School Charter 2015-2017

School Charter 2015-2017:

Charter Undertaking: This Charter was ratified by the Bailey Road School Board of Trustees at the 23 February 2015 Meeting and was submitted to the Ministry of Education by 1 March 2015.

Signed: Max Guptill Chairperson Board of Trustees

Date: Bailey Road Primary and Intermediate School: ( 1216) Background Information: Bailey Road School is a multi-cultural, state, full-primary school of some 430+ students offering an education to children from New Entrants through to Year 8. Ethnically, 26% of our students are Maori, 15% Samoan, 13% Tongan, 12% Indian, 12% European, 5 % Nuien, 4% Cook Island Maori, 4% Filipino, 4% Asian and 9% of our roll consisting of African, Cambodian, Vietnamese, Sri Lankan, Middle Eastern and Fijians cultures. We are situated in Mt Wellington, an exciting, changing and growing suburban area of Auckland. Our students graduate to high schools such as One Tree Hill, Edgewater, Otahuhu, Auckland Grammar, Selwyn and Pakuranga Colleges. We are affiliated with the Tamaki Principal’s Association for Academic, Cultural and Sporting competition, involvement and participation. Bailey Road School is also a member of a Learning and Change Network (LCN)-Principal to Principal, Teacher to Teacher and Board of Trustees to Board of Trustees consultation and communication involving Stan Hope Road, Ellerslie, Sylvia Park, Panmure District Schools and One Tree Hill College.

Our school was built in 1966 and is situated on the old Penrose Farmhouse site; we have views of the Manukau Harbour on the one side and the Sky Tower on the other. The school is dispersed across the property and is set back from Bailey Road that, in turn, is off Penrose Road. The school, like the road that it is situated upon, was named after General James Bailey who was based in the area during the war years between the British settlers and Maori.

The school has great facilities, including spacious grounds (2.9923 hectares), a lovely administration block, a large and well-stocked I-Centre (library), high numbers of Information and Communication Technologies (ICT) hardware and devices, a school hall, two impressive adventure playgrounds and an upgraded swimming pool area. We have developed a multi-purpose Technology Room and provide an outstanding Technology Programme to our Year 7 & 8 students. We are a Silver Level Enviro School (2013) and are extending Blended E-Learning and Positive Behaviour for Learning Programmes (PB4L) in 2014-15. Our Professional Development in 2014-15 centres around raising students Mathematical achievements; raising achievement through teaching as Inquiry. We excel in Sporting activities, Music and Cultural pursuits. It is the intention of the Board of Trustees to build a multi-purpose classroom by 2015 to allow further growth and development in our targeted teaching and learning of the Sciences and latterly a Performing Arts Studio for our students to be built in 2019.

1 The school has a tradition of engaging support from the wider community, and as a result has a close association with: *Royal New Zealand Navy’s frigate HMNZS Te Kaha, *Maungarei Community Christian Trust *Ellerslie Rotary Club *Panmure Public Library / Mobile Library Bus These organisations assist the Board of Trustees and school leadership to ensure that improving student outcomes remains at the forefront of all that we do at Bailey Road School.

Educational Success for All: We welcome all learners, inclusive of all abilities, physical state, learning needs and cultures into our positive, progressive and inclusive learning environment. The Bailey Road School Board of Trustees and Staff are focused upon providing an education system that prepares our student’s for the 21st Century. We have set goals to raise all student achievement and for personal potentials to be attained. A specific focus upon our Pasifika and Maori students are achieving success in all areas (academically, culturally, attendance, retention, behaviour) equivalently as for non- Maori / Pasifika students are a priority for Bailey Road School. Maori achieving success as Maori. We have a history of working successfully with students who are English Language Learners from the Pacific, The Middle East, Asia and Central Europe.

Bailey Road School operates a Gifted and Talented Programme for students in the Year 3-4, 5-6 and 7-8 areas of the school and enters students into several annual external examinations to assess achievements on a National and International stage. Mission Statement : In accordance with our HEART values: We serve the community of Mount Wellington by preparing our students to be contributing and participating members of society. We teach the curriculum to meet the needs of our school whānau in a safe and challenging learning environment. Our students learn to be inquiring thinkers who can adapt and succeed in a changing global society.

Our Official Motto: Whaia nga taumata – Aim High Our Symbol: The Kotuku

At Bailey Road School we believe in creating a safe nurturing environment that will allow our students to become life-long learners by:

 Developing the key competencies of Participating and Contributing, Relating to Others, Self-Management, Thinking and Using Language, Texts and Symbols.  Becoming reflective, creative and critical thinkers  Taking responsibility for their own learning and having high expectations of themselves  Developing confidence, setting goals and taking risks  Being inclusive of all cultures, customs, traditions, identities, languages, abilities and talents  Encouraging a future focus towards sustainability, citizenship, enterprise and globalisation  Achieving to the individual potentials

2  Always aiming high and achieving our personal bests.  Exhibiting our core HEART values in school, homes and within the community  This means:

 HONESTY:= Telling the truth, being loyal and being trustworthy and reliable  EMPATHY: = Caring for each other and helping each other out, being kind to others who are hurt or sick, feeling sorry for others and understanding their feelings.  AFFIRMATION: = Saying ”good job” to someone if they do something well, showing compassion and appreciation and praising others for what they do well.  RESPECT: = Admiring others for who they are, treating others with consideration and listening and being kind towards others.  TRUST: = Knowing others will not steal or hurt us, believing others will treat us well, believing adults will teach us well.

Our Bailey Road Primary & Intermediate School Year 8 Graduate Profile:

* Ambitious Literate and Numerate Learners *Digital Learners & Citizens *Reflective, Critical & Creative Problem Solvers

*Cross Culture- Travellers *Effective Communicators *Self-Managers *Physically Active *Environmentally Active

STRATEGIC PLAN 2015-2017: The Bailey Road School Board of Trustees. Will work towards achieving all Government policy objectives especially the National Education Guidelines and any specific objectives applying to our school. Teaching and Learning Aims : Our programmes will encourage academic success and readiness for future learning for EVERY student. We will support our students to develop skills to transfer learning across all curriculum areas. The Board will provide a simulating and safe physical environment that encompasses an atmosphere of hauroa and stimulates students to succeed in all aspects of their learning. Maori Student Aims: We will support and encourage our Maori Students to achieve age appropriate benchmarks and attain personal potentials, succeeding as Maori respecting the unique position tangata whenua hold in Aotearoa. We will take reasonable steps to provide instruction in Tikanga and Te Reo for students who request. At present weekly sessions are provided by a Maori Tutor. Pasifika Student Aims: We will continue to build strong relationships with our Pasifika families and learn how to best support Pasifika student learning so that they can achieve personal bests. E-Learning Aims: Our students will use a wide range of e-learning technologies as a tool in their everyday learning and inquiries. They will also be responsible digital citizens using technology in all areas of their life. ( at home and at school) Students with Special Learning Needs and Abilities. We will support every student to progress in relation to the New Zealand Curriculum and contribute to the school community irrespective of special learning needs, physical disabilities or English language acquisition to reach their potential and experience personal bests as we call upon the expertise of others to look for innovative, positive ways to see students regularly achieve success.

3 Curriculum: 2015: 2016: 2017: 1.0 1.1 Raise mathematical 1.7 Maintain mathematical achievement so that at 1.12 Extend mathematical achievement so that Mathematics Targets: achievement so that least 85% of our students meet or surpass their over 85% of our students meet or surpass over 85% of our respective National Standard Level. their respective National Standard Level. students meet or 1.8 Improve the performance of Maori students so 1.13 Improve the performance of Maori surpass their that they exceed 85% against the Standards students so that over 85% are achieving at or respective National above their respective National Standard. Standard Level. 1.9 Improve the performance of Boys against National Standards so that in excess of 80% are 1.14 Improve the performance of Boys against 1.2 Improve the surpassing their respective levels. National Standards so that in excess of 85% performance of are surpassing their respective levels. Maori students so 1.10 To ensure that at least 80% of our Year 6 that they exceed 80% students are meeting / surpassing their National 1.15 To ensure that at least 85% of our Year 7 achievement rates. Standards. students are meeting / surpassing their 1.3 Improve the 1.11 To integrate our GaTe students extension National Standards. performance of Boys within our term by Term Topic Studies. against National Standards so that in excess of 75% are surpassing their respective levels. 1.4 To ensure that at least 70% of our Year 5 students are meeting / surpassing their National Standards. 1.5 To ensure that at least 70% of our Year 8 students are meeting / surpassing their National Standards. 1.6 To integrate our GaTe students extension within our term by Term Topic Studies. 2.0 2.1 Raise the Writing 2.1 Raise the Writing achievement levels of Maori 2.1 Raise the Writing achievement levels of Maori achievement levels of to80% so that of they exceed 85%

4 Writing: Maori to 70% 2.2 Raise boys Writing attainment to a 85% 2.2 Raise boys Writing attainment to exceed an 2.2 Raise boys Writing achievement level. 85% achievement level. attainment to a 75% 2.3 Raise Year 5 writing levels so that they exceed 2.3 Raise Year 6 writing levels so that they exceed achievement level. 75%. 85%. 2.3 Raise Year 4 writing 2.4 Raise the writing level of Year 8 to 75% 2.4 Raise writing levels overall to 85% levels so that they exceed achievement levels against the National Standards. 65%. 2.5 Raise writing levels overall to 85% 2.4 Raise the writing level of Year 7 by at least 10%. 2.5 Raise writing levels overall to 75% 3.0 3.1 Raise achievement 3.1 Raise achievement levels for boys to 80% 3.1 Raise achievement levels for boys to 85% Reading: levels for boys to 70% attaining or surpassing their respective National attaining or surpassing their respective National attaining or surpassing Standards. Standards. their respective National 3.2 Raise our overall achievement level in reading to 3.2 Raise our overall achievement level in reading Standards. 85% to exceed 85% 3.2 Raise our overall 3.3 Raise Year 6 Achievement to 70% 3.3 Raise Year 7 Achievement to 85% achievement level in 3.4 Raise Year 8 Achievement to 80% reading to 80% 3.3 Raise Year 5 Achievement to 70% 3.4 Raise Year 7 Achievement to 70% 4.0 4.1 Review and rewrite 4.1 Ensure that year 7-8 classes have access to ICT 4.1 Ensure that year 5-6 classes have access to ICT Blended E-Learning: the BRS ICT Development devices on a 1: 1 basis. equipment on a 1: 2 basis. Plan for 2015-2017. 4.2 Ensure that Year 5-6 classes have access to ICT 4.2 Ensure that all year 7-8 students are using their 4.2 Review the ICT Local equipment on a 1: 3 basis. devices for at least 50% of their learning time. Curriculum Teaching Plan. 4.3 Ensure that all year 7-8 students are using their 4.3 Each Year 5-6 students spend at least 7.5 hours 4.3 Ensure ALL classes devices for at least 50% of their learning time. per week learning with a digital device. have at least two fully 4.4 Each Year 5-6 students spend at least 5 hours per 4.4 Year 7-8 Teachers are monitoring students functional computers. week learning with a digital device. digital work from teacher dashboard / or similar. 4.3 Ensure that year 5-8 4.5 Year 7-8 Teachers begin to experiment with classes have access to ICT Teacher Dashboard or similar.- equipment on a 1: 4 basis. 4.6 Ensure all teachers have a lockable cupboard and 4.4 Each Year 5-8 students charging capabilities. spend at least 5 hours per 4.7 Employ a part time ICT specialist to work with staff week learning with a and students digital device. 4.5 Provide ICT devices for GaTe on a 1: 2 basis. 4.6 Organise the opportunity for all Year 7-

5 8 students to purchase a device in 2016. 4.7 To establish a tool for learning BLOG./ Skills research. 5.0 5.1 Develop a School Wide 5.1 Students in conjunction with their teachers co- 5.1 Students in conjunction with their teachers Inquiry Learning Inquiry Curriculum for construct their learning based on their interests and regularly co-construct their learning based on their Bailey Road School that local, national and international events. interests and local, national and international integrates learning & 5.2 Complete our Inquiry Learning Local Curriculum events. focuses upon student’s Plan. 5.2 The Inquiry Learning Local Curriculum Plan is authentic contexts, needs 5.3 Termly EXPOs of student learning is a regular used to develop students’ research and inquiry and deep learning feature of Bailey Road School. skills. experiences. 5.4 Classroom environments are regularly changing 5.3 Termly EXPOs of student learning is a regular 5.2 From Term 2, develop and reflective of the Inquiry Based Curriculum. feature of Bailey Road School. student inspired learning 5.5 Displays around BRS are changing on regular basis 5.4 Classroom environments are vibrant, with their input into due to the volume of student learning being produced interactive and reflective of the Inquiry Based planning from our inquiries. Curriculum. 5.3 Begin developing our 5.6 Students are using the library at least 3 times per 5.5 High volumes of student learning being Inquiry Learning Local week to use resources to further their inquiry studies. produced from our inquiries for display around all Curriculum Plan. areas at BRS. 5.4 Each class to hold a 5.6 Students are using the library at least 4 times termly EXPO to present per week to use resources to further their inquiry their learning to whanau. studies. 5.5.Class environments show the breadth of student learning. 5.6 Each student is visiting the school library at least twice a week to use resources to further their inquiry explicitly making connections to developing 21st Century literacy skills. 5.7 Improve and extend Homework activities that contribute to and extend the inquiry topic.

6 6.0 6.1 Develop x 5 Reporting to 6.1 Involvement of our community in a 3 way conference 6.1 Students lead the 3 way conference confident about Parents systems- Year 0, about student’s learning. their learning and their progressions they need to Community Year 1-2, Year 3-4, Year 5-6, 6.2 Continue our Reading Together Sessions Terms 1 and attain the next level. Year 7-8 that allow parents 4. (6 sessions in total) and establish a Mathematics 6.2 Continue our Reading Together Sessions Terms 1 to see the progression of Together programme for whanau. and 4. (6 sessions in total) and commence our their children against the 6.3 Graduation to instilling Tier 3 strategies for student Mathematics Together programme for whanau. National Standard behaviour 6.3 But 5% of our school community are not meeting Expectations. 6.4 Our Musicians and Kapa Haka Team and School our school expectations on a regular basis. 6.2 Continue our Reading combine to lead all powhiri. 6.4 Students lead all powhiri and communicate Together Sessions Terms 1 6.5 The Plant Nursery provides produce for the Tamaki strongly in basic te reo. and 4. (6 sessions in total) Region in particular native trees and shrubs to our 6.5 A Green Gold Accreditation is achieved and our 6.3 Ensure the PB4L Technology Programme. Enviro school projects are students have established a native Tree Supply nursery Foundations are well heading towards a Green –Gold Accreditation.. and are discussing other ways we can reduce our established and understood 6.6 Expect our learning focused relationships with school’s energy consumption. by staff & whanau and that whanau to be at least 90% 6.6 An ease of communication about student learning is students are regularly 6.7 To hold a termly ( T 1-2-3) Community Consultation / common place and access to and from staff is natural rewarded for meeting our Information Evening to allow whanau more say in what and sustained. expectations. and how our students’ learn. 6.7 Through termly meetings, Whanau are contributing 6.4 Develop our Te Ao Mori 6.8 Establish a symbiotic relationship with Early their ideas to the school learning programme. practices by creating a Childhood Centres in order that integration of our Inquiry 6.8 BRS and Early Childhood Centres share resources strong link with a local learning programmes is seamless. and work together to support parents in a learning Marae. Our students and 6.9 The KickStart Breakfast Programme Monday to Friday focused relationship. staff speaking in te reo, is run mostly through community support. 6.9 The KickStart Breakfast Programme Monday to using tikanga especially 6.10 The Community is using the library before and after Friday exclusively through community support. powhiri for visitors to BRS – school. Students choose to use the environment at least x3 6.10 The Community is using the library before and through responses to Ka per week to prosper their learning, after school. Students choose to use the environment Hikitia and Tatiako. 6.11 Investigate the possibility of setting up a covered, on a daily basis to prosper their learning, 6.5 Establish a productive heated swimming pool for our community with private 6.11 To commence extending our Discovery/ Electives Plant Nursery providing business relationships. Inquiry Programme from the Year 0-4 into the Year 5- fruit and vegetables to our 6.12 To commence extending our Discovery Inquiry 6. Technology Programme. Programme from the Year 0-2 into the Year 3-4 Team as 6.12 Hold the 50th Birthday Celebration in Term 4 Ensure all Enviro School Electives or Clubs. 2017. decisions are student made 6.13 The committee organises a timetable and agenda for 6.13 Develop our unicycling track and skills school and driven. the 50th Celebration at BRS. wide 6.6 Maintain our learning 6.14 Develop a bike track behind Rooms 20-22 focused relationships with whanau to 85% 6.7 To hold a termly ( T 1-2- 3) Community Consultation / Information Evening. 6.8 Forge strong links with our feeder Early Childhood Centres strengthening transitions to school

7 programmes. 6.9 To continue our KickStart Breakfast Programme Monday to Friday with community support. 6.10 Encourage our Community to use our refurbished library before and after school. 6.11 To further develop the BRS Success Education Programmes Policy and Procedures. 6.12 Commence advertising and preparing for the school’s 50th Birthday- October 2017.Set up the committee 6.13 Purchase x 3 unicycles

7.0 7.1 Review the School 7.1 Refurbishment of Rooms 2-3-4-5-6-7-8. 7.1 Refurbishment of Rooms 17-18-19-20-21-22. Policies for need and 7.2 School Field –drainage foci. School Developments. update. 7.3 Discuss the redevelopment of Jessop House into a 7.2 Consolidate all school parent centre. Procedures into a handbook 7.4 Review of the Teacher’s Workroom- divide into a for staff. meeting room and workroom? 7.3 Ensure all procedures 7.5 Development of Science / Multi-Purpose Room. are well known by all staff 7.6 Visual Arts development / School Wide Presentation. and adhered to. 7.7 Investigate developing our swimming pool into a 7.4 Develop the Staff covered and heated all year around facility available for Appraisal System through school and community use. InterLead. 7.8 Build a fale in the Junior School Area

8 7.5 Staff job Descriptions 7.9 Work with our Learning and Change Network partners are extremely specific to to develop our teachers and curriculum each member of staff. 7.6 Develop a School Walking Bus. 7.7 Commence our School Refurbishment Programme ( May / June 2015) 7.8 BOT plan to move to Gas fuelled Heating System- $55,000 7.9 To hold the bi-annual Trash to Fashion Show. 7.10 To continue our school wide Art Week Term 3.- Environmental Art to fit with our move towards the Green Gold Accreditation. 7.11 Install Security Cameras around BRS school.=$4,500 7.12 Review the painting of the school exterior- $150,000. 7.13 Investigate how the Investigating in Educational Success could benefit BRS in association with our Learning and Change Network Partners 7.14 Purchase the E-TaP APP for our SEP Programme= Student learning Pathways 7.15 Provide a shade sail cover over the Junior Adventure Playground

9 2015 Bailey Road Primary and Intermediate School Annual Plan: 2014 Situation: Targets: Actions: Actions:

1.0 National 1.1 Raise mathematical Term 1. Term 3. Mathematics Standards % achievement so that over -Continue our Staff PD with Te Toi Tupu facilitators x 2 full-days and -Staff PD with Te Toi Tupu facilitators x 2 full-days and x 85% of our students meet x 1 staff meeting for 2015. 1 staff meeting for 2015. : - Embed student discourse, flexible groupings, and rich, authentic - Student discourse, flexible groupings, and rich, or surpass their Maori 67.6% problem solving tasks- Talk Moves authentic problem solving tasks respective National -Teachers know each child as an individual, their strengths and -Re-Write a new Matehematics Curriculum and Pasifika 65.7% Standard Level. needs. Priority learners are selected and targeted. Achievement Plan (CAP) – Be prescriptive as to what Asian 85% -Teach the child not the level. each Year level should be able to do. European 73.9% 1.2 Improve the -Continue to build a Mathematics Curriculum Team across the school -Team Leaders to track individuals to ensure their Boys 63.5% performance of Maori -Use school strengths to assist with programming for hard to move progress is evident. Priority learners are selected and students so that they students. targeted. Girls 73.6% -Ensure maths has a high profile in learning 100 days of maths, Links exceed 80% All 70.3% to Inquiry Topic term x term. -Ensure homework is authentic and targeted. (beyond basic facts)

10 Year 4 57.6% 1.3 Improve the -Teach strand in our number programmes not necessarily as a Ongoing Approaches: stand-alone topic. Links to our school wide Inquiry. -Teach concepts with materials- increase resources- Year 7 57.5% performance of Boys against National -Be prescriptive in the vocabulary that we teach at each year level, centralise resources – Numbershark, Mathletics. compass, tangent, equivocal etc. -Team Leaders to ensure consistency of mathematical Standards so that in -Timetable maths across the team to allow for movement of outliers delivery across the team supported by the facilitators. Strategic Goal 1.0 excess of 75% are between classes in terms of modern learning environments. -Develop best practice at Team Meetings. Collaborative surpassing their -Team Leaders to review teachers on a regular basis through their Planning. Mathematics: respective levels. release and provide specific feedback to their teachers. -Commence ALiM # 2 – Targeted groups Year 5 / Boys -Team Leaders to track individuals to ensure their progress is -Differentiate the PD for teachers Teaching and Learning Aims : 1.4 To ensure that at least evident and take action as necessary. Term 2. Team Involved: Our programmes will encourage academic 75% of our Year 5 students are meeting / -Staff PD with Te Toi Tupu facilitators x 2 full-days and x 1 staff success and readiness for future learning for meeting for 2015. Christine Graham – Te Toi Tupu surpassing their National EVERY student. We will support our - Student discourse, flexible groupings, and rich, authentic problem Jody Hayes – DP Standards. solving tasks- Talk Moves. ALiM # 2 – Mary Dizon students to develop skills to transfer --Re-Write a new mathematics Curriculum and Achievement Plan Rata = Rachel Stiers learning across all curriculum areas. 1.5 To ensure that at least (CAP) Be prescriptive as to what each Year level should be able to do. Karaka = Prem Sharma 70% of our Year 8 -Discuss using this team to assist students involved in the SEP Kowhai = Vincent Naidoo Budget = $4,000 students are meeting / Reviews Rimu = Chris Stuart / Yesmeen Rassool. -Continue Community PD in Mathematics – Learning Progressions surpassing their National Rata = $800 -Teach strand in our number programmes not necessarily as a Involvement with Ellerslie, Sylvia Park, Stan Hope Road, Karaka = $800 Standards. stand-alone topic. Links to our school wide Inquiry. Panmure District Schools and One Tree Hill College.- Kowhai = $1,200 -Be prescriptive in the vocabulary that we teach at each year level, Learning and Change Network. 1.6 Review the Bailey compass, tangent, equivocal etc. Rimu = $1,200 Road School Mathematics -Use school strengths to assist with programming for hard to move Local Education Plan. students. -Team Leaders to review teachers on a regular basis through their release. 1.7. Build a strong -Team Leaders to track individuals to ensure their progress is Mathematics Team evident. Priority learners are selected and targeted. through our involvement with our learning and Change Network and IES Cluster.

2014 Situation: Target: Actions: Actions:

2.0 National 2.1 Raise the Writing Term 1. Term 3. Writing: Standards % achievement levels of -Embed student discourse, flexible groupings, and rich, authentic -Specifically teach ideas, sentence fluency, organisation, Maori so that of they are tasks- (Talk Moves.) word choice, voice, conventions and presentation. ( 6+ 1 Maori 58.1% -Know each child as an individual, their strengths and needs Traits – Ruth Culham) equal to that of 2014 Pasifika 60.4% -Teach the child not the level -Develop a ‘community of writers’ within the class. ALL Public Achievement -Specifically teach ideas, sentence fluency, organisation, word having input into each-others learning pathways as Asian 83.4% Information levels. choice, voice, conventions and presentation. ( 6+ 1 Traits) writers. European 65.0% -Develop a ‘community of writers’ within the class. ALL having input -Moderation of writing with LCN members- Tracking of Boys 55.8% 2.2 Raise boys Writing into each-others learning pathways as writers. all students -Moderation of writing with LCN members-Tracking of all students -Discuss school wide ‘Writing Homework’

11 Girls 72.7% attainment to a 65% -Discuss school wide ‘Writing Homework’ - Ensure all staff are very conversant with the Literacy achievement level. - Ensure all staff are very conversant with the Literacy Progressions Progressions for Writing. All 64.8% for Writing and needs of ELLP students. -Link writing to reading / topics make the connection. – Year 3 55.7% -Link writing to reading / topics make the connection. – The The curriculum becomes crowded when teachers teach 2.3 Raise Year 4 writing Year 6 58.5% curriculum becomes crowded when teachers teach reading, writing, reading, writing, spelling, oral language as separate levels so that they exceed spelling, oral language as separate entities. entities. 60%. -Jolly Phonics / Switched on to Spelling used in all programmes. -Jolly Phonics / Switched on to Spelling used in all -Community Writing Seminar. programmes. Strategic Goal 2.0 2.4 Raise the writing level -Team Leaders to track individuals to ensure their progress is -Staff to link students writing to the Exemplars and the of Year 7 by at least 8%. evident. gaps between the student’s work and the next level Writing: Priority learners are selected and targeted. expectation. -Essential List foundations established across all levels. -Team Leaders to track individuals to ensure their 2.5 Build a Writing -Provide blended E-Learning opportunities for our students to progress is evident. Priority learners are selected and Teaching and Learning Aims : Curriculum Team. Our programmes will encourage academic develop and share their work. targeted. -Develop essay writing skills with Year 5-8 students –ongoing. On-Going Approaches. success and readiness for future learning for 2.6 Review our English Term 2. -Take opportunities to provide language as experience EVERY student. We will support our Writing Local Curriculum -Continue to build a Literacy Curriculum Team across the school. activities with students to develop their knowledge and students to develop skills to transfer Plan. -Literacy Team ensures ELLP criteria / assessments are understood vocabulary. -Ensure students are aware of their audience. learning across all curriculum areas. by all teachers. -Discuss using this team to assist students involved in the SEP -Develop ‘responsibility’ and aiming high as living Reviews breathing expectations within our students. Budget: = $ 750 -Have a clear focus upon ‘audience.’ –Celebrate writing through Priority learners are selected and targeted. BLOGS, sharing written work in display areas across the school. Team Involved. Joy Allcock –Spelling Programme- On-line -Provide opportunities for class writers to develop in their own time, through competitions and special class assignments. Jim Stafford-Bush- Principal Access. Re-write the Writing Curriculum and Achievement Plan (CAP) – Be Rata = Rachel Stiers, Jean D’Souza prescriptive as to what each Year level should be able to do. Karaka = Iris Neighbours - Ensure all staff are very conversant with the Literacy Progressions Kowhai = Norma Raman for Writing. Rimu = Batmini Dass. -Link writing to reading / topics make the connection. – The curriculum becomes crowded when teachers teach reading, writing, spelling, oral language as separate entities. -Staff to link students writing to the Exemplars and the gaps between the student’s work and the next level expectation.

12 3.0 National 3.1 Raise achievement levels for Term 1. Term 3. Reading: Standards % boys to 70% attaining or Embed student discourse, flexible groupings, and rich, -Re-Write the Reading Curriculum and Achievement Plan surpassing their respective authentic tasks- (Talk Moves) – Be prescriptive as to what each Year level should be able to Maori 62.9% -Know each child as an individual, their strengths and needs National Standards. do. – Inference summarising into own words. Pasifika 61.6% -Teach the child not the level -Continue to build a Literacy Curriculum Team across the school -Develop a ‘community of readers’ within the class. Asian 80% -Discuss using this team to assist students involved in the SEP 3.2 Raise our overall achievement – Be prescriptive as to what each Year level should be able Reviews European 70.3% level in reading to 80% to do. – Inference summarising into own words. - Ensure all staff are very conversant with the Literacy Boys 59.6% - Ensure all staff are very conversant with the Literacy Progressions for Reading. Girls 71.7% 3.3 Raise Year 5 Achievement to Progressions for Reading.- Tracking of all students -Tracking of all students 70% -Saturate the classroom with print and literacy. – Lots of in Priority learners are selected and targeted. All 66.1% depth questioning and talk,- Relate to topic and local, Teaching Approaches. Year 4 55.8% national and international events. -Saturate the classroom with print and literacy. – Lots of in depth 3.4 Raise Year 7 Achievement to -ALL classes reading to, with, by – Poem cards, Big Books questioning and talk,- Relate to topic and local, national and Year 6 56.1% 70% -Read to classes x 2 per day. international events. -Investigate team use of Sunshine Classics and similar. -ALL classes reading to, with, by – Poem cards, Big Books 3.5 Review the Bailey Road School -Continue the mobile library bus visits -Read to classes x 2 per day. Strategic Goal 3.0 Local Curriculum Plan -A ‘Book Week’ per term to lift the place of books within our -Investigate team use of Sunshine Classics and similar. students and community. -Investigate E-Books use in the classroom and library. (Yr 5-6) Reading: -Buddy classes, reading Librarians skills developed to be -Establish the BRS Brand across the school but in particular in the Teaching and Learning Aims : reading role models foundation years.- Consistency of approaches to literacy of ALL Our programmes will encourage -Reading Together - Terms 1 and 3. staff. Priority learners are selected and targeted. -Individualised book boxes academic success and readiness -Develop Duffy Books in School prominence at BRS. -Link reading to Topic and all curriculum areas. for future learning for EVERY -Encourage all classes to visit the Library Bus and order -Use of the Exemplars –progression from one level to the next. student. We will support our class sets of books from Panmure library (LOST Books) -Specific review of e-asTTle and Running Records to discover Term 2. students next learning needs. students to develop skills to Embed student discourse, flexible groupings, and rich, -Increase reading budget to fill gaps and allow purchases of sets transfer learning across all authentic problem solving tasks- Talk Moves of novels. curriculum areas. -Know each child as an individual, their strengths and needs -Timetabled literacy block –consistent across school -Teach the child not the level -Reading with TA x 2-3 per week. -Develop a ‘community of reader’ within the class. -Homework-Discuss recreational Reading Priority Learners are Maori, -Re-Write the Reading Curriculum and Achievement Plan Priority learners are selected and targeted. Boys and students – Be prescriptive as to what each Year level should be able Team Involved. transitioning to Year 5 and 7. to do. – Inference summarising into own words. -Continue to build a Literacy Curriculum Team across the Jim Stafford-Bush- Principal school Rata = Rachel Stiers, Jean D’Souza Budget = $ 6,500 -Discuss using this team to assist students involved in the Karaka = Iris Neighbours Rata = $2000 SEP Reviews Kowhai = Norma Raman Karaka = $1,500 - Ensure all staff are very conversant with the Literacy Rimu = Batmini Dass. Progressions for Reading. Kowhai = $1,500 -Review the BRS Reading Curriculum Plan. Rimu = $1,500 -Tracking of all students Priority learners are selected and targeted.

13 4.1 Review and rewrite the BRS ICT Term 1. Term 3. Strategic Goal 4.0 Development Plan for 2015-2017. - Room 14,16,17 and 18 teachers to build ICT skills with - Room 14,16,17 and 18 teachers to build ICT skills with their Blended E-Learning: their classes to build skills for their 2016 / 2017 classes to build skills for their 2016 / 2017 Intermediate years. 4.2 Review the ICT Local Intermediate years. - Negotiate with the community about purchasing i-pads (or -- Negotiate with the community about purchasing i-pads similar) for their Year 7 / 8 students to take to college (BYOD) Curriculum Teaching Plan. To increase the number of (or similar) for their Year 5-6 /7 - 8 students to take to -Increase the number of devices available to all students/ college (BYOD) Presently x45 i-pads for 90 students plus x 5 silver laptops. devices all students have 4.3 Ensure ALL classes have at least -Teams provided with $300 for the purchase of APPs for -Develop our ICT directions for the next 3-5 years. access to. two fully functional computers. curriculum use (Need some guidelines re placing these apps -Be specific in the skills, practices and attitudes students require on the devices.) as they move from year level to year level.-Review the BRS ICT To increase our students use of 4.3 Ensure that year 5-8 classes -Provide all students with e-mail addresses. Local Curriculum Plan. have access to ICT equipment on a -Review digital citizenship with students -Assess Year 5-6-7-8 students abilities and skills in ICT use. digital learning across the -Team Leaders to track individuals to ensure their progress is 1: 4 basis. -Ensure GaTe students have a 1:2 access to whole school. computers / i-pads. evident. -Report to BOT on our ICT Development Plan. 2015- -Purchase Access It library System, install and train staff and 4.4 Each Year 5-8 students spend at students in the use of the new system.- 24 / 7 access available via - 2017. least 5 hours per week learning school website. with a digital device. Teaching Approaches: Budget = $59,000 - Room 14,16,17 and 18 teachers to build ICT skills with their 4.5 Provide ICT devices for GaTe on classes to build skills for their 2016 / 2017 Intermediate years. Term 2. Access It = $6,000 a 1: 2 basis. -Investigate funding an ICT specialist for 2016. -Develop our ICT directions for the next 3-5 years. - Room 14,16,17 and 18 teachers to build ICT skills with -Be specific in the skills, practices and attitudes students require Computers = $32,000 4.6 Organise the opportunity for all their classes to build skills for their 2016 / 2017 as they move from year level to year level. Intermediate years. Year 7-8 students to purchase a -Investigate teacher dashboard. Staff involved: Computer Room / Technician device in 2016. -Develop our ICT directions for the next 3-5 years. =$21,000 -Be specific in the skills, practices and attitudes students 4.7 Assess year 5-8 students ICT require as they move from year level to year level. Rata = capabilities / skills. -Re-distribute Computer Suite computers across school. Karaka = Preba Moodley -De-commission the computer suite. Kowhai = Vincent Naidoo / Claire Hudson 4.8 Purchase Access It library -Team Leaders to track individuals to ensure their progress Rimu = Chris Stuart / Yesmeen Rassool is evident against the 2015 -2017 Development Plan and System ICT Local Curriculum Plan. ( Reviewed) -Develop safe practices / norms around e-mail use

14 2014 Situation: Target: Actions: Actions:

5.1 Develop a Inquiry Learning Term 1. Term 3. Strategic Goal 5.0 Plan for Bailey Road School that -School wide topics , -Sacrifice T 1. -Development of our library from a source to exchange books to a The Wider integrates learning & focuses upon -Topics are investigated in depth through experiences, centre for recreational reading, community involvement and student’s authentic contexts, needs exposure to rich vocabulary, excellent resources and regular research and as a meeting place. learning experiences. -Includes Library Skills Kits. Curriculum: and deep learning experiences. -Ensure that the students’ learning is displayed and -School wide topics , driven by student interests ( Teams) available for Termly EXPOs. -Ensure that the students’ learning is displayed and available for The curriculum did not lend 5.2 From Term 2, develop student -Classrooms demonstrate students topic based learning. Termly EXPOs display success criteria developed for across the inspired learning with their input -Teachers develop a homework system that is fun and school quality. itself to flexibility, co- into the planning focus. family orientated that is consistent across the team. -Topics are investigated in depth through experiences, exposure construction of the learning -Year 0-1 students are involved in Discovery sessions each to rich vocabulary, excellent resources and learning experiences. programme or connection to 5.3 Begin developing our Inquiry Tuesday afternoon. -Classrooms demonstrate students topic based learning. local resources and areas of -Year 0-1 students are involved in Discovery sessions once a Learning Local Curriculum Plan. week. student experiences. 5.4 Each class to hold a termly Teaching Approaches. Budget = $6,000 EXPO to present their learning to -School wide topics , driven by student interests ( Teams) Social Sciences = $2,000 whanau as a part of a whole school Term 2. -Ensure that the students’ learning is displayed and available for event. -School wide topics , driven by student interests from Term Termly EXPOs. Technology = $ 1,000 2. -Topics are investigated in depth through experiences, exposure Health = $500 5.5.Class environments show the -Ensure that the students’ learning is displayed and to rich vocabulary, excellent resources and learning experiences. available for Termly EXPOs. -Develop our Local Inquiry Curriculum Document with the Science = $ 1,000 breadth of student learning. -Develop our Local Inquiry Curriculum Document TEACH Model unpacked. Discovery = $ 1,000 -Social Sciences, Technology and Science skills are 5.6 Each student is visiting the developed. Visual Art = $7000 school library at least twice a week -Topics are investigated in depth through experiences, Staff involved. Or $1,500 per Team. to use resources to further their exposure to rich vocabulary, excellent resources and inquiry with Teacher guidance. learning experiences. -Classrooms demonstrate students topic based learning. Jody Hayes – DP -The Inquiry Team commences listing ‘what our students Rata = Sarah Gundesen 5.7 Improve and extend Homework MUST know during studies. – What makes an insect, a Karaka = Karrie Sampson activities that contribute to and mammal, a reptile. The solar system, Dialling 111, World Kowhai = Vila Cheng extend the inquiry topic. history, NZ history and geography. etc. Rimu = Vanita Narsai / (Batmini Dass) -Year 0-1 students are involved in Discovery sessions once a 5.8 The Inquiry team list the ‘MUST week. KNOW’ items at each year level for Science, Technology, Health, Social Sciences.

5.9 Year 0-1 Students are involved in weekly Discovery Lesson that develop key competencies.

15 2014 Situation: Target: Actions: Actions:

6.1 Develop x 5 Reporting to Parents Term 1. Term 3. Strategic Goal 6.0 systems- Year 0, Year 1-2, Year 3-4, Year -Ensure PB4L foundations are in place and working well. Develop Honour Boards for BRS students achieving 5-6, Year 7-8 that allow parents to see -Ensure all staff are fast and frequent with their awarding of PB4L Sporting feats, PB4L, Dux status etc. Community: the progression of their children against tokens. -Launch our Graduate Profile across the school matching the National Standard Expectations. -Establish new Reporting to Parent Forms demonstrating students’ those included with this Annual Plan. progress against the appropriate standard. Includes Technology -Train students to talk about their learning and how to 6.2 Continue our Reading Together Report.- Ensure some form of staff / community consultation is move to the next level. (Exemplars, Child Talk examples, Maori Student Aims: Sessions Terms 1 and 4. (6 sessions in included. -Learning Progressions.) We will support and encourage total) -Train students to talk about their learning and how to move to the - In conjunction with our Technology Teacher, establish our Maori Students to achieve age next level. (Exemplars, Child Talk examples, -Learning the plant nursery to provide our Year 7-8 students with 6.3 Ensure the PB4L Foundations are Progressions.)- Meet the Teacher – ( BOT / PTA.) the vegetables and fruit required to meet the set menus. appropriate benchmarks and well established and understood by staff -The Staff continue to make regular contact with whanau on about -The Staff continue to make regular contact with whanau attain personal potentials, & whanau and that students are the progress of their children. on about the progress of their children. succeeding as Maori. regularly rewarded for meeting our -Ensure whanau are consulted /informed about our expectations -Hold once a term ‘A Flying Start to BRS’ to inform New expectations. and systems.- -Hold Community meetings once a term to discuss / entrant parents about the requirements and procedures inform whanau about points they desire to learn more about or to of Year 0-1 learning. Pasifika Student Aims: 6.4 Develop our Te Ao Mori practices by bring to the table. -Rata team leader to continue to forge relationships with We will continue to build strong creating a strong link with the Orakei -Meet with Orakei Marae elders and seek to employ a tutor in Te Ao our ECC. relationships with our Pasifika Marae. Our students and staff speaking Maori allowing ALL students access to weekly classes. in te reo, using tikanga especially - In conjunction with our Technology Teacher, establish the plant Teaching Approaches. families and learn how to best powhiri for visitors to BRS nursery to provide our Year 7-8 students with the vegetables and -Train students to talk about their learning and how to support Pasifika student learning fruit required to meet the set menus. (Ellerslie Rotary Club.) move to the next level. (Exemplars, Child Talk examples, 6.5 Establish a productive Plant Nursery so that they can achieve personal -Continue to offer daily KickStart Breakfasts from 7.45-8.20.a.m. in -Learning Progressions.) providing fruit and vegetables to our the hall. -Ensure whanau are consulted /informed about our bests. Technology Programme. Ensure all -Hold once a term ‘A Flying Start to BRS’ to inform New entrant expectations and systems.- -Hold Community meetings Enviro School decisions are student parents about the requirements and procedures of Year 0-1 once a term to discuss / inform whanau about points made and driven. Budget = $28,000 learning. they desire to learn more about or to bring to the table. PB4L = $10,000 -Continue to forge relationships with our ECC. -The Staff continue to make regular contact with whanau 6.6 Maintain our learning focused Establish a Reading Together Team and condense sessions to 3 on about the progress of their children. E-TaP= $3,500 relationships with whanau to above sessions twice per year. -Meet with Orakei Marae elders and seek to employ a

16 Te Ao Maori = $10,000 (TA) 80% -Hold regular fitness sessions (daily) – Brain Gym, PMP, Sports Skills, tutor in Te Ao Maori allowing ALL students access to Enviro Schools = $3,000 Games in teams. weekly classes.- -Ensure the tutor is musical and skilled 6.7 To hold a termly ( T 1-2-3) -Discuss with year 5-6-7 -8 parents their wants and student needs in powhiri. Community Consultation / Information for outdoor education -2016. / Organise term by term fund-raising -Continue to offer daily KickStart Breakfasts from 7.45- Evening. to reduce the overall costs for the attendees. 8.20.a.m. in the hall. -Review SEP’s from Weeks 5-6 re new format ( 20 week durations- -Continue to forge relationships with our ECC. 6.8 Forge strong links with our feeder use of TA’s to meet with whanau where necessary.) Establish a Reading Together Team and condense Early Childhood Centres especially sessions to 3 sessions twice per year. Child’s Time Penrose.

6.9 To continue our KickStart Breakfast Programme Monday to Friday with Term 2. Staff involved. community support. -Develop ‘badges’ for students achieving highly in Cultural, PB4L, Sports, Service and The Arts pursuits. 6.10 Encourage our community to use PB4L = Jim Stafford-Bush / Jody Hayes -Organise means of funding the badges with the students- (Tuck our refurbished school library with Rata = Cassandra Torrey Shop ?) their pre-schoolers and BRS students -Launch our new Reporting to Parents system. Karaka = Mary Dizon before and after school. -The Staff continue to make regular contact with whanau on about Kowhai = Vila Cheng the progress of their children. Rimu = Batmini Dass - Visits from ABC Panmure / Educare / -Train students to talk about their learning and how to move to the Child’s Time Penrose. next level. (Exemplars, Child Talk examples, -Learning -Public library, School bus visits Health /Enviro Schools Progressions.) Rata = Sarah Gundesen, Jean D’Souza, Gretchen -Continue to offer daily KickStart Breakfasts from 7.45-8.20.a.m. in 6.11 SEPs Teacher Aide involvement in Jarman the hall. community links re New Entrant start to -Hold once a term ‘A Flying Start to BRS’ to inform New entrant Karaka = Preba Moodley school. How can whanau help at home? parents about the requirements and procedures of Year 0-1 Kowhai = Norma Raman -Website : roles of key people-Blurb – learning. Rimu = Dave Muir / Chris Stuart photos who to go to. -Continue to forge relationships with our ECC. -Rata Team Leader to introduce herself to local ECCs and encourage Reading Together = Jody Hayes / Iris Neighbours visits to BRS and introduce our Flying Start to BRS. Te Ao Maori – Dave Muir / Jim Stafford-Bush

E-TaP = Jim Stafford-Bush, Jody Hayes, Vincent Naidoo, Prem Sharma, Batmini Dass

17 2014 Situation: Target: Actions: Actions: 7.1 Review the School Policies for need Term 1. Term 3. Strategic Goal 7.0 and update. -Commence reviewing all school policies and once ratified by the -Building project focuses upon the library / Science lab- BOT place on the to school website. multi-purpose room and Teachers’ resource space. School 7.2 Consolidate all school Procedures -Walk our community and staff regularly through our policies. - -Trash to Fashion Show- Could this match with our Term into a handbook for staff. Lockdowns 3 Study OR Villains & Heroes. Development Plans: -Differentiate between our policies and procedures and consolidate -Term 3 School Wide Art Show-Environmental Art 7.3 Ensure all procedures are well all procedures into a staff handbook. Displays-Preba Moodley. Go wild with colour. known by all staff and adhered to. -Remind staff of the ‘BRS Brand’ and ‘how we do things!’- Duties, Milk -Review the painting of the school exterior-Launch our distribution, Playground Duties. Teacher Aide support .etc.. BRS Graduate Profile to the students and community. BRS wishes to continue its 7.4 Develop the Staff Appraisal System -Staff commences training in InterLead Appraisal System. Teaching as Inquiry practices through InterLead. -Job Descriptions are negotiated with each staff member around our as established in 2014. school targets and individual school needs. 7.5 Staff job Descriptions are extremely -With Transport Auckland- Commence a Walking School Bus. specific to each member of staff. -Organise for our $1.2 million building project to commence by Term We wish to develop our school 2 2015. wide Human, Social and 7.6 Develop a School Walking Bus. - Child’s time Penrose Artworks on the walkway.-Rata Team? Decisional Capitals. 7.7 Commence our School Refurbishment Programme. Term 2. Building Plans, Consents and -Continue to consolidate procedures at BRS. 7.8 BOT plan to move to Gas fuelled

18 Engineering Reports all Heating System- $55,000 -Organise for our Walking School Bus to continue into the winter Staff involved. culminated in the fact that we terms. 7.9 To hold the bi-annual Trash to -Our Building Programme commences with the refurbishment of BRS Board of Trustees Members could not commence our much Fashion Show. Rooms 11-12-13 7 the Annex / Toilets. Jim Stafford-Bush – Principal needed development of our -Interlead Training continues and staff ensures they are updating Jody Hayes – DP Modern Learning 7.10 To continue our school wide Art their logs with strong evidence of how the 12 dimensions of the Week Term 3.- Environmental Art to fit Teachers’ Registration Council are being achieved. ( 3 years) Chris Stuart / Yesmeen Rassool – Walking School Environments our Inquiry with our move towards the Green Gold -Review changing to a Gas heating System for the school cf Coal. Bus. learning goals. Accreditation. -Review the installation of cameras around the school to increase InterLead Staff.-Appraisals. our security and safety. 7.11 Install Security Cameras around -Unpack our school graduate Profile by year level. BRS school.=$4,500

7.12 Review the painting of the school exterior-$150,000.