Koputaroa School Charter 2014

KOPUTAROA SCHOOL CHARTER
2014 - 2016
Inspiring Minds on the Journey of Learning.
Whakak!ngia te hiahia kia rewa ai te waka
Koputaroa School Charter - Reviewed and Revised 2014 1
TABLE OF CONTENTS
CONTENTS Our Vision Our Mission Our Values Our School and Community Consultation Overview M!ori Achievement Statement Special Needs/Abilities Achievement Statement Curriculum Pedagogy Aims for our Children Strategic Goals Analysis of Variance 2013 National Standards Data 2013 Annual Plans 2014 Annual Targets 2014 PAGE 3 3 4 5 6 7 8 9 10 11 12 26 27 44
OUR VISION Inspiring Minds on the Journey of Learning

Whakak!ngia te hiahia kia rewa ai te waka.
OUR MISSION To develop a community of innovative learners within a supportive environment.

N! te manaaki, n! te tiaki ka ora ng! m"em"ea o te reanga whakatipu.
Koputaroa School Charter - Reviewed and Revised 2014
OUR VALUES
Values are deeply held beliefs are about what is important or desirable. They are expressed through the ways in which people think and act. New Zealand Curriculum, Pg 10 The following Values are what our Community considered important to provide the foundation for successful learning and develop positive relationships.
Empathy and Respect Aroha, Manaakitanga Ambition and Excellence H!hiri Innovation, Inquiry and Curiosity Auahatanga, Pakirehua,
Integrity Mana Diversity and Inclusion Whanaungatanga Ecological Sustainability T"hononga Taiao
OUR SCHOOL AND COMMUNITY

Koputaroa School (est. 1891) is a beautiful school, located within a rural setting, approximately 7 km north of Levin (New Zealand) between SH 1 and SH 57. We are a full primary, decile 6 school with a roll that fluctuates between 160 180. Koputaroa is the name of the local settlement and in M!ori it means Breast of the Albatross. This name refers to the heavy fog that fills the valley, and from the hill near the Marae, looks like the breast of an albatross. Koputaroa was originally called Kereru and the schools emblem is of a Kereru. Koputaroa once boasted a dairy, railway station, hall and dairy factory. Remaining now are the school, hall (now situated alongside the school) and double railway tracks Koputaroa is still frequently used as a bypass for the trains along this busy main trunk line. For a school of our size we enjoy a large and dedicated team of teachers and support staff who all contribute to the learning experiences of our children. Our staff are very committed to providing our children with the best possible learning experiences and children enjoy a collaborative, supportive, engaging and motivational learning environment. Children at our school enjoy a large field, playground, trampolines and a number of established trees that the children are allowed to climb. Two of our trees are protected and recorded in the Notable Trees Trust. At our school we place a huge emphasis on quality learning and teaching and firmly believe in the principles of formative practice children being actively involved in the learning and teaching process. Through our Conceptual Curriculum, HOT Learning model and the Principles of Future Focused teaching and learning, we strive to provide a rich and diverse curriculum, where our children can experience engagement and success in multiple areas. We enjoy an incredibly support community, where our parents and wh!nau are very involved with our childrens learning and their extra curricular activities. We have a number of parents/wh!nau who assist within our school, through reading, spelling, and gardening and a number of our parents who assist through coaching sports teams. Our parents/wh!nau have shared with us that there is a very strong Tuakana/Teina relationship within our school, where our children support and nurture each other across the ages and across the curriculum. We are all very proud to be a part of Koputaroa, where every day we Inspire Minds on the Journey of Learning.
CONSULTATION OVERVIEW
At our school we pride ourselves on our strong home/school partnership. We know, and research supports this, that childrens learning is enhanced and improved, when the partnership between home and school is supportive and positive. A childs learning is primarily important to three key stakeholders: the child, their wh!nau and the school. Alongside this, Self Review is critically important to identify what is working well and what can be improved. A key component of self review is engaging with the necessary people to provide a comprehensive picture of what is occurring and what can be improved. As such, we have engaged in two extensive consultation processes, to ensure our Charter is reflective of our Community, our Children and our School. During 2010, we embarked on a comprehensive process of Community Consultation to completely review and revise our Charter. Also, with a new Board, it was timely to review the Charter and to involve the Board first hand, with the development of a Charter. The Board wanted to ensure it engaged the wider community to ensure our charter was reflective of our community. Our process consisted of: Board Meeting to outline our process, Community Consultation Meeting to engage our Community, Online Survey to enable everyone to give feedback, Staff Meeting to engage the thinking of the staff, Wh!nau Hui to engage with our M!ori Community and Classroom Chats to have the voice of our children. Through this process, the Board synthesised all the information to formulate a working draft. The draft was put back out for Community feedback, with the final Charter being adopted in February 2011. Throughout 2011 and 2012, ongoing review occurred to evaluate the development and outcomes of our Charter. Primarily, the review consisted of staff, children and board review. In September of 2012, an online survey was created to allow the community to provide feedback on the development of our Charter. At each point of time, aspects of the Charter have been celebrated, modified, adapted or amended to reflect ongoing changes and priorities, with the overall intent and vision remaining intact. With new Board elections in 2013, we sought to comprehensively engage the Community to review our current Charter, to identify what was working well and what could be modified and/or improved. Reviewing our Charter also recognised that there had been significant growth in our Curriculum, pedagogy of learning and teaching and where we saw the direction of our school. Our Charter Consultation process consisted of: Four Community Consultation Meetings (hosted on different days and at different times), Wh!nau Hui, Classroom Review/Feedback and Staff Involvement. With the recent review of our Charter, one of our goals was to also translate key messages and phrases into Te Reo, to recognise our bicultural heritage and further encourage the growth of Tikanga M!ori throughout our school and community.
M!ORI ACHIEVEMENT STATEMENT

At Koputaroa School we acknowledge New Zealands cultural diversity and in doing so acknowledge the unique position of M!ori as tangata whenua. Koputaroa School will provide opportunities that support its students in te reo and tikanga M!ori. (Education Standards Act 2001) At Koputaroa School we have high expectations for all our students in their educational progression and achievement. We will continue to ensure that M!ori can effectively achieve educational success as M!ori, students who are expected to succeed are more likely to succeed. Ka Hikitia Accelerating Success 2013-2017 requires the development of approaches to support all stakeholders to hold high expectations for all Maori students. Ka Hikitia, Pg 38. Achievement of Maori students is regularly reported to the Board and we will continue to have a relentless focus on raising Maori achievement. Feedback from our Wh!nau Hui in August 2013 shared that our school has embraced Tikanga and Te Reo and that it is ok to be M!ori. Our wh!nau believed our school promoted the concept of Tuakana/Teina - where our older children support, guide and nurture our younger students and where our younger students respect and give mana to the older students. Recognising the importance and intent of Ka Hikitia, our wh!nau shared their sentiments about what M!ori achieving educational success as M!ori meant to them - its about that child achieving as that child. At Koputaroa School, we will continue implement and seek new ways to increase our knowledge, understanding and use of Te Reo and Tikanga M!ori for our students, staff and community. We will endeavour: To provide opportunities for all students to respect and understand Te Reo and Tikanga M!ori To continue to grow the use of, and correct pronunciation of Te Reo throughout our school. To further engage and involve our wh!nau through hui and community events To consult with wh!nau was part of our regular self review To continue to grow and celebrate our Kapa Haka group To continue to unpack, explore and meet the aims of Ka Hikitia
SPECIAL NEEDS/ABILITIES ACHIEVEMENT STATEMENT

At Koputaroa School we aim for ALL children to experience educational success and achievement irrespective of their ability. Every child has the right to learn and be part of a welcoming, nurturing and safe environment. At our school we foster and encourage collegial, supportive relationships between all stakeholders invested in childrens education to ensure the best possible learning experiences for them. Collaborative partnerships would include the child, the parents/caregivers, whanau, teachers and/or principal and agencies and services which support students with special educational needs (eg: RTLB, CYFS). Special Educational Needs/Abilities can be for those children who have difficulty accessing the curriculum at their chronological age/level or for those children whose skills and talents exceed the curriculum expectation associated with their age/level. Koputaroa School will maintain a Special Educational Needs Register (including those children with special abilities) to ensure that those children who require additional learning support and/or extension are recorded and having their needs met. We will endeavour to: Gather, collate and review data, progress and achievement of students on the SEN Register. Use external agencies and expertise to provide additional support and/or funding to assist children. This may include (but is not limited to) CYFS, RTLB, RTLit, Speech Therapy, Public Health, The Correspondence School, Health Camp Use of Teacher Aides to support and facilitate support or extension programmes, either in class or withdrawal. Programmes may include: Jolly Phonics, Rainbow Reading, Maths support. Utilise a Learning Support Teacher to work alongside those children requiring additional learning support, in particular, those groups of children identified through the annual School Targets. Provision of a Management Unit for SENCo to oversee the coordination of SEN responsibilities. Timely IEPs (when required) to provide planning and review of students learning. Working with parents/caregivers to support their children with their learning.
CURRICULUM PEDAGOGY
At Koputaroa School we adhere to a Conceptual Curriculum, where student learning is enhanced and deepened through multiple/ differing contexts, which relate and connect to an overarching concept. This way, students gain a deeper and more meaningful understanding of the concept being learnt and unpacked. Our Conceptual Framework is based on the research of Mark Treadwells book The Conceptual Age and the Revolution School v2.0 (2008) and Graham Nuthalls work The Hidden Lives of Learners (2007). Both texts provide evidence and clearly share and state how best to maximise student learning. The aim of our Conceptual Curriculum is to provide greater depth and understanding to one key concept and a few rich questions, as opposed to skimming lightly over multiple learning areas. This is reinforced by Nuthall where he states, it is better to invest teaching time and resources in a smaller number of big questions or problems in depth, rather than covering every aspect of the curriculum at a surface level of understanding. This is also supported by Treadwell, where he indicates the notion that the development of curricula and concepts, particularly in Years 0-3 is to build oral, written and visual language development. There is little time at these areas of the school to realistically develop the numerous science, maths, technology and social science concepts, (this gives credence to our Modules), Realistically we must scale our expectations in these areas to match the reality of the time educators and learners have available, rather than overload them at these year levels with too many concepts which end up being poorly taught and learned. Our Conceptual Curriculum is underpinned by our Higher Order Thinking (HOT) Learning model. HOT Learning is a dynamic approach to learning that involves exploring the world, asking questions, making discoveries and rigorously testing those discoveries in the search for new understanding. HOT Learning enables our students to ask and research; share and reflect in a cyclical manner - as we do in most everyday thinking and decision. Through our Conceptual Curriculum and HOT Learning model, we aim to have a curriculum that is, or focuses on these key tenets:
Challenging
Student Driven
Collaborating Researching Problem Solving Critical Thinking
Authentic Fosters Curiosity Meaningful Personalised Koputaroa School Charter - Reviewed and Revised 2014 9
Questioning Creating Reflecting
AT KOPUTAROA SCHOOL WE STRIVE FOR ALL CHILDREN TO...

be confident, independent learners be self-motivated and self-managing be inquisitive, creative learners who take risks and can problem solve be effective communicators be resourceful respect themselves and others to drive their own learning, where they are able to make choices about their learning - Mau e whiri
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STRATEGIC GOALS: 2014 - 2016

(actions may include but are not limited to...)
STRATEGIC GOALS
GOAL 1: To focus on high quality learning and teaching through expanding opportunities. -
2014
Maths Professional Learning and Development Continuation of Formative Practice Investigate Town Class concepts Initiation of Extension Programme Student Engagement Survey (Maths) Student Wellness Survey
2015
- Reading Professional Learning and Development - Consultation and Adoption of Health Delivery Statement - Increase of 1:1 access for digital devices - Expansion of Town Class - Sustain Extension Programme - Student Engagement Survey (Reading) - Bullying Survey - Develop school compost system - Investigate own school recycling. -
2016
Writing Professional Learning and Development Student Engagement Survey (Writing) Student Wellbeing Survey Review Literacy and Numeracy Delivery Plans Review Ka Hikitia and Pasia Education Plan.
GOAL 2: To continue developing environmentally sustainable practice. GOAL 3: To sustain, grow, and further encourage whanau and community partnerships.
- Zero Waste Implementation - Sun-Smart Accreditation
- Exploration of solar heating for the school - Eco Friendly Nature Area (attached to gardens)
- Investigate and trial individual student e-portfolios (esp. in iPad Classes) - Review use of Class Blogs - Parent Workshops for supporting children at home - Rm 2 and Rm 5 Furniture Replacement - Outdoor Classroom - Classes upgraded to Modern Learning Environments (5YA)
- Parent Workshops for supporting children at home - School Hangi - Grow iPad classes.
- Parent Workshops for supporting children at home - Regular invited readers into school (parents, community)
GOAL 4: To provide and maintain a stimulating environment that caters for the modern learner.
- Rm 4 and Rm 3 Furniture Upgrade - Whole School Repaint - Classes upgraded to Modern Learning Environments (5YA)
- Rm 1 and Rm 6 Furniture Upgrade - Classes upgraded to Modern Learning Environments (5YA) - Playground redevelopment/turf
GOAL 5: To sustain regular self-review.
NAG 3 Personnel NAG 6 Legislation Uniform Survey Reporting to Parents Survey Health and Safety Survey Regular achievement and review reporting to BOT - Board Training and Development - BA Productions - Whole School Marae Visit - Begin implementing whole school powhiri
NAG 1 Curriculum NAG 4 Finance and Property Cybersafety Review Koputaroa Conceptual Curriculum Review Regular achievement and review reporting to BOT - Charter Review. How are we going? - Board Training and Development - Marae Overnight Stay for each class - Condence at using whole school powhiri
NAG 2 Strategic Planning/Self Review NAG 5 Health and Safety Health and Safety Survey Regular achievement and review reporting to BOT - Reporting to Parents Survey - Board Training and Development
GOAL 6: To support and embed the growth of Tikanga Maori.
- Increase use of Te Reo in classes and seek Level 4 Integration. - Maori Cultural experience along the Whanganui River
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ANALYSIS OF VARIANCE - 2013

ANALYSIS OF VARIANCE - MATHEMATICS
TARGET FOR RAISING STUDENT ACHIEVEMENT IN MATHEMATICS Koputaroa School Charter Strategic Goals Goal 1: To focus on high quality learning and teaching and to encourage and support the growth of Tikanga Maori. Goal 3: To sustain, grow and further encourage whanau and community partnerships within our rural environment. Goal 5: To engage in regular self review and to monitor and evaluate areas. Strategic Objectives:
Support, promote and improve teacher effectiveness and pedagogy Identify and support those students below or well below the National Standard. Sustain our focus on increasing the achievement in maths for all our children. Use a variety of assessment tools to monitor, evaluate and identify the strengths and next learning steps of our children.
Key Competencies:
Curriculum Area: Mathematics/Numeracy
Using Language, Symbols and Texts Thinking Managing Self Participating and Contributing Relating to Others be confident, independent learners be self-motivated and self-managing be inquisitive, creative learners, who take risks and can problem solve.
Tenets from our Charter that we aim for our children:
Annual Aims:
Monitor the achievement and progress of all children through the use of PAT Maths, JAM and National Standards. Employ a range of teaching practices and resources to provide comprehensive and engaging reading programmes. Teaching as Inquiry to form a key component of professional learning to improve teacher effectiveness and pedagogy on mathematics. Allocation of a Maths Unit for the leadership of Maths development and the development of the Maths Matrix (aligned with National Standards). Increase the number of children At or Above the National Standards in Maths. Purchase resourcing to assist with the development of maths within our school.
2013 Annual Achievement Targets:
1. To increase the number of boys achieving At or Above the National Standard by the end of 2013. When compared to the number of boys who had achieved At or Above the National Standard in 2012 and reducing the number who had achieved Below or Well Below the National Standard 2012. 2. To increase the number of Year 7 and Year 8 students achieving Above the National Standard by the end of 2013. When compared to the number of Year 6 and Year 7 students who had achieved Above the National Standard in 2012. 3. To increase the number of Maori students achieving Above the National Standard by the end of 2013. When compared to the number of Maori students who had achieved Above the National Standard in 2012. 4. All children to make progress towards being At or Above the National Standard by the end of the year.
Baseline Data: 1. Analysis of National Standards data from 2012 showed that 14/63 (22.2%) of boys were Below or Well Below the National Standard, compared to 9/69 (13%) who were Below or Well Below in 2011. This was an increase to Below/Well Below of 9.2% 2. Analysis of National Standards data from 2012 showed that we had 17/26 (65%) of Year 6 students At the National Standard (with 4/26 [15%] Above) and 9/15 (60%) of Year 7 students At the National Standard (with 3/15 [20%] Above). While we have a great number of children At the National Standard, we aim to increase the number of children Above the National Standard.
3. Analysis of National Standards data from 2012 showed that we had NO Maori students Well Below the National Standard, but it also showed that we had no Maori students Above the National Standard. We aim to increase the number of Maori students Above the National Standard.
KEY:
Progress = met target Decrease = have not met target Unchanged = no difference
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DATA ANALYSIS TARGET 1: To increase the number of boys achieving At or Above the National Standard by the end of 2013. When compared to the number of boys who had achieved At or Above the National Standard in 2012 and reducing the number who had achieved Below or Well Below the National Standard 2012.
ALL 2012 Boys 2013 Boys Difference Below/Well Below 14/63 (22%) 14/69 (20%) -2% 2012 Boys 2013 Boys Difference At/Above 49/63 (78%) 55/69 (80%) +2%
There has been no change here, year on year, with the same number of boys remaining Below or Well Below. The one positive is that there has been an increase in the number of boys within this cohort, and those children are either At or Above therefore, not moving to Below or Well Below. This will remain a Target for 2014 This Target has not been met. TARGET 2: To increase the number of Year 7 and Year 8 students achieving Above the National Standard by the end of 2013. When compared to the number of Year 6 and Year 7 students who had achieved Above the National Standard in 2012.
ALL 2012 Year 6 2013 Year 7 Difference At 17/26 (65%) 11/20 (55%) -10% 2012 Year 6 2013 Year 7 Difference Above 4/26 (15%) 2 /20 (10%) -5%
There has been a decrease in numbers in this cohort, but proportionally, we have not met this target. We have recorded a slight decline in the number of children Above the Standard, moving from 4 to 2. This will remain a Target for 2014 This Target has not been met.
ALL 2012 Year 7 2013 Year 8 Difference At 9/15 (60%) 5/15 (33%) -33% 2012 Year 7 2013 Year 8 Difference Above 3/15 (20%) 3/15 (20%) 0 Koputaroa School Charter - Reviewed and Revised 2014 14
There has been no change here, year on year, with the same number of children Above the Standard as what there was in 2012. What has been disappointing to note is the decrease in the number of children At the Standard. This Target has not been met. TARGET 3: To increase the number of Maori students achieving Above the National Standard by the end of 2013. When compared to the number of Maori students who had achieved Above the National Standard in 2012.
Maori 2012 Maori 2013 Maori Difference Above 25% 16/28 (57%) +32%
Proportionally, we have recorded a substantial increase to the number of Maori achieving Above the Standard more than doubling the number Above the Standard. This Target has been met. TARGET 4: All children to make progress towards being At or Above the National Standard by the end of the year.
ALL 2012 2013 Difference Below/Well Below 37/152 (24%) 37/160 (23%) -1% 2012 2013 Difference At/Above 115/152 (76%) 123/160 (77%) +1%
Marginal increase to the number of children who are At or Above the Standard, when compared year on year. The number of children Below/Well Below the Standard has not changed. However, there has been an increase in the number of children within this cohort, and these children are either At or Above the Standard, therefore, they have not registered Below or Well Below. This Target has been partially met.
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Summary and Supporting Information While we have not achieved some of the above targets, we have had positive progress in other areas. Of particular note is the progress of our Maori learners. There has been a substantive shift in the number of Maori achieving At or Above the Standard and this is incredibly pleasing. Further analysis of National Standards data shows that: - We have trebled the number of children achieving Above the Standard After 3 Years at School, moving from 3/15 (20%) in 2012 to 9/15 (50%) in 2013. - We have significantly increased the number of children achieving Above the Standard at Year 4, moving from 2/11 (18%) Above in 2012 to 11/23 (48%) Above in 2013. - We have also had incremental increases to the number of children Above in both Year 5 and Year 6, with Year 5 increasing from 9/24 (38%) in 2012 to 11/24 (46%) in 2013. And, Year 6 increasing from 8/16 (50%) in 2012 to 11/16 (69%) in 2013. PAT Maths data gathered in November also showed significant progress of some of our learners: - Year 4: 38% of children made accelerated progress. - Year 5: 43% of children made accelerated progress and 13% of children made the expected rate of progress. - Year 6: 44% of children made accelerated progress. - Year 7: 21% of children made accelerated progress and 32% made the expected rate of progress. - Year 8: 36% of children made accelerated progress and 21% made the expected rate of progress. When this data is read alongside our National Standards data, there is evidence that we have made significant progress with many of our learners in mathematics.
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ANALYSIS OF VARIANCE - WRITING

TARGET FOR RAISING STUDENT ACHIEVEMENT IN WRITING Koputaroa School Charter Strategic Goals Goal 1: To focus on high quality learning and teaching and to encourage and support the growth of Tikanga Maori. Goal 3: To sustain, grow and further encourage whanau and community partnerships within our rural environment. Goal 5: To engage in regular self review and to monitor and evaluate areas.
Strategic Objectives: - Support, promote and improve teacher effectiveness and pedagogy. - To use the Teaching as Inquiry model to develop teacher effectiveness and improve student outcomes. - Identify and support those students below or well below the National Standard. - Sustain our focus on increasing the achievement in writing for all our children.
Use the Koputaroa Writing Matrix to monitor, evaluate and identify the strengths and next learning steps of our children.
Key Competencies:
Curriculum Area: English - Writing
Using Language, Symbols and Texts Thinking Managing Self Participating and Contributing Relating to Others be confident, independent learners be self-motivated and self-managing be inquisitive, creative learners, who take risks and can problem solve.
Annual Aims: - Monitor the achievement and progress of all children through the use of the Koputaroa School Writing Matrix (as aligned to the National Standards). - Employ a range of effective teaching practices, programmes and resources to provide comprehensive and engaging writing programmes. - Increase the number of children achieving At or Above the National Standard in Writing. - Purchase resourcing to assist with the development of writing within our school.
Investigation into the asTTle Writing Matrix and possible merger with our own.
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1.To increase the number of boys achieving At or Above the National Standard by the end of 2013. When compared to the number of boys who had achieved At or Above the National Standard in 2012 and reducing the number who had achieved Below or Well Below the National Standard in 2012. 2.To increase the number of Year 8 students achieving Above the National Standard by the end of 2013. When compared to the number of Year 7 students who had achieved Above the National Standard in 2012. 3.To increase the number of Maori students achieving Above the National Standard by the end of 2013. When compared to the number of Maori students who had achieved Above the National Standard in 2012. 4.All children to make progress towards being At or Above the National Standard by the end of the year.
Baseline Data:
1.Analysis of National Standards data from 2012 showed that 22/63 (34.9%) of boys were Below or Well Below the National Standard, compared to 15/69 (22%) of boys who were Below or Well Below in 2011. This was an increase to Below/Well Below of 12.9%. 2.Analysis of National Standards data from 2012 showed that we had 12/15 (80%) of Year 7 students At the National Standard with 1/15 (7%) Above. While it is positive to see so many children At the Standard, we aim to increase the number Above. 3.Analysis of National Standard data from 2012 showed that we had NO Maori students Well Below the National Standard, but it also showed that we had no Maori students Above the National Standard. We aim to increase the number of Maori students Above the National Standard.
KEY:
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DATA ANALYSIS TARGET 1: To increase the number of boys achieving At or Above the National Standard by the end of 2013. When compared to the number of boys who had achieved At or Above the National Standard in 2012 and reducing the number who had achieved Below or Well Below the National Standard in 2012.
ALL 2012 Boys 2013 Boys Difference Below/Well Below 22/63 (35%) 24/69 (35%) 0 2012 Boys 2013 Boys Difference At/Above 41/63 (65%) 45/69 (65%) 0
Proportionally, there has been no change to this area, with the same percentage of boys still achieving Below or Well Below the National Standard. This will remain a Target for 2014. This Target has not been met. TARGET 2: To increase the number of Year 8 students achieving Above the National Standard by the end of 2013. When compared to the number of Year 7 students who had achieved Above the National Standard in 2012.
Year 8 2012 Year 7 2013 Year 8 Difference Above 1/15 (7%) 0 -7%
There has been a decrease with this number, moving from 1 child Above to no children Above the Standard. This Target has not been met.
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TARGET 3: To increase the number of Maori students achieving Above the National Standard by the end of 2013. When compared to the number of Maori students who had achieved Above the National Standard in 2012.
Maori 2012 Maori 2013 Maori Difference Above 37.5% 18/28 (65%) +27.5%
Proportionally, we have recorded a substantial increase to the number of Maori achieving Above the Standard. This Target has been met. TARGET 4: All children to make progress towards being At or Above the National Standard by the end of the year.
We have recorded a slight decrease in the number of children Below/Well Below the Standard and an increase to the number of children At/Above the Standard. There has been an increase in the number of children within the cohort, and the positive is that these children are either At or Above the Standard. This Target has been met. Summary and Supporting Information There have been some areas of success, especially with our Maori learners. Our Maori data has shown a positive shift in the number of Maori achieving the Above the Standard. We have invested extensive professional learning and development into our writing programmes and across our school, we have initiated and embedded some excellent teaching and learning programmes and practice.
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Boys achievement was a primary area of focus this year. When analysed, we have increased the number of boys Above the Standard, moving from 12% Above in 2012 to 22% Above this year. Similarly, our girls achievement has shifted from 14% Above in 2012 to 29% Above this year. Engagement Survey data has shown a shift in boys attitude to writing. In March 36% of our boys said they enjoyed writing and in November, this increased to 42% of our boys who said they enjoyed writing. This is a pleasing shift; to see the attitude boys have to writing improving. Overall, our boys continue to not be achieving as well as our girls and this will remain a focus for 2014. Further analysis of our National Standards data shows: - We have significantly increased the number of children achieving Above the Standard After 2 Years at School, After 3 Years at School and Year 4. Writing will remain a Minor Focus for 2014, with Writing Targets in place.
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ANALYSIS OF VARIANCE - READING

TARGET FOR RAISING STUDENT ACHIEVEMENT IN READING Koputaroa School Charter Strategic Goals Goal 1: To focus on high quality learning and teaching and to encourage and support the growth of Tikanga Maori. Goal 3: To sustain, grow and further encourage whanau and community partnerships within our rural environment. Goal 5: To engage in regular self review and to monitor and evaluate areas. Strategic Objectives: - Support, promote and improve teacher effectiveness and pedagogy. - Identify and support those students below or well below the National Standard. - Sustain our focus on increasing the achievement in reading for all our children. - Use e-asTTle, STAR and the Kowhai Reading Wedge to monitor, evaluate and identify the strengths and next learning steps of our children. Curriculum Area: Key Competencies: English - Reading - Using Language, Symbols and Texts
Thinking Managing Self Participating and Contributing Relating to Others be confident, independent learners be self-motivated and self-managing be inquisitive, creative learners, who take risks and can problem solve.
Annual Aims: - Monitor the achievement and progress of all children through the use of e-asTTle, STAR and the National Standards. - Employ a range of effective teaching practices, programmes and resources to provide comprehensive and engaging reading programmes. - Increase the number of children achieving At or Above the National Standard in Reading.
Purchase resourcing to assist with the development of reading within our school.
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1.To increase the number of girls achieving At or Above the National Standard by the end of 2013. When compared to the number of girls who had achieved At or Above the National Standard in 2012 and reducing the number who had achieved Below or Well Below the National Standard in 2012. 2.To increase the number of Maori students achieving At or Above the National Standard by the end of 2013. When compared to the number of Maori students who had achieved At or Above the National Standard in 2012 and reducing the number who had achieved Below or Well Below the National Standard in 2012. 3.All children to make progress towards being At or Above the National Standard by the end of the year.
Baseline Data:
1.Analysis of National Standards data from 2012 showed that 20/89 (22.5%) of girls were Below or Well Below the National Standard, compared to 11/63 (17.5%) of boys. Girls had also seen an increase to Below/Well Below of 7.5% in 2012 from 2011. 2. Analysis of National Standards data from 2012 showed that we had NO Maori students at Well Below, but we had 50% at Below. While we had moved 17% of Maori from Well Below to Below from 2011 to 2012, we aim for less Maori to be in Below and more Maori to be in At or Above.
KEY:
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DATA ANALYSIS TARGET 1: To increase the number of girls achieving At or Above the National Standard by the end of 2013. When compared to the number of girls who had achieved At or Above the National Standard in 2012 and reducing the number who had achieved Below or Well Below the National Standard in 2012.
ALL 2012 Girls 2013 Girls Difference Below/Well Below 20/89 (22%) 13/91 (14%) -8% 2012 Girls 2013 Girls At/Above 69/89 (78%) 78/91 (86%) +8%
There has been a positive shift with the number of girls who are now achieving At or Above the National Standard, with an increase of 8% This Target has been met. TARGET 2: To increase the number of Maori students achieving At or Above the National Standard by the end of 2013. When compared to the number of Maori students who had achieved At or Above the National Standard in 2012 and reducing the number who had achieved Below or Well Below the National Standard in 2012.
Maori 2012 Maori 2013 Maori Difference At/Above 50% 19/28 (68%) +18%
Proportionally, we have recorded a significant progress with our Maori learners, with an increase in the number of Maori achieving At or Above the Standard. This Target has been met.
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TARGET 3: All children to make progress towards being At or Above the National Standard by the end of the year.
There has been a positive shift in progress, with a 13% increase to the number of children achieving At or Above the Standard. With 84% of our children At or Above the Standard, this aligns with the Ministrys goal of having 85% of children At or Above the Standard. This Target has been met. Summary and Supporting Information Reading continues to be the strongest curriculum area in our school and our National Standards data reflects this. Further analysis of National Standards data shows that we have more children Above the Standard than At the Standard, which is terrific. Our data also shows that: - We have NO children Well Below After 3 Years at School - We have NO children Well Below at Year 6. - We have NO children Well Below at Year 7. - With the other cohorts, the greatest number of children Well Below is 2. This is great data, which is reflective of our reading programmes. Overall Summary We are incredibly proud of the difference we have made to our Maori leaners. Our data shows that we have made significant shifts with the number of Maori achieving At or Above the National Standard.
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NATIONAL STANDARDS DATA - 2013
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2014 ANNUAL PLANS OVERVIEW
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ANNUAL PLANS - 2014

2014 ANNUAL PLAN - NAG 1: CURRICULUM
Link to Strategic Plan: Goal Goal Goal Goal Goal 1: 3: 4: 5: 6: To To To To To focus on high quality learning and teaching through expanding opportunities. sustain, grow and further encourage whanau and community partnerships. provide and maintain a stimulating environment for the modern learner. sustain regular self-review. support and embed the growth of Tikanga Maori.
Explanation: The New Zealand Curriculum sets the policy and direction for learning and teaching in New Zealand. Alongside this, the National Standards support and compliment the learning and teaching and goals of the New Zealand Curriculum At Koputaroa, we have worked extensively to develop our own Conceptual Curriculum. Our Conceptual Curriculum aims to provide a comprehensive integrated learning and teaching experience, where children are able to make better connections across their learning. Our Curriculum also encourages student voice, where children work alongside us to create their own learning experiences. With this, we place a strong emphasis on personalisation, where learning is better tailored to meet the needs of the individual. Annual Aims: 1. Continued collaboration within our Manaaki Cluster to support the Teaching as Inquiry process, with the major emphasis being on building teacher pedagogy and effectiveness. 2. Major Professional Learning and Development focus on the teaching and learning of Mathematics, with Minor focuses on Reading, Writing and each teachers own personal inquiry. 3. Increased integration of learning, to enable children to make better connections and deepen their own understanding. 4. Building on greater personalisation of learning, where children have greater autonomy over their learning (especially in Years 4-8) 5. Begin to embed Tikanga M!ori practices and celebrating our bicultural heritage. 6. Ongoing self review of our curriculum and teaching and learning pedagogy. 1. Reading: To increase the number of Year 8 children achieving At or Above the Standard; to increase the number of M!ori achieving At or Above the Standard and for all children to make progress towards being At or Above the Standard. 2. Writing: To increase the number of Year 6 and Year 8 children achieving Above the Standard; to decrease the number of Year 6 and Year 8 children achieving Below the Standard; to increase the number of boys achieving At or Above the Standard; to increase the number of M!ori achieving At or Above the Standard and for all children to make progress towards being At or Above the Standard. 3. Maths: To increase the number of boys and girls achieving At or Above the Standard; the increase the number of Year 8s achieving At or Above the Standard; to increase the number of children After 3 Years at School achieving Above the Standard; to decrease the number of Year 8 children achieving Below the Standard; to increase the number of M!ori achieving At or Above the Standard and for all children to make progress towards being At or Above the Standard.
Link to School Targets:
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2014 ANNUAL PLAN - NAG 1: CURRICULUM Planned Actions Personalised Teaching as Inquiry - Each staff member to engage in their own personalised TAI (to support student achievement). - TAI needs to be evidenced by data. - Research driven by each teacher. Maths Teaching as Inquiry - Teachers engage in TAI process into Maths teaching and learning (PLD) - Personalised PLD with facilitator. - Data to drive process. - Staff shared text Elephant in the Classroom - Student Engagement - Formative Practice - Supported by Manaaki Cluster Igniting the Passion - Igniting the passion, wonderment and awe of our staff. - Flow over to student engagement and learning. iPad Development - 1 x one to one iPad Class - 1 x one to two iPad Class - Information sent to parents to inform them of the iPad Class. - Ongoing review of these classes student engagement and achievement. - Potential TOD with focus on integration of iPads (whole staff) Timing Term 1 - Term 4 Responsibility Regan and Whole Staff Resourcing $7,000 Evaluation/Reflection
Term 1 - Term 4
Regan, Lauren McKay and Manaaki Cluster
$4,000
Term 1 - Term 4
Regan and Whole Staff
$3,500
Term 1 - Term 4
Regan, Angela and Sonia
$1,000
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2014 ANNUAL PLAN - NAG 1: CURRICULUM Planned Actions Continuation of Manaaki Cluster - Staff Collaboration - Pedagogical development - Student Engagement and Achievement Tikanga M!ori Development - BA Productions to provide intensive M!ori programme. - Staff Development once per term facilitated by Ash Patea. - Visit to Kereru Marae Pasifika Education Plan - Shared understanding of the Pasifika Education document and how it could be incorporated into our practice. IXL Maths - Subscription to IXL Maths, online learning to support Maths for children. Create Group - Continuation of Boys Group and inclusion of girls. - Focus on student involvement, planning, design and engagement Curriculum Review - Ongoing review of the Koputaroa Conceptual Curriculum - Improved integration of reading, writing and maths into HOT Learning Timing Term 1 - Term 4 Responsibility Regan and Ben Resourcing (through above) Evaluation/Reflection
Term 1 - Term 4
Regan and Ash
$7,500
Term 1 - Term 4
Regan and Jacqui
Term 1 - Term 4
Regan
$1,400
Term 1 - Term 4
Regan and Alan
$1,600
Term 1 - Term 4
Regan, Dan and Angela
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2014 ANNUAL PLAN - NAG 1: CURRICULUM Planned Actions HOT Learning Review - Review of our school HOT Learning model. - Improved integration of model into curriculum areas. Writing Moderation - Staff moderation of writing to continually build consistency. - Online Cluster moderation for across school development of staff understanding to formulate consistent OTJs Culture and Diversity - Unit Allocation for Culture and Diversity - Further unpacking and discussion of Ka Hikitia and Tataiako. - Celebration of Diversity within our school. - Oversight of extra-curricular activities (eg: choir, kapa haka) School Production - Whole School Production Innovative Learning - Unit Allocation for Innovative Learning - Infusion of IT into class programmes - Further development of personalised learning. - Explore Reggio Emelio approach. - Modern Learning Environments. - Future Focused principles Timing Term 1 Responsibility Regan and Angela Resourcing Evaluation/Reflection
Term 2 - Term 4
Regan, Ben and Heath
Term 1 - Term 4
Regan and Jacqui
$1,000 (Unit from TS)
Term 2 - Term 3 Term 1 - Term 4
Regan, Jacqui and Allan Regan and Sonia
$2,000 (Unit from TS)
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2014 ANNUAL PLAN - NAG 1: CURRICULUM Planned Actions National Standards - Ongoing understanding and application of the National Standards. Formative Practice - Students being at the centre of their learning. - Co-creation of SC to guide student learning. Town Class - Explore the concept of a Town Class. - Students learning in their local environment. Science - Science at Manawatu College - Engaging our children with real scientific learning. - Koputaroa Science Fair Literacy Delivery Plan - Review and Development of Koputaroa School Literacy Delivery Digi Awards - Participation in the Manawatu Digi Awards Term 2 -Term 3 Regan and Angela $500 Timing Term 1 - Term 4 Responsibility Regan and Whole Staff Resourcing Evaluation/Reflection
Term 3 - Term 4
Regan
$1,000
Term 1
Regan and Dan
Term 4
Sonia
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2014 ANNUAL PLAN - NAG 2: STRATEGIC PLANNING AND SELF REVIEW Link to Strategic Plan: Goal Goal Goal Goal Goal 1: 3: 4: 5: 6: To To To To To focus on high quality learning and teaching through expanding opportunities. sustain, grow and further encourage whanau and community partnerships. provide and maintain a stimulating environment for the modern learner. sustain regular self-review. support and embed the growth of Tikanga Maori.
Explanation: Strategic Planning sets the aim and direction for the schools development. A schools Charter is integral to Strategic Planning, which incorporates the ideas and goals from its school community and students. Ongoing, robust self-review is critical to evaluate the impact, outcome and actions of strategic planning. Self review identifies what has worked well and what can be improved or modified. A core component of self review is engaging with the necessary people to provide a broad and comprehensive view of what is occurring within the school. Annual Aims: 1. 2. 3. 4. Review of Board Policy and Procedure. Self Review of the Annual Plans and key curriculum areas to monitor progress and performance. Engagement with Community to attain their ideas and thinking. Internal review of programmes and directives to see what is working and what needs adapting/modifying.
1. Reading: To increase the number of Year 8 children achieving At or Above the Standard; to increase the number of M!ori achieving At or Above the Standard and for all children to make progress towards being At or Above the Standard. 2. Writing: To increase the number of Year 6 and Year 8 children achieving Above the Standard; to decrease the number of Year 6 and Year 8 children achieving Below the Standard; to increase the number of boys achieving At or Above the Standard; to increase the number of M!ori achieving At or Above the Standard and for all children to make progress towards being At or Above the Standard. 3. Maths: To increase the number of boys and girls achieving At or Above the Standard; the increase the number of Year 8s achieving At or Above the Standard; to increase the number of children After 3 Years at School achieving Above the Standard; to decrease the number of Year 8 children achieving Below the Standard; to increase the number of M!ori achieving At or Above the Standard and for all children to make progress towards being At or Above the Standard.
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2014 ANNUAL PLAN - NAG 2: STRATEGIC PLANNING AND SELF REVIEW Planned Actions Policy/Procedure Review - Annual Review of two school policies/procedure - NAG 3: Personnel - NAG 6: Legislation Student Engagement Survey - Student Engagement into Maths. Their thoughts and interpretations. (Base on NEMP Survey) Post ERO Plan - Development and implementation of a Post ERO plan to work through ERO recommendations. Curriculum Review - Ongoing review of our Koputaroa School Conceptual Curriculum Appraisal Review - Review of our comprehensive Appraisal system. HOT Learning Review - Review of our school HOT Learning model. - Improved integration of model into curriculum areas. Literacy Delivery Plan - Review and Development of Koputaroa School Literacy Delivery Term 1 - Term 4 Regan Timing Term 1 - Term 4 Responsibility Regan and Board of Trustees Resourcing Evaluation/Reflection
Term 1 - Term 4
Regan
Term 2 - Term 4
Regan
Term 1
Regan and Angela
Term 1
Regan and Dan
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2014 ANNUAL PLAN - NAG 2: STRATEGIC PLANNING AND SELF REVIEW Planned Actions SEN Register and Delivery - Review of SEN Register - seek efficiency and ease of use. - Collation and monitoring of data. - Deployment of TAs with targeted students. - CWSA Programme Board of Trustees Review - Review of Board Meetings and protocol. Robust Internal Self Review - Leadership Review - Team Reviews (including student voice) - Interim Report Review (parent engagement) - Monitoring of student progress and achievement - iPad Classes - Formative Practice - is this embedded? - Modules - effectiveness of Modules - Behaviour Management - one year on from new implementation, how os this going? - Timely reporting to the Board of Trustees and Strategic Plans and Student Progress and Achievement Values and Key Competencies - Student Engagement - how well are these understood? School Uniform - Surveying of the Community for a possible school uniform. Term 3 Regan and Board of Trustees Koputaroa School Charter - Reviewed and Revised 2014 35 Timing Term 1 - Term 4 Responsibility Regan and Lauren Resourcing Evaluation/Reflection
Term 2 - Term 4
Regan and Board of Trustees
2014 ANNUAL PLAN - NAG 3: PERSONNEL Link to Strategic Plan: Goal Goal Goal Goal Goal 1: 3: 4: 5: 6: To To To To To focus on high quality learning and teaching through expanding opportunities. sustain, grow and further encourage whanau and community partnerships. provide and maintain a stimulating environment for the modern learner. sustain regular self-review. support and embed the growth of Tikanga Maori.
Explanation: The greatest resource a school has is its people. Teaching is a profession dedicated to highly effective teaching and learning for the progress and achievement of students. Current research, literature and effective pedagogy provide the platform and foundation for dynamic and engaging learning environments. Ensuring staff have the best access to professional learning and development, and are dedicated to the process of Teaching as Inquiry (to improve student outcomes), enables students to learn and thrive in a supportive environment. Support Staff also play a vital role with assisting the progress, achievement and overall welfare of the children. In their supplementary role, Support Staff provide critical individual or group based instruction to enable students to achieve the best they can. Annual Aims: 1. To attract and retain the best possible staff. 2. To provide a comprehensive professional learning and development programme to further develop teacher pedagogy. 3. Provide a collaborative, supportive, professional working environment. 1. Reading: To increase the number of Year 8 children achieving At or Above the Standard; to increase the number of M!ori achieving At or Above the Standard and for all children to make progress towards being At or Above the Standard. 2. Writing: To increase the number of Year 6 and Year 8 children achieving Above the Standard; to decrease the number of Year 6 and Year 8 children achieving Below the Standard; to increase the number of boys achieving At or Above the Standard; to increase the number of M!ori achieving At or Above the Standard and for all children to make progress towards being At or Above the Standard. 3. Maths: To increase the number of boys and girls achieving At or Above the Standard; the increase the number of Year 8s achieving At or Above the Standard; to increase the number of children After 3 Years at School achieving Above the Standard; to decrease the number of Year 8 children achieving Below the Standard; to increase the number of M!ori achieving At or Above the Standard and for all children to make progress towards being At or Above the Standard.
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2014 ANNUAL PLAN - NAG 3: PERSONNEL Planned Actions Collaborative Partnerships - Staff Teacher Only Days focused on strengthening collaboration and teacher pedagogy. - Manaaki Cluster - AP/DP Networks - Caretaker Networks - Office Manager Networks - Principal PLG - SEN Network - Kereru Daycare - Kereru Marae SENCo - Induction and support for new SENCo Learning Support/Extension - Employment of a part time teacher to provide both learning support and special abilities. Parent Groups - Greater involvement of parents/ community within our school. - Invited parent readers, helpers... NAG 3 Review - Review of NAG 3: Personnel Board Training - Board Training and further development and understanding of school practice. Support Staff PLD - Support Staff (TA) training and development. Timing Term 1 - Term 4 Responsibility Regan and Whole Staff Resourcing $2,000 Evaluation/Reflection
Term 1 - Term 4
Regan and Lauren Regan and Board TS
Term 1 - Term 4
Term 1 - Term 4
Regan and Dan
Term 2 - Term 3 Term 2 - Term 3
Regan and Board Regan and Board $1,000 (edLead?)
Term 1 - Term 4
Regan, Dan and Angela Koputaroa School Charter - Reviewed and Revised 2014 37
2014 ANNUAL PLAN - NAG 3: PERSONNEL Planned Actions Teacher Registration - Ensure the registration status of teachers is current. Teacher Appraisal - Modification and streamlining of Appraisal System. Timing Term 1 Responsibility Regan Resourcing Evaluation/Reflection
Term 1 - Term 4
Regan, Dan and Angela
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2014 ANNUAL PLAN - NAG 4: FINANCE AND PROPERTY Link to Strategic Plan: Goal Goal Goal Goal Goal Goal 1: 2: 3: 4: 5: 6: To To To To To To focus on high quality learning and teaching through expanding opportunities. continue developing environmentally sustainable practice. sustain, grow and further encourage whanau and community partnerships. provide and maintain a stimulating environment for the modern learner. sustain regular self-review. support and embed the growth of Tikanga Maori.
Explanation: The School Charter clearly sets the direction for teaching and learning, which allows for the allocation of the best possible resourcing. Providing our children with access to high quality resources and experiences, enriches their engagement with the curriculum and enables them to make rich and meaningful connections, to support their understanding and development. The Board of Trustees are responsible for the monitoring of financial expenditure and for property maintenance. We take enormous pride in the attractiveness of our school setting and the inside learning environments, which enhances staff and student hauora. Koputaroa School will also adhere to the 5YA and 10YPP agreements. Annual Aims: 1. 2. 3. 4. Annual Budget aligned to the School Charter and key priority areas. Signing on and development of 5YA and 10YPP. Provide rich, attractive and functional learning environments. Begin implementation of Modern Learning Environments.
1. Reading: To increase the number of Year 8 children achieving At or Above the Standard; to increase the number of M!ori achieving At or Above the Standard and for all children to make progress towards being At or Above the Standard. 2. Writing: To increase the number of Year 6 and Year 8 children achieving Above the Standard; to decrease the number of Year 6 and Year 8 children achieving Below the Standard; to increase the number of boys achieving At or Above the Standard; to increase the number of M!ori achieving At or Above the Standard and for all children to make progress towards being At or Above the Standard. 3. Maths: To increase the number of boys and girls achieving At or Above the Standard; the increase the number of Year 8s achieving At or Above the Standard; to increase the number of children After 3 Years at School achieving Above the Standard; to decrease the number of Year 8 children achieving Below the Standard; to increase the number of M!ori achieving At or Above the Standard and for all children to make progress towards being At or Above the Standard.
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2014 ANNUAL PLAN - NAG 4: FINANCE AND PROPERTY Planned Actions Classroom Furniture - Upgrade of Classroom Furniture in Room 2 and Room 5 (reflective of a MLE). Library Furniture - Upgrade Library Furniture to provide a welcoming, relaxed learning environment. iPad Development - Purchase of 40 iPads to initiate a 1:1 and a 1:2 iPad Class. Outdoor Classroom - Development of an outdoor learning space, integrated with school gardens. Zero Waste - Implementation of Zero Waster rubbish throughout the school. Garden Development - Painting of the Garden Shed - Painting of the Bike Shed Room 4 and Room 5 Windows - Replacement of Room 4 and Room 5 windows. Fit Safety Surface to decking - Sourcing a material within 5YA allocation to replace decking surface. - (Also NAG 5 Health/Safety) Timing Term 1 Responsibility Regan Resourcing $8,500 Evaluation/Reflection
Term 1
Regan
$3,500
Term 1
Regan
$16,000
Term 1 - Term 2
Regan and Alan
$5,000
Term 1
Regan and Whole School Regan and Alan Regan and Alan Regan and Alan $1,000
Term 2- Term 4
Term 2
$4,000
Term 1- Term 2
$5,000 (5YA)
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2014 ANNUAL PLAN - NAG 4: FINANCE AND PROPERTY Planned Actions Provision for Cyclical Maintenance - Annual provision for Cyclical Maintenance as identified in 10YPP. Development of 5YA and 10YPP - Signing on for our new 5YA and 10YPP - Engaging with Project Manager to develop plan and overview of school upgrades. Timing Term 1 Responsibility Regan, Patricia and Carol Bloomeld Regan and Board Resourcing $6,620 (approx) MOE Funding Evaluation/Reflection
Term 1 - Term 3
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2014 ANNUAL PLAN - NAG 5: HEALTH AND SAFETY Link to Strategic Plan: Goal Goal Goal Goal Goal Goal 1: 2: 3: 4: 5: 6: To To To To To To focus on high quality learning and teaching through expanding opportunities. continue developing environmentally sustainable practice. sustain, grow and further encourage whanau and community partnerships. provide and maintain a stimulating environment for the modern learner. sustain regular self-review. support and embed the growth of Tikanga Maori.
Explanation: Health and Safety is critical to providing a safe, nurturing and engaging environment for our children and staff to feel supported and at ease to learn and work. Schools and Boards of Trustees are required to ensure the safety and well-being of its staff and students and at Koputaroa School, we aim to have plans and procedures in place to ensure our school is a supportive and collaborative learning and teaching environment. Annual Aims: Link to School Targets: 1. To provide an environment that is physically and emotionally safe for staff and children. 2. To have safety procedures in place which provide direction and guidance when required. 1. Reading: To increase the number of Year 8 children achieving At or Above the Standard; to increase the number of M!ori achieving At or Above the Standard and for all children to make progress towards being At or Above the Standard. 2. Writing: To increase the number of Year 6 and Year 8 children achieving Above the Standard; to decrease the number of Year 6 and Year 8 children achieving Below the Standard; to increase the number of boys achieving At or Above the Standard; to increase the number of M!ori achieving At or Above the Standard and for all children to make progress towards being At or Above the Standard. 3. Maths: To increase the number of boys and girls achieving At or Above the Standard; the increase the number of Year 8s achieving At or Above the Standard; to increase the number of children After 3 Years at School achieving Above the Standard; to decrease the number of Year 8 children achieving Below the Standard; to increase the number of M!ori achieving At or Above the Standard and for all children to make progress towards being At or Above the Standard.
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2014 ANNUAL PLAN - NAG 5: HEALTH AND SAFETY Planned Actions Sun Smart Accreditation - Seeking Sun Smart accreditation from the Cancer Society Student Safety Survey - Seeking student responses to their safety and wellbeing in the school. Electrical Safety Checks - Annual checking of electrical appliances for safety compliance. Development of PHRMP - Investigation into the necessity of PHRMP. - (Also NAG 4 Finance/Property) Civil Defence Preparedness - Updating Civil Defence Emergency Preparedness kit. School Counsellor - Establish a regular contract with Counsellor at Horowhenua College Emergency Procedures Booklet - Updated Procedures Booklet for 2014 Playground Checks - Maintain Weekly playground checks for safety and compliance. Flu Injections - Flu injections offered to all staff. Kia Kaha - Investigation of a similar programme to Kia Kaha which promotes personal safety and wellbeing. Timing Term 1 - Term 4 Responsibility Regan and Dan Resourcing Evaluation/Reflection
Term 2 - Term 3
Regan
Term 1 - Term 2
Regan and Alan Regan and Alan
Term 2 - Term 3
Term 1 - Term 2
Regan and Patricia Regan
Term 1 - Term 4
Term 1
Angela
Term - Term 4
Alan
Term 2 Term 1 - Term 2
Regan and Patricia Regan and Dan
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ANNUAL TARGETS - 2014

TARGETS FOR RAISING STUDENT ACHIEVEMENT IN MATHS Koputaroa School Charter Strategic Goals: Goal Goal Goal Goal Goal 1: 3: 4: 5: 6: To To To To To focus on high quality learning and teaching through expanding opportunities. sustain, grow and further encourage whanau and community partnerships. provide and maintain a stimulating environment for the modern learner. sustain regular self-review. support and embed the growth of Tikanga Maori.
Strategic Objectives: - Support, promote and improve teacher effectiveness and pedagogy. - Expert external facilitation to support teacher professional learning and development. - To use the Teaching as Inquiry model to develop teacher effectiveness and improve student outcomes. - Identify and support those students Below or Well Below the National Standard. - Maintain our rigorous focus on increasing the achievement in maths for all our children. - Use a variety of assessments tools to monitor, evaluate and identify the strengths and next learning steps of our children. Curriculum Area: Mathematics Key Competencies: - Using Language, Symbols and Texts - Thinking - Managing Self - Participating and Contributing - Relating to Others Tenets from our Charter that we aim for our children: - be confident, independent learners - be self-motivated and self-managing - be inquisitive, creative learners who take risks and can problem solve - to drive their own learning, where they are able to make choices about their learning, Mau e whiri
Link to Annual Plans: 1. NAG 1: Curriculum 2. NAG 2: Strategic Planning and Self Review 3. NAG 3: Personnel
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Annual Aims: - Monitor the achievement and progress of all children through the use of PAT Maths, JAM and the National Standards. - Employ a range of effective teaching practices, programmes and resources to provide comprehensive and engaging reading programmes. - Teaching as Inquiry to form a key component of professional learning to improve teacher effectiveness and pedagogy in mathematics. - Use of an expert external facilitator to work alongside staff (one to one) to support teacher pedagogy and effectiveness. - Increase the number of children achieving At or Above the National Standard in Maths. - Purchase resourcing to assist with the development of maths within our school. 2014 Annual Achievement Targets: 1. To increase the number of boys and girls achieving At or Above the Standard in 2014 when compared to the number of boys and girls who achieved At or Above the Standard in 2013. 2. To increase the number of Year 8 children achieving At or Above the Standard in 2012 when compared to the number of Year 7 children who achieved At or Above the Standard in 2013; therefore decreasing the number of children achieving Below the Standard. 3. To increase the number of children After 3 Years at School achieving At or Above the Standard in 2014 when compared to the number of children After 2 Years at School who achieved At or Above the Standard in 2013; therefore decreasing the number of children achieving Below the Standard. 4. To increase the number of Maori students achieving At or Above the National Standard in 2014 when compared to the number of Maori who achieved At or Above the Standard in 2013. 5. For all children to make progress towards being At or Above the Standard by the end of the year. Baseline Data: 1. Analysis of National Standards data from 2013 showed that we had marginal shifts of boys and girls achieving At or Above the Standard when compared with 2012. In 2013 we had 55/69 (80%) of boys achieving At or Above, compared to 49/63 (78%) who were At or Above in 2012. While this was an improvement, we aim to see a greater shift. Similarly, in 2013 we had 68/91 (75%) of girls At or Above the Standard compared to 66/89 (74%) who were At or Above in 2012. Again, we aim to shift the number of girls achieving At or Above the Maths Standard. * 2. Analysis of 2013 National Standards data showed that we had a decrease in the number of Year 7 children achieving At or Above the Standard, when compared to the same cohort in 2012. In 2012, this cohort had 17/26 (65%) At and 4/26 (15%) Above, compared to 2013, where we had 11/20 (55%) At and 2/20 (10%) Above. We aim to shift the number of Year 8s this year to At and Above. 3. Analysis of 2013 National Standard data showed that we had 11/23 (48%) of children After 2 Years At School At the Standard, with 4/23 (17%) Above the Standard. We aim to increase the number of children in this cohort achieving Above the Standard. 4. Analysis of 2013 National Standards data showed that we had an increase to the number of Year 7 children Below the Standard, when compared to 2012. Our data shows a shift from 5/26 (19%) in 2012 to 6/20 (30%) in 2013. We aim to decrease the number of children in Year 8 Below the Standard. 5. Analysis of 2013 National Standard data (proportionally) showed a positive shift with Maori achievement, moving from 16/28 (57%) At or Above the Standard in 2013 compared to 25% At or Above in 2012. While a positive shift, we aim to increase this figure.
* This was a Target in 2013, to increase the number of boys achieving At or Above, which we did not meet. We aim for improvement in this area.
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Planned Actions
- Use of expert external facilitator to lead Maths Professional Learning and Development. - Teaching as Inquiry process focused on teacher effectiveness and pedagogy for improved student outcomes. Lauren to work alongside each staff member in a one to one capacity. - Further use and understanding of Koputaroa School Maths Matrix to guide learning and teaching and child self-assessment. - Exploration of TKI and NZC online (maths) to support teaching and learning. - Use of JAM, PAT and GLOSS to monitor the progress and achievement of children and to identify next learning steps. - Renew subscription and use of IXL to supplement maths programme. - Employ a Learning Support Teacher to support those children who require additional assistance. - Purchasing of maths resources to compliment the teaching and learning of maths. - Learning Walks focused on the teaching of Maths. - BA Productions (Ash Patea) to facilitate Tikanga Maori and Te Reo throughout our school and to support our Maori students. - Purchase and reading of Staff Text, The Elephant in the Classroom. Unpacking text to analyse effective maths teaching practice. - Facilitate Parent Workshops to support maths at home - Use of Support Staff to work alongside children who require additional assistance.
Timing
- Term 1 - Term 4
Responsibility
- Regan and Lauren McKay (in conjunction with Manaaki Cluster) - Regan and Lauren McKay (in conjunction with Manaaki Cluster)
Resourcing
$4,000
- Term 1 - Term 4
- Regan, Dan and Angela - Term 1 - Term 4 - Whole Staff - Term 1 - Term 4 - Whole Staff (Dan and Angela to lead)
- Term 1 - Term 4
- Regan and Whole Staff - Regan and Danielle
$1,400 0.48 FTTE
- Term 1 - Term 4 - Term 1 - Term 4 - Regan and Whole Staff - Regan, Dan and Angela - Term 1 - Term 2 - Regan and Ash Patea - Term 2 - Term 3 - Regan and Whole Staff - Term 1 - Term 4 - Regan, Dan and Angela - Regan, Dan and Angela - Term 1 - Term 4 Support Staff Wages $200 $7,500 $2,500
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TARGETS FOR RAISING STUDENT ACHIEVEMENT IN READING Koputaroa School Charter Strategic Goals: Goal Goal Goal Goal Goal 1: 3: 4: 5: 6: To To To To To focus on high quality learning and teaching through expanding opportunities. sustain, grow and further encourage whanau and community partnerships. provide and maintain a stimulating environment for the modern learner. sustain regular self-review. support and embed the growth of Tikanga Maori.
Strategic Objectives: - Support, promote and improve teacher effectiveness and pedagogy. - Identify and support those students Below or Well Below the National Standard. - Maintain our focus on comprehensive and robust reading programmes (particularly in the Early Years). - Use of asTTle, Running Records, STAR and the Reading Wedge to monitor, evaluate and identify the strengths and next learning steps of our children. - To grow and sustain the love of reading. Curriculum Area: English - Reading Key Competencies: - Using Language, Symbols and Texts - Thinking - Managing Self - Participating and Contributing - Relating to Others Tenets from our Charter that we aim for our children: - be confident, independent learners - be self-motivated and self-managing - be inquisitive, creative learners who take risks and can problem solve - to drive their own learning, where they are able to make choices about their learning, Mau e whiri
Annual Aims: - Monitor the progress and achievement of all our children through the use of asTTle, Reading Wedge and National Standards. - Employ a range of effective teaching practices, programmes and resources to provide comprehensive and engaging reading programmes. - Increase the number of children achieving At or Above the National Standard in Reading. - Purchase resourcing to assist with the development of reading within our school. - To increasingly have reading integrated into other curriculum areas (Year 4 - Year 8) as opposed to a stand alone subject. - Reading to be multi-media - in recognition that Reading will be one of the most paramount skills for the future.
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2014 Annual Achievement Targets: 1. To increase the number of Year 8 children achieving Above the National Standard in 2014 when compared to the number of Year 7 children who achieved Above the Standard in 2013. 2. To increase the number of children After 3 Years at School and Year 6 achieving At or Above the Standard when compared to the number of children After 2 Years at School and Year 5 who achieved At or Above the Standard in 2013. 3. To increase the number of Maori students achieving At or Above the National Standard in 2014 when compared to the number of Maori who achieved At or Above the Standard in 2013. 4. For all children to make progress towards being At or Above the Standard by the end of the year. Baseline Data: 1. Analysis of National Standards data from 2013 showed we had a significant decrease in the number of Year 7 children achieving Above the Standard, when compared to 2012. In 2012 we had 17/26 (65%) of this cohort achieving Above the Standard, in contrast to 7/20 (35%) in 2013. We aim to increase the number of children Above the Standard in 2014. 2. Analysis of 2013 National Standards data showed that we had 11/23 (18%) of children After 2 Years at School and 5/24 (21%) of Year 5 children either Below or Well Below the Standard. We aim to have a greater proportion of children in these cohorts achieving At or Above the Standard in 2014. 3. Analysis of our 2013 National Standards data showed that we had 19/28 (68%) of Maori children achieving At or Above the Standard. While this was an increase from 50% in 2012, we still aim to shift the number of Maori At or Above.
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Planned Actions - Use of asTTle, Reading Wedge and STAR to monitor the progress of our children and to identify their next learning steps. - Employ a Learning Support Teacher to support those children who require additional assistance. - Explore the use of and purchase reading material through Kindle (on iPad). This promotes further engagement (particularly of boys). - Purchase and use of Part 2 of the Availll Programme. - Further purchasing of Big Books to support the teaching of reading in the Early Years. - Increasing our collection of Senior Novels to support the reading of our senior students. - Increase reading material for the Rainbow Reading programme. - Use of Support Staff to work alongside children who require additional assistance. - Employment of BA Productions to facilitate Tikanga Maori and Te Reo throughout the year - supporting Maori students success. - Facilitate Parent Workshops to support reading in home. - Invite Parents in to listen to children read - reading mileage.
Timing - Term 1- Term 4 - Term 1 - Term 4 - Term 1 - Term 4
Responsibility - Regan, Dan and Angela - Regan and Danielle - Angela and Sonia
Resourcing
0.48 FTTE } }
- Term 1 - Term 2 - Term 1 - Term 4 - Term 1 - Term 4 - Term 1 - Term 4 - Term 1 - Term 4 - Term 1 - Term 4 - Term 1 - Term 4 - Term 1 - Term 4
- Angela and the Rimu Team - Dan - Angela - Dan - Regan, Dan and Angela - Regan and Ash - Regan, Dan and Angela - Regan and Dan
} } } }
From a Literacy Budget of $3,300
Support Staff Wages $7,500
49
TARGETS FOR RAISING STUDENT ACHIEVEMENT IN WRITING Koputaroa School Charter Strategic Goals: Goal Goal Goal Goal Goal 1: 3: 4: 5: 6: To To To To To focus on high quality learning and teaching through expanding opportunities. sustain, grow and further encourage whanau and community partnerships. provide and maintain a stimulating environment for the modern learner. sustain regular self-review. support and embed the growth of Tikanga Maori.
Strategic Objectives: - Support, promote and improve teacher effectiveness and pedagogy. - Identify and support those students Below or Well Below the National Standard. - Writing Moderation, within school and across schools, to consolidate our OTJs. - Use of the Koputaroa School Writing Matrix to monitor, evaluate and identify the strengths and next learning steps for our children. - Develop comprehensive writing programmes that are integrated into the curriculum (relevant and meaningful). Curriculum Area: English - Writing Key Competencies: - Using Language, Symbols and Texts - Thinking - Managing Self - Participating and Contributing - Relating to Others Tenets from our Charter that we aim for our children: - be confident, independent learners - be self-motivated and self-managing - be inquisitive, creative learners who take risks and can problem solve - to drive their own learning, where they are able to make choices about their learning, Mau e whiri
Annual Aims: - Monitor the achievement and progress of our children through the use of the Koputaroa School Writing Matrix (as aligned to the National Standards). - To build on and embed the writing programmes and strategies that were initiated in 2013. - To increasingly have writing integrated into other curriculum areas (Year 4 - Year 8) as opposed to a stand alone subject. - To critique, challenge and consolidate our OTJs with other staff in other schools. - To increase the number of children achieving At or Above the National Standard in Writing.
50
2014 Annual Achievement Targets: 1. To increase the number of Year 6 and Year 8 children achieving Above the Standard in 2014 when compared to the number of Year 5 and Year 7 children who achieved Above the Standard in 2013. 2. To decrease the number of Year 6 and Year 8 children achieving Below or Well Below the Standard in 2014 when compared to the number of Year 5 and Year 7 children who achieved Below or Well Below the Standard in 2013. 3. To increase the number of boys achieving At or Above the Standard in 2014 when compared to the number of boys who achieved At or Above the Standard in 2013. 4. To increase the number of Maori students achieving At or Above the National Standard in 2014 when compared to the number of Maori who achieved At or Above the Standard in 2013. 5. For all children to make progress towards being At or Above the Standard by the end of the year. Baseline Data: 1. Analysis of National Standards data from 2013 showed we had lower percentages of children Above the Standard in Years 5 and 7, compared to the other cohorts. We had 4/24 (17%) of Year 5 children Above the Standard and 3/20 (15%) of Year 7 children Above the Standard. This compares to other cohorts who recorded (on average) 35% of children Above the Standard. We aim to shift the number of Year 6 and Year 8 children Above the Standard in 2014. 2. Analysis of our 2013 National Standard data showed that we had an increase to the number of Year 5 students Below the Standard, moving from 4/24 (17%) in 2012 to 6/24 (25%) in 2013. While we decreased the number of Year 7 students Below the Standard from 2012 to 2013, 9/26 (35%) to 5/20 (25%), we had an increase to the number of children Well Below the Standard. This increased from 0/26 (0%) in 2012 to 2/20 (10%) in 2013. We aim to have movement in these areas for our Year 6 and Year 8 students. 3. Analysis of our National Standard data from 2013 showed that we (proportionally) had not increased the number of boys At or Above the Standard and that our boys are not achieving as well as our girls. In 2013 we had 45/69 (65%) of boys At or Above the Standard compared to 41/63 (65%) of boys At or Above the Standard in 2012. In contrast, we had 67/89 (75%) or girls At or Above the Standard in 2012 and 72/91 (80%) of girls At or Above the Standard in 2013.* 4. Analysis of our 2013 National Standard data showed that we had 18/28 (65%) of Maori At or Above the Standard, compared to 38% At or Above in 2012. While this was a positive shift, we aim to increase the number of Maori At or Above the Standard.
* This was a Target from 2013, which we did not meet and aim to improve.
51
Planned Actions - School-wide Writing Moderation, in relation to the Koputaroa School Writing Matrix. - Cross School Writing Moderation (online forum). - Unpacking and use of Sheena Camerons resource The Writing Book. - Learning Walks focused on the teaching of Writing. - Team Meetings focused on the teaching of Writing and the progress and achievement of children. - Personalised Teaching as Inquiry (if the focus is writing) to improve teacher pedagogy and effectiveness and student achievement outcomes. - Employ a Learning Support Teacher to support those children who require additional assistance. - To have writing integrated naturally into other curriculum areas, with a lesser focus on teaching genre. - Purchasing of writing resources, support materials, to assist with the teaching and learning of writing. Writing Kits for Jnrs. - Continuation of our Boys Strategy (Create Group) to engage our boys with meaningful experiences to aid their learning. - Exploration and use of English Online, TKI and other reputable writing forums. - Exploration and use of Class and Individual Blogs to aid the writing process. - BA Productions (Ash Patea) to facilitate Tikanga Maori and Te Reo throughout our school and to support our Maori students. - Facilitate Parent Workshops to support writing at home.
Timing - Term 2 and Term 3 - Term 1 - Term 4 - Term 1 - Term 4 - Term 2 - Term 3 - Term 1 - Term 4 - Term 1 - Term 4
Responsibility - Regan, Dan and Angela - Regan, Ben Ward-Smith and Heath Chittenden - Dan - Regan, Dan and Angela - Dan and Angela - Regan and staff who choose this area
Resourcing -
$7,000
- Term 1 - Term 4 - Term 1- Term 4 - Term 1 - Term 4 - Term 1 - Term 4
- Regan and Danielle - Regan, Dan and Angela - Dan and Angela - Regan and Alan
0.48 FTTE
From a Literacy Budget of $3,300 $2,000
- Term 1 - Term 4 - Term 1 - Term 4 - Term 1 - Term 4
- Dan - Angela and Sonia - Regan and Ash $7,500
- Term 2 - Term 3
- Regan, Dan and Angela
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53

Koputaroa School Charter 2014

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KOPUTAROA SCHOOL CHARTER

OUR VISION Inspiring Minds on the Journey of Learning

OUR MISSION To develop a community of innovative learners within a supportive environment.

Koputaroa School Charter - Reviewed and Revised 2014

Koputaroa School Charter - Reviewed and Revised 2014

OUR SCHOOL AND COMMUNITY

Koputaroa School Charter - Reviewed and Revised 2014

Koputaroa School Charter - Reviewed and Revised 2014

M!ORI ACHIEVEMENT STATEMENT

Koputaroa School Charter - Reviewed and Revised 2014

SPECIAL NEEDS/ABILITIES ACHIEVEMENT STATEMENT

Koputaroa School Charter - Reviewed and Revised 2014

Collaborating Researching Problem Solving Critical Thinking

Questioning Creating Reflecting

AT KOPUTAROA SCHOOL WE STRIVE FOR ALL CHILDREN TO...

Koputaroa School Charter - Reviewed and Revised 2014

STRATEGIC GOALS: 2014 - 2016

- Zero Waste Implementation - Sun-Smart Accreditation

GOAL 5: To sustain regular self-review.

GOAL 6: To support and embed the growth of Tikanga Maori.

Koputaroa School Charter - Reviewed and Revised 2014

ANALYSIS OF VARIANCE - 2013

Curriculum Area: Mathematics/Numeracy

Tenets from our Charter that we aim for our children:

2013 Annual Achievement Targets:

Koputaroa School Charter - Reviewed and Revised 2014

Koputaroa School Charter - Reviewed and Revised 2014

Koputaroa School Charter - Reviewed and Revised 2014

ANALYSIS OF VARIANCE - WRITING

Curriculum Area: English - Writing

Tenets from our Charter that we aim for our children:

Koputaroa School Charter - Reviewed and Revised 2014

2013 Annual Achievement Targets:

Koputaroa School Charter - Reviewed and Revised 2014

Koputaroa School Charter - Reviewed and Revised 2014

Koputaroa School Charter - Reviewed and Revised 2014

Koputaroa School Charter - Reviewed and Revised 2014

ANALYSIS OF VARIANCE - READING

Tenets from our Charter that we aim for our children:

Koputaroa School Charter - Reviewed and Revised 2014

2013 Annual Achievement Targets:

Koputaroa School Charter - Reviewed and Revised 2014

Koputaroa School Charter - Reviewed and Revised 2014

Koputaroa School Charter - Reviewed and Revised 2014

NATIONAL STANDARDS DATA - 2013

Koputaroa School Charter - Reviewed and Revised 2014

2014 ANNUAL PLANS OVERVIEW

Koputaroa School Charter - Reviewed and Revised 2014

ANNUAL PLANS - 2014

Link to School Targets:

Koputaroa School Charter - Reviewed and Revised 2014

Regan, Lauren McKay and Manaaki Cluster

Regan and Whole Staff

Regan, Angela and Sonia

Koputaroa School Charter - Reviewed and Revised 2014

Regan and Ash

Regan and Jacqui

Regan and Alan

Regan, Dan and Angela

Koputaroa School Charter - Reviewed and Revised 2014

Regan, Ben and Heath

Regan and Jacqui

$1,000 (Unit from TS)

Term 2 - Term 3 Term 1 - Term 4