KAHAROA SCHOOL Principal's 2019 Annual Report
2019 started with a roll of 189 pupils after losing 15 Year 8 children and 4 others who moved to a variety of schools at the end of 2018. 2019 ended with 201 pupils. Over the course of the school year we had 45 admissions and 16 withdrawals and an additional 40 at the end of the year, 24 of whom were Year 8.
We had a number of new appointments.
● Denise Sharp joined us in Room Totara from Kaitoa Intermediate ● Shanelle Kivell joined us in Room Miro from Kawaha Point School ● Kimberlee Fields joined us in Room Matai as a beginning teacher ● Susanne Irwin was appointed as our Office Administrator ● Adele Lyons, Christina Clark, Sue Kerr and Sharon Ross worked for us as part-time teachers across the school. ● Oliver Bridge was appointed cleaner
We also farewelled Sheryn Shoebridge who had worked as an Office Administrator, Board Secretary, Teacher Aide and Librarian over a period of just under 35 years. We celebrated her invaluable contribution by basing our school production on her.
Christina Clark was appointed as our Learning Support Coordinator to work 0.5 at Kaharoa School.
All senior classes ran camps in Term 1 Rata –Lakes Ranch, Rimu – Tui Ridge, Tawa and Totara – Finley Park
We started the year with two Teacher Only Days Day 1 - Wednesday 23th Jan- focusing on Mindfulness Training Day 2 - Tuesday 29th January - a COL day with Nathan Mikaere-Wallis and Melinda Webber We had a further TOD on 29 October as part of the NZEI award.
Significant Events and Happenings ● We enjoyed a visit from students and lecturers from Shenandoah University Visit in March. ● Mrs Powley and Mrs Shoebridge with the assistance of teachers funded by our local COL set up a learning needs register to better identify children’s learning rights to assist us in better supporting these children. ● A concept plan was developed for the Mindfulness Garden ● Haiting started the year as our MLA teaching Mandarin to our senior classes ● Bricks Club and Quick 60 introduced to support learning ● Involvement in the National Monitoring Study of Student Achievement in Literacy. ● Mary Gordon attending the Rotorua Baby Celebration ● Inaugural Hamurana Flyer and Colour Run
● Planting of our Kumara Patch ● Education Review Office Review ● Development of a Beach Volleyball Court ● Todd McClay our local parliamentarian visited
Along with ongoing ‘Teaching as Inquiry’ the following school contracts and professional development were undertaken
Professional Development 2019
TERM 1
Teachers Only day 23 January Kathy, Leanne, Kimberlee, Pause, Breathe, Smile Programme Shanelle, Lisa, Maria, Kim, Denise, Rose, Warwick, Robin, Heather, Jackie, Sarah, Mandy
COL wide TOD-29 January Kathy, Leanne, Kimberlee, Melinda Webber & Nathan Mikare Shanelle, Lisa, Maria, Kim, Denise, Rose, Warwick,
Cluster of Learning COL Meetings as timetabled Warwick, Rose throughout the year - (at least 2x a term) Led by Kahira Morris (Western Heights High School). Warwick- Principal, Rose- WSL
Reading Recovery (training sessions and Rose assessment sessions throughout year) - every 2 weeks.
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Poolside Support Rms 1-8 Tuesday 5 February
Incredible Years Kathy, Leanne 15 Feb/15 March
Play based Learning-Oropi School - Middle Shanelle, Lisa School Saturday 16 February
Swim Rotorua - Yrs 4-8 Year 3-8 25-28 February (Yrs 3-7 targets)
Ukulele tuition - 12:20-1:00pm Mondays - Kim, Leanne, Robin (TA), Rose + Megan Kusabs interested chn
Kelston Deaf Education Centre Kimberlee 25 February
BT/Mentor Day Kimberlee, Leanne 27 February
Digital Technology Curriculum (DTC) Kathy, Leanne Victoria McCann-28 February - Yr0-2
Digital Technology Curriculum (DTC) Kimberlee, Shanelle, Lisa, Maria, Victoria McCann-28 February - Staff Meeting Kim, Denise, Rose, Warwick
Digital Technology Curriculum (DTC) Kimberlee, Shanelle, Lisa, Maria, Victoria McCann-5th March - Yr3-8 Kim, Denise
Anne Giles-Mentoring/Coach Rose, Warwick 6 March
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Kathryn Crochet - etap training Suzanne, Sarah, Rose
Martin Hughes-Google-Office Kathy, Leanne, Kimberlee, administration/SENCO files/Classroom/ Shanelle, Lisa, Maria, Kim, Denise, Differentiated learning Staff Meeting Rose, Warwick, 18/19/20 March Sarah Noel, Suzanne Irwin,
Pete Hall Leadership & Mentoring Course Warwick, Rose, Leanne, Maria 28 March -
PCT workshop-2 April Kimberlee
Digital Technology Curriculum (DTC) Kimberlee, Shanelle, Lisa, Maria, Victoria McCann-3 April Yr 3-8 Kim, Denise
Anne Giles-Mentoring/Coach Rose, Warwick 5 April
Reading Recovery Training Rose 4/2, 7/2, 12/2, 15/2, 27/2, 13/3, 27/3, 10/4
TERM 2
Go4It Rm 1, 2, 3, 4, 5, 6, 7
Nathan Wallis - Anxiety and Depression-9 May Kathy, Leanne, Rose, Kimberlee, Shanelle, Lisa, Maria, Kim, Denise, Warwick
Digital Technology Curriculum (DTC) Lisa, Maria, Kim, Denise Victoria McCann- Yr 4-8-8 May
UBRS - Understanding Behaviour & Relational Rose, Maria Safety run by MoE -8/15 May-2 hrs each session
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Observation/Growth/Shadow Coaching Training Rose - COL- 11 May/13 June
Anne Giles - Mentoring/Coaching 15 May/14 Rose, Warwick June
Oral Language - 22 May, 27 June Kathy
Incredible Years-3 May, 31 May, 26 June Leanne, Kathy
Anne Giles - School wide Writing PD-30 May - Kathy, Leanne, Rose, Kimberlee, modelling writing plus Staff meeting Shanelle, Lisa, Maria, Kim, Denise, Warwick (Teacher Aides observed modelling of writing sessions (Mandy, Jackie, Heather, Sarah)
First Aid Training-8 June Refresher-Kathy, Leanne, Lisa, Maria, Kim, Warwick, Sheryn Full-Kimberlee, Denise, Rose, (Shanelle- to do full in own time)
Tilting the Seesaw - Autism Course - 3 & 4 July Maria, Sarah Noel (Teacher aide)
Reading Recovery Training Rose 8/5, 5/ 6, 3/7, 22/5, 19/6
TERM 3
Go4It Rm 4, 5, 6
Digital Technology Curriculum (DTC) Kim, Denise Victoria McCann- Yr 7-8-29 July
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Tāmara Simpkins-Across School Teacher Kathy, Leanne, Rose, Kimberlee, Modelling te reo lesson-31 July Shanelle, Lisa, Maria, Kim, Denise, Warwick Observations - 14 August, 28 August, 11 September, 25 September Staff Meeting-25 September Culturally Mapping/Kaharoa Patere --Pikihaaua & Hinerua legend of Rangiwehiwehi
Observation/Growth/Shadow Coaching Training Rose - COL-8 August, 12 September
Anne Giles - Mentoring/Coaching- 24 July, 13 Rose, Warwick September
Incredible Years-9 August Leanne, Kathy
Oral Language - 12 August Kathy, Leanne
Observation of St Mary’s PBL-15 August Kimberlee, Shanelle
SENCo-COL day - 22 August Maria
Brick’s Club - Jaco -MoE psychologist-23 August Jackie, Sarah (teacher aides)
Senior Leadership- Nyree King Warwick, Rose, Leanne, Maria Culturally Responsive and Relational Pedagogy-Principles/Observation/Growth/ Shadow Coaching Training -27 August
Staff Meeting-Nyree King-Culturally Responsive Kathy, Leanne, Rose, Kimberlee, and RelationalPedagogy-Principles/Observation/ Shanelle, Lisa, Maria, Kim, Denise, Growth/ Shadow Coaching-27 August Warwick
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Mentor Day - 28 August Leanne BT day - 11 September Kimberlee
Principal Conference-5 & 6 September Warwick
Access It-Library system- 9 September Sheryn, Sarah
Reading Recovery Training Rose 31/7, 14/8, 28/8, 11/9, 25/9
TERM 4
Go4It Rm 4, 5, 6
Digital Technology Curriculum (DTC) Kimberlee, Shanelle, Victoria McCann- Yr 3-8 Lisa, Maria, Kim, Denise 31 October, 20 November
Tāmara Simpkins-Across School Teacher Kathy, Leanne, Rose, Kimberlee, Shanelle, Lisa, Maria, Kim, Denise, Observations - Te Reo & support in classes for Warwick Culturally Mapping/Kaharoa Patere --Pikihaaua & Hinerua legend of Rangiwehiwehi 23/10, 6/11, 20/11, 4/12
Observation/Growth/Shadow Coaching Training Rose - COL-18 October
Anne Giles - Mentoring/Coaching- 6 November, Rose, Warwick 6 December
Senior Leadership- Nyree King Warwick, Rose, Leanne, Maria
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Culturally Responsive and Relational Pedagogy-Principles/Observation/Growth/ Shadow Coaching Training -27 August
Staff Meeting-Run, Jump, Throw - Athletics PD Kathy, Leanne, Rose, Kimberlee, 16 October Shanelle, Lisa, Maria, Kim, Denise, Warwick
Staff Meeting-Introduction to the Writing Kathy, Leanne, Rose, Kimberlee, Progression Framework-Cath Runga-24 October Shanelle, Lisa, Maria, Kim, Denise, Warwick
Wed 11/12/19 Kaitao Int. 3:30-5:00pm Kathy, Leanne, Rose, Kimberlee, Foundations on Behaviour Shanelle, Lisa, Maria, Kim, Denise, Warwick
TOD Thurs afternoon - 12/12 Kathy, Leanne, Rose, Kimberlee, TOD Fri morning - 13/12 - Shanelle, Lisa, Maria, Kim, Denise, Warwick
Reading Recovery Training Rose 23/10, 6/11, 20/11, 4/12
The PTA continued to provide strong active and financial support for the school including ● Barbeques for various events ● Beer tasting night ● Firewood fundraiser ● Rugby nights ● Hamurana Colour Run ● Metal drive with the support from McCauleys Metals ● Beach Volleyball Court – Celia Grant, Guy Gaddum, Matt Pethybridge, Brent Austin ● Leadership equipment for our Dynamo Leaders ● Afternoon tea for the Year 8 leavers
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● Classroom resources ● Ice blocks at events ● Calf rearing - was again put on hold this year due to the Mycoplasma Bovis eradication programme
Property and Resources Our caretaker, Vance Shoebridge, carried out and had oversight of regular maintenance, and projects were reported to the Board.
This included ● replacing two broken air vent covers ● new drainage for pooling water ● new soak hole outside the library ● rerouting pool wastewater ● replacement of faulty LED lighting in Rooms 5 and 6 ● repair of lino in Rooms 5 and 6 ● annual electrical testing ● adjusting the pool shade sails and replacing the sandpit shade sail ● carpeting and safety edging on senior block stairs and administration block ● irrigation system installed to garden area ● outdoor seating repair ● replacing garden edging ● wet and forget Kōkako Centre roof ● tree removed from the school frontage ● septic tanks emptied ● lockdown alarm installed
Major projects included ● fiberglassing the school pool and replacing sand in the filters. This was funded from a combination of cyclic maintenance and NZ Community Trust. ● construction of a beach volleyball court funded by Rotorua Lakes Council - Community Enhancement Fund ● construction of mobile seating in the Kōkako Centre funded by Southern Trust, RECT and Pub Charity ● trees in the native bush area were removed due to many being rotten and dangerous and the area was tidied. Trees from NZ Predator Free were planted. ● 5200 litre water tank installed - donated by Water for Schools ● plan drawn up for the Mindfulness Garden which is to be priced ● blinds installed in senior block and the Kōkako Centre ● sliding blinds installed on senior block deck
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● concept plans drawn up for the senior block
The Board of Trustees continued a programme of professional development, policy review and audit. Four new Board members were elected, Sarah Paterson, Duane English, Celia Grant and Caroline Back with Tony Thaugland taking on the Chairperson’s role. All new Board members were allocated google accounts. The Board continued enforcing Police Vets for all parents involved in school trips and camps.
In term 3 we held a Scientist for a Day. Various scientists from our parent body and wider community were invited to share their scientific knowledge and expertise to inspire and encourage our learners to explore the science world.
We continued to offer children a variety of events/activities which allowed for participation and competition as follows:
● Offered a variety of shows - Dan the Puppet Man, Playhouse Performance, Royal Jelly Show ● Science in a Van ● The CBOP and BOP Cross Country and Rural Swimming Sports held at Kaharoa School. This was our final year for the CBOP Cross Country after 3 successful years. ● Lunchtime band practises and performances (including performing at our end of year Kaharoa Showcase and Year 8 Prizegiving) with Ian Pirrie ● Ukulele tuition with Megan Kusabs practicing which culminated in a group of children participating in the Kiwileles Festival in Auckland ● Choir with Evelyn Falconer in Term 3 and 4 ● Electives Term 2 - run by teachers and parents ● Play Based Learning with rolling class starts for Rooms 1 & 2 and a Playhouse was donated to the school ● AIMS Games - the senior netball team travelled across to Tauranga each day for the week ● Kaharoa School Production led by the senior children ● Teachers continued to utilise weekly Science Boxes each week ● Interested children continued to work in the vegetable gardens with two supportive grandparents and a parent. ● A large number of children took part in the Rotorua Mini Marathon. ● Attended the More FM Spelling Competition ● Dawn Service provided wonderful teaching of Kapa haka to our children in Terms 3 and 4 ● Top School at Rotorua Intermediate ● NZ Predator Free trapping group was set up ● Child led ANZAC commemoration ● Go4it ● Rhapsody Rotorua ● Life Education Trust Caravan
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● Lamb, Kid and Chicken Day and Group Day - once again we didn’t have calves due to the threat of Mycoplasma Bovis ● West Speech Cup Competition
Rotomath Results 2019- results in the Rotomaths large school divisions.
Year Placings - Large School Number of teams
Year 5 1st 8
Year 6 6th 12
Year 7 3rd= and 8th 13
Year 8 4th and 9th 15
National Monitoring Study of Student Achievement
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Special Needs Report 2019.
2019 was an extremely busy year - in terms of number of children requiring support (and teachers requiring support in terms of teacher aides in the classroom) and the subsequent referrals/programmes/agencies involved.
We also trialled new programmes in the school to help strengthen children’s learning needs.
6 Year Nett Results. 19 children (7 girls and 12 boys) were tested on the full six year nett survey.
Our school standard expects children to be reading at Level 12 (Ready to Read) or higher after 12 months at school. (These were the expected levels against National Standards. We are currently waiting for an answer from the Curriculum team at MoE to advise which text titles are to be used as there is a marked difference in difficulty between the currently used Ready to Read titles (difficult) and PMs titles (easier)). Many schools use PMs and these are significantly easier in content, format and text font. 6 year nett Reading Levels Boys Girls
Level 3 1
Level 4 1
Level 5 1
Level 6 1 2
Level 7 1 1
Level 9 1
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Level 10 5 1
Level 11 1 1
Level12 1 1
6 year nett results cont: Given that on a normal distribution stanine 5 is the average
% of out 19 Boys Girls
Letter Identification 21% 2 2
Concepts about print 32% 5 1
Word Test 16% 1 2
Word Vocabulary 21% 1 3
Hearing & Recording 11% 1 1 Sounds-Dictation
These results are lower than in previous years. In August this year the new 6 year nett stanines were released. This is after literacy teachers/reading recovery tutors and teachers surveyed a significant number of 6 year olds across New Zealand. The stanines have subsequently been realigned to reflect this - it should be noted they are lower than previous stanines. Kaharoa will use these stanines from the beginning of 2020.
We know that by the time these children reach the Senior School the majority are doing well as is shown by Running Records and P.A.T results. When children are reading beyond Level 20 the reading assessment is Probe 2. We have found that many children ‘drop’ their reading level due to the more intense focus on comprehension. Children often ‘read’ but they need to learn the skill of listening/reading the questions and thinking about what they have read and going back to the text to find the answer. Many children tend to default to prior knowledge rather than what they have just read.
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Teacher Aides This year Room Kauri and Room Kowhai shared Mandy du Toit- teacher aide-on Mondays to Thursdays from 9-12. Rooms Mātai (Heather McDonald-TA), Miro (Sarah Noel-TA), Rata (Jackie Cowie-TA) supported the children’s learning in reading. These TA’s also supported high needs students in the senior school (in reading, writing, Brick’s Club, Toe by Toe programme, Rainbow Readers, Speech follow up- with individual and small groups). Robin Larcombe continued working with a visually impaired wheelchair bound young girl going over and above her duties by attending 2 camps in Auckland for a week each, driving child to manual and back and to Riding for the Disabled lessons. All our wonderful teacher aides are gold. They work longer than they are paid for and do so much more than what they need to in so many ways - they show initiative and the children, teachers and school are so fortunate. (It has been great to see support staff have been recognised by the government and given a pay rise but they still deserve more). Sarah also took the Roots of Empathy programme in Room Miro for the second year. Jackie is a wonder with our Sports uniforms. Jackie has a system whereby issues and returns are clearly noted. Jackie often takes ‘washed’ uniforms home and rewashes them herself.
Reading Recovery Rose Powley successfully completed training in Reading Recovery this year. 1 child was discontinued, 1 child left the school, 2 children were referred to the Resource Teacher of Literacy (RTLit) Trudy Beatson for consideration for 2020.
Resource Teacher of Literacy Two Year 3 children were accepted onto the RTLit roll and had 2x 45 minutes for Terms 3 & 4. Both children have made significant gains with 1 child reaching L17 and the other child is at L7. (He is one of our target children and will be closely monitored as well as go into other programmes within the school as well as being referred to RTLB.)
Oral Language Leanne and Kathy both took part again this year in an Oral Language programme run by RTLBs and RECT and found this added to, and enhanced their programmes.
Incredible Years Leanne and Kathy attended courses this year and both found the learning invaluable. It would be good to have Rooms 3 and 4 teachers attend these courses in the future.
Writing for Boys
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Using the card game - Game of Awesome - as a motivational tool Rose led 2 boys groups (4 children in each group) in writing 3x a week for 45minutes for 5 weeks. The aim was to motivate boys to write - to have ideas to write rather than to focus on surface features. All the boys enjoyed the card game and all came up with original story lines. An important part of this group was sharing their stories with each other. It would be great to continue this into 2020 specifically for our target writers and using a variety of writing tools to motivate and strengthen writing in deeper and surface writing.
Quick60 We borrowed the Quick60 reading kit from the Resource Teachers of Learning and Behaviour resources in Term 2. Jude Burnett RTLB tutored Jackie, Sarah, Heather, Mandy and Rose to facilitate this programme. Jude also ran an information afternoon for parents of children in the programme. This programme was for 10 weeks. Children were identified by teachers and past results and those who had reading needs. There were 4 children in each group. Children ranged from Year 1-8. Please see results in link. Following the success of this programme we bought Set 1. We were successful in applying for, and receiving funding from Ngati Whakaue and RECT. This has enabled us to purchase the Quick60 Alphabet set and Set 2 plus storage equipment.
Leanne, Kathy and Kimberlee have all been accepted onto the Yolanda Soryl-Early Reading Programme in May 2020. Oral Language RECT Project, with a focus on oral language strategies, oral language development, BLANKS questioning, Yolanda Soryl’s: Phonological Awareness, Phonics and Early Words programmes. There are 3 professional development day courses - the course costs and relievers are all paid for by RTLB and RECT.
Feedback Report Quick 60 Literacy Programme
Introduction
The Quick 60 literacy programme operated during Term 2 and 3, 2019. The students attended 4 times a week for 10 weeks. They participated in 6 groups, with 4 learners in each group. A teacher aide, or teacher ran the programme and supported the students as they moved through each Quick 60 level. There was a big focus on the practising of social skills and the learning each day of a
Page 18 new skill. The new skills taught were to do with literacy features of phonics, spelling rules and punctuation. On the programme this year were 20 males and 6 females. Two students left the programme before its completion.
Testing
A Running Record reading assessment was completed for each student in Kōwhai and Mātai classes before the commencement of the programme. Probe was used for the remainder of the students. These assessments helped to establish the entry point for each group. Alphabet knowledge data was gathered for two students of concern. Progress of each student was monitored weekly by the teacher aide and adjustments were made for individual students when necessary.
Results
After the programme was completed, post data could be gathered for 21 of the original 24 students. Of the original 24 students 1 left the school and 1 student’s needs were not being met by the Quick 60 programme. These two students were replaced by two other learners. All of the students aged 3 months while on the programme and this must be taken into account when looking at the progress the students made.
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The data indicates that 7 out of 21 students (30%) made exceptional progress, gaining at least 1 year in their Reading Age during the 10 week programme. These students demonstrated a high rate of attendance, above 85% and were assessed by their peers to have a high level of social participation and co-operation. Attendance was an issue for 6 of the 21 students (28%). However, all but one of these students gained between 6 months and a year in their reading age.
Student Voice Of the 24 students who participated in Quick 60, 16 were asked how they felt about the programme. Of these 16 students, 10 liked the programme and would do it again (62%), 4 were unsure (25%) and the remaining 2 students (13%) did not like it. Their reason for not liking Quick 60 was that it was too long a time and suggested that it would be better without the writing component. Of the students who liked Quick 60, some said they liked the small group work and 7 mentioned that it helped them with their reading and writing. Two students mentioned that it helped them more with their reading at home than at school.
Teacher Aide/Teacher Voice Four teacher aides and 1 teacher were involved in learning about, and taking the Quick 60 groups. All the teacher aides and the teacher found that the flexibility of the programme worked well for their students. They were able to slow down the work if they needed to, or focus more on one area if that is where their students needed to develop skills. The teacher aides felt that the
Page 20 interest level of the books was a bonus and that they could see an increase in the confidence of their students to read was improved in the small group setting. Some felt that this same confidence was not transferred to the class environment. All teacher aides and the teacher, could see the benefits for the students with writing, noticing an improvement in speed, fluency and layout of the student’s written work.
Teacher Voice The value in having 4 teacher aides and myself train meant we were able to grant 24 children access to small group reading/writing instruction with a resource that was prescriptive and sequential. Being prescriptive is not a bad thing as the children were comfortable knowing what part of the lesson was coming next. They felt secure in this knowledge and there were no surprises. If they couldn’t spell a word they were able to look at an example so they always succeeded. The biggest bonus was listening to the children in all the groups conversing with one another. The knowledge they shared -e.g. about the books or insights they gained. I also observed many times conversations re connections between words - e.g. pair and pear. This led to further discussion around letter/word knowledge. We now have our own Set 1 Quick60 bought from our own funds and hope to purchase the Alphabet set and Set 2 with funding in the future. The Alphabet set can establish letter identification, names and sounds for early learners at the Year 1 & 2 level. For our Year 3 & 4 children who are struggling (who are not eligible for Reading Recovery and/or the Resource teacher for literacy) Quick60 is a programme that can be our net for these children alongside classroom instruction. The value of having a teacher release day was a great initiative. This allowed all 6 teachers time to be released from their classrooms to sit in on a Quick60 lesson observing their children. This gave them insights as to the programme and enabled teachers to see what the children could do. This in turn added to their classroom programme knowledge.
Conclusions
The Quick 60 Programme which operated at Kaharoa School this year has had mixed results. It did accelerate some students reading achievement (30%), but for others it did not give the acceleration we were seeking. One success that has clearly come through is the improvement in student confidence in working in small groups. The level of sharing, participation and collaboration between the group members has been exceptional. This support has been a major factor in improving student perception of Reading and their confidence in participating in a group and contributing their ideas. The next step is to consider how this valuable attitude to Reading can be maintained in the classroom environment for those students who were on the programme. The students were engaged in the programme for the whole 10 weeks and the delivery by the teacher aides responsible, who knew these students well, was exceptional and proved to be an important facet of the success achieved. The teacher aides provided for each student’s needs in a very personal way and used this time to not just accelerate their literacy skills but to develop their social skills, respect for learning and a positive ‘can do’ attitude. The value of this cannot be underestimated.
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I would recommend that future use of this programme has something to offer your students at Kaharoa School if careful consideration is given to the make up of the groups and the timing of the intervention. The best results seem to be when the students have a strong phonological knowledge but seem to have plateaued in their reading growth.
Jude Burnett RTLB Cluster 20 Rotorua
Learning and Teaching through Play It is important to note the title - that the children are learning through their play and there is teaching all the time. Sometimes the children lead the teaching. We have had a number of teachers from other schools visit to see this learning in action in Room Kauri and Room Kōwhai’s classrooms. Kaharoa is held in high esteem throughout the Rotorua learning community for the way in which this learning has developed. Leanne and Kathy are extremely experienced teachers and have moved into this learning thoughtfully and carefully with a lot of research, reading and discussion. Taking a slow approach leading into the programme has been the reason for the success. Leanne and Kathy withdraw the children in groups throughout the day focusing on literacy and numeracy. Recently ERO reviewers Tracey Adams and Garry Willacy observed these teachers and children in action and both were extremely complementary in the way these classes were run and what was happening. All credit must go to Leanne and Kathy for the way in which they have embraced this new development. It is in line with Warwick’s sabbatical last year which gives credited research to this learning.
Bricks Club Facilitated by Mrs Sarah Noel with funding from RTLB throughout the year. This programme was initially brought in by Ainslie Howie to support 3 children in Room Rimu who found it difficult to collaborate with others. 1 child also had difficulty in transitioning to school.
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Jackie Cowie and Sarah Noel both attended a day course in Taupo led by Jaco Van der Merwe-psychologist at Rotorua MoE. Sarah has had numerous requests through Ainslie Howie (RTLB) to have visitors from other schools and countries come and observe this club. Through Ngati Whakaue and RECT funding grant we have $1000 to spend on more lego resources and storage.
Cluster of Learning An additional Needs register was established by our COL at the beginning of the year. Sharron Pope assisted Maria and Rose to fill out our register. This register was updated by Maria and Rose each term. The register identified children in our school who had needs from high, moderate and low. The register also identified those children who had health needs. Once all the data from our COL schools was collated the findings showed our COL health needs were extremely high. Debbie Holmes (Across School Leader) worked with Rotorua Lakes District Health Board and next year we have access to a registered Behavioural Psychologist, Sheree Briggs. Maria and Rose made a separate register showing every child at Kaharoa, identified needs recorded in the other register + students that we were concerned about (that may require extra support in some way in the future) Maria Shoebridge has attended 2 COL SENCo meetings this year-this has been important in sharing information with our COL schools with advice, support and learning shared.
Learning Support Co-ordinator Mrs Christina Clark has been appointed as our LSC working .5 at Kaharoa and .5 at Rotorua Primary. Christina knows our children and school well and has the experience and passion for children who have learning needs. Christina will begin on 28 January and will work the first 5 weeks at Kaharoa with every Friday going to Rotorua Primary. This will then change to 5 weeks at Rotorua Primary and every Friday at Kaharoa. Christina will work closely with Maria, Rose and Warwick and will liaise with outside agencies, work with groups within school and support teachers.
Northern Health School 2 children were dual enrolled on the Northern Health School roll this year due to anxiety. 1 child all year and another child from the end of July due to health and anxiety. These children struggle to attend mainstream school.
Needs We are seeing a high number of children arriving in the junior department with many needs. Some children are on the Autism spectrum continuum and require a significant amount of time to settle in, to learn how to play, learn, work alongside, and with their peers, and to self-manage themselves with regard to their dressing, clothing, eating and toileting.
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Every child has a right to education no matter what their needs are. However with the needs of these young children plus the needs and rights of other children in the class it is vital that the teachers are supported with a full time teacher aide, resources and outside agencies. Having a teacher aide to support the teacher, the child and the rest of the children in the classroom until lunchtime has been fantastic- thank you. The afternoons can be significantly more stressful for the children and teacher without another adult’s support. The needs of the children don’t ‘go away’ over lunch or in the afternoon. To apply for, and gain resources and outside agencies can take time and this affects everyone.
We have excellent support from Ainslie Howie, our Resource Teacher of Learning and Behaviour and we cannot speak highly enough of Ainslie’s communication, support and advice. However having applications processed and agreed to (or declined!) and then necessary funds released takes time. We need to be able to set aside emergency funding for cases where children turn up ‘out of the blue’ with no preschool experience or have needs with regard to learning and behaviour.
Recommendations: To continue the transition programme with workshops run by junior school for new parents of 5 year olds. Rose Powley to continue as Reading Recovery tutor. To run 3 more Quick60 programmes next year. To continue to apply for funding for resources and funding for personnel to run group and/or individualised programmes as required. Early word Readers, Jill Eggleton Poetry cards, Short Reads Set boxes. To use the Maths Whizz programme for target children in small groups with LSC, teacher or TA. To continue to apply for help from outside agencies To continue sharing the SENCo role with Maria Shoebridge (senior school) and Rose Powley (junior school) so both areas are served and children’s learning and behavioural needs can be discussed in Team meetings. Having Christina as our LSC the children’s learning and behavioural needs will be closely monitored by 3 experienced teachers to effect the best outcomes for our children.
For teachers to focus on target children.
To monitor our target children in all year levels in Reading, Writing and Math at the end of every term tracking and noting their curriculum level development using Running records, PATs, math unit results, writing moderation and OTJ’s.
Six Bricks Club
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We have been nominated as 1 of 4 schools to participate in this pilot programme aimed at Years 1 & 2. Jaco and Ainslie will facilitate this developmental learning with Leanne and Kathy early next year.
Leanne, Kathy and Kimberlee to attend the Oral Language RECT programme next year. In summary having professional learning development for junior teachers is vital as we want to ‘catch’ children early.
In summary it must be noted that as children grow older with continued learning and behavioural needs the gap becomes wider between their expected curriculum level and their current level. Continued difficulties with learning and behaviour usually become entrenched and are very difficult to modify as the child gets older. It is vital that identified children have the best resources to give them every opportunity to succeed.
Rose Powley and Maria Shoebridge SENCos.
Behaviour Report 2019 Term 1,2,3
Date Boys Hitting Not Rude Interperso Wrong Other Total or telling not nal place Kicking the doing as wrong truth told time Feb 7 4 4 4 5 5 6 7 March 8 7 4 l6 7 6 2 6 5 April 2 7 6 May 0 June 7 5 5 7 2
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6 6 1 July 0 August 3 1 6 8 Septemb 7 6 6 er 8 6 6 6 6 TOTAL 34 19 3 1 9 1 1 Girls Total Feb 1 5 March 2 3 3 April May June July August Septemb er October Novembe r TOTAL 3 1 2 TOTAL 37 20 3 1 9 1 3
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As at 27 September 2019 19 boys had totalled 34 bookings of two or more in a month. 2 girls had totalled 3 bookings of two or more in a month, 37 bookings in total (17 in 2017, 28 in 2018).
Number of children booked from each class and percentage of double bookings: Rm 1-5.4% [1] Rm 2- 5.4% [2] Rm 3 - 5.4% [1] Rm 4 – 10.8% [2] Rm 5- 16.2% [5] Rm 6- 38% [5] Rm 7- 13.4% [3] Rm 8 – 5.4% [2]
89% of our children are behaving (96.6% in 2009, 92.9% in 2010, 92.5% in 2011, 84.1% in 2012, 88.7% in 2013, 92.3% in 2014, 92.8% in 2015, 85% in 2016, 91.5% in 2017, 90% in 2018)
1 Room 6 boy received 16% (6) of the bookings (this boy has ADHD and has medication. His teacher is continuing to work on behavioural and anger management strategies with him), two other boys Room 6 and Room 4 received 8.1% (3) of the bookings.
54.1% of the bookings were for violence. Invariably these children lack effective communication skills. We continue reinforcing and teaching strong character development through Cornerstone Values, the law of consequence and rational decision making. (17% in 2012 and 52.5% in 2013, 60.6% in 2014, 58% in 2015, 67.7% in 2016, 29.4% in 2017, 39% in 2018).
The records since 2001 are as follows 2001 – 102, 2002 – 23, 2003 – 67, 2004 – 39, 2005 – 42, 2006 – 54, 2007 – 68, 2008 – 26 2009 - 13 2010 – 29, 2011 – 20, 2012 – 41, 2013- 40, 2014 – 33, 2015 – 31, 2016 – 31, 2017 - 17 2018 - 28, 2019 - 37 Please note I have included September this year – prior to 2010 bookings only go to August.
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Teacher who documented bookings
Teacher Feb March Apr May June July Aug Sept Tota l Warwick 1 1111 11 1 11 111 Rose 1111 111 111 11 1 Denise 11 2 Kim 1 1 Kathy 111 3 Kimberlee 11 2 Lisa Leanne 1 1 Maria 11 2 Christina 1 1 34
KIWI SPORT 2019 All Ministry of Education Kiwisport funds were all expended on the Go4It programme. We also expended funds on pool costs and maintenance, funding equipment, running events, providing awards and administration. We continued to host the rural schools swimming sports and cross country. We hosted the BOP Cross Country for the third and final time in the sharing cycle. The school had teams and individuals competing in events coordinated by the school in netball, hockey, golf, waterpolo, tennis, cross country, swimming, touch rugby, ripper rugby, 7’s rugby, athletics, triathlon, mini marathon, chess and gymnastics. Our senior netball girls attended the AIMS games and the PTA organised the Hamurana Flyer as a fundraiser which also encouraged physical activity and community involvement. The Principal has continued to represent Rotorua rural schools on the BOP Sport Principal’s Committee.
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School Kaharoa School School Number: 1756 Name:
Strategic Strategic Intention 1 Aim: (C3) All learners are able to engage, respond and succeed across the NZ curriculum with particular emphasis on reading, writing, mathematics and science.
Strategic Intention 2 (C4) Key capabilities are at the forefront for our learners as they form individual learning pathways which enable them to participate in and contribute to the school and their community.
Annual Annual Aim Aim: 1. To improve reading, writing and mathematics across the school with emphasis on areas of identified need remedial and/or extension 2. That all children make progress relative to their age. Regular assessments and monitoring will take place to measure progress of all children with particular emphasis on those identified as below the expected level.
Target: Through effective learning programmes, ongoing review, TAI and interventions across the school the staff aim to target the needs of all children below standard to support and accelerate progress in reading.
Baseline Reading - EOY 2019 Data: Baseline Data Baseline Data
Total Total Total Total % At or % At or % At or % At or Percent children children children children Above Above Above Above age 2016 2017 2018 2019 2016 2017 2018 2019 Increase / Decreas e
Year 1 19 23 21 15 36.8% 47.8% 33% 40%
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Year 2 26 17 26 23 50% 88.2% 73% 87% +54%
Year 3 23 23 25 24 56.5% 65.2% 88% 71% - 2%
Year 4 28 24 22 26 89.3% 50% 73% 93% +5%
Year 5 27 29 26 22 62.9% 62.1% 48% 68% -5%
Year 6 20 26 30 26 80% 61.5% 71% 65% +17%
Year 7 27 18 24 37 88.8% 88.8% 80% 92% +21%
Year 8 24 29 15 23 87.5% 86.2% 100% 75% -5%
Analysis of Data
25% (48/196) of students below or well below expected curriculum level
WELL BELOW 9.7% (19/196) of students 9.4% last year (18/191) ● 19 (13 male and 6 female) (Y3: CC, CD, CC, MJ Y4: MJ Y5: RG, KS Y6: XG Y7: JP. JH, KS, LK HM ) ● 6 Māori (5 male and 1 female) (Y3: JN Y5: ES Y6: RR, AM Y8: BL, LH, KH, KN)
BELOW 14.8% (29/196) of students 16.8% last year (32/191) ● 29 (19 male and 10 female) (Y1: ZD, SM, EF, MG, MM, CS, JM Y2: WR, JB, CL Y3: MP Y4: FA Y5: WB, CL Y6: CB, BS, LS, BR Y7: CL, LG ) ● Māori (7 male and 2 female) (Y1: LG, IP Y3: LM, Y5: WR, JN Y6: NH, KC Y7: SN, KJM)
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Writing - EOY 2019
Baseline Data Baseline Data
Total Total Total Total % At or % At or % At or % At or Percent children children children children Above Above Above Above age 2016 2017 2018 2019 2016 2017 2018 2019 Increas e/ Decreas e
Year 1 19 23 21 15 52.% 60.9% 100% 54%
Year 2 26 17 26 24 57.7% 70.6% 80% 91% -9%
Year 3 23 23 25 24 56.5% 65.2% 72% 71% -9%
Year 4 28 24 22 26 82.1% 54.2% 72% 73% +1%
Year 5 27 29 26 22 62.9% 75.8% 58% 73% +1%
Year 6 20 26 30 26 80% 50% 63% 61% +3%
Year 7 27 18 24 37 88.9% 83.4% 63% 67% +4%
Year 8 24 29 15 23 72.5% 82.8% 100% 78% +15%
Analysis of Data 28% (56/197) of students are below or well below expected curriculum levels in writing - 25.7% (49/191) in 2018
WELL BELOW ● 20 (10%) (16 male and 4 female) Y3: LJ Y4: MJ Y5:WB, RG Y6: XG Y7: CJ, CL, JP, JH, LG, LK, HM Y8: JS
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● 7 Māori (6 male and 1 female) (Y3: JN Y5: ES Y6: AM Y7: WR, WP Y8: BH, LH BELOW ● 36 (18%)(28 male and 8 female) (Y1: ZD, EF, MG,MM JM,Y2: CL Y3:CC, CD, CS, HH, MJ Y4:AB, FA,EH, EKB Y5: CL, KS Y6: VD, CM, CB, BS, LS Y7: MG, KS,)Y8: JB ● 10 Maori (9 male and 1 female) (Y1: LG Y2: KC Y4:AC, TP Y5: WR Y6: RR, KC, KK, Y7: SN Y8: KN )
Maths - EOY 2019
Baseline Data Baseline Data
Total Total Total Total % At or % At or % At or % At or Percent children children children children Above Above Above Above age 2016 2017 2018 2019 2016 2017 2018 2019 Increas e/ Decreas e
Year 1 19 23 21 15 63.2% 73.9% 100% 93%
Year 2 26 17 26 24 57.7% 88.2% 85% 92% -8%
Year 3 23 23 25 24 60.9% 61% 80% 88% +3%
Year 4 28 24 22 26 92.9% 83.3% 59% 81% +1%
Year 5 27 29 26 22 62.9% 86.2% 62% 64% +5%
Year 6 20 26 30 26 65% 65.4% 77% 81% +19%
Year 7 27 18 24 37 78.9% 83.3% 63% 70% -7%
Year 8 24 29 15 23 75% 93.1% 100% 78% +15
Analysis 2019 (Yr 1-Y8)
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21% (40/197) of students are below or well below expected curriculum levels in mathematics 23% (44/191) in 2018
WELL BELOW Of these ● 23 (13 male and 10 female) (Y3: MJ Y4: MJ, EK Y5: RG, CL, KS Y6: XG Y7: CJ, CL, JH, LG, LK HM, GC Y8: JS ) ● 5 Māori (5 male and 3 female) (Y3: JN Y5: ES Y7: WR, SN Y8: LH, BH, KN, KH)
BELOW ● 17 (9 male and 8 female) (Y1: EF Y3:CC Y4:KB,LL, EH Y5: WB, CB, EF, EB Y6: BR Y7: JP, KS) ● 5 Māori (3 male and 2 female) (Y1:AK Y2: KC Y4: Y5: WR Y6: RR, NH )
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Reading 2016 2017 2018 2019 No. % No. % No. % No % All 141 68.5% 138 67.6% 134 70.5% 148 75.5% Māori 18 47.3% 19 47.5% 18 46.2% 20 57.1% Pākehā 103 73.6% 96 72.2% 95 75.4% 101 78.9% Pacific 0/3 0% 0/3 0% 0/1 0% 0/1 0% Boys 65 62.5% 74 66.1% 69 63.9% 78 70.9% Girls 76 74.5% 64 69.5% 65 79.3% 70 81.4% Year 8 21 88.5% 25 86% 15 100% 21 92%
Reading results show a significant improvement in Māori achievement and it is improving over time. Boys' achievement continues to improve, however they are still lagging behind girls.
Writing 2016 2017 2018 2019 No. % No. % No. % All 135 64.0 130 64.4 130 68.1 141 71.6% % % % Māori 14 35% 13 33.5 18 46.1 19 52.8% % % Pākehā 102 71.4 95 70.9 92 73% 95 74.2% % % Pacific 0/3 0% 0/1 0% 0/1 0% 0/1 0% Boys 61 56.4 65 58.1 62 56.9 67 60.4% % % % Girls 74 71.8 65 72.2 68 83% 74 86.1% % % Page 35
Year 8 14 59% 24 83% 15 100% 18 78%
Writing results show Māori achievement is continuing to improve though still significantly behind the pakeha cohort.
2016 2017 2018 2019 Maths No. % No. % No. % No % All 162 76.8% 164 80.0% 149 78.0% 148 76% Māori 24 60% 28 70% 23 58.9% 18 50% Pākehā 116 81.2% 112 83.6% 104 82.5% 112 81.8% Pacific 0/3 0% 0/3 0% 0/1 0 0/1 0% Boys 79 73.2% 88 78.6% 86 78.9% 83 74.7% Girls 83 80.6% 76 81.7% 63 76.8% 65 76.5% Year 8 18 75% 27 94% 15 100% 18 78%
Māori children are underperforming in maths when compared to pakeha. Boys and girls results are comparable.
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32 (20%) children across the school made insufficient progress. Of those 7 were above expected level 15 were at expected level 4 were below expected level 6 were well below expected level (1 High Needs and 1 who we have applied for ORRS funding twice) 85/158 (54%) made accelerated progress 41/158 (26%) made sufficient progress 6/32 (18.8%) Māori children made insufficient progress
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Target Children - Those Below Expected Level
Of those target children below expected levels at the end of 2018 by EOY 2019 18/26 (69%) made accelerated progress (5 Māori) 4/26 (15%) made sufficient progress (3 Māori) 4/26 (15%) made insufficient progress (1 Māori - we haven’t been able to get ORRS funding for this child)
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Target Children - Those Well Below Expected Level
Of those target children well below expected levels at the end of 2018 by EOY 2019 8/11 (73%) made accelerated progress (4 Māori) 2/11 (18%) made sufficient progress (2 Māori) 1/11 (13%) made insufficient progress (1 Māori - High Needs)
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27 (17%) children across the school made insufficient progress. Of those 4 were above expected level 16 were at expected level 2 were below expected level 5 were well below expected level (1 High Needs) 99/159 (62%) made accelerated progress 33/159 (21%) made sufficient progress 6/36 (16.7%) Māori children made insufficient progress Target Children - Those Below Expected Level
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Of those target children below expected levels at the end of 2018 by EOY 2019 23/31 (74%) made accelerated progress (4 Māori) 4/31 (13%) made sufficient progress (3 Māori) 4/31 (13%) made insufficient progress (1 Māori - we haven’t been able to get ORRS funding for this child)
Target Children - Those Well Below Expected Level
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Of those target children well below expected levels at the end of 2018 by EOY 2019 10/11 (91%) made accelerated progress (5 Māori) 1/11 (13%) made insufficient progress (1 Māori - High Needs)
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30 (19%) children across the school made insufficient progress. Of those 7 were above expected level 11 were at expected level 4 were below expected level 8 were well below expected level (1 High Needs) 92/159 (58%) made accelerated progress 37/159 (23%) made sufficient progress 9/30 (30%) Māori children made insufficient progress Year Boy Girl Maori Above
1 % % At
2 1 5% 1 (3%) Below
3 2 15% 1 5% 1 6% Well
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1 1 Below
4 3 25% 3 20% 1 3% 2 1
5 2 14% 3 24% 1 3% 1 2
6
7 1 3% 1 3%
8 1 23% 1 9% 3 10% 1 1 3
Total 17 13 9
30 (19%)
Target Children - Those Below Expected Level
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Of those target children below expected levels at the end of 2018 by EOY 2019 17/25 (68%) made accelerated progress (5 Māori) 5/25 (20%) made sufficient progress (3 Māori) 3/25 (12%) made insufficient progress (1 Māori)
Target Children - Those Well Below Expected Level
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Of those target children well below expected levels at the end of 2018 by EOY 2019 7/12 (58%) made accelerated progress (1 Māori) 1/12 (8%) made sufficient progress 4/12 (33%) made insufficient progress (4 Māori - 2 with High Needs and 1 who we have applied for ORRS funding twice).
Actions Outcomes Reasons for the variance Evaluation What did we do? What happened? Why did it happen? Where to next? ● Individual TAIs based ● Regularly discussed What has worked around writing targets in TAIs in staff/team ● Programmes catering ● Based on EOY 2019 each class during T3 and meetings for children’s specific data continue to use T4 ● Observations, learning needs, intervention sharing of ideas, interests and parent programmes (using readings and engagement teacher aides, strategies learned, ● Training of teacher teachers and LSC) trialed and used aides on specific which we know have during TAIs. intervention shown improvements ● Used collective programmes in children’s learning teacher knowledge to ● Small learning groups and confidence. share strategies and ● Daily intervention ideas programme time
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● Outcomes included ● Oral communication and ● ADD IN ERO’s child learning or sharing in intervention COMMENTS behavioural progress groups ● Source and promote and/or teacher ● Regular review, books to read which developmental evaluation, record will guide our practice. outcomes. keeping and ● Regular sharing of communication. What is ● Raising Student work recorded on working? What isn’t? teachers google sites ● Teachers supported with Achievement through allowed teachers their learning and targeted actions across the school to teaching of reo. through TAI. Teachers build capacity ● Cultural Responsiveness to share their targeted through sharing & Relational Pedagogy action plans, evidence effective practice and developed how this of planning, teaching, ideas. looked at Kaharoa reflection and next ● Invited parents of School and what could steps. Children’s work target children to an be further developed information to show to back this afternoon up. ● Reported TAI results to the BOT ● Teachers to show clear
alignment between ● Facilitator Anne Giles - ● Anne Giles ran a staff planning & teaching modelled writing lessons meeting specifically &-reviewing. Analysis for all teachers in on Strategies for of pre and post data classrooms Struggling Writers ● Anne also shared helping to plan next resources of steps exemplars of children’s work ● Children using
child-speak assessment criteria to track their progress - ● Targeted programmes ● Planned number of Maths Wall, Writing and improved record intervention keeping programmes for Rockets, Reading children using Rockets
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teacher aides/Deputy Principal ● Display of exemplars
● Developed needs for children to refer to register ● Had 2 SENCos to ● Continuing to actively oversee programmes engage student voice and learning needs in planning, teaching & register. review ● Actively sought out a
variety of support ● finding and trying agency personnel eg: other programmes Empowered Learning which assist children Trust used to test for who are below or well - Irlens/Hear Builder below and stopping ● Actively applied for those that are not funding to purchase having the desired resources impact ● Ongoing transition
programme ● Strengthening use of ● New children to reo throughout the school - their school which includes learning and social
needs identified and - learning of patere integrated into school wide programmes ● Oral language ● Oral Language testing - strengthening and courses attended provided ongoing normalising the use of compelling data as to waiata and haka ● Engagement of whanau ● Invited parents of the positive impact of
with continued focus on target children to an PBL. transition information ● Introduction of eTAP afternoon app to further improve ● Ongoing transition teacher parent programme communication and ● Reading Together engagement. programme for parents
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● Learning Stories in NE room and refined reporting systems
● Further develop Learning ● Strong early ● Development of KC and Teaching through development of key Play competencies as assessment and self seen in our Oral assessment language results ● Leadership and related teachers attended PBL courses
● Worked closely with ● Teachers supported
Across School Leader by ASL modelling (ASL) in Kahui Ako Col. lessons in reo and Support for teachers observing their teaching reo. teaching ● ASL ran staff meeting to introduce and gift powerpoint
of local legend and
patere
● Developed our Cultural ● Nyree King (Kahui ● Training of all teachers Responsiveness & Ako) ran staff in use of observation Relational Pedagogy meeting on Cultural tools. framework within school Responsiveness & Relational Pedagogy
● Dawn Service - ● Engaged a Kapahaka tutor 1x a week to teach Kapahaka leader
children waiata. invaluable - confidence in pronunciation improved
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● Provided leadership ● Senior children wrote ● Excellent ‘buy in’ and ● Aim to give senior through school their own script and engagement from the children opportunity production ran the performances senior children and this for greater autonomy (after initial support) modelling had impacts and opportunity on children further down through complete the school. process from planning to production. Use the art week format in 2020 for this. ● Develop leadership model in senior school to further build on engagement. Planning for next year: ● Target groups for 2020 - o -Reading-Quick60 intervention programme ▪ Below-17 boys & 9 girls (6 Māori boys & 1 Māori girl) ▪ Well Below-10 boys & 6 girls (2 Māori boys & 1 Māori girl) o -Writing -Teacher Action Inquiry (TAI) target children from EOY 2019 ▪ Below-23 boys and 8 girls (7 Māori boys & 1 Māori girl) ▪ Well Below-13 boys and 3 girls (3 Māori boys & 1 Māori girl) ● Continue to ensure that Learning buddies across the school are embedded in each class as ‘The Kaharoa Way’. ● Assessment for Oral language - NE-Yr 3 using KLIST. Ongoing review to assess impacts of Learning and Teaching through Play ● Learning Support Coordinator teaching 1-1 with 4 targeted students for reading- 4 boys (1 Yr 2 Māori, 2 Yr 3 (1 Māori), 1 Yr 4 Māori) and with 2 High Learning Needs children (1 Year 8 Indian girl & 1 Year 7 NZ European boy) in writing ● Teacher aide support time a priority for junior classes and for those who have high needs students (made possible through budgeting). ● Teacher aide time- Junior teachers to facilitate a workshop per term, reading, writing, maths, science. (Leanne) ● NE and Yr 1 & 2, Yr 2 & 3 ‘Play based learning,’ classes to continue to have rolling starts to the school day and apply to the rest of the school as timetable permits. ● Ongoing NE, Y1 & 2, Y2 & 3 teachers enrolled in RTLB/RECT Oral Language Project -(KLST & Yolanda Soryl Phonics training programmes funded by RTLB ● Continue Coaching and mentoring masterclass - Principal and DP to work with Anne Giles (Direction Worx) through workshops, skype and 1-1 discussions.
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● Continue to develop reo capability in teachers and students. Continue with the Kahui Ako goal of strengthening the Cultural Responsiveness and Relational Pedagogy across the school. ● Specifically report against curriculum levels at identified points to BOT and parents throughout the year - see Assessment Schedule ● Students to take an active part in the collaboration of planning for their learning ● Students to understand and articulate the purpose of their learning ● Teachers take every opportunity to explicitly highlight, share and celebrate success through 1-1, class, assembly, newsletters & website. Teachers to understand the impact they have in building student confidence and motivation.
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LISTENING
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COMPREHENSION
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VOCABULARY
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Maths
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Comments Above National Norm mean in all year levels in Term 1 and 4 and in testing Reading Comprehension and Mathematics the mean score improved across all year levels. In Listening and Vocabulary Term 1 above National Norm mean in all year levels apart from Year 3 Listening.
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