Merrin School Charter 2014-2016

MERRIN SCHOOL CHARTER
2014 2016

MERRIN SCHOOL CHARTER STRATEGIC PLAN 2014-2016
VISION STATEMENT
Inspiring Stars

MISSION STATEMENT
Merrin School, in partnership with home and community, will provide an environment for all students to develop into socially aware
lifelong learners.

SCHOOL VALUES

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LllLLCnC LLA8nL8S = lnqulry/ CurloslLy/Lmbraclng Change/AcLlve Learners vs. asslve Learners/Managlng your own learnlng (21
sL
C Learners)/Access Lo
lnformaLlon

CCMMunl1? = AdverLlslng/SporLs Clubs/Pelen C'Crady/A more collaboraLlve relaLlonshlp beLween Leachers and sLudenLs - more emphasls on
self-managemenL/ Sharlng LxperLlse/lC1 - lnvolvlng older communlLy members

SCClALL? AWA8L = values/key CompeLencles/ClLlzenshlp/Lqulpplng learners wlLh a Loolbox Lo work Lhrough challenges LhaL come Lhelr way/Awareness of Lhe
world beyond Avonhead/ChrlsLchurch

STRATEGIC PRIORITIES
These goals aim to meet Government policy direction as set out in the National Education Guidelines
Student Achievement
Raise student achievement by improving literacy and
numeracy across all year levels.

NAG 1
Teaching and Learning programmes/ Assessment
practices/Identification of special needs

NAG 2a
! National Standards reporting

Quality Learning Communities (Pedagogy)
Provide high quality curriculum programmes that reflect
best teaching practice
NAG 1
Teaching and Learning programmes/ Assessment
practices/Identification of special needs
NAG 2
! Strategic Planning/Self-Review/Reporting achievement
NAG 4
! Finance

Providing Effective School Organisation and Structure
Provide appropriate resources to maintain a safe and
quality environment for its students, which is conducive to
learning
NAG 3
(8) Employment and Personnel
NAG 4
(9) Finance and Property
NAG 5
(10) Safe physical and emotional environment
NAG 6
(11) Legislative Requirements
Ka Hikitia Education Strategy 2008-2012Ako Culture Counts, Productive Partnerships
STRATEGIC GOALS these goals will be achieved over a 3 year period, broken down annually
We will Raise Student Achievement by:

! Developing, implementing and reviewing educational
programmes that strengthen students abilities in
numeracy and literacy across all year levels (SA1)

! Using a range of evidence in relation to the NZC and
the National Standards to design and implement a
broad range of learning experiences that build on
students strengths, address their individual learning
needs, and support them to become engaged and
successful learners, with a particular focus on those at
risk of not meeting the standards (SA2)

! Using assessment data to a) illustrate trends and
patterns across the school and b) set goals to improve
achievement outcomes for groups of learners (SA3)

! Focussing on assessment practices whereby students
understand their next learning steps, involving wh!nau
in this process (SA4)

! Monitoring progress and providing cultural
opportunities for M!ori and Pasifika students (SA5)

We will Provide High Quality Curriculum Programmes by:

! Teachers reflecting, engaging with others, critiquing
and challenging their beliefs about teaching and
learning in order to establish teaching practices that
are known to impact positively on student outcomes
(QLC1)

! Developing the students ability to be active
constructors of their learning through learning
opportunities (QLC2)

! Developing a culture where ICT is naturally integrated
into the teaching and learning process (QLC3)

! Developing the Key Competencies through planned
programmes with a focus on the Merrin Star Values
and thinking skills (QLC4)

! Providing top quality Professional Development
opportunities for staff (QLC5)

! Continuing to encourage individual staff expertise,
interests and passions (QLC6)
We will create and maintain a quality environment for our
students by:
(5) Ensuring the appraisal cycle and programme is robust and
directly linked to improved outcomes for staff and students
(SO/S1)

(6) Ensuring the annual budget is aligned with the goals of the
annual plan (SO/S2)

(7) Continuing to develop our partnership with our parents,
community and Learning Cluster to enhance student
achievement and effective communication (SO/S3)

(8) Strengthening our culturally inclusiveness (SO/S4)

(9) Providing a Behaviour Management system that is based on
meaningful relationhships; reciprocal respect; restorative
practice, collaboration and positivity. (SO/S5)

(10) Provide Significant Opportunity for our learners to
participate and succeed within physical activity Pursuits
(SO/S6)

(11) Investigate Learning Environments that are configured to
promote collaborative and future-focussed learning. (SO/S7)

(12) Ensuring that effective self-review takes place via a three
year cycle and that all learning environments and activities
are managed safely (SO/S8)
INTRODUCTION OF INFORMATION TECHNOLOGY STRATEGIC PLAN TERM 4 2013 TERM 4 2016
STRATEGIC PRIORITIES SUPPORTED BY THIS PLAN: SA1, SA2, QLC2, QLC4, QLC6, QLC7, SO/S3

Information Technology Strategic Plan 2014 to 2016
Technology plays an important part in the delivery of inspirational teaching and learning

Vision
Through technology support Merrin Schools strategic objectives to be a quality provider of relevant, accessible and innovative primary
education

Goals
Equip our students and teachers with the digital tools they need to enhance their learning.
Provide a digital experience to all students by naturally integrating technology into the teaching and learning practice.
Teachers work collaboratively alongside students to create personalised, higher-order, real-world learning.
Using technology to support and enhance our communication and engagement with the parents and wider community.
Our vision and goals are focused on delivering against five Key Focus Areas
Operational Excellence Staff Empowerment Student Engagement Right Information Safe and Secure
Deliver an IT service that meets the
needs of Merrin school today and in the
future.
Provide quality professional
development opportunities that empower
staff to strengthen their knowledge and
use of IT within their teaching practice
Deliver equitable IT services that are
relevant to the needs of the students
whilst embracing e-learning practices to
expose students to different digital
services and tools.
Develop stronger information
management practices to protect and
safeguard the information that the school
creates, stores, discards and
diseminates.
Deliver a technology experience that is
safe and secure for staff and students
and these Key Projects and Initiatives
1. Ensure our IT communications
infrastructure and services are robust,
cost effective and fit for purpose.
4. Build the skills and capability of staff to
deliver and embrace technology within
the classroom.
7. Enable students to bring a device of
their choice to School and access the
educational services they wish from a
location of choice.
10. Information Management practices
are developed to deliver a clear plan
on what information is stored,
retained and when it can be archived
and/or deleted
13. Provide educational support to ensure
that staff and students are aware of the
risks when using the internet and online
digital services.
2. Provide access to the internet from a
location of choice without compromising
the user experience.
5. Share experiences with staff to
encourage more digital participation.

8. Empower students with the ability to
influence how technology is delivered
at the school and within the classroom.
11. Provide a backup solution to ensure
that information is safe in the event of
a disaster
14. Ensure that on-line services are
delivered in a secure, safe way to
safeguard information and the privacy of
staff and students.
3. Reduce the dependency on the physical
IT hardware with a greater emphasis on
cloud based services while maintaining
key functions when external data
connections are not available.
6. Encourage staff to make decisions on
the technology they wish to use.
9. Delivery of a personalised e-learning
programme that exposes students to a
variety of digital tools and services.
12. Deliver information to our parents in a
professional way through the internet
based applications of their choice.

15. Prepare clear policy and standards to
inform staff and students on what is
acceptable and unacceptable practice
when using on-line services.

RECOGNISING NEW ZEALANDS DUAL HERITAGE AND CULTURAL DIVERSITY

Merrin School will develop and implement policies and practices that reflect New Zealands cultural diversity and the unique position of M!ori.
In recognising the unique position of M!ori, Merrin School will take all reasonable steps to provide instruction in Tikanga M!ori (M!ori culture) and Te Reo M!ori
(M!ori language).
For M!ori to be successful as M!ori we need to have an in-depth look at our values, attitudes and culture within our school. Predicted strategies for success are:
Ensure that elements of Tikanga/Te Reo M!ori are planned for within lessons
Include Ka Hikitia Indicators in Teachers Job Descriptions and Appraisals
Welcome visitors with mihi whakatau
Hold specific welcome mihi whakatau in first week of the school year
Principal to speak in Te Reo at Mihi Whakatau
The practice and belief of/in AKO
Having mihi, karakia and waiata as part of daily school life
Personally invite whanau to events/activities place importance on their attendance
M!ori (Te Reo and Tikanga) Professional Development for Staff
Kapa Haka extending this to ALL Maori within our kura
Tikanga/Te Reo importance and value within our school
Provide opportunities to celebrate M!ori Culture
Visual reminders/celebrations of M!ori around our school
M!ori Leadership fostered and grown

If Wh!nau request a higher level of Tikanga and/or Te Reo than is currently available in our schools M!ori programme, or they wish to have instruction delivered in
Te Reo M!ori, the staff and family will discuss and explore the following options:
" Firstly, contact the Resource Teachers of M!ori Service to ascertain how we could best meet the childs needs
Further explain the existing programmes.
Further extend the existing programmes if and as appropriate.
Combine with a neighbouring school for parts of the day/programme.
Dual enrolment with Correspondence School.
Provide school support and resources to further enhance inclusion of Te Reo and Tikanga within the childs classroom.
Explore other schools who may offer programmes close to their expectations.
Other negotiated actions.

Success for M!ori as M!ori
Identity, Language and Culture
roudly deslgned and worn by Merrln
kapa Paka from uecember 2013 onward
SELF REVIEW 3 YEAR SCHEDULE
Year 1 - 2014 Year 2- 2015 Year 3 - 2016
Term 1
CHARTER
Curriculum Target Reporting
Numeracy Achievement Report
Literacy Achievement Report
ICT Strategic Plan

ESOL/International Report
Learning Support Report

CHARTER
Curriculum Target Reporting
Employer Responsibilities Nag 3


CHARTER
BOT Elections
BOT TRAINING


Curriculum review Nag 1
Term 2
Technology
Health and Safety Nag 5
Property and Finance Nag 4
Operations/Administration Nag 6
The Arts Music
Term 3
Mid-Year Curriculum Target Summary
Science
The Arts - Drama
Social Sciences
The Arts Dance
Self Review Nag 2
Health & PE
The Arts - Visual

Term 4
Curriculum Target Reporting Analysis of
Variance Report
Reading Recovery Achievement Report
Learning Support Achievement Report
ESOL/International Achievement Report

P.E (swimming)
Variance Report
Reporting to Parents
Variance Report

Year 1 relates to the first year of the new Board Blue = entire NAG review
Student Achievement and Progress in Relation to
National Standards
Report for the Year ended 31 December 2013
2014 Achievement Targets

Schools with students enrolled in Year 1 8 which use the New Zealand Curriculum to set their teaching and learning programmes are required
to report school-level data on student progress and achievement in relation to National Standards.

Under NAG 2A(b) the Board must report school-level data in the annual report on National Standards under three headings:
1. School strengths and identified areas of improvement;
2. The basis for identifying areas of improvement; and
3. Planned actions for lifting improvement.

Merrin School focused on two key areas to identify the areas of improvement in relation to National Standards (NAG 2A(b)(ii)):
1. The analysis of school-level and year-level data, broken down by M!ori students, Pasifika students, E.S.O.L. students and by
gender on National Standards progress and achievement in reading, writing and mathematics.
2. The analysis of difference between targets that were set in the annual plan (2013) and what was actually achieved (Analysis of
Variance).

READING
Student achievement in Reading for 2013

Curriculum
Level
National
Standards
After
1
year
After
2
years
After
3
years
End
Year
4
End
Year
5
End
Year
6
End
Year
7
End
Year
8
RED=2012 results for cohort

5

9
(25%)
7 20%
Above
4
End Year 8
15
(38%)
19 43%
24
(67%)
22 60%
At
End Year 7
21
(45%)
17 40%
20
(50%)
19 43%
2
(6%)
7 20%
Below
3
End Year 6
21
(48%)
23 70%
14
(30%)
16 37%
5
(13%)
6 14%
1
(3%)

Well Below
End Year 5
18
(39%)
20 63%
14
(32%)
8 24%
10
(21%)
8 18%

2
End Year 4
12
(34%)
13 39%
19
(41%)
8 25%
8
(18%)
1 3%
2
(4%)
2 5%

After 3 years
12
(27%)
10 31%
17
(49%)
16 49%
9
(20%)
2 6%
1
(2%)
1 3%

1
After 2 years
18
(31%)

17
(39%)
10 31%
6
(17%)
2 6%

2 6%

After 1 year
14
(24%)

11
(25%)
7 22%

2 6%

27
(46%)

4
(9%)
5 16%

NAG2A 2013 - Showing students at Merrin School on 1st Nov 2013
2013 National Standards Report

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MoE # Name SMS Version Date Report Name Excl ! Mar
Excl No
OTJ
3434 Merrin School eTAP 13.35 2013-11-22
March annual
charter update
39 59

School name and number: Merrin School 3434
NAG2A (b)(i) Areas of strength
National Standard subject: Reading
I. Years 4 -8 (2013) had at least 75% of their students working at or above the National Standard.
II. Again, as in 2012, there were significant shifts in the Year 8 level due to the Accelerated Literacy Learning Programme which targeted the Year 8
boys. In 2012, 20% of students in Year 8 were working below the National Standard; in 2013, 6% of students were working below, and 3% (1
student) was working well below. Conversely, there were 80 % of Year 7 students working at or above in 2012; and 92% of the same cohort working
at or above in 2013.
NAG2A (b)(i) Areas for improvement
National Standard subject: Reading
25% (12/47) Year 6 (2013) students were working below or well below the standard.
7% of male students (12/170) compared to 1% (1/177) of female students were working well below the standard.
40% of M!ori were working below or well below the standard.
46% of students, after 1 year, were working below the standard.
34% of students, after 2 years (2013), were working below, or well below, the standard.
NAG2A (b)(ii) Basis for identifying areas for improvement
1. Throughout 2013 there were large numbers of junior children who were closely monitored for reading. Of the 9 M!ori and Pasifika monitored students, 3
are on track to meet the National Standards in Reading in 2014, 1 has moved to another school, 1 has made sound progress since she entered school,
but has not met the standard, 2 from the same family have made some progress with intervention from the RTLit, and home has been given support with
strategies, and 2 children have made some progress with lots of intervention i.e. Strengthening Families, RTLit.,T/A, Speech, Rising Stars, Time to Talk
Programme, Early Words.
2. Baseline achievement information shows some new entrant children arriving at school with little or no alphabet recognition, and being unable to
recognise or write their name. Some junior children have very high needs with learning and behaviour. With some children, there are underlying causes
for their slow progress, for example, vision or hearing problems, home environments, post-earthquake trauma and processing problems.
3. There were 12 Year 6 students working below or well below. Over 50% of these students were E.S.O.L., but could be capable of making better progress
now their English has improved.
Discussion:
1. In total (2013), 43% of female students were working above the standard, compared to 29% of male students. There is a need for more reading
resources suitable for boys.
2. The composition of the Year 6 cohort (2013) changes when it moves to Year 7 (2014). Some students leave for the local intermediate school;
International students generally arrive in New Zealand and enrol in Year 7.
3. Interventions for the 12 students working below or well below the standard after 2 years: ESOL (3), RTLB (3), Readng Recovery (5), Rising Stars-a
developmental programme (2), Reading Support 1:1 (3), RTLit (2), a T/A assistance and Strengthening Families. Some had multiple interventions.

NAG2A (b)(iii) Planned actions for lifting achievement
Focus: READING
Strategic Aim: To raise student achievement by improving literacy and numeracy across all year levels, and by students taking ownership of their
learning.
Annual aim for
2014
To raise the rate of progress for all students deemed at risk of not achieving at the level of the National Standards for Reading.
Target 2014: 1. Year 7 students (2014) reading below and well below the standard in 2013 will have made more than one years progress.
2. The group of M!ori students below or well below the standard in reading in 2013 will have made more than one years progress.
Actions to achieve targets Led by: Timeframe
1. Classroom teachers review previous National Standards data & identify trends & patterns.
Each team of teachers identify all underachieving students (not only targeted students) in
their team, and record on a shared Google document.
DP T.O.D. 30.01.13
2. Students identified with needs, will be monitored. Their progress will be discussed regularly at
syndicate level, senior leadership meetings and Learning Support. Involve ESOL Dept.
An interim achievement report of monitored students outlined to the staff and B.O.T.
Year 2/3 children will be closely monitored because of the high number of special needs.
Senior Stars Teachers
SLT + LS Coordinator
RTLB
Ongoing
3. Teach students to manage their own learning process.
Classroom teachers direct students to self-regulated learning processes to promote achievement
in the basic skills of reading. These reading processes include clarifying one's purpose,
understanding meanings, drawing inferences, looking for relationships, and reformatting text in
their own words.
Classroom teachers Ongoing
4. Accelerated Literacy Learning Programme: Literacy Programme using Science as a
vehicle to improve achievement in the Year 7 target group.
Senior Stars Teachers 10 weeks Term 3
5. Use digital technologies to support student learning outcomes. As part of C.O.R.E. Digital
Technologies Contract, increase the opportunities for students to use e-tools in their learning. New
technologies and approaches to learning which aim to support students in an increasingly digital
world.
C.O.R.E.
SLT
Classroom teachers
Ongoing
6. Process in place for teachers to reflect on improved practice (self review). Teaching strategies
discussed and amended. Teacher Inquiry included in Teacher Appraisal.
SLT

Ongoing
7. All M!ori and Pasifika students are monitored. Use of assisted technology for one M!ori
student. Working with identified M!ori families to build partnership in their childrens learning.
Reading resources which use a M!ori context.
Classroom Teachers led
by DP/AP
Ongoing
8. Analyse end of year data to inform progress and planning for the following year. All teachers End of Term 4

WRITING

Student achievement in Writing for 2013

Curriculum
Level
National
Standards
After
1
year
After
2
years
After
3
years
End
Year 4
End
Year 5
End
Year
6
End
Year 7
End
Year 8

5

3
(8%)
4 11%
Above
4
End Year 8
11
(28%)
11 25%
25
(69%)
18 50%
At
End Year 7
14
(30%)
9 21%
16
(40%)
25 57%
6
(17%)
12 33%
Below
3
End Year 6
16
(36%)
9 27%
17
(36%)
23 53%
12
(30%)
8 18%
2
(6%)
2 6%
Well Below
End Year 5
15
(33%)
5 17%
15
(34%)
19 58%
14
(30%)
9 21%
1
(3%)

2
End Year 4
2
(6%)
5 15%
16
(35%)
17 52%
12
(27%)
4 12%
2
(4%)
2 5%

After 3 years
1
(2%)
4 12%
24
(71%)
21 64%
14
(30%)
8 25%
1
(2%)
1 3%

1
After 2 years
4
(7%)
28
(61%)
14 44%
6
(18%)
5 15%
1
(2%)
2 6%

After 1 year
30
(51%)
15
(33%)
9 28%
2
(6%
2 6%

25
(42%)
2
(4%)
5 16%

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National Standard subject: Writing
III. Further significant shifts were made at the end of Year 8: students working below and well below the standard reduced from 39% in 2012 to 23% in
2013; the group of students working at the standard has progressed from 50% in 2012 to 69% in 2013. Once again, the Accelerated Literacy Learning
Programme at this level, was effective in lifting the achievement.
IV. At the end of Year 4 the group of students who were working above the standard has moved from 17% (5 students) to 33% (15 students).
National Standard subject: Writing
54% of M!ori students were working below or well below the standard.
At the end of Year 4, the percentage of students working below or well below were within 1%, but the numbers of students tell a different story: 10
children were below or well below in 2012; 15 children were below or well below in 2013.
At the end of Year 6, 34% of students were working at below or well below the standard.
Common threads of difficulty were evident in the group of M!ori students working below or well below the standard: speechlike structures and
colloquial writing, problems with sentence structure, language and structural features.
The Year 4 cohort involved a target group of children in 2013, which was part of the 2011 M.O.E. Pilot scheme A.L.L.
Accelerated Literacy Learning. During the 2011 A.L.L. Programme, many of these students were diagnosed with visual and auditory problems, and
severe learning needs, including dyslexia. Most of these children made some progress, but did not meet the standard; one student made significant
progress and was working at the standard by the middle of 2013.
During professional discussions the teachers were able to identify the Year 6 students (2013), who would most likely progress with intervention.

Focus: WRITING
learning.
Annual aim for
2014
To raise the rate of progress for all students deemed at risk of not achieving at the level of the National Standards for Writing.
Target 2014:
1. Year 7 students (2014) writing below and well below the standard in 2013 will have made more than one years progress.
2. The group of M!ori students below or well below the standard in writing in 2013 will have made more than one years progress.
1. As a staff, review previous National Standards data & identify trends &
patterns. Each team of teachers identify all underachieving students (not only
targeted students) in their team, and record on a Google document.
DP TOD 30.01.14
2. Students identified with needs, will be monitored. Their progress will be
discussed regularly at syndicate level, senior leadership meetings and
Learning Support.
DP/AP/Principal
SLT + LS Coordinator
Classroom Teacher
Term 1,2,3 and 4
3. Teach students to manage their own learning process. Teach students the importance
of self-regulation in writing. Demonstrate that writing is a flexible goal-directed activity,
scaffolded by processes and strategies for planning, text production, and revision.
Classroom teachers

Ongoing
4. Accelerated Literacy Learning Programme: Literacy Programme using Science
as a vehicle to improve achievement in the Year 7 target group.
Senior Stars Teachers 10 weeks Term 3
5. Use digital technologies to support student learning outcomes. As part of C.O.R.E.
Digital Technologies Contract, increase the opportunities for students to use e-tools in
their learning.
C.O.R.E.
SLT
Classroom teachers
Ongoing
6. Process in place for teachers to reflect on improved practice (self review).
Teaching strategies discussed and amended. Teacher Inquiry included in
Teacher Appraisal.
SLT Ongoing
7. All M!ori and Pasifika students are monitored. Working with identified M!ori
and Pasifika families to build partnership in their childrens learning. Writing
resources which use a M!ori context.
Classroom Teachers
DP/AP
Ongoing
8. Analysis of end of year data to inform progress and planning for the following year. All teachers End of Term 4

MATHEMATICS

Student achievement in Mathematics for 2013

Curriculum
Level
National
Standards
After
1
year
After
2
years
After 3
years
End
Year 4
End
Year 5
End
Year 6
End
Year 7
End
Year 8

5

11
(31%)
15 42%
Above
4
End Year 8
20
(50%)
21 48%
21
(58%)
15 42%
At
End Year 7
16
(34%)
19 44%
9
(23%)
15 34%
4
(11%)
6 16%
Below
3
End Year 6
16
(36%)
13 40%
22
(47%)
15 35%
9
(23%)
8 18%

Well Below
End Year 5
21
(46%)
6 19%
17
(39%)
14 42%
7
(15%)
9 21%
2
(5%)

2
End Year 4
3
(9%)
4 12%
20
(43%)
18 56%
10
(23%)
6 18%
2
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After 3 years
2
(4%)
8 25%
24
(71%)
21 64%
4
(9%)
7 22%
1
(2%)

1
After 2 years
15
(25%)
29
(39%)
19 59%
7
(21%)
7 21%
1
(2%)
1 3%

After 1 year
34
(58%)
11
(24%)
1 3%

1 3%

10
(17%)

3
(7%)
4 13%

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National Standard subject: Mathematics
1. The percentage of students across all levels of the school, working at or above the standard, was 80%.
2. Overall, little difference between the genders.
3. There was a significant shift at the end of Year 4, with 46% of the students working above the standard as opposed to only 19% in 2012.
National Standard subject: Mathematics
1. 52% (14) of M!ori students were working below or well below the standard.
2. At the end of Year 5, 25% of the students were working below or well below the standard.
3. After 2 years, achievement results show that the number of students working below the standard has risen from 3% (1 student) in 2012 to 24% (11
students) in 2013. N.B. The number in this cohort has increased from 32 to 46.
1. During professional discussions the teachers were able to identify the Year 5 students (2013), who would most likely progress with intervention.
2. Baseline data of Year 1 and 2 children indicates they were unable to write many numbers, count to 20 and were able to identify numbers to 10 (some to
only 5), and many were unable to count backwards. Most year 1 and Year 2 children have shown progress in counting, and also counting objects. Two
Year 2 children have problems with joining sets. Difficulty with concentration are contributing factors in the progress of two children.

Focus: MATHEMATICS
learning.
Annual aim for
2013
To raise the rate of progress for all students deemed at risk of not achieving at the level of the National Standards for Mathematics.
Target 2013: Year 6 students below and well below the standard in Mathematics in 2013 will have made more than one years progress.
The group of M!ori students below and well below the standard in Mathematics in 2013 will have made more than one years
progress.
1. Review previous National Standards data & identify trends & patterns. DP TOD 30.01.14
2. IXL online programme for every student. HOD Maths (Shane Barr)
Classroom teachers
Ongoing
3. Discussion of monitored, especially targeted students, in syndicate meetings.
Review of progress monthly. Discussion at SLT re learning support for some of
these students.
SLT Ongoing
4. Process in place for teachers to reflect on improved practice (self review).
Teaching strategies discussed and amended. Teacher Inquiry included in
Teacher Appraisal.
SLT Ongoing
5. Use digital technologies to support student learning outcomes. As part of C.O.R.E.
Digital Technologies Contract, increase the opportunities for students to use e-tools in
their learning.
C.O.R.E.
SLT
Classroom teachers
Ongoing
6. Mathematics resources which use a M!ori context. DP
Shane Barr (HOD Maths)
Ongoing
7. Moderation of the National Standards in the Junior School. AP Ongoing
8. Working with identified M!ori families to build partnership in their childrens
learning.

Classroom Teachers led by
DP/AP
Begin Term 2
9. Analysis of end of year data to inform progress and planning for the following
year
All Teachers End of Year

MERRIN SCHOOL ANNUAL PLAN 2014
Teaching and Learning at Merrin School is Consistent with the NZC Principles of: High Expectations; Treaty of Waitangi; Cultural
Diversity; Inclusion; Learning to Learn; Community Engagement; Coherence; Future Focus

Student Achievement
We will raise student achievement by improving literacy and numeracy across all year levels, and by students taking ownership of their
learning.

WHAT HOW RESP REVIEW
Implement Merrin School Curriculum Plans,
ensuring that review and reflection of our
School Plans continues to happen. This ensures
that they stay alive and current.
(SA1)
Via Team Discussion and Staff Meetings
students and staff will be aware of the
what/how of teaching at Merrin.
At the beginning of the year further
development of four planning documents.
Coverage of the curriculum is not in Depth of
Learning is.
Ensure that Literacy Programme is finalised
with input from all stakeholders.
Principal
DP
AP
Team Leaders
Teaching Staff

DP

Improve Literacy and Numeracy student
achievement for all learners.
(SA2)

Using 2013 Data set schoolwide targets in
relation to National Standards with particular
focus on those students whose achievement is
below or well below the National Standards for
Writing, Reading and Mathematics.
Principal
DP
AP
Teaching Staff

Continue to work toward a fluid and defined
assessment and reporting system that is
inclusive of students and whanau (SA3)
Implement Schoolwide Assessment Plans,
ensuring that effective data is guiding best
practice.
Continue to embed and refine assessment
practices via Syndicate Planning, Staff Meetings
and SLT input e.g Moderation Sessions.
Meeting Times have been restructured to allow
for more in-depth discussion at team meetings.
Further develop understandings and skills in
moderating and forming Overall Teacher
Judgements (OTJs) about student progress and
achievement.

Principal
DP
AP
Team Leaders
Teaching Staff

Continue to provide Specialist Knowledge to
enable staff to improve learning outcomes for
students.
(SA1/QLC1/QLC6)
Trained Speech Language Therapist on staff for
one hour /week to provide professional
assistance.
Dyspraxia Foundation onsite to assist with
individual learners.
AP
Team Leaders

Further development of Learning to Learn key
features:
High quality interactions
Effective questioning
Pupils fully involved in setting next steps
Pupils given timely feedback
Pupils given WALTs, learning intentions, success
criteria, co-constructed rubrics, etc.
(SA4)
Teachers will, through regular, focused
professional development opportunities, further
develop their understanding and practice in
relation to Learning to Learn resulting in
improved student outcomes for learners.
Inquiry Learning Focus Term 1-2 on Learning to
Learn.
Principal
DP
AP
Team Leaders
Teaching Staff

Provide opportunities for students to self-
manage themselves and their learning.
(SA2/SA4/QLC2)

Trial no bells bells which staff believe
interrupt meaningful learning
Self Regulated Programmes in classrooms
Te Kotiritiri Home Learning Programme
Principal
Team Leaders
Te Kotiritiri Leaders

Use Practical Science as a hook to teach
transactional writing.
(SA1/ SA2/QlC1/QLC2/QLC6)
Continue with the very successful 2012 and
2013 Y7&8 2012 ALL (Accelerated Literacy
Learning) Programme.
Targeted group teaching during Term 2 or 3
across the Year 7&8 Syndicate.
Implement this in Y4-6 this year.
Provide Y4-6 with the support they require to
run this programme.
Y7&8 Team Leader
Y7&8 Teaching Staff

Y4-6 Team Leader
Y4-6 Teaching Staff

DP

To continue developing strategies to inform
parents of the support their children are getting
through Learning Support. (S0S3)
Notify all parents at the beginning of each term
in writing of the programmes their children are
involved in.
AP/Lee at the beginning of each
Term.

To continue to train Teacher Aides in the
programmes that best suit the students at
Merrin School. (SA1/SA2/QLC5)
To work with the RTLB Service and other
agencies to provide training for the Teacher
Aides. To implement the programmes that best
suit the students needs.
Principal/AP/RTLB/Classroom
Teachers

To develop our digital technologies to benefit
the students with learning difficulties at Merrin
School. (SA1/SA2/QLC1/QLC2)
To be part of the Core Programme Learning
with digital technologies. To implement ideas
and innovative use of technology to stimulate
and engage the reluctant learner.
Principal/DP/AP/Classroom
Teachers

To focus on communication within the Learning
Support Team.

To organise regular meeting with the Teacher
Aides and parents so that everyone is working
together to support the students in the
programme.
Principal/AP/RTLB/Support
Agencies/Classroom
Teachers

To monitor the students progress within the
Learning Support Team.
(SA3)
Use the Monitored Students Programme to
measure success. Students progress to be
tracked through Etap.
AP/Classroom Teachers
To provide opportunities for parents to best
support their childrens learning and behaviour.
(SOS3)
Incredible Years Programme being run at Merrin
for parents in T2.
Parent Focus evenings.
AP
Work with Cluster Principals to investigate ways
that we can work collaboratively to raise student
achievement. (SA1/QLC1/SOS3)
Meet regularly in Term One to establish a
direction for the Cluster i.e. goals to work
toward. Discuss models of collaboration and
facilitation.
Principal

QUALITY LEARNING COMMUNITIES
Providing High Quality Curriculum Programmes that Reflect Best Teaching Practice
Ensure that Staff have a range of
Professional Development Opportunities
which link into strategic goals and ultimately
improve student achievement.
(QLC1/QLC3/QLC5/QLC6)

Reading Recovery Training (Lynne)
Y7&8 Unconference (February)
Tips for Autism Course (March)
GAFE Summit ICT (April)
NZPF Conference (September)
National Library PD (April and July)
PRT Advice and Guidance PLD
Learning with Digital Technologies PLD

Ensure that Staff Responsibilites are used
to best enhance student achievement.
(QLC6)
Create a new leadership position within the school in the field of ICT
Innovation.
Principal
DP

Value and promote M!ori Culture, Identity
and Language.
(SA5/SOS4)
Refer to Recognising N.Zs Dual Heritage and Cultural Diversity at
beginning of document.
All staff
Implement the full integration of e-Learning
into school-wide programmes
(QLC3/QLC5)
Whe Complete the Learning with Digital Technologies Professional Learning
Programme offered for 2014. This will include:
Blend of online and face to face approaches
Connectedness and collaborative learning within the school and
wider community
Looking at all aspects of the e-Learning Planning Framework:
Leadership and Strategic Direction
Professional Learning
Teaching and Learning
Technologies and infrastructure
Beyond the Classroom
This relates to the five Key Focus Areas of our IT Strategic Plan:
Operational Excellence, Staff Empowerment, Student Engagement,
Right Information, Safe and Secure
Principal
DP
AP
Team Leaders
BOT

Use digital technologies to support a broad
range of student learning outcomes, with a
particular focus on the learning and
engagement of Maori and Pasifika students,
students with special needs, and students
who are currently underachieving.
(SA2/SA5/QLC1/QLC3/SOS1/SOS4)

Continue to provide an effective ESOL
programme, developed with teachers to
improve student achievement for our
Permanent Residents and International
Students.
(QLC1/QLC6/SOS3/SOS4
ESOL Staff Appraisals that are based around Teacher Inquiry
Parent Functions 2 x per term
Meetings restructured so that teachers from other teams can attend
ESOL meeting and vice versa to promote shared responsibility for
learners.
Head of
ESOL/International
(MJ)
Team Leaders

Further Develop and embed our
Vision/Values and Key Competencies.
(SOS3/SOS5)
Ensure that our Plans are centred around the Key Competencies.
Principal to take fortnightly values based assembly.
Principal
Foster both scientific inquiry practices and
digital literacy skills in informal and formal
learning environments.
(QLC1/QLC5/QLC6)
Through professsional development with the Te Toi Tupu Digital
Tecnologies Contract and Nature of Science in-school PD, teachers
learn to help students explore the connections between scientific
inquiry practices and digital literacy skills.
Further develop students critical thinking and technology skills.
Te Toi Tupu
SLT

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Modern digital Library package.
(SOS2/SOS7,QLC3)
Investigate Library packages at other schools.
Explore the possibility of coat tailing the Accessit Library package at
Burnside High School.
DP/Lee McKenzie
ongoing

The Library has a role in lifting
achievement of priority learners.
(SA1/SA2)
DP to attend National Library Professional Development Course.
Examine the needs of priority learners (mainly M!ori and Pasifika),
and explore how the Library can support their learning.
DP
National Library
April

Create an online 24/7 Library
presence to encourage use of library
resources. (QLC3)
DP to attend National Library Professional Development Course on
Digital Citizenship.

DP
National Library
July

The Library plays a key role in
supporting information literacy
throughout the school.
(QLC2)
Flexible scheduling so that the library provides an environment that
facilitates independent inquiry and discovery by the students and
gives them opportunities to solve information-related problems on a
as-needed basis.
DP
Shane Barr

Create a welcoming Library
environment.
(SOS2/SOS7)
Displays, signage, student librarians and furniture. DP/Lee
McKenzie/Lynne
Mauger
National Library
Representative

Create a draft plan of the Library as
a Modern Learning Environment
(Modern Library Environment).
(QLC3)
Continue to compile an e-portfolio of ideas for a Library of the
Future; bookmark websites eg Pinterest.
DP
National Library
Representative

Continue to develop school wide inquiry
learning practice providing effective
learning programmes.
(QLC1/QLC2/QLC5)

T1 2 Learning to Learn Inquiry.
Continue with Inquiry Rubric linked to Appraisal.
Principal
DP
AP
Team Leaders

Implement Bring Your Own Device (BYOD)
for Y7&8 to enhance student engagement
and improve student achievement.
(QLC2/QLC6)
Parent Information Evening Week 2, Term One
Acceptable Use Agreement Developed
Teacher in Charge to present to BOT at first meeting for the year.
Principal
Teacher in Charge of
BYOD Shane Barr

Ensure our learners identified as gifted and
talented in any learning area are being
extended and challenged in order to foster
lifelong learning.
(SA3/QLC1/QLC2)
Assist staff with identification of gifted and talented learners.
Create a schoolwide register.
Ensure programmes are meeting learner need.
Implement internal and/or external programmes as required to meet
learner need.
Teacher in Charge of
GATE

Significant Investment in ICT Continue to invest capital into ICT Hardware so that the PLD is not wasted. The Y7/8 Team, One Y4/5 and One 5/6 Class pushing
ahead with e-Learning. These classes have the majority of the school owned hardware.

SCHOOL ORGANISATION AND STRUCTURE
Use Appropriate Resources to Maintain a Safe and Quality Environment for its Students, which is Conducive to Learning
Teacher Appraisals must be designed and
executed to make the biggest impact on teaching
and learning.
(SA1/SA2/QLC1)

Teachers to participate in Teacher Inquiry/Action
Research which demonstrates improved student
achievement. This will be in-line with our Digital
Technologies PLD.
Continue with our Inquiry Learning Professional
Development Teacher Rubrics.
2013 Principal led Appraisal highlighted the ability
for learners to know themselves as learners as an
area for improvement.
DP
Ensure the annual budget addresses identified
areas of need and is effectively managed
throughout the year.
(SOS2)
Annual Budget Draft presented to BOT by
Principal
Annual Budget Adopted by BOT
Timely and informative fiscal information emailed
to all BOT members by Bursar before every BOT
meeting, Management of Budget via 8 yearly
checks by BOT Treasurer and Principal
BOT
Principal
Bursar

Continue to provide processes and systems that
are inclusive and welcoming for all
students(SOS3/SOS4)
Induction for Staff
Induction for New Students
New families to Merrin/Christchurch
Mihi Whakatau in Week One, Term One led by
Principal.
One new Professionally Registered Teacher and
two second year teachers. Tutor Teacher
relationships established. DP and Principal to
meet with Tutor Teachers at the beginning of the
year to set-up programmes of induction and
mentoring.
Principal
HOD
International/ESOL
AP

Ensure that the Te Kotiritiri Programme is child
centred and based on self management,
citizenship, etc.
(further developed and consolidated at a school
wide level with all stakeholders included).
(QLC2/QLC4/SOS3)

Further develop and consolidate our Home
Learning Programme in line with MOE research and
Parent Feedback and Student Voice received in
2013.
Make modifications to ensure that there are
greater links between classroom learning and home
tasks.
Principal
Te Kotiritiri Leaders

Investigate our Learning Environments to best
support learner need.
(QLC1/SOS7)
Submission to Ministry for R9/R10/R11 and
R18/R19 modification.
Visit Bluestone Primary in Timaru to investigate
any NE/Y1 Programmes that are supported by a
Modern Flexible Learning Environment.
Principal
BOT

Continue to foster and develop our positive
relationships with the ECE institutions in our area.
(SOS3)

Appoint Jeni Bargh to NE/Y1 Co-ordinator.
Continue to visit and invite our Pre-Schoolers into
our school.
Kapa Haka to visit the ECEs again this year.
AP
Implement our ICT Strategic Vision which is
complemented this year by our Digital
Technologies Professional Learning.
(QLC3/QLC5/SOS2)
Developed by Principal and approved by Board in
T4 of 2013.
Principal
BOT

Investigate opportunities for Teaching Teams to
engage in more effective learning dialogue.
(QLC1)
Encourage open and honest conversation and
reflection.
Meetings have been rescheduled to allow for more
learning dialogue. All meetings are now on
different days to allow for cross-pollination of
sharing practice and ideas across the school.
Principal
SLT

Ensure that the frequency of training Reading
Recovery teachers is in line with best practice.
(SA1/QLC5/QLC6)
Ensure that a new teacher is trained every 3
years as is best practice (2-3 years continuous RR
teaching at one time)
Lynne Mauger has been selected for 2014.
Principal
AP

Investigate Fundraising Opportunities to provide
the best learning environment for our students.
(SOS2)
Work with PTA on funding wishlist for the year.
Investigate grant options.
Investigate options for the school in general.
Principal
Continue to review our Admin Systems so that
that the amount of Parental and Leadership
Support is improved.
(SOS3)
Strive for admin accuracy at all times whilst using
eTap, Enrol, Google Docs, Google Calendar,
Website, Facebook, Electronic Attendance (All of
these services have been introduced 2011-2013)
BOT Minutes available at office at all times.
Office Manager

Continue to build upon positive school and home
relationships and communication. (SOS3)
Hail cloud based newsletter/year book
programme that allows contributions from
members that are approved by Teachers, Team
Leaders, etc.
Great writing learning based tool also.
Facebook
Blogs frequency
Website
Newsletter who contributes what?
Merrin Messenger
Parent Focus Meetings
Parent Coffee Mornings with Senior Leaders
Literacy and Numeracy Evenings for Y0-3 Parents
New Entrant Parent Meetings
Devise a system that ensures that Parents are not
asked to pay for items on their school accounts
that they have not given permission for.
Office Manager

Principal

Streamline Board Systems with the aim to save
time and provide access of documents to all
members as appropriate. (SOS8)
Investigate Document Accessibility/Sharing. BOT Chair
BOT Secretary

Continue to use BOT approved Health and Safety
procedures to ensure the safety of all of our
students at all times. (SOS8)
Annual Review of Health and Safety Policy and
Procedures.
Weekly Playground/Maintenance/Safety Checks
Termly Evacuation Drills.
Principal
Caretaker

Implement the 3-Year Self Review Schedule to ensure effective self-review takes place via a three year cycle.

Merrin School Charter 2014-2016

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