Charter 2016 ——~ KATE RA PRIMARY SCHOOL DUNEDIN, NEW ZEALAND Our Vision Happy, confident lifelong learners Mission Statement To provide an environment in which children continue to develop a love of learning and respect for others.What We Value After staff, student and community consultation the following are our cornerstone statements for the school. To be a life long learner To be the best you can be Keer To resources NA: Ada To work hard To the environment To make good decisions To yourself and others To look after belongings CEE) To be confident To try new activities To make new friendsOur key beliefs about learning; to support the achievement of our vision and values. * Everyone can learn. Learning is a lifelong process * High expectations from learners, staff and parents/caregivers is critical to success * Learning is profoundly influenced by social relationships + Leamers are unique and they can make some of their own decisions about their learning * Learning is a process of making sense of the world + Learning is enhanced by learners being aware of how thinking and learning occurs + Learning is demonstrated when learners can apply their understandings in a new situation, in flexible and thought provoking ways + Learning has no boundaries. Learners demonstrate the ability to use their learning skills anytime, any place, anyhow and with anyone + Learning can be complex and non-linear * Self-belief and confidence affects motivation and learning * Learning is more effective when information is embedded in purposeful and meaningful experiences * Learning is enhanced when there is a partnership between the whanau/family and the school + Learning happens when passionate, professional and knowledgeable staff recognise and include these belief’ in their programmes + Learners who are resilient are more likely to be successfulKaiko Maori Achievement rai Primary School recognises the unique position of the Maori culture in the school. Treaty of Waitangi ‘To fulfil the intent of the Treaty of Waitangi by valuing and reflecting New Zealand’s dual cultural heritage. Our p rogrammes Children will receive 30 minutes per week of quality Te Reo/Tikanga through Manawa Enterprises. Include Te Reo and Tikanga Maori throughout our learning programmes Utilise personnel to further develop the Kapa Haka group. Provide extension Te Reo using the te rakau method. Identify and consult with the Maori community Refer request of parents who wish to have further Te Reo instruction for their child to the Correspondence School or the resource teacher of Maori. Ensure programmes celebrate the differences between cultures and that children understand the importance of their own culture as part of their identity Whanau groups exist within the school to share, collaborate, lead and be led. Kaikorai Primary School Goals for Maori Children are: To ensure that Maori children have an equal opportunity to achieve their full potential academically, socially and through extra curricular pursuits. Recognise the importance of their Maori culture Share their cultural experiences with other children Utilise the experiences and knowledge of whanau and wider community of children from the Maori culture into the schools programmesCultural Diversity Kaikorai Primary School recognises the importance of the cultural diversity within the school. Our programmes + Examine the similarities and differences that cultures share through our programmes * Celebrate other cultures and raise awareness of issues faced by other cultures. * Provide teacher and support staff time for English speakers of other languages * Provide opportunities for children to learn other languages such as French and Mandarin Kaikorai Primary School Goals for Pasifika and other cultures children is to: * To ensure that children from other cultures have an equal opportunity to achieve their full potential academically, socially and through extra curricular pursuits * Recognise the importance of their own culture * Share their cultural with other children * Utilise the experiences and knowledge of families and wider community of children from other cultures into the schools programmes * Whanau groups exist within the school to share, collaborate, lead and be led. * Children are taught through an integrated curriculum.Our Goals * A “One School” philosophy that sees the staff and children striving to achieve our goals * Achievement and success for all * Promote, encourage and provide a high standard of teaching * Promote the school values of being Kind, Aspiring, Independent and Keen through all aspects of school life * A safe learning and working environment for children and staff * Improved literacy and numeracy for all children * Assessment of student achievement used to inform teaching and review learning programmes * Improved outcomes for children identified as below or well below the National Standards * Improved outcomes for all children * Recognise in our practice the varied cultures represented in our school * Upgrade and maintain the school’s assets and resources + Employ the highest quality staff available * Review and further develop the Board of Trustees organisational structures * Encourage family/whanau participation in school life and maximise the use of community support + Implement and deliver a curriculum in a planned way, that is responsive to the varied needs of children and reflect the schools values * Provide modern technologies for school programmes and increase the ICT capabilities of the staff and childrenhave a targeted success | Kaikorai Primary School rate of 80-90% of the will be viewed by teachers school. asan innovative, interesting and well To provide support for supported place to work. children with identified learning needs To delivery a programme that is innovative, meaningful, authentic and set to the needs of our children and community while reflecting the NZC. and collaboration. Kaikorai Primary School Strategic Goals Curriculum Personnel Property Finance Governance We have a high To employ highly trained | To develop modem To allocate finances To provide a vision, expectation that children | and motivated staff with | learning environments that | appropriately to support | policies and procedures who come to Kaikorai expertise in teaching | reflect the school vision of | __children and school so that future Boards of Primary School achieve to | literacy, numeracy and the | “one school”, enviroschoo! programmes. the best of their ability. | delivery of.an innovetive | and that facilitate learning The essential areas of curriculum literacy and numeracy will Trustees can transition easily into the role and understand the long term vision of the school.Analysis of Variance - 2015 National Standards Each year, the Kaikorai Primary School Board of Trustees set goals through the Charter that affect every aspect of the running of the school. These are reviewed annually in a variety of ways. Student achievement is the priority for the Kaikorai Primary School Board of Trustees and therefore places greater importance on its learning goals and reports these through the Analysis of Variance. ‘The Board sets measurable, but aspirational targets, as we wish to see all students achieve. We also recognise that academic achievement looks different for different students. The students are identified through the National Standards at the start of the year by ability and not by timing so that the Board and Management can truly identify at risk students and put in place the correct intervention. It is accepted that to improve a whole standard is a significant achievement, as students would have had to learn two years worth of information in one. Therefore we consider any movement of 3-5% to be exceptional. Situation at start of Target for 2015 Outcome Evaluation 2015 Reading Reading Reading The school did not achieve its aspirational Above At or Above =90% | Above goal of 90% in reading, At Below or Well Below= 10% | At Afier moderation issues in 2014 and Below Below significant work going into improving the Well Below = 3% Well Below teacher's OTJ’s in 2015, it was pleasing to see Planned actions taken to improve outcomes. 1. The Year 5 and 6 cohort of children will receive 4 hours per week additional support to achieve accelerated progress. 2. Teachers in the senior more realistic outcomes. A.3% shift from At to Above and a 2% shift from Well below to Below is a very good result for our teachers and students. The intervention and teaching programmes put in place have shown pleasing improvements and good overall results with 85% of the school reading at or above their chronological age. ‘The multi layer levels of support are benefiting the students to achieve this high rate of reading literacy Students who are well below receive 2 hours per week of intensive 1:1 instruetion from asyndicate will focus their action research on their using reading eggs to increase millage and understanding 3. Continue reading recovery programme in Juniors and parent reading highly qualified teacher. ‘This was doubled in 2015 to ensure senior students were also receiving specialist reading recovery. The parent reading programme has been beneficial for those children who have many of the skills to read but require “mileage” Children receive up to 2 hours per week working on developing a positive disposition to reading and improving their overall fluency. Syndicates continue to look collectively at the students who are not performing as expected, ook for commonalities in problems and work collegially for solutions. ‘This has resulted in professional development, idea sharing and greater collegiality to improve our results. Unfortunately the senior classes action research into using the computer system, Reading Eggs, had little positive impact on improving reading. We also found that some children were receiving three interventions per day and students were becoming frustrated and tired from the intense support and also missed being with their peers. Teachers also felt that they were losing contact with their most at risk students. Recommendation for 2016 — Reading recovery programmes and parent reading programme to continue with regular reporting to the Board on student performance, Technology tools such as Reading eggs had little benefit in the senior class Reduce the amount of interventions in the senior school to one major intervention per child per te and will not be implemented across the school. rm, Writing At or Above 0% Below or Well Below = 10% Above At Below Well Below 16% = 64% 17% 3% Due to matemity leave being taken the writing support programme did not have the consistency in delivery that we would have liked. It was pleasing however to see a significant improvement in children in thePlanned actions taken to improve outcomes. 1. The schoo! will review the newly implemented writing programme to ensure consistent delivery and monitoring of student progress. 2. The teacher intervention of a 0.6 employed teacher will continue, however greater monitoring of senior writing programmes will take place. The middle syndicate will complete an action research project on using GAFE to inerease and improve student writing ‘ABOVE category. This shift could be attributed to the school’s, new writing programme becoming more embedded, with children taking greater responsibility for assessing their own learning goals through the Gail Loane writing programme. Children knew what their writing goal is and were able to identify it in their writing, We also had pleasing results in the juniors as some of the time that focused on developing students reading skills was incorporated into developing their writing skills through 1:1 teacher support time. The middles action research project on using GAFE to improve student writing and better feedback was also a significant factor. 80% of children in the middles syndicate felt that they had increased production in their writing using GAFE. The Senior Management team witnessed a high level of feedback through GAFE and Kaizena to the children and then the children acting upon this advice in their writing. Recommendation for 2016 — ability in personnel for the writing support programme and place a special emphasis on boys writing by developing a boys writing group. Middles and Senior syndicate to receive 1 hour per day of specialist teacher intervention. Teacher aide time allocated to classrooms with students with severe writing difficulties. Implement across the whole school the GAFE and Chrome books and to lower the level of devices to 1:3 and provide specific feedback. Further develop our writing programme based upon Gail Loane’s philosophy. 10Mathematics Mathematics Mathematics This was the schools biggest disappointment Above 20% Ator Above 90% | Above 17% with mathematics results siting outside the At 65% Below or Well Below= 10% | At 61% schools strategic goal of 80-90%. ‘The Year 4 Below 12% Below = 20% group was particularly disappointing having Well Below = 3% Well Below = 2% dropped 10% from 2014 to only 70% AT or Planned actions ABOVE. On closer examination this was : largely due to 5 students joining the school at taken to improve the BELOW level 2015. outcomes. EASTTLE results showed an improvement across the board but this was not reflected in, 1. Teacher aide support teachers OTIs. in senior classroom 2. Specialist teacher intervention for children who need help with basic facts in seniors. 3. Run targeted math groups for children in the middle syndicate. Recommendation for 2016 — Continue teacher aide support in senior classroom and increase the specialist teacher intervention for children who need help with basic facts. We will also continue to run targeted math groups for children at risk and extend the specialist teacher support to ensure greater emphasis on place value into our programmes. We will also be trialing algorithms and vertical form being introduced at an earlier age so that every child has a strategy that works every time. ‘Maori Achievement Maori Achievement Writing Maori Achievement | Maori students performed well in 2015 with Reading Above Mathematies improvements in the BELOW category from Above = 39%(Mi. At Above 2%(Mid=8%) | 1-9%, For the first time however, Maori At 39%(Mi Below At 8%(Mid=67%) | students have performed worse than their Below =22%(Mid=21%) | Well Below = 4% (Mid=4%) | Below = 20%(Mid=25%) | peers in reading and writing, Well Below = 0% Well Belo = 0%(Mid=0%) Recommendation for 2016 — Through our Whanau Hui we will share our Maori students results with whanau and discuss culturally appropriate ways we can work together to lift Maori achievement, All teachers will be aware of Maori students in their classroom and take part in school, support programmes. Te Reo and Tikanga PD will be the main focus for 2016. ulPasifika Achievement Reading Ator Above Below or Well Below = 100% 1% Pasifika Achievement Writing At or Above Below or Well Below Pasifika Achievement Mathematics At or Above = 80% Below or Well Below = 20% Due to the fact that Kaikorai Primary School has very few Pasifika student’s privacy considerations prevent the school making further comment. Recommendation for 2016 — All teachers will be aware of Pasi needed. ika students in their classroom and take part in school support programmes if ‘Year 6 Mathematics Above AL Below Well Below Planned actions taken to improve outcomes. 1, Teacher aide programmes both in and out of class. Basie facts group ist Regular monitoring and reporting to Board. ‘Year 6 Mathematics At or Above Below or Well Below = Year 6 Mathematics At or Above 85% Below or Well Below = 15% Clear targeted teaching, support from teacher aides both in class and through targeted math groups and specialist teacher interventions have all resulted in a very pleasing improvement. ERO commented on the positive influence of the home school partnership when working with children who were finding mathematics a challenge. Recommendation for 2016 — Continue the support of the teachei with a specialist teacher. 18 aide programmes both in and out of class and continue the basic facts group Year 4 Writing Year 4 Writing Year 4 Writing Excellent shift of 11% from mid year and 5% Above =11% Ator Above 83% | Ator Above 78% | from end of 2014. Year 4 students are nearly At Below or Well Below = 17% | Below or Well Below= 22% | at our strategic goal. Quality teaching from Below both classroom teachers based upon new Well Below = 6% writing programme and our writing support programme has made a significant impact. 12Planned actions taken to improve outcomes. 1, L hour per day with a specialist writing teacher employed by the school to target students needs, set goals, and support classroom teacher. 2. Regular monitoring and reporting to Board. Recommendation for 2016 — Children in middle syndicate will children are almost within the schools strategic goal it will be im need less time in accelerated learning programmes and although this cohort of ;portant that they continue to receive intervention in 2015, Year 6 Writing Year 6 Writing Year 6 Writing Excellent shift of 10% from mid year. Year 6 Above =35% At or Above =83% | Ator Above = 80% | students now within a strategic goal, Quality At Below or Well Below = 17% | Below or Well Below = 20% | teaching from both classroom teachers based Below upon new writing programme and our writing Well Below Planned actions taken to improve outcomes. 1. 1 hour per day with a specialist writing teacher employed by the school to target students needs, set goals, and support classroom teacher. 2. Regular monitoring support programme has made a significant impact. 13and reporting to Board, ‘Recommendation for 2016 — As many of the 2014 students “graduated” from the accelerated writing programme Year 5 students were picked up and we have continued to see a need for support in this area. We will continue to provide specialist teacher intervention at 0.2 for Year 5 and 6 students in 2015. 14Targets for Student Achievement Against National Standards 2016 The Staff, Senior Management and Board of Trustees have viewed all of Kaikorai Primary School National Standard and achievement data including, whole school, year level, gender, Maori and Pasifika at the end of 2015. From this information the following areas have been identified for 2016. National Standard subject: Whole School Writing Discussion: 80% of children are either at or above across the school. This is an improvement of 8% since the July review. Cohorts of children who have received intervention this year have made significant improvements. National Standard subject:Boys writing in Year 6 Discussion: 12 boys out of 15 children make up the 27% of Year 6 children who are working below or well below the standard. This is significantly lower than other cohorts of children in the school. Discussion: ‘The Board of Trustees has set a strategic and aspirational goal of 80% At or Above in all of Year 6 writing. For the 12 boys we believe we can get 4 to the “AT” standard due to the diverse leaning difficulties these boys face. Discussion: * 0.2 of a teacher to be employed to work with Year 6 boys who are well below or below the National Standard. A major focus will be on developing their surface features but also provide high interest writing topies for boys. Children will be withdrawn from class to work with the teacher rather than working alongside in classes as we found this to be the most successful practice in 2015. * Syndicates to use E ASTTLE, ARBs and other tools to identify and address issues within their syndicates, + The comprehensive writing programme to continue to be developed which focuses on quality of writing and not genre. 15Discussion: ‘The 2015 cohort of students in Year $ have made improvements in their writing. From 27% below or well below in 2013 to 22% in 2014 but has now risen again to 27%. This is largely due to 3 students who started school in 2015 are either At or Well Below. Half of the girls who ‘were originally in this group have improved. National Standard subject:Mathematics Discussion: 78% of children are either at or above. Little difference between gender and ethnicity in mathematics. ‘National Standard subject: Year 5 Mathematics Discussion: ‘Year 4 mathematics in 2015 showed 30% of children achieving Below or Well Below. Discussion: The Board of Trustees has set a strategic and aspirational goal of 80% of children working At or Above in Year 5. Discussion: * Review mathematics delivery programme to teach these students one way of solving problems added to the many strategies that are involved in the numeracy project. Syndicates working collegially to identify areas of weakness and plan collaboratively to raise student achievement. Quality mathematies programmes being delivered in class. Invest in the targeted math groups for “AC” children who are below the National Standard ‘Teacher aide support for Senior Classrooms Use teacher support time for children who are well below the standard. Continue to engage parents with regular letters of progress and packs to support learning at home + Promote and provide a parent night promoting mathematics in the home and how parents can help. NAG2< (b) (iv) Progress Statement 16Discussion: ‘The 2014 mathematics results in Year 3 showed only 18% of children who were below or well below. This cohort have not been an issue until this year. This is due to 5 new students joining the school who were BELOW. National Standard subject: Year 2 Literacy Discussion: 90% of children are either at or above in reading and writing. Little difference proportionally in gender or ethnicity performance, This was a significant improvement of over 10% from a year ago. National Standard subject: Year 2 literacy Discussion: 20% of children are below in reading and 23% of children are below in writing in Year 1 in 2015. Discussion: ‘The Board of Trustees have set an aspirational goal of 90% in reading and 85% in writing * Reading recovery teacher to focus on writing as well as reading this year. * Parental engagement with reading recovery teacher * Shared focus and PD on reading in syndicate meetings especially for Year | children, NAG2< (b) (iv) Progress Statement Discussion: ‘We are starting to see a trend that the year 1 are more representative of the rest of the school rather than what we have traditionally seen, where they are signifcantly better than the other year groups. The intervention and programme applied in 2015 had the desired effect and the cohort ended where we expected them to be. 1 3National Standard subject: Maori Achievement Discussion: 79% of children are either at or above in reading, mathematics and writing. National Standard subject: Maori Achievement. Discussion: ‘Maori children are no longer performing better than their cohort and in reading they are performing worse. Discussion: ‘The Board of Trustees has set a strategic and aspirational goal of 90%. Discussion: * Whole staff PD on ‘Te Reo/Tikanga through Manawa enterprises. 30 minutes of high quality instruction in Te Reo from Manawa Enterprises -$20,000 * Through our Whanau Hui we will share our Maori children results with whanau and discuss culturally appropriate ways we can work together to lift Maori achievement, * All teachers will be aware of Maori children in their classroom and take part in school support programmes. + Encourage parents who have children who are below, well below or at risk to take up Kai Tahu offer of free tutoring NAG2A (b) (iv) Progress Statement Discussion: For the first time we have seen Maori children perform on par or worse than their cohort, Traditionally the AT and Above Maori students sat at around 86%, which was significantly better, ther the rest of their cohort. This has dropped to 79%, 18Curriculum 2016 Review and develop a common understanding in : the delivery of the Science, | J inda Martin | Term 3 and oo ee ne Rae if Social Studies, Health and Staff a Principal | oy ; yo PE, Technology Curriculum ellvery ensuring a common expectation for all teachers Strategic Goal = 1, 2,3 ~A bank of WB resources will be Further integration of WB developed by the staff and shared Professional Development | and ICT tools into the ~ Action Research completed by each delivery of the New teacher on an aspect of learning with Zealand Curriculum the Google for Educators (GAFEJILE) Principal framework. Strategic Goal = 1, 2,3 Amy a Principal | 7 Stdent examples of innovative ways, McBeath, year "ineipal | of finding, organizing, creating and sharing information ~ Whole school will use Google Does and Hapara in the first instance as a digital portfolio and for students to complete work. Teachers may use Google Does etc to provide feedback Review and refine the : : : reporting and assessrrent | Principal and . ee eae procedures in relation to Senior foe ee eee National Standards | National Standard Management | Tr’ Lita see oHVO and4 | andBOT |- NS results are collected twice Assessment thro it the and che te Strategic Goal = 1,2 unit holder uughout the year and changes to programmes made if necessary. 19Action Research completed on GAFE./ILE Implement, review and Principal and ~ Action Research projects completed by all teaching staff on GAFEVILE for teaching and earning Senior ‘7 : develop further the APPLE = Apple folder has information Inquiry folder and understanding of — ye | aera regarding assessment, student inquiry. ee checklist and planning templates unit holder rae = Visible in classes and more Strategic Goal = 1, 3 students completing risk management with the Principal. > Kristen Ferguson will monitor all Ensure that students who Principal | All Year | Students | students within support programmes are not achieving the Kristen Parents |- —Rationalize our support programme Support Programmes | National Standard are Ferguson Principal | so that each child has one goal that achieving accelerated Alison Baker they are working on at atime. progre: = Greater involvement and support Strategic Goal = 1, 2,3 for parents of children who are not meet expectations. Students will have high > Alll students receive a 30min lesson quality teaching of Te based upon 4 themes, one for each Reo/Tikanga Principal term by highly skilled Manawa | AllYear |Community | practitioners. TeReo/Tikanga _| Strategic Goal = 3 Enterprises = Increase in vocabulary and understanding forall children. Mihi significantly expanded = Staff receive 30 min PD per week while in class. T. We have a high expectation that children who come to Kaikorai Primary School achieve to a satisfactory level. The essential areas of literacy and numeracy will have a targeted success rate of 80-90% of the school. Strategic Goal 2. To provide support for students with identified learning needs 3. To delivery a programme that is innovative, meaningful, authentic and set to the needs of our children and community while reflecting the NZC. 20Personnel 2016 Health and Safety Committee Strategic Goal = 2 To develop a teacher led set up and led by teacher Health and Safety = Monthly minutes Committee that will ensure Principal, sub |- No unidentified incidents Health and Safety | the safety of the staff, Principal | Allyear | committee and |- Health and Safety Committee students and anyone who BoT attend STA workshop in is on school property Feb/March, = Appoint Health and Safety Strategic Goal = 2 Auditor Individual teachers will : complete an Action : Pee oe Research Project on part of - Teachers sharing and using best their teaching practice with Principal sa eae ee Action Research | the focus on improving | Sarah Gilbert | All year [ is i air pes Sarah Girt |- Development of leadership an expertise in curriculum areas through GAFE/LE = Development of digital Strategic Goal =2 Portfolios Staff participates in personal professional - Staff participates in professional development. Staff Allyear | Principal | development opportunities as identified in the appraisal process. Professional Development Steatesic Goal = 1,2 - GABEVILE Action Eoin a = 30 Mins per week of PD to Research opie Wain Principal increase confidence and ; Linda Martin Sarah Gilbert aan - Te Reo/Tikanga Allyear | 8 capability using Te Reo ; Susan Oldfield Linda Martin eaves ay ~ Allother curriculum ; especially in relation to Mihi. ’ Middle Susan Oldfield ee reviews completed eee = A*Kaikorai Way” developed for the remaining curriculum 21areas, - Action research projects completed on areas of focus EEO. ‘The school meets statutory requirements Principal | Ongoing | Principal | - No complaints Strategic Goal = 1 and 2 The school meets statutory = New vetting procedure requirements implemented ‘Vulnerable Children Act Principal | Gn goin, Principal] - Health and Safety committee and Health and Safety Act | Strategic Goal=1and2 | Barb Long sate Bot established with regular checks from external auditor to ensure safety for all. Strategic Goal 1. To employ highly trained and motivated staif with expertise in teaching literacy, numeracy and the delivery of an innovative curriculum 2. Teachers will view Kaikorai Primary School as an innovative, interesting and well-supported place to work. 22Property 2016 = Argest are kept informed of Regular monitoring of hazards in the school hazards and maintenance | py cing ~ Hazards are fixed as soon as Hazard Identification and_| issues in the school poe ae practical Staff and All year Principal i Maintenance ae - Work with safety auditor to Strategic Goal = 1 a identify risks - Develop new 10YPP SYP — Upgrade main block classrooms to MLE |p. aa - Education brief completed Classroom Upgrades standard Principal and | ait year | Principaland | _ project Manager Appointed BoT BoT Strategic Goal = 1 Work with Ministry and consultants to review and | Simon Clarke 7 Developnew SYA | Gevelopanew SYA for | Simon Homnal | Te™! BoT - New SYA submitted and approved 2016/7 (Brainglc Coal 1. To develop modern learning environments that reflect the school vision of “one school”, enviroschool and that facilitate learning and collaboration 23Finance 2016 Strategic Goal = 1 Prepare next years budget | Finance Sub . Annual Budget Hiei Committee | October BoT —_| - Annual budget presented in Nov student achievement data_| 4 BoT’ Ensure that accounts are | Principal, repared on time Clark Craw : = Annual aecounts are in the annual Annual Accounts pee andoffice | Ongoing BoT a Strategic Goal = 1 administrator Principal : Complete audit within Price, Principal and : Annual Audit ‘a Waterhouse, | Mateh bat and | Audit completed Strategic Goal = 1 Coopers Ensure accounts are paid : on time and provide Principal and ee - ae _ a beta School Accounts monthly results to BOT. office Ongoing SapT br Bea Sea oft ard. administrator i pene SLi Gee view finance policy Increase funds balance for future property Principal and = Operating surplus is exceeded Punds development Gene Ongoing | Principal and | by $40,000 Ollerenshaw BOT ‘To allocate finances appropriately to support students and school programmes. 24Self Review 2016 = Syndicates follow school Use quantitative datato | cing procedures and careful plan for analyze student a summative assessment Review the delivery of the |; yprovement through the aur Ongoing Principal | - Syndicates will be able to NZC 7 ? Management er syndicate reviews a identify areas of strength and weaknesses of students and Strategic Goal = 1 programmes Review two polices each year so that all policies are Systematic review of | TeViewed in a three-year Principal | Marchand | Principal and |- Review Personnel and school policies. cycle. (Personnel and and BOT August BoT curriculum policies Curriculum) Strategic Goal = 1 ‘A comprehensive review including - Develop school wide assessment tasks ieee ~ Parent survey completed oe students are Principal @ Maherurpapaenne Review Social Studies ae ma ‘Term3 | Principal and | presented to the Board based Curriculum oa 2 2 er BoT upon NEMP task | eee + Next steps identified for Social - Teacher Capability Studies programme = Student/Parent feedback Strategic Goal = 1 oe 1. To provide a vision, policies and procedures so that future Boards of Trustees can transition easily into the role and understand the long term vision of the school. 25Curriculum Property Personnel ‘National Standard in | National Standard in Literacy and Literacy and. Numeracy ‘Numeracy Review all other Review curriculum Delivery | Feedforward/Feedback Plan Review Learning Review Assessment Pethways. Implement Year 5 of | Implement Year | of SYA SYA Develop New SYA _| Redevelop/Build new MLE/ILE Appoint Project ‘Manager, architect, develop concepts and plans based upon education brief. Complete all technical building reports eg fire Review CRT and Review Senior specialist teacher Management, ‘National Standard in Literacy and Numeracy, Review our teaching practice in MLE/ILE ‘Trial BYOD class. Implement Year 2 of SYA Remove dental clinic Review how the learning space is impacting on learning Review how we use teacher aides in new MLE/ILE. 26ee Review Governance Policy Review Property Policy Review Student Achievement against National Standards Review assessment and the quality of, feedback and collection of data Review Student Achievement against ‘National Standards Review Review Student, ‘Achievement against National Standards 27