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Titirangi Primary School Charter March 2015

The TPS 2015 Charter represents the school's strategic plan over the next year. It aims to [1] enable each learner to achieve success and potential, [2] provide a positive and inclusive learning environment, and [3] maintain a culturally responsive school that respects diversity. The charter outlines strategic goals in national standards achievement, teaching practices, vision and values, and meeting learner needs. It establishes annual targets and improvement plans focused on literacy, numeracy, learning support, and innovative pedagogy.

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Charter 2015
Contents: Background: 2 TPS Vision & Values: 4 Strategic Goals: 5 2014 National Standards Summary: 5 Annual Plans & Targets: 7 Areas of Continuing Strategic Focus: 16 Analysis of Variance: 17
The TPS 2015 Charter represents the next steps for our learning community as we continue to strive to enable each learner to explore their potential and achieve personal and academic success across the New Zealand Curriculum. The Titirangi Primary School Board of Trustees is committed to meeting all statutory obligations and giving effect to the National Education Guidelines through the implementation and review of policies, plans and programmes, including those for curriculum, assessment and staff professional development. The Board aims to provide a positive, inclusive, emotionally and physically safe environment for all. The foundations of this are our school values, which act as a ‘mission statement’ and articulate expectations, aspirations, rights and responsibilities for all members of our learning community. They inform all aspects of life at our school, including our Charter and Strategic Goals. We are committed to maintaining a culturally responsive environment within our learning community, in which multicultural diversity, individuality, identity and cultural heritage are respected, affirmed and acknowledged. We recognise that Te Reo Maori is particularly unique to New Zealand and is integral to our bi-cultural heritage in relation to the history and context of the Treaty of Waitangi. Our implementation of Te Reo a Tikanga Maori aims to make provision across the curriculum and at all year levels as a routine and regular part of the classroom programme and wider cultural life of the school. The Board of Trustees undertakes to give careful consideration to any request from parents to provide instruction in Te Reo Maori, subject to the availability of resources and personnel. March: 2015: Charter Final Draft consultation and Submission to MOE Dec 2014-Feb 2015: BOT Charter Drafting Nov-Dec 2014: Staff & Board Workshops October 2014: Community Survey Background
TPSVision&Values
StrategicActions “Develop their capabilities as active, independent learners and inquirers, equipped with the appropriate skills, knowledge and learning dispositions to enable them to effectively; Question Plan Discover Share Create Reflect “Experience a diverse, engaging range of personalised learning opportunities across all areas of the New Zealand Curriculum” “Finance: To maintain sound, sustainable financial planning, processes and sources of revenue to support the strategic direction of the school.” “Property: To create and maintain a quality, modernised learning environment that is safe, functional & appropriately resourced to support and enhance learning.” For all members of our learning community to: “Be appropriately challenged and supported to enable success and realise potential.” “Understand their rights and responsibilities of respect for self, others and our environment” “Work collaboratively, in partnership with teachers, parents and learners, to support successful learning outcomes.” Strategic Goals Implement effective, innovative, evidence-based teaching and learning practices and personalised learning pathways that are responsive to the diverse needs of individual learners Continue to develop and embed the TPS school values as the basis for defining the rights, responsibilities and positive relationships that form the foundations of our learning community Further develop learner-centred, learning- focused and culturally-responsive partnerships that celebrate diversity, involving and actively engage all members of our learning community Maintain an engaging, balanced range of curricular and extra-curricular opportunities that are responsive to the diverse interests and cultural and academic needs of all members of our learning community Facilitate, celebrate and promote opportunities for all members of our learning community to develop increasing agency over their own learning through the development of thinking skills and collaborative, inquiry-based learning
2014 National Standards Data - Summary Well Below Below At Above Below or Well Below At or Above Reading 1.6 6.9% 43.2% 48.3% 8.5% 91.5% Writing 1.6% 20.5% 61.2% 16.7% 22.1% 77.9% Maths 0.9% 8.5% 63.5% 27.2% 9.4% 90.7% READING WRITING MATHS Areasofstrength Reading data as judged against National Standards has remained high, with a very small proportion judged ‘well below’ standard. 2014 results are broadly in line with 2013 data (-2%). Results analysis shows that there is no statistically significant difference in achievement by gender, and that both Maori and Pasifika students is in line or higher than achievement of other groups. The proportion of students judged to be ‘above’ the standard in reading is significantly higher than in writing and higher than in mathematics, with close to half of all boys and all girls judged to be achieving ‘above’. Although comparatively lower than results for maths and reading, writing results remain relatively strong compared with national and regional results. 2014 results are marginally lower than previous writing results for 2013 (- 4%), but remain in line with historic trends since National Standards reporting was first introduced. Girls trend particularly well in writing, with around 85% judged to be meeting or exceeding the standard. As with reading, proportions of students judged to be ‘well below’ the standard are very low. Maths results show very positive achievement trends, again with consistency across gender and ethnicity. Boys’ achievement is notably high at the upper level, with 33% judged to be ‘above’ the standard overall. An intervention targeting Y3 girls judged to be at risk of being ‘below’ standard appears to have been successful in improved outcomes for the group.
Areasforimprovement  Reading achievement improves in a general cumulative trend related to time at school, suggesting that support and intervention in the first few years of school should be prioritised. Although numbers of students are not particularly high, acceleration programmes may be required for students who are continuing to make progress, but remaining below the standard for successive academic years. Writing continues to be an area for development, with some high needs learners and possible areas for further development of teacher expertise in writing identified in specific areas of the school. Tailored support, guidance and professional learning has been identified for target areas. Specific areas for improvement include Y2, Y3 and boys’ writing overall (particularly in the early developmental stages of emergent writing) While no significant year levels or ethnicities emerge from the data for targeted improvement and proportions below are broadly consistent across demographics, a lower proportion of girls overall are judged to be ‘above’ the standard for maths. PlannedActionsforLiftingAchievement Maintain existing programmes of support to ensure achievement is maintained Target students identified as consistently ‘below/well below’ the standard, trialling models of in-class teacher aide support Continue with dyslexia PD and spelling programmes to improve provision for those with specific literacy needs  Engage with Year 2 of writing contract to continue building expertise  Targeted support for teachers based on 2014 cohort writing data  Expand ‘Accelerated Literacy Learning’ intervention for Year 2 to train 3-4 new teachers across Y3 and 4  Continue with dyslexia PD and spelling programmes to improve provision for those with specific literacy needs  Explore supplements to classroom programmes using technology/software solutions for writers experiencing significant, ongoing barriers to progress and achievement  Continue with ‘Accelerated Learning in Maths’ programme into Year 2, continuing to support target groups, including gender-specific groups as required  Expand ‘Accelerated Learning in Maths’ intervention for Year 2 to train 2 new teachers across Y3 and 4
Annual Plans & 2015 Targets Improvement Plan Domain: National Standards Achievement Date: Feb 2015 Related Strategic Goals: STRATEGIC GOAL 1: For all members of our Learning Community to be appropriately challenged and supported to enable success and realise their potential Annual Goal: Implement effective, innovative, evidence- based teaching and learning practices and programmes of support that are responsive to the diverse needs of every learner Annual Target: ‘At’ or ‘Above’ Standard (%) Reading: 95%+* Maths: 95%+* Writing: 90%+* *with no significant difference in achievement by gender and/or ethnicity Baseline Data - 2014: Well Below Below At Above Below or Well Below At or Above Reading 1.6 6.9% 43.2% 48.3% 8.5% 91.5% Writing 1.6% 20.5% 61.2% 16.7% 22.1% 77.9% Maths 0.9% 8.5% 63.5% 27.2% 9.4% 90.7% Key Improvement Strategies: When: What: Who: Indicators of Progress: Term 1 2015 Reading/Writing/Maths – Class target groups identified in reading, writing and maths and action plans completed Class teachers - Target groups identified and monitored on an ongoing basis at Syndicate and Leadership level. Term 1 2015 Writing – Professional Learning & Development contract Year 2 (Team Solutions) SLT Literacy Leader Whole staff - Mid-year interim OTJ’s against the National Standards for Writing - Areas of good practice identified/promoted/shared
- Continuing observational feedback on quality and consistency of writing programmes across the school and development of programme guidelines Term 1 2015 Accelerated Literacy Learning – Year 2 Literacy Leader - Target groups for accelerated learning identified. - Curriculum and achievement action plans developed - Model of in-class support in Year 3 for writing Term 2 2015 Dyslexia Professional Learning & Development Whole staff - Continue to develop a consistent approach to literacy programmes that takes into account the needs of dyslexic learners Term 1-4 2015 Improve consistency of writing and spelling programmes across the school SLT Literacy Leader - Continue to develop the use of Sheena Cameron and Joy Allcock Resources - Develop guidelines for TPS writing programmes - Shared approach evident in writing plans Term 1 2015 Reading – Revisit TPS Reading Programme guidelines to ensure consistency of identified good practice across all classes SLT Literacy Leader - Observation feedback - Shared approach evident in reading maps Term 1 2015 Maths - Accelerated Learning in Mathematics – Year 2 ALiM Leader - Target groups for accelerated learning identified. - Curriculum and achievement action plans developed - Model of in-class support developed in Year 3 for mathematics Resourcing: Release and unit allocations for ALL and ALiM leaders. Dedicated staff and syndicate meeting time. Dyslexia PD and support materials
Improvement Plan Domain: Meeting the Needs of Diverse Learners Date: Feb 2015 Related Strategic Goals: STRATEGIC GOAL 1: For all members of our Learning Community to be appropriately challenged and supported to enable success and realise potential Annual Goal: Implement effective, innovative, evidence- based teaching and learning practices and programmes of support that are responsive to the diverse needs of every learner Annual Target: Learners receiving support to make accelerated progress towards achieving At National Standards. Learners identified as Gifted & Talented to experience appropriate levels of challenge Baseline Data: Achievement data from Dec 2014/Feb 2015, GATE referral data administered by GATE Co- ordinator in conjunction with anecdotal data gathered by Teacher and/or Parent Key Improvement Strategies: When: What: Who: Indicators of Progress: Term 1 2015 Identify learners achieving below or well below National Standards Prioritise learners to receive Teacher Aide support for their learning SENCO Teachers Teacher Aides RTLB SLT - Learners achievement progresses towards goals set in Syndicate action plans and/or IEP and monitored by teachers/syndicate teams/SLT Term 1 2015 Document Individual Education Plans for each learner receiving learning support Terms 1 – 4 2015 Teachers schedule classroom timetables so that identified learners receive both learning support and classroom teaching in their area of need Teachers Teacher Aides SENCO Read. Recovery - Learners receive learning support which builds upon the classroom programme, blending both in-class and withdrawal programmes Terms 1 - 4 2015 Professional development to up-skill teachers so that support for learners is Team Solutions Facilitator - Teachers are better able to cater for learners’ needs within classroom programmes, as
maximised during classroom programmes, particularly in the learning area of Writing School Literacy Leaders Teachers SLT evidenced by student achievement data and observational evidence Term 1-4 2015 Offer appropriate levels of challenge for the most able learners Te Toi Tupu Facilitator GATE Coordinator Teachers SLT Term 1- 4 2015 Identify and withdraw learners who require extension beyond the classroom programme to be catered through Gifted and Talented programmes e.g. Future Problem Solving, Philosophy for Children, Otago Maths Problem Solving, Junior Krypton Factor GATE Co-ordinator Teachers - Learners in FPS programme participate and achieve in National FPS examinations - Learners ability to use lateral thinking and problem solving is extended where appropriate through participation in specialist programmes Term 2 2015 Implement supplementary GATE enrichment programmes to offer a broader range of curriculum areas SLT GATE Co-ordinator Teachers - Teacher released to facilitate ‘Enrichment Days’ in specialist learning areas of the curriculum Term 1 2015 GATE teachers attend and up skill teaching approaches used in Gifted and Talented extension programmes Teachers - Teachers attended training in FPS and P4C Resourcing: Gifted and Talented Coordinator, Teacher Aides, GATE PLD
Improvement Plan Domain: Pedagogy & Professional Learning Date: Feb 2015 Related Strategic Goals: STRATEGIC GOAL 1: For all members of our Learning Community to be appropriately challenged and supported to enable success and realise potential Annual Goal: Implement effective, innovative, evidence- based teaching and learning practices and programmes of support that are responsive to the diverse needs of every learner Annual Target: Online tools planned in to all core and concept maps across the school Key Improvement Strategies: When: What: Who: Indicators of Progress: Term 1 2015 Establish ‘Innovative Pedagogies Team’ to inquire into and evaluate evidence of effective curriculum design and pedagogy, including ‘Modern Learning Environments’ ICT Committee Innovative Pedagogy Team SLT - Leaders released to explore, evaluate and report on effective practice in both our own and others’ learning environments - Professional development on the use of key online delivered to staff - Innovative Pedagogies Leaders supporting through modelling the potential applications of online tools to facilitate learning - Cloud-based solutions for teaching and learning introduced for all Y6 learners via the Google drive platform Term 1 2015 Continue to promote the use of eLearning tools to extend learning beyond the classroom as part of a model of blended 21st Century Pedagogy Term 2 2015 Extend trial BYOD policy for older learners and evaluate impact on teaching and learning Innovative Pedagogies Leaders & Syndicate 6 - BYOD trial in place across all Year 6 classes and evaluated for impact on teaching and learning - BYOD Policy recommendations to BOT Term 3, 2015 Ongoing Continue to promote and facilitate learner agency through programmes that allow opportunities for goal- SLT - Ongoing review of learning progressions across the school
setting, self-directed inquiry and learning preferences Innovative Pedagogies Team Teachers - Consideration of programme design to allow student choice - Continuing evaluation of the impact of ‘20% time’ for older learners Resourcing: Dedicated staff meeting time. Unit allocations for 2 Innovative Pedagogies leadership roles, release time for observations and school visits
Improvement Plan Domain: Vision & Values Date: Feb 2015 Related Strategic Goals: STRATEGIC GOAL 2: For all members of our Learning Community to understand their rights and responsibilities of respect for self, others and our environment Annual Goals: Continue to develop and embed the TPS school values as the foundations for our learning community Annual Target: 1. To promote our school values for all members of our Learning Community 2. To ensure consistency in the approach and philosophy that forms the basis for relationships within our Learning Community Key Improvement Strategies: When: What: Who: Indicators of Progress: Ongoing Promote the TPS School values to all stakeholders All staff Values highly visible in the school environment and referenced where appropriate in promotional material/newsletters/acknowledgements & events Term 1 2015 Take proactive steps to ensure clarity of expectations, rights and responsibilities All staff Teacher ‘class contracts’ Principal visits to classes Consistent Anti-bullying messages Term 2/3 2015 Ensure a consistent approach to behaviour management across the school All staff Positive interactions guidelines and related policies revisited with staff as part of beginning of year orientation Restorative practice training for whole staff Consistent systems of positive reinforcement, including certificates aligned with school values Resourcing: Restorative practice PLD (grant application), printed certificates, online newsletter
Improvement Plan Domain: Learning Partnerships Date: Feb 2015 Related Strategic Goals: STRATEGIC GOAL 3: For all members of our Learning Community to work collaboratively, in partnership with teachers, parents and learners to support successful learning outcomes Annual Goals: Further develop learner-centred, learning-focused partnerships that involve all members of our learning community Annual Target: 3. To promote our school values for all members of our Learning Community 4. To ensure consistency in the approach and philosophy that forms the basis for relationships within our Learning Community Key Improvement Strategies: When: What: Who: Indicators of Progress: Ongoing Effective, learning-focused communication with parents All staff Principal and SLT communications to parents Information on events and initiatives published Emails home from teachers Website/social media content current Continued review of parent/teacher and student-led conferences Term 1 2015 Introduce ‘Parent Portal’ online platform for sharing information between home and school SLT Online portal available to parents, including redesigned report formats Next phase of a drive towards ‘paperless’ systems of communication introduced via smartphone apps Term 2/3 2015 Review current Home Learning expectations to ensure consistency and clarity for parents SLT Teachers BOT Parents kept well informed about home learning expectations and areas of focus by all teachers Policy reviewed, with input from all stakeholders Homework information available online Resourcing: eTap Student Database ‘Parent Portal’ and associated apps. ‘How you can help at home’ links and materials introduced online
Improvement Plan Domain: Curriculum Development Date: Feb 2015 Related Strategic Goals: STRATEGIC GOAL 4: For all members of our learning community to experience a diverse range of learning experiences and opportunities across all areas of the New Zealand Curriculum Annual Goals: Maintain an engaging, balanced and culturally-responsive curriculum that is responsive to the diverse needs of every learner Offer a broad range of opportunities for extra-curricular activities Annual Target: 5. Curriculum overview in place to ensure coverage 6. Establish curriculum teams to facilitate support and guidance for teachers as appropriate 7. Continue to promote and facilitate a broad range of extra- curricular opportunities Key Improvement Strategies 2015: What: Who: Indicators of Progress: To implement 3-year curriculum overview Mapping Team SLT Curriculum Teams Curriculum Team Leaders - Concept map alignment with curriculum overview - Team leaders to involve all staff members in specific curriculum teams and mapping of learning experiences Resources and guidance available to teachers to support learning programmes and opportunities across the curriculum, including The Arts, Science, Physical Education, Social Sciences, Technology and elearning. Review existing resources in non-core curriculum areas, including both physical and digital resource bank Involve curriculum leaders and teams in mapping (planning) process Continue to promote opportunities for extra- curricular activities Associate Principal Range and balance of clubs and activities available across the school Resources: Unit allocations for leadership roles, curriculum budget areas, curriculum mapping software and release where appropriate
Other Areas of Continuing Strategic Focus Enviro - Involve learners in deciding what environmental actions should be considered at school - Involve all classes in developing their own projects to enhance the school environment as part of a whole-school process - Continue to liaise with ‘Neighbourhood Network group - Reflect Maori perspectives in enviro work at our school - Continue to develop and build upon our Travelwise initiatives - Foster a sense of whanaungatanga in our school and wider community, making connections with our local community, identity and heritage within the Waitakere ranges in relation to the concept of tūrangawaewae Te Reo Me Tikanga Maori - Continue to develop expertise through in-school leaders - Embed Te Reo in each subject area map - Coordinate key vocabulary focus across the school, linked with concept - Continue to build and foster a sense of whanaungtanga through the application of our ‘connected’ school values statements - Continue to make explicit connections between our ‘respectful’ value statements and enviro initiatives based on concepts of kaitiakitanga - Explore opportunities to make links in order to foster productive partnerships with parents, whānau, hapū, iwi, and communities - Continue to align learner agency initiatives with the underlying concept of Ako, as stated in our school motto “Ako Tahi”
Analysis of Variance Focus Area: Reading Strategic Goal: Continue to develop and enhance learner achievement Annual Goal: Accelerate progress of students performing ‘below’ or ‘well below’ the National Standard in reading Baseline Data: Well Below Below At Above Below or Well Below At or Above Reading 1.6 6.9% 43.2% 48.3% 8.5% 91.5% Targets (2014): 95% of students ‘At’ or ‘Above’ Standard (with no significant difference in achievement by gender and/or ethnicity Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why did it happen?) Evaluation (where to next?) All documented actions for 2014 implemented, including identification of target groups, ongoing monitoring, programmes of support and targeted PLD Achievement target not yet achieved – marginally below target Gender and ethnicity targets achieved Students in the first 2 years of school results show a significant proportion of student below the standard, as judged by interim and Overall Teacher Judgement. Interventions were targeted predominantly at writing, although Reading Recovery showed gains for high needs students Renew focus on consistency of reading programmes and ongoing monitoring Evaluate model of in-class support, and maintain existing teacher aide support at current levels
Focus Area: Writing Strategic Goal: Continue to develop and enhance student achievement Annual Aim: Accelerate progress of students performing ‘below’ or ‘well below’ the National Standard in writing Baseline Data: Well Below Below At Above Below or Well Below At or Above Writing 1.6% 20.5% 61.2% 16.7% 22.1% 77.9% Target (2014): 90% of students ‘At’ or ‘Above’ Standard (with no significant difference in achievement by gender and/or ethnicity Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why did it happen?) Evaluation (where to next?) All documented actions for 2014 implemented, including identification of target groups, ongoing monitoring, programmes of support and targeted PLD Achievement target not met, with a margin of 12.1% yet to be achieved Ethnicity targets met Gender results continue to show boys achieving at lower levels that girls The first year of our intensive writing contract focused predominantly on needs analysis for teacher PLD. Evidence shows inconsistency in terms of pedagogy and programme design, in addition to areas of teacher need in terms of writing PLD. Implement 2nd year of writing PLD contract, shifting focus onto defining best practice, sharing and modelling effective strategies and supporting professional learning for individual teachers as required.
Focus Area: Mathematics Strategic Goal: Continue to develop and enhance student achievement Annual Aim: Accelerate progress of students performing ‘below’ or ‘well below’ the National Standard in mathematics Baseline Data: Well Below Below At Above Below or Well Below At or Above Maths 0.9% 8.5% 63.5% 27.2% 9.4% 90.7% Target (2014): 95% of students ‘At’ or ‘Above’ Standard (with no significant difference in achievement by gender and/or ethnicity Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why did it happen?) Evaluation (where to next?) All documented actions for 2014 implemented, including identification of target groups, ongoing monitoring, programmes of support and targeted PLD Achievement target not met, with 4.3% yet to achieve Ethnicity target achieved Gender results continue to shows girls performing marginally below boys Results are close to target. Results indicate that the first two years of school show slightly lower achievement overall relative to later year groups, which fits with historic data Continue to develop ALL programme of support Focus on monitoring and supporting as required in Y1/2 Maintain existing programmes of support
www.titirangi.school.nz

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Titirangi Primary School Charter March 2015

  • 1.
  • 2.
    Contents: Background: 2 TPS Vision& Values: 4 Strategic Goals: 5 2014 National Standards Summary: 5 Annual Plans & Targets: 7 Areas of Continuing Strategic Focus: 16 Analysis of Variance: 17
  • 3.
    The TPS 2015Charter represents the next steps for our learning community as we continue to strive to enable each learner to explore their potential and achieve personal and academic success across the New Zealand Curriculum. The Titirangi Primary School Board of Trustees is committed to meeting all statutory obligations and giving effect to the National Education Guidelines through the implementation and review of policies, plans and programmes, including those for curriculum, assessment and staff professional development. The Board aims to provide a positive, inclusive, emotionally and physically safe environment for all. The foundations of this are our school values, which act as a ‘mission statement’ and articulate expectations, aspirations, rights and responsibilities for all members of our learning community. They inform all aspects of life at our school, including our Charter and Strategic Goals. We are committed to maintaining a culturally responsive environment within our learning community, in which multicultural diversity, individuality, identity and cultural heritage are respected, affirmed and acknowledged. We recognise that Te Reo Maori is particularly unique to New Zealand and is integral to our bi-cultural heritage in relation to the history and context of the Treaty of Waitangi. Our implementation of Te Reo a Tikanga Maori aims to make provision across the curriculum and at all year levels as a routine and regular part of the classroom programme and wider cultural life of the school. The Board of Trustees undertakes to give careful consideration to any request from parents to provide instruction in Te Reo Maori, subject to the availability of resources and personnel. March: 2015: Charter Final Draft consultation and Submission to MOE Dec 2014-Feb 2015: BOT Charter Drafting Nov-Dec 2014: Staff & Board Workshops October 2014: Community Survey Background
  • 4.
  • 5.
    StrategicActions “Develop their capabilitiesas active, independent learners and inquirers, equipped with the appropriate skills, knowledge and learning dispositions to enable them to effectively; Question Plan Discover Share Create Reflect “Experience a diverse, engaging range of personalised learning opportunities across all areas of the New Zealand Curriculum” “Finance: To maintain sound, sustainable financial planning, processes and sources of revenue to support the strategic direction of the school.” “Property: To create and maintain a quality, modernised learning environment that is safe, functional & appropriately resourced to support and enhance learning.” For all members of our learning community to: “Be appropriately challenged and supported to enable success and realise potential.” “Understand their rights and responsibilities of respect for self, others and our environment” “Work collaboratively, in partnership with teachers, parents and learners, to support successful learning outcomes.” Strategic Goals Implement effective, innovative, evidence-based teaching and learning practices and personalised learning pathways that are responsive to the diverse needs of individual learners Continue to develop and embed the TPS school values as the basis for defining the rights, responsibilities and positive relationships that form the foundations of our learning community Further develop learner-centred, learning- focused and culturally-responsive partnerships that celebrate diversity, involving and actively engage all members of our learning community Maintain an engaging, balanced range of curricular and extra-curricular opportunities that are responsive to the diverse interests and cultural and academic needs of all members of our learning community Facilitate, celebrate and promote opportunities for all members of our learning community to develop increasing agency over their own learning through the development of thinking skills and collaborative, inquiry-based learning
  • 6.
    2014 National StandardsData - Summary Well Below Below At Above Below or Well Below At or Above Reading 1.6 6.9% 43.2% 48.3% 8.5% 91.5% Writing 1.6% 20.5% 61.2% 16.7% 22.1% 77.9% Maths 0.9% 8.5% 63.5% 27.2% 9.4% 90.7% READING WRITING MATHS Areasofstrength Reading data as judged against National Standards has remained high, with a very small proportion judged ‘well below’ standard. 2014 results are broadly in line with 2013 data (-2%). Results analysis shows that there is no statistically significant difference in achievement by gender, and that both Maori and Pasifika students is in line or higher than achievement of other groups. The proportion of students judged to be ‘above’ the standard in reading is significantly higher than in writing and higher than in mathematics, with close to half of all boys and all girls judged to be achieving ‘above’. Although comparatively lower than results for maths and reading, writing results remain relatively strong compared with national and regional results. 2014 results are marginally lower than previous writing results for 2013 (- 4%), but remain in line with historic trends since National Standards reporting was first introduced. Girls trend particularly well in writing, with around 85% judged to be meeting or exceeding the standard. As with reading, proportions of students judged to be ‘well below’ the standard are very low. Maths results show very positive achievement trends, again with consistency across gender and ethnicity. Boys’ achievement is notably high at the upper level, with 33% judged to be ‘above’ the standard overall. An intervention targeting Y3 girls judged to be at risk of being ‘below’ standard appears to have been successful in improved outcomes for the group.
  • 7.
    Areasforimprovement  Reading achievementimproves in a general cumulative trend related to time at school, suggesting that support and intervention in the first few years of school should be prioritised. Although numbers of students are not particularly high, acceleration programmes may be required for students who are continuing to make progress, but remaining below the standard for successive academic years. Writing continues to be an area for development, with some high needs learners and possible areas for further development of teacher expertise in writing identified in specific areas of the school. Tailored support, guidance and professional learning has been identified for target areas. Specific areas for improvement include Y2, Y3 and boys’ writing overall (particularly in the early developmental stages of emergent writing) While no significant year levels or ethnicities emerge from the data for targeted improvement and proportions below are broadly consistent across demographics, a lower proportion of girls overall are judged to be ‘above’ the standard for maths. PlannedActionsforLiftingAchievement Maintain existing programmes of support to ensure achievement is maintained Target students identified as consistently ‘below/well below’ the standard, trialling models of in-class teacher aide support Continue with dyslexia PD and spelling programmes to improve provision for those with specific literacy needs  Engage with Year 2 of writing contract to continue building expertise  Targeted support for teachers based on 2014 cohort writing data  Expand ‘Accelerated Literacy Learning’ intervention for Year 2 to train 3-4 new teachers across Y3 and 4  Continue with dyslexia PD and spelling programmes to improve provision for those with specific literacy needs  Explore supplements to classroom programmes using technology/software solutions for writers experiencing significant, ongoing barriers to progress and achievement  Continue with ‘Accelerated Learning in Maths’ programme into Year 2, continuing to support target groups, including gender-specific groups as required  Expand ‘Accelerated Learning in Maths’ intervention for Year 2 to train 2 new teachers across Y3 and 4
  • 8.
    Annual Plans &2015 Targets Improvement Plan Domain: National Standards Achievement Date: Feb 2015 Related Strategic Goals: STRATEGIC GOAL 1: For all members of our Learning Community to be appropriately challenged and supported to enable success and realise their potential Annual Goal: Implement effective, innovative, evidence- based teaching and learning practices and programmes of support that are responsive to the diverse needs of every learner Annual Target: ‘At’ or ‘Above’ Standard (%) Reading: 95%+* Maths: 95%+* Writing: 90%+* *with no significant difference in achievement by gender and/or ethnicity Baseline Data - 2014: Well Below Below At Above Below or Well Below At or Above Reading 1.6 6.9% 43.2% 48.3% 8.5% 91.5% Writing 1.6% 20.5% 61.2% 16.7% 22.1% 77.9% Maths 0.9% 8.5% 63.5% 27.2% 9.4% 90.7% Key Improvement Strategies: When: What: Who: Indicators of Progress: Term 1 2015 Reading/Writing/Maths – Class target groups identified in reading, writing and maths and action plans completed Class teachers - Target groups identified and monitored on an ongoing basis at Syndicate and Leadership level. Term 1 2015 Writing – Professional Learning & Development contract Year 2 (Team Solutions) SLT Literacy Leader Whole staff - Mid-year interim OTJ’s against the National Standards for Writing - Areas of good practice identified/promoted/shared
  • 9.
    - Continuing observationalfeedback on quality and consistency of writing programmes across the school and development of programme guidelines Term 1 2015 Accelerated Literacy Learning – Year 2 Literacy Leader - Target groups for accelerated learning identified. - Curriculum and achievement action plans developed - Model of in-class support in Year 3 for writing Term 2 2015 Dyslexia Professional Learning & Development Whole staff - Continue to develop a consistent approach to literacy programmes that takes into account the needs of dyslexic learners Term 1-4 2015 Improve consistency of writing and spelling programmes across the school SLT Literacy Leader - Continue to develop the use of Sheena Cameron and Joy Allcock Resources - Develop guidelines for TPS writing programmes - Shared approach evident in writing plans Term 1 2015 Reading – Revisit TPS Reading Programme guidelines to ensure consistency of identified good practice across all classes SLT Literacy Leader - Observation feedback - Shared approach evident in reading maps Term 1 2015 Maths - Accelerated Learning in Mathematics – Year 2 ALiM Leader - Target groups for accelerated learning identified. - Curriculum and achievement action plans developed - Model of in-class support developed in Year 3 for mathematics Resourcing: Release and unit allocations for ALL and ALiM leaders. Dedicated staff and syndicate meeting time. Dyslexia PD and support materials
  • 10.
    Improvement Plan Domain:Meeting the Needs of Diverse Learners Date: Feb 2015 Related Strategic Goals: STRATEGIC GOAL 1: For all members of our Learning Community to be appropriately challenged and supported to enable success and realise potential Annual Goal: Implement effective, innovative, evidence- based teaching and learning practices and programmes of support that are responsive to the diverse needs of every learner Annual Target: Learners receiving support to make accelerated progress towards achieving At National Standards. Learners identified as Gifted & Talented to experience appropriate levels of challenge Baseline Data: Achievement data from Dec 2014/Feb 2015, GATE referral data administered by GATE Co- ordinator in conjunction with anecdotal data gathered by Teacher and/or Parent Key Improvement Strategies: When: What: Who: Indicators of Progress: Term 1 2015 Identify learners achieving below or well below National Standards Prioritise learners to receive Teacher Aide support for their learning SENCO Teachers Teacher Aides RTLB SLT - Learners achievement progresses towards goals set in Syndicate action plans and/or IEP and monitored by teachers/syndicate teams/SLT Term 1 2015 Document Individual Education Plans for each learner receiving learning support Terms 1 – 4 2015 Teachers schedule classroom timetables so that identified learners receive both learning support and classroom teaching in their area of need Teachers Teacher Aides SENCO Read. Recovery - Learners receive learning support which builds upon the classroom programme, blending both in-class and withdrawal programmes Terms 1 - 4 2015 Professional development to up-skill teachers so that support for learners is Team Solutions Facilitator - Teachers are better able to cater for learners’ needs within classroom programmes, as
  • 11.
    maximised during classroomprogrammes, particularly in the learning area of Writing School Literacy Leaders Teachers SLT evidenced by student achievement data and observational evidence Term 1-4 2015 Offer appropriate levels of challenge for the most able learners Te Toi Tupu Facilitator GATE Coordinator Teachers SLT Term 1- 4 2015 Identify and withdraw learners who require extension beyond the classroom programme to be catered through Gifted and Talented programmes e.g. Future Problem Solving, Philosophy for Children, Otago Maths Problem Solving, Junior Krypton Factor GATE Co-ordinator Teachers - Learners in FPS programme participate and achieve in National FPS examinations - Learners ability to use lateral thinking and problem solving is extended where appropriate through participation in specialist programmes Term 2 2015 Implement supplementary GATE enrichment programmes to offer a broader range of curriculum areas SLT GATE Co-ordinator Teachers - Teacher released to facilitate ‘Enrichment Days’ in specialist learning areas of the curriculum Term 1 2015 GATE teachers attend and up skill teaching approaches used in Gifted and Talented extension programmes Teachers - Teachers attended training in FPS and P4C Resourcing: Gifted and Talented Coordinator, Teacher Aides, GATE PLD
  • 12.
    Improvement Plan Domain:Pedagogy & Professional Learning Date: Feb 2015 Related Strategic Goals: STRATEGIC GOAL 1: For all members of our Learning Community to be appropriately challenged and supported to enable success and realise potential Annual Goal: Implement effective, innovative, evidence- based teaching and learning practices and programmes of support that are responsive to the diverse needs of every learner Annual Target: Online tools planned in to all core and concept maps across the school Key Improvement Strategies: When: What: Who: Indicators of Progress: Term 1 2015 Establish ‘Innovative Pedagogies Team’ to inquire into and evaluate evidence of effective curriculum design and pedagogy, including ‘Modern Learning Environments’ ICT Committee Innovative Pedagogy Team SLT - Leaders released to explore, evaluate and report on effective practice in both our own and others’ learning environments - Professional development on the use of key online delivered to staff - Innovative Pedagogies Leaders supporting through modelling the potential applications of online tools to facilitate learning - Cloud-based solutions for teaching and learning introduced for all Y6 learners via the Google drive platform Term 1 2015 Continue to promote the use of eLearning tools to extend learning beyond the classroom as part of a model of blended 21st Century Pedagogy Term 2 2015 Extend trial BYOD policy for older learners and evaluate impact on teaching and learning Innovative Pedagogies Leaders & Syndicate 6 - BYOD trial in place across all Year 6 classes and evaluated for impact on teaching and learning - BYOD Policy recommendations to BOT Term 3, 2015 Ongoing Continue to promote and facilitate learner agency through programmes that allow opportunities for goal- SLT - Ongoing review of learning progressions across the school
  • 13.
    setting, self-directed inquiryand learning preferences Innovative Pedagogies Team Teachers - Consideration of programme design to allow student choice - Continuing evaluation of the impact of ‘20% time’ for older learners Resourcing: Dedicated staff meeting time. Unit allocations for 2 Innovative Pedagogies leadership roles, release time for observations and school visits
  • 14.
    Improvement Plan Domain:Vision & Values Date: Feb 2015 Related Strategic Goals: STRATEGIC GOAL 2: For all members of our Learning Community to understand their rights and responsibilities of respect for self, others and our environment Annual Goals: Continue to develop and embed the TPS school values as the foundations for our learning community Annual Target: 1. To promote our school values for all members of our Learning Community 2. To ensure consistency in the approach and philosophy that forms the basis for relationships within our Learning Community Key Improvement Strategies: When: What: Who: Indicators of Progress: Ongoing Promote the TPS School values to all stakeholders All staff Values highly visible in the school environment and referenced where appropriate in promotional material/newsletters/acknowledgements & events Term 1 2015 Take proactive steps to ensure clarity of expectations, rights and responsibilities All staff Teacher ‘class contracts’ Principal visits to classes Consistent Anti-bullying messages Term 2/3 2015 Ensure a consistent approach to behaviour management across the school All staff Positive interactions guidelines and related policies revisited with staff as part of beginning of year orientation Restorative practice training for whole staff Consistent systems of positive reinforcement, including certificates aligned with school values Resourcing: Restorative practice PLD (grant application), printed certificates, online newsletter
  • 15.
    Improvement Plan Domain:Learning Partnerships Date: Feb 2015 Related Strategic Goals: STRATEGIC GOAL 3: For all members of our Learning Community to work collaboratively, in partnership with teachers, parents and learners to support successful learning outcomes Annual Goals: Further develop learner-centred, learning-focused partnerships that involve all members of our learning community Annual Target: 3. To promote our school values for all members of our Learning Community 4. To ensure consistency in the approach and philosophy that forms the basis for relationships within our Learning Community Key Improvement Strategies: When: What: Who: Indicators of Progress: Ongoing Effective, learning-focused communication with parents All staff Principal and SLT communications to parents Information on events and initiatives published Emails home from teachers Website/social media content current Continued review of parent/teacher and student-led conferences Term 1 2015 Introduce ‘Parent Portal’ online platform for sharing information between home and school SLT Online portal available to parents, including redesigned report formats Next phase of a drive towards ‘paperless’ systems of communication introduced via smartphone apps Term 2/3 2015 Review current Home Learning expectations to ensure consistency and clarity for parents SLT Teachers BOT Parents kept well informed about home learning expectations and areas of focus by all teachers Policy reviewed, with input from all stakeholders Homework information available online Resourcing: eTap Student Database ‘Parent Portal’ and associated apps. ‘How you can help at home’ links and materials introduced online
  • 16.
    Improvement Plan Domain:Curriculum Development Date: Feb 2015 Related Strategic Goals: STRATEGIC GOAL 4: For all members of our learning community to experience a diverse range of learning experiences and opportunities across all areas of the New Zealand Curriculum Annual Goals: Maintain an engaging, balanced and culturally-responsive curriculum that is responsive to the diverse needs of every learner Offer a broad range of opportunities for extra-curricular activities Annual Target: 5. Curriculum overview in place to ensure coverage 6. Establish curriculum teams to facilitate support and guidance for teachers as appropriate 7. Continue to promote and facilitate a broad range of extra- curricular opportunities Key Improvement Strategies 2015: What: Who: Indicators of Progress: To implement 3-year curriculum overview Mapping Team SLT Curriculum Teams Curriculum Team Leaders - Concept map alignment with curriculum overview - Team leaders to involve all staff members in specific curriculum teams and mapping of learning experiences Resources and guidance available to teachers to support learning programmes and opportunities across the curriculum, including The Arts, Science, Physical Education, Social Sciences, Technology and elearning. Review existing resources in non-core curriculum areas, including both physical and digital resource bank Involve curriculum leaders and teams in mapping (planning) process Continue to promote opportunities for extra- curricular activities Associate Principal Range and balance of clubs and activities available across the school Resources: Unit allocations for leadership roles, curriculum budget areas, curriculum mapping software and release where appropriate
  • 17.
    Other Areas ofContinuing Strategic Focus Enviro - Involve learners in deciding what environmental actions should be considered at school - Involve all classes in developing their own projects to enhance the school environment as part of a whole-school process - Continue to liaise with ‘Neighbourhood Network group - Reflect Maori perspectives in enviro work at our school - Continue to develop and build upon our Travelwise initiatives - Foster a sense of whanaungatanga in our school and wider community, making connections with our local community, identity and heritage within the Waitakere ranges in relation to the concept of tūrangawaewae Te Reo Me Tikanga Maori - Continue to develop expertise through in-school leaders - Embed Te Reo in each subject area map - Coordinate key vocabulary focus across the school, linked with concept - Continue to build and foster a sense of whanaungtanga through the application of our ‘connected’ school values statements - Continue to make explicit connections between our ‘respectful’ value statements and enviro initiatives based on concepts of kaitiakitanga - Explore opportunities to make links in order to foster productive partnerships with parents, whānau, hapū, iwi, and communities - Continue to align learner agency initiatives with the underlying concept of Ako, as stated in our school motto “Ako Tahi”
  • 18.
    Analysis of Variance FocusArea: Reading Strategic Goal: Continue to develop and enhance learner achievement Annual Goal: Accelerate progress of students performing ‘below’ or ‘well below’ the National Standard in reading Baseline Data: Well Below Below At Above Below or Well Below At or Above Reading 1.6 6.9% 43.2% 48.3% 8.5% 91.5% Targets (2014): 95% of students ‘At’ or ‘Above’ Standard (with no significant difference in achievement by gender and/or ethnicity Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why did it happen?) Evaluation (where to next?) All documented actions for 2014 implemented, including identification of target groups, ongoing monitoring, programmes of support and targeted PLD Achievement target not yet achieved – marginally below target Gender and ethnicity targets achieved Students in the first 2 years of school results show a significant proportion of student below the standard, as judged by interim and Overall Teacher Judgement. Interventions were targeted predominantly at writing, although Reading Recovery showed gains for high needs students Renew focus on consistency of reading programmes and ongoing monitoring Evaluate model of in-class support, and maintain existing teacher aide support at current levels
  • 19.
    Focus Area: Writing StrategicGoal: Continue to develop and enhance student achievement Annual Aim: Accelerate progress of students performing ‘below’ or ‘well below’ the National Standard in writing Baseline Data: Well Below Below At Above Below or Well Below At or Above Writing 1.6% 20.5% 61.2% 16.7% 22.1% 77.9% Target (2014): 90% of students ‘At’ or ‘Above’ Standard (with no significant difference in achievement by gender and/or ethnicity Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why did it happen?) Evaluation (where to next?) All documented actions for 2014 implemented, including identification of target groups, ongoing monitoring, programmes of support and targeted PLD Achievement target not met, with a margin of 12.1% yet to be achieved Ethnicity targets met Gender results continue to show boys achieving at lower levels that girls The first year of our intensive writing contract focused predominantly on needs analysis for teacher PLD. Evidence shows inconsistency in terms of pedagogy and programme design, in addition to areas of teacher need in terms of writing PLD. Implement 2nd year of writing PLD contract, shifting focus onto defining best practice, sharing and modelling effective strategies and supporting professional learning for individual teachers as required.
  • 20.
    Focus Area: Mathematics StrategicGoal: Continue to develop and enhance student achievement Annual Aim: Accelerate progress of students performing ‘below’ or ‘well below’ the National Standard in mathematics Baseline Data: Well Below Below At Above Below or Well Below At or Above Maths 0.9% 8.5% 63.5% 27.2% 9.4% 90.7% Target (2014): 95% of students ‘At’ or ‘Above’ Standard (with no significant difference in achievement by gender and/or ethnicity Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why did it happen?) Evaluation (where to next?) All documented actions for 2014 implemented, including identification of target groups, ongoing monitoring, programmes of support and targeted PLD Achievement target not met, with 4.3% yet to achieve Ethnicity target achieved Gender results continue to shows girls performing marginally below boys Results are close to target. Results indicate that the first two years of school show slightly lower achievement overall relative to later year groups, which fits with historic data Continue to develop ALL programme of support Focus on monitoring and supporting as required in Y1/2 Maintain existing programmes of support
  • 21.