School Motto, Mission Statement & School Vision

The Charter of Cambridge East School 2014

School Motto, & School Vision Statement

SCHOOL MOTTO

“Always my Best”

SCHOOL VISION

“Learning together today, empowering citizens of tomorrow.”

Students who are:

• Creative

• Effective communicators

• Self motivated learners

• Inventive thinkers

• Respectful citizens,

And have a “can do” attitude.

Our Beliefs and Values

At Cambridge East School we believe that:

 Learning will be a stimulating, challenging experience.

 Learning is a shared partnership-students, staff, parents/caregivers.

 All people will feel respected and valued.

1  A positive, caring and safe environment is important to successful learning.

 All students can learn and find success.

 Teamwork is to be encouraged, as are individual strengths and talents. In consultation with our school community, these values are priorities for our school:

Educational values:  Excellence  Cooperation  Effective communication  Independence  Problem solving  Creativity  Confidence/self esteem  Goal setting  Taking responsibility

Virtues values:  Respect  Responsibility  Pride  Honesty  Caring

About Cambridge East School

SCHOOL TYPE Cambridge East is an urban, co-educational state primary contributing school.

SCHOOL COMMUNITY DESCRIPTION Cambridge East school is located in the north-eastern area of the Cambridge township. The school was established in 1955 with a four classroom block and an opening roll of 146. Currently the school comprises 16 classrooms, and an administration area. A variety of facilities are housed within attractive grounds.

These include a multi-purpose room, hall, library, media centre, resource room, swimming pool, storage sheds, 3 adventure playgrounds, 2 shade cloth areas and a shaded sandpit area. Many of these facilities have been gained in recent years as a result of a supportive school community.

While the school community’s decile is high, (currently 9), a wide range of occupations is obvious in the families that contribute to the school. A growing percentage of solo parent families are evident also. It is evident that an increasing number of families are relocating from overseas, particularly the UK, and contributing to our school community. The school roll is increasing as more in-fill housing and new subdivisions take effect in the school’s catchment area. An enrolment scheme was put in place early in the 2005 school year. This is to manage the growth that is occurring locally, and to prevent overcrowding.

The roll range is currently between 320 – 380 students, who are mainly of European descent. Approximately 12% of the student roll have Maori heritage, with an increasing number of students from overseas origins.

Special features of the school include: A school graphic (see above) that encapsulates our school’s vision for learning, its core values, and the school motto. These are the touchstones that we live by at Cambridge East, and weave through everything we do.

2 Fully networked computer access, in classrooms and administration areas, help to ensure access and learning in ICT for all students and staff. A strength in, and commitment to producing an annual arts curriculum performance in which all students have the opportunity to participate. An increasing number of special programmes to meet the needs of our students. This includes a commitment to students who are identified as having a gift and/or talent in a particular area. Part-time teacher specialists are employed to teach identified students, as is much of our teacher aide resource. A commitment to a shared partnership approach in learning; ensuring parents and caregivers are communicated with and informed in a variety of ways, as well as involved directly in all forms of learning. Our school respects and values diversity, and recognizes the unique position of Maori culture. We encourage this through the promotion of te reo and tikanga Maori, which is part of the learning programme that the school provides. The school consults at least annually with the Maori community to report on achievement for Maori students and to develop plans and targets for improvement going forward. We will take all reasonable steps to provide instruction in Tikanga Maori (Maori Culture) and Te Reo Maori (the Maori language) for students whose parents request it.

Cambridge East school's motto is "Always my best", which is an expectation of our school community for the benefit of all students' learning.

Community Consultation

The parents/caregivers/whanau that make up the Cambridge East school community are a vital resource in the learning that occurs for our students. The following processes will be utilised in the consultation of, and reporting to the Cambridge East school community, including the Maori community. The formulation of this charter has involved consultation of the school community in each of the areas below.  Fortnightly school newsletters, encouraging school community feedback on a range of issues  Monthly Board of Trustees meetings  Monthly PTA meetings  Student learning portfolios sent home each term  Achievement reports to BOT each term  Parent/teacher discussions in Terms 1, 3 & 4, as well as informal discussions as needs arise  Aggregated and analysed student data reported annually  Student reports (written) in Terms 2 & 4  Consultation and reporting to the Maori community at least annually  Formal survey of the school community every 2nd year  Parent education meetings held as appropriate  Ongoing informal meetings/consultation encouraged

Strategic Goals for 2014-- 2017

NAG 1 Student Achievement

Literacy and Maths are vital to all learning, and are priority learning areas at Cambridge East School.

 Best teaching practice in Literacy and Maths will be an ongoing focus for staff professional learning, in order to raise student achievement each year.

 Ensure consolidation of Literacy and Numeracy development by resourcing appropriately for best practice and ongoing student achievement.

3  Literacy and/or Maths are targeted annually as areas for raising student achievement. The overarching aim is for 80% of students to achieve at or above the relevant national standard.

Information and Communication Technologies are important tools of learning for students and staff, and need to be maximised.

 Prioritise resourcing of ICTs to ensure these are able to enhance the teaching and learning processes for staff and students. This also includes utilising ICT to effectively engage with school families, and to provide opportunities for interaction and communication.

 Staff professional learning in ICTs will be a priority, based on need, and to improve learning outcomes for students.

Assessment and reporting procedures are focussed on providing evidence of student achievement and/or raising achievement levels.

 Develop and refine assessment practices to best meet the needs of our students, and to provide information that will ensure student achievement is raised.

 Ensure formative assessment practices are embedded in all teaching practice.

 Develop moderation practices in assessment of Literacy and Numeracy, to ensure greater accuracy in teacher judgements of student achievement.

 Continue to review and develop the purpose of the student learning portfolio, and other reporting procedures to maximise effectiveness.

NAG 2 Planning and Review

Reflective practice is encouraged at all levels of the school community to ensure effective practice for the benefit of students.ie staff, students, Board of Trustees, parent/caregiver community.

 Appraisal systems for staff encourage self review through peer appraisal, syndicate reviews and planning discussions.

 Board of Trustees self review.

 Survey of school’s community every second year.

 Regular analysing of student achievement data for future decision making, and reporting to Board of Trustees and school community.

 Annually review documentation that sets out the school’s future direction eg charter, strategic plan, annual plan, 5 year property agreement, relevant policies.

4 NAG 3 Human Resources

Develop a supportive learning community that encourages staff to achieve their potential through ongoing learning.

 Monitor appointment procedures to reflect best practice, ensuring high quality staff are employed.

 Ensure professional learning for staff is focussed and based on identified needs.

 Identify and encourage leadership within the staff through further development of team structures and mentoring.

 Review the appraisal processes annually to maximize professional growth and best practice.

NAGS 4,5,6 Finance and Property Management, Health and Safety, Administration

Strengthen resourcing within the school so that it meets the future needs of the students, and provides a safe environment.

 Annually review financial, property and health and safety documentation and procedures to effectively address changing needs and maximize requirements.

 Implement ongoing procedures for enrolment that ensure a safe environment is maintained.

 Continue to monitor roll growth and develop strategies to cater for this.

 Continue to strengthen the school’s partnerships with its community in the development of an effective learning community.

 Ensure processes and procedures are in place to meet all legal obligations.

5 School Targets 2014

Overarching goal, targeting all school students: (referenced to school’s Strategic Plan, NAG 1) In Literacy and Maths, 80% of students will achieve the relevant national standard by the end of 2014.

Year group specific targets:  Maths: By the end of 2014, the group of Year 5 students below the standard in maths will have made more than one year’s progress, with particular emphasis on Maori and Pasifika students.  Literacy: By the end of 2014, the group of Year 4 students below the standard in writing will have made more than one year’s progress. By the end of 2014, the group of Year 2 students below the standard in reading will have made more than one year’s progress.

Curriculum and Achievement Plan: Literacy When What Who Indicators of Progress Term 1: Review 2013 assessment data ALT team: Discussion document updated Weeks 1- 5 and determine particular Principal; Deputy and presented to the board of learning needs for students at Principal; SENCO; trustees. Cambridge East school. Curriculum Leaders; Team Leaders. Term 1 Review Assessment tools and Leadership team Prescribed Assessment procedures. schedule established. Ongoing Collection and Analysis of Classroom Effective information relating to throughout Student Data in Writing and teachers. accelerating learning of all the Year Reading. Literacy Curriculum Cambridge East students. Team Leaders. Deputy Principal Each term Progress and Achievement Principal Board is regularly informed of Information updated and Literacy Curriculum current progress and presented to Board of Team Leaders. achievement of students. Trustees. Deputy Principal Term 4 Analyse End of Year data in Principal Data used to inform planning for preparing Student Learning Deputy Principal 2014. Progress and Achievement Literacy Curriculum report to the Board of Trustees. Team Leaders Term 1 Literacy Implementation Plan Literacy Curriculum updated and actioned. Leaders Ongoing A.L.T team meetings twice a ALT team Student progress monitored. throughout term. Intervention/support the Year programmes implemented/monitored. Term 2 ALL programme begins Principal; ALL Common understanding of teacher; Literacy programme structure/intent. Curriculum team leaders.

6 Ongoing Professional Learning Principal Improved teacher practice is throughout Workshops – Year 1/2 Literacy Curriculum having a positive impact on the Year teachers Literacy PD with Team Leaders. student outcomes. facilitator/Spelling PD - Joy Alcock/Appraisal process. Term 2 and Professional development in Teaching staff Improved teacher practice 3 culturally responsive pedagogy having a positive impact on with evidence of success for student outcomes. and with Maori students. Term 3 Parent Information Evening Teaching Staff led Literacy by Literacy Leaders Term 2 Review of equipment and Literacy Curriculum Effective resourcing – staff; resources to effectively meet Team Leaders budgets; support programmes. curriculum needs. Reading Running record procedures Literacy Curriculum Running Records are Term 1 moderated to ensure school- Leaders consistently applied across the wide consistency school Ongoing Discontinued Reading Reading Recovery Tracking of discontinued throughout Recovery students’ Teacher students is recorded. the year. achievement will be monitored Literacy Leader – and remedial actions taken Junior School where necessary. Term 1 Additional staffing – Reading Part time literacy Increased number of students Recovery Programme teacher able to participate in Reading Recovery Writing Professional Development – Junior School Improved teacher practice is Term 1 Writing led by Literacy Adviser teaching team having a positive impact on employed by the Board of student outcomes. Trustees.

Curriculum and Achievement Plan: Mathematics When What Who Indicators of Progress Term 1: Weeks Review 2013 assessment data ALT team: Discussion document updated 1- 5 and determine particular Principal; Deputy and presented to the board of learning needs for students at Principal; SENCO; trustees. Cambridge East school. Curriculum Leaders; Team Leaders. Term 1 Review Assessment tools and Leadership team Prescribed Assessment procedures. schedule established. Ongoing Collection and Analysis of Classroom Effective information relating to throughout the Student Data in Mathematics. teachers. accelerating learning of all Year Maths Curriculum Cambridge East students. Team Leaders. Deputy Principal Each term Progress and Achievement Principal Board is regularly informed of Information updated and Maths Curriculum current progress and presented to Board of Trustees. Team Leaders. achievement of students. Deputy Principal Term 4 Analyse End of Year data in Principal Data used to inform planning for preparing Student Learning Deputy Principal 2014. Progress and Achievement Maths Curriculum 7 report to the Board of Trustees. Team Leaders Term 1 Maths Implementation Plan Maths Curriculum updated and actioned. Leaders Ongoing A.L.T team meetings twice a ALT team Student progress monitored. throughout the term. Intervention/support Year programmes implemented/monitored. Term 1 ALiM programme begins Principal; ALiM Common understanding of teacher; Maths programme structure/intent. Curriculum team leaders. Ongoing Professional Learning Principal Improved teacher practice is throughout the Workshops – Lead Teacher Maths Curriculum having a positive impact on Year meetings/Appraisal process. Team Leaders. student outcomes. Term 2 and 3 Professional development in Teaching staff Improved teacher practice culturally responsive pedagogy having a positive impact on with evidence of success for student outcomes. and with Maori students. Term 2 Parent Information Evening Teaching Staff led Mathematics by Maths Leaders Term 2 Review of equipment and Maths Curriculum Effective resourcing – staff; resources to effectively meet Team Leaders budgets; support programmes. mathematics and statistics curriculum needs.

8 NAG 1-Student Achievement NAG 2-Documentation & Self Review * Professional Learning Focus- Interactive Technologies, Moderation *Review and update Cambridge East of achievement standards in Literacy and Maths, ALiM/ALL, Curriculum document Literacy-Team 12, Te Reo. *Update school charter and submit to *Student Achievement Targets for 2014: MOE by 1 March 2014 Overarching goal, targeting all school students: (referenced to *Reporting Focus: Literacy, Maths, school’s Strategic Plan, NAG 1) Special Needs/Gifted and Talented In Literacy and Maths, 80% of students will achieve the *Annual consultation with the Maori relevant national standard by the end of 2014. community, including reporting on Maths: By the end of 2014, the group of Year 5 students below the student achievement. standard in maths will have made more than one year’s progress, *BOT self-review with particular emphasis on Maori and Pasifika students. *Principal’s/Chairperson’s annual report Literacy: By the end of 2014, the group of Year 4 students below *Consultation & feedback from the the standard in writing will have made more than one year’s school community from a range of progress. sources. By the end of 2014, the group of Year 2 students below the *Quality assurance: Team reviews, standard in reading will have made more than one year’s progress. planning & assessment *Literacy,Maths information evenings for parents. discussions/checks *Parent teacher discussions and Student Led conferences at year end as part of the learning achievement and reporting process. *Special Education programmes: Booster Groups in literacy, NAG 4-Finance and Property numeracy for identified needs, gifted and talented programmes, *Submit annual accounts to auditor Perceptual Movement Programme, reading recovery. *Annual budget setting *Review: Cambridge East Curriculum, Literacy and Maths *Budget review-June Implementation Plans, Assessment schedule. *Review financial policies

NAG 3-Human Resources *Asset register regularly updated *Staff performance Cambridge East *Landscape plan implemented (ongoing) management- Appraisals, *5YA projects planned and implemented (throughout the year) Team School *Airconditioning installed in all reviews, (Term 1) *Attestations, classrooms (Term 3) Annual Plan 2014 *Staff development focus– Communication Literacy and Maths, Te Reo. *Fortnightly school newsletters *Appointments: Principal *Newsletters from BOT and PTA (Term 1), New Entrant teachers *Team/Class newsletters each term (Terms 1 and 2), Assistant *Regular contact and feedback Principal (Term 3). Other staff NAG 5-Health and Safety with/from parents/caregivers and as necessary. *Implement evacuation drills each students term *Parent information evenings *Review: Health and Safety policy, *Regular feedback sought both formally Special Events/Community EOTC safety procedures, and informally involvement Behaviour Management *Reporting to parents on student *School and interschool sports procedures learning during the year, including days *Monitor and review school’s student led conference *Arts Performance-Team 34 enrolment scheme *PTA Family Fun Night

9 Analysis of Variance

Why BOT chose strategic aims

As per Cambridge East school Charter It is a requirement that literacy and maths are targeted annually as areas for raising student achievement.

Targets:  Maths: By the end of 2013, at least 70% of Maori and Pasifika students will be achieving at or above their expected standard in Maths.

 Literacy: By the end of 2013, at least 75% of all students will be achieving at or above their expected standard in writing.

 Maths: By the end of 2013, at least 80% of all students will be achieving at or above their expected standard in Maths.

These statements below how these targets align with our strategic and annual plans as included in our 2013 Charter:

Literacy and Numeracy are vital to all learning, and are priority learning areas at Cambridge East School.

 Best teaching practice in Literacy and Numeracy will be an ongoing focus for staff professional learning, in order to raise student achievement each year.

 Ensure consolidation of Literacy and Numeracy development by resourcing appropriately for best practice and ongoing student achievement.

NAG 2 Planning and Review

Reflective practice is encouraged at all levels of the school community to ensure effective practice for the benefit of students.ie staff, students, Board of Trustees, parent/caregiver community.

 Regular analysing of student achievement data for future decision making, and reporting to Board of Trustees and school community.

Highlighted areas in our Charter’s Strategic and Annual Plans indicate alignment between targets and these documents.

Whole school 2012 data as reported to the Ministry of Education was used as our baseline data for 2013 target selection. Please refer to Student Achievement Target Analysis for literacy and Mathematics for information relating to progress and achievement made against aims and target. Actions undertaken to achieve aims and targets and the effect these had on student progress and achievement are detailed within the aforementioned Student Achievement Target Analyses (Appendix 1 and 2)

10 The discussion paper prepared for the Board of Trustees in December 2013 addresses possible explanations for differences that have occurred between targets and the outcomes. It is also describes possible actions the Board will take in improving these student learning outcomes.

Appendix 1

Black Text – 2012 Red Text – June 2013 Green Text – Dec 2013

Student Achievement Target Analysis for Literacy 2013 End of Term 4- 2013

Our writing target was set on the end of 2012 data and this report is based on end of Term 2 data, 2013, in which current teacher knowledge of student ability and achievement has been used to judge where students should be achieving at by the end of 2013. As is to be expected there have been some co-hort changes which have impacted on these results. Our Term 4 data (2013) is very disappointing and we believe it is in part due to teachers caution when committing to their students level of achievement.  Writing target for 2013 - 75% of students will be writing at or above expected writing level by the end of 2013. End of 2012 data showed 71% were at or above expected writing level. Currently 74% of students are at or above their expected writing levels which indicates that we are on track to achieve our goal. Currently 67% of students are at or above expected writing levels which means that we have not met our expected goal. Specifics to improve this will be included in our 2014 plan to improve our school-wide data.

 All data shows achievement related to National Standards at all levels. Below is 1 year behind and well below is 2 or more years behind their expected level.

 An area of concern in our March report was our (2012) Year 3 writers who were at or above 58%. We are continuing to monitor the progress of these students. Our Year (2013) Year 4 writers are now showing 58% of students at or above expectation which means the students have continued to progress at a consistent rate, however, we have not accelerated their learning. These students will be the focus of booster groups going forward and will be considered for Accelerated Literacy Learning Support Programme.

 It is a requirement that ESOL children are included in our data. This group requires further review due to differences in achievement criteria and we need to show how we can illustrate this while retaining the integrity of our data. Currently we believe this is impacting on our data. 14 Students – 4.33%. In 2014 there will be a new ESOL tracking assessment/data collection requirement in place to address this.

This is a living document in which additions will be made, as seen necessary, due to recognised learning and teaching needs.

11 Details of progress: Next Steps: Additional support/resources requested. Specific  A Literacy adviser has worked  With BOT funding Team 12  Continued funds to Learning/Teac with Team 34 teachers for will be working with a literacy support booster group hing Acts professional development in advisor focussing on reading programmes. writing. and writing with reciprocal  A Literacy adviser has worked gains in Term 1, 2014. Team  Accelerated Literacy with Team 456 teachers for 34 will have a top up session Learning Support professional development in at the beginning of the year. Programme is set in writing (BOT funded).  Continue to teach to place for the start of  Detailed Analysis of writing identified learning needs 2014. samples using progressions.  Continued assessment to  Moderation of samples as a determine next learning step whole staff. Team discussion using progressions. and sharing of ideas to  Review and re-evaluate support writing growth (staff GATE and booster groups. meeting – Chris Jeffs).  Teams have continued to moderate writing  The progressions have been altered - editing and proof- reading are now separate.  Grouping, planning and teaching according to specific learning needs.  Continued assessment to determine next learning step using progressions.  Use of Casey Caterpillar to be continued with. Has become standard practice in all Year 0 and 1 classes and is incorporated in the Year 2 handwriting programme.  The collection of writing levels in June and November has been completed.  Booster programmes underway (teacher and teacher aide support).  Specialist Teacher time provided to work with small groups with high needs.  GATE referrals and programmes are underway and are to be continued in Term 3  GATE programmes to continue.  Workshops for Year 5-6 Students using digital tools.  To continue to allocate time at team meetings to moderate writing and provide PD  Reading recovery programme now has a greater writing focus. Reading recovery teacher to continue to feedback to Team 12 about progress of children in the programme and how to bridge 12 what is happening in reading recovery and the classroom. Professional  Literacy Team trialling Joy  To review Spelling Under Development Allcock’s spelling under Scrutiny Programme and its scrutiny programme. effectiveness and feasibility Appendix 2 Student Achievement Target Analysis for Mathematics 2013 End of Year - December 2013 The maths target was set on end of 2012 data. Maths target for 2013 1. 80% of students will be achieving at or above expected National Standard by the end of 2013.

2. 75% Maori/Pacifica will be achieving at or above expected National Standard by the end of 2013

 2012 data showed 78.4% of students were at or above their expected maths level

1. 2013 End of Term 2 data shows there are currently 72.7% of students ‘At’ or ‘Above’ their expected level. (235/323 students). The target at this stage of the year has not been met. A contributing factor is there has been 9 new students come in from other schools in 2013 that arrived and remain below their expected level.

 2013 End of Year data shows 69% of students ‘At’ or ‘Above’ their expected maths level. (227/329 students). The target at the end of the year has not been met.

 A total of 22 new students, of which 11 are represented in the ‘Below/Well below’ categories, have arrived to our school in 2013.

 Although 31% of students are ‘Below’ or ‘Well below’ their expected maths level (102/329 students), 27% or 89/329 are ‘Below’, and 4% of students (13/329 students) are ‘Well below’.

2. 2013 End of Term 2 data shows 57.4% Maori/Pacifica students at or above their expected maths level. (31/54 students) The target at this stage of the year has not been met.

 2013 End of Year data shows 61% of students are at or above their expected maths level (33/54 students). The target at the end of the year has not been met, although it is noted that two students have progressed to ‘At’ since the End of Term 2 data was reported. 13  2012 data showed 61.7% of Maori students were at or above their expected maths level

2013 End of Term 2 data shows there are currently 56.2% of Maori students at or above their expected maths level. (27/48 students) The target at this stage has not been met. A contributing factor is there has been 3 new students come in from other schools in 2013 that arrived and remain below their expected level. 2013 End of Year data shows there are currently 62.5% of Maori students are at or above their expected maths level (30/48 students). The target at this stage has not been met.

 2012 data showed 40% of Pacifica students were ‘At’ or ‘Above’ their expected maths level

2013 End of Term 2 data shows there are currently 66.7% of students are ‘At’ or ‘Above’ their expected maths level (4/6 students) Target would be met with 1 more student achieving. 2013 End of Year data shows there are currently 50% of students ‘At’ or ‘Above’ their expected maths level (3/6 students).

End of Term 2 data is based on overall teacher judgement. As is to be expected, there have been some cohort changes which have impacted on these results. End of Term 4 data is based on overall teacher judgement, informed by in-school assessment tools, and classroom practice.

 2012: An area of concern is our current Year 4 students (These are the students who were ‘After 3 years at school’ at the end of 2012.) Data shows only 60.5% of students were achieving ‘At’ or ‘Above’ expectation. This cohort shows a significant difference from other groups within the school, who met, or were close to meeting the target.

 2013: Current data shows 77.2% of this Year 4 group is achieving ‘At’ or ‘Above’ their expected maths level. It is pleasing to see we have had considerable growth in this area.

 2013: End of year data shows that now 56.6% of this Year 4 group is achieving ‘At’ or ‘Above’ their expected maths level.

o Within this Year 4 group we have identified several E.S.O.L learners and students who have specific learning needs, but do not receive ORS funding. We believe that due to the complexities in learning across the curriculum for these students, this trend may be evident in future years. We continue to focus on programmes/support that best meet the needs of these learners.

Action Plan 2013 Details of progress: Next Steps: Additional support/resources requested.

14  Classroom teachers are  To continue to allocate  Continued funds to Specific using data and time at team meetings support booster group Learning/Te formative assessment to discuss moderate programmes. aching to identify and plan for maths achievement  ALiM funding has been Action specific learning  Continue to teach to approved by the needs/abilities identified learning Ministry of Education  Use of Learning needs and will target Progressions and  Continued formative specifically identified National Standards assessment to students in an intensive Exemplars determine next learning programme. This is a Professional step using new initiative at our development from progressions. school for 2014. University of Waikato  Team 12 are continuing allowed teachers to to use the JAM tool to look in-depth at how to identify learning needs more effectively use  GLoSS/JAM tools are strand elaborations for being used with planning, teaching and identified students, prior assessment to the programme  Sharing the ‘Next beginning Steps’ with students  Review and re-evaluate  Use of modelling books GATE and booster  Teachers to ensure groups coverage of  Collection of students domains/strands data (June and  Strand teaching is November data) being incorporated with  Review classroom Number consistently to resources/purchase as ensure best coverage needs identified  Moderation of samples  Booster Packs to be across teams issued regularly in  Sharing of Teams 12 & 34. Team ideas/resources across 456 Booster Packs to teams and whole be assembled. staff. .  Information Evening Booster programmes Term 3, Week 3 2013.  Specialist Teacher time  The Parent Information provided to work with evening was well- small groups with high supported and needs feedback was that it  Booster programme was informative and operating regularly for useful. all Teams  Review planning of  GATE referrals strands to ensure submitted coverage across the  The GATE programme year for 2014. has been operating for Teams 34 and 456 during Term 2, and will continue in Term 3  To continue to allocate time at team meetings to discuss classroom programmes/problems  Programmes, resources, ideas are discussed and shared 15 Professional  Planned time within  Teachers to visit the  Support of Lead Developme team meetings to nzmaths website Teacher workshops, nt discuss regularly Maths Advisors and achievements/concerns (Illustrations/Light Bulb possible symposium  Regular opportunities Moments etc)  Teachers enrolled in for moderation  Cambridge East Maths Symposium  Professional Implementation Plan to during school holidays. Development be updated, highlighting opportunities within and relevant links to across teams (buddy nzmaths website planning/observing  Reference to National practice) Standards and Maths Progressions  Identify specific readings/resources that will support programmes & teachers  June collection of data analysis.  Target Analysis completed  GLoSS and JAM testing has been updated so will look at professional development around this in 2014.

Other  nzmaths website  ICT recorded on School products/processes: Website nzmaths website  How You Can Help tki website Your Child on CE Targetting Maths website Lab 1/2/3/4  Shared Planning and www.studyladder.com support across teams  Specific resources and  Students registered readings to support with ‘Study Ladder’ for teachers classroom and home  Up-dating server practice resources: Statistics  High use of Study resource Ladder within  Parent/Teacher/Student

16 classroom programmes conferences Term 2 and as home activities Term 2: High attendance of parents and students at discussions  reporting against the Maths Standards end of Term 2 Reports home end of Term 2 Reports home end of Term 4  Student-led conferences at the beginning of Term 4 were very successful  Purchasing of resources as identified/required  Classroom resources reviewed and equipment purchased.