and student achievement will
Student
school when possible to meet identified programmes increase.
needs All teachers
• Teaching staff are to plan for the needs of
these students in their daily planning
• Effective use of syndicate and sector Team Leaders On going
meetings to analyse student data
Review of Curriculum Document
Curriculum
Document
• Development of school-wide Literacy Literacy Leader During the Clearer processes and teaching
prescription to be created Literacy Teacher year expectations, incorporating the school
wide reading and writing progressions
Support from Outside Agencies
• First Steps Reading Professional Learning Wendy Rundle $500 At School wide teaching strategies will be
appropriate in place.
Professional learning
Attendance at the NZ Reading Association times
Conference or other Literacy professional Support for staff, improvement across
development that meets the needs of the Literacy Leader $3500 When the school in all areas of literacy
students and staff ESOL Teacher advertised
Lit Support
Identified staff Staff will have a shared understanding of
In school support from Team Solutions literacy expectations
Staff will be more confidently able to
During year analyse their reading data
Staff will be able to use Teaching as
Inquiry to inform their teaching practice
12
13. 2
1
Teaching and learning programme NUMERACY Staff and personal professional
development and / or focus ACHIEVEMENT development
TARGET FOR 2012
• Cross grouping within some teams • Professional development for teachers to
• Appoint numeracy leader (1 unit) Annual Aim improve teaching practice in Numeracy
• Numeracy support personnel will provide for improving student achievement: • Modelling of best practice for staff
support To increase the number of students • Numeracy catch up workshops for staff
• Numeracy facilitator will observe and achieving at or above the National who have not been part of the Numeracy
support standard for Numeracy. project
• Staff meetings Target group: • PLC (professional learning communities
• Staff observe experts A group of Year 2 Maori males were to provide active discussion with regard
achieving below the National Standard to improving student achievement
for 2011. This group will have made • Professional Learning Plan - teacher’s
accelerated progress and be at or above learning goals linked to performance
the Year 3 National Standard for management set specific to the learning
Numeracy by the end of 2012. needs of their students
• Linked to performance management
• Numeracy facilitator and leader
Links to Strategic Planning
Raise the level of achievement in
Numeracy across the school
Baseline Data Historical position Reporting
• Team meetings
• 2010 Data Ongoing /Comparative • Team leaders meetings
Assessment Review
• Numeracy results from Term 1 • Executive meetings
2011 • Review 2011 data • BOT twice a year
• Data analysis • Ongoing term • Teachers monitor • Student progress reported to
• e-asTTle results Y4-6 assessment of achievement weekly parents
Numeracy achievement review at team meetings
• GLOSS H testing • Curriculum leader/numeracy
• IKAN using GLOSS tests and • Class observations by
leader
IKAN Numeracy facilitator and
leader
Resourcing
• Professional development in Numeracy / release Community Involvement
• Release of Numeracy leader for observations • Parent education evenings in Numeracy
• Mathematics equipment • Encourage parents to look at Mathletics results on line
• Mathletics programme Y4-6 • Encourage parents to help children learn basic facts
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14. ELM PARK SCHOOL
NUMERACY ANNUAL PLAN 2012
Action Who Costs When Expected outcomes Actual Outcomes
Set targets for Student Achievement
• After testing in Weeks 3-5 2012 ascertain Numeracy Term 1 Staff will have an overview of
stages of achievement for all year levels Leader achievement expectations; next
• Identify Maori & PI student achievement teaching steps will be set, areas of
level so these students can be monitored Class weakness will be identified. These
• Team Leaders will prepare a report on the teachers areas can be addressed in staff
spread of the achievement levels across the professional development sessions
team and identify targeted interventions. in Sector Meetings.
School achievement expectations will be set
Assessment and Monitoring
•
with corresponding alignment of e-portfolio A new graph format will be
graphs developed that aligns with the NZC
Management and Nat Standards.
Team/ICT
Leader
Consolidate School-Wide Assessment Procedures Student achievement data will be
• Review assessment procedures Numeracy Term 1 more accurate. Teachers will have
• Set systems for Numeracy testing eg GloSS Leader and clear guidelines to follow with clear
(3 domains), e-asTTle, & IKAN data; Junior ongoing deadlines. Refer to assessment
Assessment Test (JAM) for years 1-3; PD Support guidelines in the Yellow Numeracy
NumPA Personnel Admin folder.
• Update e-Tap with current test data
• Set up procedures for information and data Teachers
to be entered into eTap
• Teachers to use Refined GloSS Items to
better identify student achievement to use
as evidence when moving children up
Stages.
Establish in school support Network Clarification of expectations and
• Minimum 1 PD sector meeting per term Numeracy Each procedures.
Ongoing Training and Support for
Leader term Support given to staff, stronger
• Numeracy Leader to work in rooms as Numeracy teaching will be evident,
identified through appraisal visits New PD $2000 student achievement will be higher.
• PRT support as part of PRT programme Advisory
Teaching Staff
• Establish a mentoring programme with staff Each Feedback will be given to staff to
developing programmes which meet student term improve their teaching.
needs All Staff Each To provide opportunity for staff to
• Staff observed through MBWA, (AFOL term reflect on own practise and observe
model) appraisal and formal observation quality teaching.
• Opportunity for teachers to observe each Each
other All staff term
Each
term
14
15. Review of Curriculum Document Policy updated according to current
Curriculum
Document
• Curriculum document reviewed Numeracy Ongoing practice and shared with Staff.
Leader
& Numeracy
Cttee
Support in planning programmes
• Planning of Numeracy teaching to be Numeracy Each Planning will cater for the identified
specific Leader term learning needs of the students.
All staff Groups of students will be identified
with specific learning intentions
• Planning to be monitored Numeracy noted. Guidelines will be followed.
Programmes
Leader Monitored planning will ensure that
Planning of
Team Numeracy is thoroughly planned
• Development of the Mathematics Leaders and is meeting the identified needs
progressions with interested teachers; and of students
input from all teaching staff. Maths LT,
Maths
Committee,
DPs and any
other
interested
person
Teaching Resources
• EPS curriculum guidelines will be revised Numeracy Term 1 Clearer guidelines for staff.
Leader Guidelines adapted to the NZ
• Each teacher will have access to specific Term 1/2 Curriculum.
resources which are expected to be used to Numeracy
plan class programmes Leader
• Ongoing monitoring. of current resources $3000
and replacement or purchase of what is
needed Numeracy Each The Pearson planning resource will
• Teacher resources which support student Leader Term ensure that the identified needs of
Resource Management
programmes and professional learning texts students are met and mathematics
will be purchased to support quality Numeracy $1000 teaching will be strengthened in the
programmes Leader Middle school.
• Release for the Numeracy leader to work in $1000
rooms with the teachers as required. Programmes will be monitored. Yr 3
• Numeracy Leader to keep staff regularly 2 days & 4 teachers will trial the Pearson
updated after LT Workshops and other PD. each teaching materials and planning
• Geoff Woolford modelling for teachers in Ex Team to term- if formats. Yrs 1-2 and 5-6 will work
class in areas they wish to target. release same as towards consistency in planning and
2011 teaching.
$2000
15
16. Catering for CWSN/CWSA/ESOL
Student Achievement • Teachers are to identify students in the All teachers Each Term It is expected that by the
class description Support identification of these students
• Teaching staff are to plan for the needs of programmes programmes will meet the
these students in their daily planning All teachers needs and student
• CWSA Programmes- Friday enrichment Geoff Term 2-4 achievement will increase.
o Otago Maths (Ongoing monthly) Woolford
o Mathex (Term 3) Num Leader
o Clear classroom planning for these Num
students. Leader/GW
• e-Portfolios Students Ongoing Parents will be able to use their
Reporting to Parents
• Student-led conferences Teachers individual logins to monitor
Parents their child’s progress.
Students will be more able to
articulate and reflect on their
learning and where to next?
School-wide enjoyment of mathematics All teachers Ongoing Children will develop a love of
• Maths events such as Maths Olympiad Mathematics and enjoy being
• Celebration of best practice involved in school events
Student Engagement
• NZ Maths Week throughout the year.
• Presentations in assembly A positive attitude to
• Optimum use of Mathletics- teacher Mathematics will influence their
demonstrations/PD by 3PL achievement in this subject.
Support from Outside Agencies
• PD Support will be clarified following TBA Cost? Whole year School-wide teaching
changes at end of 2011; could include a strategies will be in place.
cluster of schools in the area leading the When notified
Professional learning
PD.
Targeted professional
• Numeracy Leader will attend appropriate TBA $1000 TBA development to meet the
professional development needs of EPS Staff.
• Staff attend other PD as identified
• Teams and Team Leaders to send
professional learning needs to Numeracy
Leader.
ELM PARK SCHOOL
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17. COMMUNITY ANNUAL PLAN 2012
Strategic Goal: Actively consult and encourage community participation in the school
TIME
ACTION TO MEET TARGET PERSONNEL RESOURCES EXPECTED OUTCOMES ACTUAL OUTCOMES
FRAME
Communication Principal Time
• Establish clear lines of communication with Trish Plowright Data Ongoing Accurate analysis of student achievement.
community to discuss student achievement projectors/screens throughout
data and programmes associated with school e-learning PowerPoint the year Parents have a better understanding of the
focus areas: facilitator presentations concepts and contexts of teaching and
• Parent information evenings: Belinda Johnson Laptops expectations in target areas Literacy,
• Meet the teacher evening Smartboards Numeracy, ICT
• Parent interviews Staff
• Student led conferences
• Assemblies
• Food and Family evening
• Special events, sports days, discos, book
week, art exhibition, production, school trips
Newsletters Principal Paper Ongoing Community is well informed about school
• Community kept well informed through Admin Staff /photocopying events achievement, staffing and school
newsletters and notices, (Translation in All staff vision etc
Mandarin and Cantonese)
• E-portfolios/homepages
• Website, Twitter, Facebook
Consultation Principal Time Term 2/3 Whanau Huis will be held
• Reference groups including BOT, parent Executive Work with Team Solutions Maori
representation from (40) ethnic groups, BOT programme Esther Allen, Lisa Smith
including Maori and Pasifika, to establish Parents
parents vision for their children and their Children
st
education in the 21 Century in line with the
NZ curriculum framework
Wider Community Time On-going Develop a sense of community and
• Interschool sports days involving other local Principals belonging within the area.
schools in the area across the sector. Parents
Building Better Schools Through Business Organisers
Partnerships:
• National Bank, and ANZ Banks to support the Bank
school wherever and whenever required. representatives
• ASB Sponsorship funding applications for Executive
building projects
Financial officer Ongoing Financial & personal support for projects
Norma Foster within the school. Ie Eco agents t-shirts,
library books, computers
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18. ELM PARK SCHOOL
ENVIRONMENT ANNUAL PLAN 2012
STRATEGIC GOAL: Develop a safe and attractive environment that is conducive to learning in the twenty-first century.
TIME
ACTION TO MEET TARGET PERSONNEL RESOURCES EXPECTED OUTCOMES ACTUAL OUTCOMES
FRAME
Classrooms – Modernisation of Junior block/toilet Principal Time End of T3 Progress being made
block MOE facilitator Budget – 5YA 2012 Construction company obtained
Strategic plan for whole school remodelling and Property manager MOE $500,000 Consent from council obtained
development Waitakere Construction started Term 2,
Waitakere Architects 10 YP Architects to be completed Term 3 2012
Shade cloth over Sensory garden PTA PTA funded Term 1 2012 Provide shade for students in the sensory
Principal garden
Property manager
Kids Korner/ Music room Room 27 Staff Term 1 Relocate to Room 27 Music studio
Piano from Hall relocated into Room 27
Playground enhancement Principal Plans Ongoing Facilities enhanced
Ex team Budget Ongoing all children involved as part of
Community Equipment their inquiry unit. Children have plans for
Facilities enhancement of gardens etc
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19. ELM PARK SCHOOL
ENRICHMENT PROGRAMME ANNUAL PLAN 2012
ACTION WHO COSTS WHEN EXPECTED OUTCOMES Actual Outcomes
Set targets for Student Achievement
• Develop criteria to identify high achieving Staff • Identification criteria form created and
students across the school implemented
• Analyse achievement data across the
Assessment and Monitoring
school
• Ascertain levels of achievement in
Reading, Writing, Numeracy, Music, PE,
Art
Consolidate School Wide Assessment • Accurate analysis of student data to inform
Procedures planning to cater for learning needs in
• Implement assessment procedures All particular enrichment group
school wide staff/specialist • Continue to refine assessment procedures to
• Reading comprehension – Probe/PM teachers identify high achieving students across the
• Writing (Recount) EP exemplars, school
• e-asTTle Y4-6
• Numeracy GLOSS
• Music (audition)
• PE
Establish in school support Network
Ongoing Training and Support for
• Clarification of expectations and procedures
Staff will require specific training and • Staff catering for CWSA students within the
understanding in each of the following areas: PD as required classroom programmes regardless of gender,
• Concepts of giftedness and talent and culture or disability
Teaching Staff
related behaviours • Curriculum differentiation is evident in all
• Identification methods learning environments
• Programming options and curriculum • Programmes in place to provide extra
differentiation motivation and opportunities for high
• Teaching methods and materials achieving students.
• Awareness of gender, culture and • Art ,Music,PE,ICT,Science,Maths
disability • Enrichment programmes operating on Fridays
with specialist teachers both internally and
externally
Support in planning programmes Geoff • Clear guidelines implemented related to G&T
Woolford Release Fridays booklet from MOE
• EPS Enrichment guidelines to be revised (Numeracy) time • Planning will support student learning
Programmes
Planning of
Raenette Release • Specific learning intention and success criteria
Taljaard Teacher will be developed to cater for learning needs
(Music) Specialist
Nick Fitzgerald Teachers
(PE)
Keryn Scott $6,000
(Art)
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20. Teaching Resources • Resources purchased to support learning
Keryn - Art programmes
Management
Resource • Resources purchased where necessary Sue H -
to support programmes Numeracy
Raenette –
Music
Nick- PE
Catering for CWSN/CWSA/ESOL • It will be expected that by the identification of
Student Achievement
Teachers these students, programmes will be
• Teachers identify students in each area Specialist developed to meet their needs
• Specialist teachers will be provided by teachers • Student achievement will be raised as a result
the school to support the variety of GKP of specific programmes tailored to meet the
CWSA One Day needs of these students
• Teaching staff will cater for learning school
needs of these students in their planning
of programmes
Review of Curriculum Document • Clear process for identification and delivery of
Curriculum
Ex Team
Document
extension programmes
• Review school wide prescription Senior leaders
• Refer to Gifted and Talented students
document
Support from Outside Agencies • School wide teaching strategies will be in
Professional
• Team solutions to support professional Team place
learning
learning solutions
• TKI website Conferences
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21. ELM PARK SCHOOL
NATIONAL STANDARDS IMPLEMENTATION ANNUAL PLAN 2012
Action Who Budget When Expected outcomes Actual Outcomes
Set targets for Student Achievement Leadership SMS assessment T1-4 2012 • Student led conferences twice a year
Assessment and Monitoring
• Review current assessment $? • E-Portfolios - ongoing reporting to
schedule to meet with new parents on student achievement
requirement NAG 2A.
Consolidate School Wide Leadership T1-4 2012 • Refer Afol action plan.
Assessment Procedures
• Align National Standards
requirements with effective
formative assessment practice.
Establish in school support Network Senior • Staff meetings informing teachers
Ongoing Training and
Support for Teaching
• Attend National Workshops. Leadership about material from workshops.
• Staff will understand and use
National Standards.
Staff
• Leadership to be proactive and Leadership Ongoing • Share info with leadership team –
stay informed about current 2012 ongoing.
developments and expectations. • Regular information to teachers
through team meetings.
Support in planning programmes SENCO Refer curriculum Ongoing • Diagnostic assessment eg: 6 yr net,
Programmes
Planning of
• Learning Programmes to target and staffing in 2012 dyslexia.
Learning annual budget
student needs • IEP’s for targeted children.
Assistants
• G&T
• Differentiated planning in all classes
Teaching Resources Leadership No MOE T2-4 2012 • Effective use of CRT, only release
Management
• Support staff implement allocation time for assessment, moderation and
Resource
moderation process (Afol currently report writing.
facilitators
• Teams release to moderate writing.
EP) Teacher release
days • Leadership to moderate across the
school.
21
22. Catering for CWSN / CWSA / ESOL Principal N/A Refer • Strengths and identified areas for
Achievement
• Report to BOT on student and reporting improvement.
Student
achievement as per National Leadership guide • Planned action for lifting
Standards achievement.
• Basis for identifying areas of
improvement (evidence based).
Review of Curriculum Document Principal Refer curriculum Ongoing • School programmes aligned with
Curriculum
Document
• Implementation of NZC, budgets 2012 NZC
Leadership
incorporating National Standards • Refer action plans for literacy,
Curriculum numeracy etc.
Leaders
Support from Community Farm Cove N/A March and • Ongoing info in newsletter.
• Engaging and informing our Cluster ongoing • EHSAS community meetings.
community of National Standards Schools – 2012
Engagement
Community
Principals
• Meet annual reporting
Principal N/A 2012 • NAG 2A in (i) and (ii) - reporting how
requirements NAG 2A
students are progressing against the
standards and achieving.
• Report Maori / Pacifika / gender
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