Te Papapa Primary School

Valley School Charter 2016 - 2018 Valley K.I.D.S

Ko Te Mahi Tona Ake utualley School - Mission Statement: Our purpose is to provide a vibrant, inclusive learning environment that nurtures and guides all learners to achieve their best. Vision Values / Nga Uara Strategic Goals

Our vision is that Valley KIDS during the The core values underpinning our Vision are: All our students will make accelerated progress foundation years of their learning: Courage towards achieving or surpassing the National Face new challenges Standards in Reading, Writing and Mathematics. Know what learning is Strength to overcome fears Thinking critically, creatively and reflectively Students are provided with a broad education that Include everyone Loyalty offers and integrated curriculum to enable them to reach their full potential as individuals. Respecting others Discover their individuality Caring for the school and the environment Our teaching and assessment reflect best practice and Valuing diversity Strive to succeed is used to inform and make positive changes to Honour teaching and learning programmes. Respecting ourselves Acting with honesty and integrity Our Maori students and their whanau are engaged in Being responsible and accountable learning and achieve educational success as Maori Endurance through a curriculum that recognises the principles of Determination to excel the Treaty of Waitangi. Discipline Perseverance Parents, caregivers and whanau will be empowered to support their child's learning through effective engagement and communication.

Our students will enjoy an attractive and safe learning environment, which caters for an increasing roll and the needs of modern learners.

Charter Undertaking: This charter was ratified by BOT on --- and will be submitted to the Ministry of Education Chairperson, Board of Trustees: Date:

2 CULTURAL DIVERSITY AND MAORI DIMENSION

Valley School will reflect…

In 2016 meetings will take place with Maori parents to discuss achievement levels, consult about aims and targets and continue to develop plans so Maori New buildings will be blessed by Kaumatua. students will enjoy education success as Maori. On enrolment parents will be provided with an opportunity to discuss their Professional Development will help staff to cater for their Maori students more child’s needs in the area of Te Reo Maori and the school will examine its current effectively. position regarding staff who have the expertise and qualifications to provide a Te Reo programme.

Our special Valley culture…  A warm, caring environment where children believe in themselves and are given opportunities to grow.  The school is a shared asset that embraces and welcomes the community.  20% of the school roll identifies as NZ Maori.

3 What steps will be taken to discover the views and concerns of the What will the school do to provide instruction in Te Reo Maori (Maori school’s Maori Community? Language) for full time students whose parents ask for it?

Regular consultation with Maori Community will take place in the form of If parents request instruction in Te Reo the school will examine its current informal gatherings at the school: position regarding staff who have the expertise and qualifications.

This feedback will be used to build Maori Whanau involvement in our school. The Board of Trustees will consider the request at the next Board meeting with The school can include strategies to increase their knowledge, skills and attitudes regard to: (Tikanga, and Te Ara reo).  Personnel  Finance To promote and develop understanding and consideration of Local history –  Resources geographic and community. Personal history – pepeha / hapu / iwi and tikanga Maori.  Property

Ka Hikitia and Home School partnerships are important resources for the school The Board will then respond in writing to the parents who made the request. to use.

Valley School BOT and parent community will explore increasing opportunities for our children to succeed as Maori.

Valley School will continue their involement in Te Huarahi.

Broad Strategic Aims 2016 2017 2018

4 1. All our students will make accelerated progress  80% of our students  85% of our  90% of our students towards achieving or surpassing the National will be making students will be will be making Standards in Reading, Writing and Mathematics. accelerated progress making accelerated progress accelerated  80% of our students progress  85% of our students will be at or above the will be at or above the standard for Reading,  80% of our standard for Reading, Writing & Mathematics students will be at Writing & or above the Mathematics standard for Reading, Writing & Mathematics 2. Students are provided with a broad education that  Self-review and report to  Self-review and  Self-review and report offers and integrated curriculum to enable them to Board on curriculum report to Board on to Board on curriculum reach their full potential as individuals. coverage and teaching curriculum coverage coverage and teaching as inquiry practice and teaching as as inquiry practice including recommended inquiry practice including target areas including recommended target  New BOT to develop full recommended target areas understanding of New areas  Set annual targets for Zealand curriculum and  Implement recommended areas teaching as enquiry communication plan  Survey parents on  Develop a  Set annual targets current curriculum and communication plan for for recommended feedback on changes educating our school areas implemented over community on our previous 2 years curriculum and teaching practices 3. Our teaching and assessment reflect best practice  Revise/update Analysis of BYOD trial  Review outcome of and is used to inform and make positive changes assessment practice for and further roll out BYOD trial and to teaching and learning programmes. Writing. investigate a further roll  Identify opportunities to  After 1 year, ask out across other year improve quality of parents /whanau if groups reporting data they are seeing  Continue BYOD trial in improvement in their senior school child’s results/experience?  Develop a culture where all staff are learning and participating in best 5 practice PD.

4. Our Maori students and their whanau are engaged  Review our learning  Assess impact of  Maintain productive in learning and achieve educational success as programmes to ensure any changes to partnerships with iwi, Maori through a curriculum that recognises the they are relevant and learning hapu and whanau that principles of the Treaty of Waitangi. meaningful for our Maori programmes on can contribute to our students engagement of Maori students  Develop and maintain Maori students enjoying education productive partnerships  Continue to build success with iwi and whanau that and staff capability  Continue to embed can contribute to our and embed language and culture Maori students language and into our programmes achieving education culture into our success programmes  Continue to build and  Maintain productive staff capability and partnerships with iwi, embed language and hapu and whanau culture into our that can contribute programmes to our Maori  Board professional students enjoying development on education success application of Treaty of Waitangi in schools 5. Parents, caregivers and whanau will be  Revise/update  Implement  Implement Community empowered to support their child's learning Community Engagement Community Engagement Strategy through effective engagement and Strategy Engagement Year 3 communication.  Develop consistent Strategy Year 2 communication plan across all year groups  Survey parents on current reporting and communication  Build relationships with parents whanau 6. Our students will enjoy an attractive and safe  Complete Room 1-4  Refurbishment of  Continue to work learning environment, which caters for an MLE upgrade Rooms 8-11 closely with MOE on increasing roll and the needs of modern learners.  Complete a full school  Analysis of BYOD projected roll growth repaint in line with new trial and roll out  Depending on outcome 6 build colour scheme  Build digital learning of BYOD trial roll out  Continue BYOD trial in capability in staff across all year groups senior school  Continue to work  Re-barking playground closely with MOE on projected roll growth

Valley School Annual Action Plans – 2016 Action Plan One (a): All our students will make accelerated progress towards achieving or surpassing the National Standards in Mathematics.  80% of our students will be making accelerated progress 80% of our students will be at or above the standard for Mathematics Specific Strategies for 2016 incl. Who Expected Outcome Actual Result/Annual Report budget When Review mathematics assessment Sharyn with  Revised Mathematics assessment timetable is processes to ensure they are all staff developed and in use before mid year reporting. timely for reporting purposes and useful in informing next steps in  Assessments are entered on to the pupil database to learning. meet each deadline.

 Assessments are used to inform next steps in learning for each pupil.

Mathletics is used across the Maths lead team  Mathletics use is encouraged in each class. school to reinforce Mathematical all year concepts.  Teachers select and schedule mathletics topics that reinforce taught concepts.

Re-introduce ALiM as a trial in 2 Amy Grant  ALIM (Accelerating Learning in Mathematics) will Middle team classrooms. Start term 2. be run in two classrooms led by the Mathematics unit holder.

 Targeted groups will show accelerated progress in Mathematics.

 Sustainable practices will be used that can be introduced to other classes once the MOE funded programme has ended.

 Two other teachers will shadow the programme by being involved in meetings and PD sessions and 7 observing in lead ALiM rooms, as a preparation for expansion in 2017.

80% of our students will be at Principal  Principal will monitor progress through collation and or above the standard for analysis of data. Mathematics  Results reported to BOT mid/ end of year including reports showing the progression of cohorts from one year to the next.

Action Plan One (b): All our students will make accelerated progress towards achieving or surpassing the National Standards in Writing.  80% of our students will be making accelerated progress 80% of our students will be at or above the standard for Writing Specific Strategies for 2016 incl. Who Expected Outcome Actual Result/Annual Report budget When PLG’s (Professional Learning PLG ongoing 2016.  PLG’s continue as teams of teachers across class Groups) share professional levels. practise.  PLG’s share writing strategies and exemplars.

 PLG’s will moderate writing samples to continue towards consistency.

 Whole staff discussions are held on moderation of writing samples based on feedback from PLG’s.

 Consistency in writing assessment using the Valley Rubric and eAsTTLE is achieved.

Revise/update assessment Sharyn and literacy team  eAsTTLE is introduced to anchor our own rubric to a practice for Writing based on tool that is used nationally. Our own rubric is a useful Murray Gadd’s assessment tool but does not allow for direct recommendations achievement comparison with other schools.

 All teachers using eAsTTLe to inform mid/end of year reporting.

 eAsTTle data is analysed by leaders mid year with

8 emphasis on moderating teacher assessments.

80% of our students will be at Principal  Principal will monitor progress through collation and or above the standard for analysis of data. Writing  Results reported to BOT mid/ end of year including comparitive reports showing the progression of each cohort from one year to the next.

Action Plan One (c): All our students will make accelerated progress towards achieving or surpassing the National Standards in Reading.  80% of our students will be making accelerated progress 80% of our students will be at or above the standard for Reading.

Specific Strategies for 2016 incl. Who Expected Outcome Actual Result/Annual budget When Report Review Reading assessment D.Principals  All teachers have attended a running record refresher practises. Teachers to achieve consistent practice across the school. On going  Assessments are entered on to the pupil database to meet each deadline.

 Assessments are used to inform next steps in learning for each pupil.

ALL (Accelerating Literacy D.Principals  ALL expanded to middle team classes and two senior Learning) – second year Teachers classes. implementation. On going  Teachers in expansion classes are using teaching practices developed in the ALL trial, 2015.

 accelerated achievement is demonstrated for pupils involved in ALL.

Reading Eggs used across the Principal  All teachers encouraging use of Reading Eggs. school to reinforce reading Teacher concepts. On going  Tasks are set at the appropriate level to reinforce class teaching.

9  Use is monitored and evaluated regularly by class teacher.

80% of our students will be at Principal  Principal will monitor progress through collation and or above the standard for analysis of data entered on to our student Reading. management system.

 Results reported to BOT mid/ end of year including comparitive reports showing the progression of each cohort from one year to the next.

Action Plan Two: Students are provided with a broad education that offers a balanced and integrated curriculum to enable them to reach their full potential as individuals. Specific Strategies for 2016 incl. Who Expected Outcome Actual Result/Annual budget When Report Self-review and report to Principal  Present report on Teaching as Inquiry (TAI) model Board on curriculum as below. coverage and teaching as inquiry practice including recommended target areas

New BOT to develop full Principal  TAI model will be shared with BOT. understanding of New Zealand curriculum and On going  NZ Curiculum presentation made to BOT including teaching as inquiry the Valley School Curriculum and how the two relate.

Integrated work with Principal  A Valley School Teaching as Inquiry model is Teaching as Inquiry (TAI) developed. All classes expected to run a TAI topic On going using the model. Valley School Curriculum Principal  Term 1 curriculum completed from 2015. Term 2 to Sharyn be completed Term 1 2016, followed by term 3 and 4. On going

10 Develop a communication Principal  Newsletters to contain curriculum and achievement plan for educating our On going updates. school community on our curriculum and teaching  Section of web site will display information on practices curriculum and teaching as inquiry.

Action Plan Three: Our teaching and assessment reflect best practice and is used to inform and make positive changes to teaching and learning programmes. THIS TARGET IS LINKED CLOSELY TO STRATEGIES IN ACTION PLANS 1 a, b, c. Specific Strategies for 2016 incl. Who Expected Outcome Actual Result/Annual budget When Report Revise/update assessment Principal  See writing action plan. practice for Writing based on  See Reading Action Plan. Murray Gadd’s  See Action Plan Four. This wil include PD on recommendations assessing Te Reo and Tikanga ability using a Valley School Rubric. Identify opportunities to Principal  Review assessment timetable to ensure assessment improve quality of reporting Senior staff practise informs achievement analysis at necessary data times of the year. On going  Review assessments in use and how they identify strengths / weakness and inform next steps in learning. Teacher School Performance Principal  A new portfolio format will be introduced for Portfolio Start week 4, term 1, teaching staff. 2016. Completed by  The portfolio includes evidence against applicable December. professional standards.  The portfolio will include evidence of meeting personal professional goals.  The portfolio will provide evidence of professional development. The portfolio will be a key part of professional development and our Performance Management system. Continue BYOD trial in senior Principal and IT Team  The BYOD trial from 2015 is extended out to all school senior rooms (Rooms 1-6). Devices to be used as a tool to support the teaching and learning programme as appropriate. IT use is variable 11 each day dependant on the programme of work planned. No % of time will be set as the use of IT tools is to become usual in the rooms and not a separate topic.

Action Plan Four: Our Maori students and their whanau are engaged in learning and achieve educational success as Maori through a curriculum that recognises the principles of the Treaty of Waitangi. Specific Strategies for 2016 incl. Who Expected Outcome Actual Result/Annual budget When Report Review our learning  Consult with the schools community and share targets programmes to ensure they are Principal for improving the achievement of Maori. relevant and meaningful for our D.Principal  Form a Maori Parent Committee to consult on areas Maori students Unit holder of local knowledge and custom. Feb & Jun  Communicate in writing with Maori parents on achievement of Maori students in 2015 and targets for 2016.  Gather expectations for Te Reo and Tikanga – implement the MOE guidelines on Maori history, Years 1-8.  Develop and maintain Principal  Strengthen the home school partnership that will productive partnerships with iwi support raising Maori achievement in the school. and whanau that can contribute On going  Parent meetings, IEP’s, school reports. to our Maori students achieving  Home reading support education success  Continue work through Te Huarahi to develop further links and partnerships with Maori families.  Meet with local iwi to establish an understanding of what important local tikanga should be included in our programmes.  To look for and continue to Principal  Meet with Maori students to affirm culture and act on opportunities to Maori students identity. celebrate and reflect Maori culture. On going  Undertake an action project about an artwork or symbol that can be erected in the school that reflects Maori culture and identity.  Grow the Valley School Kapa Haka Group. 12  Te Reo/Tikanga /Kapa Haka Unit Holder  Unit holder appointed. Marae Visit Staff  School rubric on Te Reo and Tikanga achievement expectations is revised.  Liaise with Local Marae to schedule a visit for whole school. Focus on Marae protocol, parts of the marae and local history. Continue to build staff capability Unit holder  Encourage and support staff in completing He and embed language and Principal Papa Tikanga (Living our Culture) through the culture into our programmes Open Wananga.  Study group formed with staff who are completing the course. Valley used as base for local student cohort. Board professional BOT  BOT and staff will engage consultant to take PD development on application of on Treaty obligations. Treaty of Waitangi in schools

13 Action Plan Five: Parents, caregivers and whanau will be empowered to support their child's learning through effective engagement and communication.

Specific Strategies for 2016 incl. Who Expected Outcome Actual Result/Annual Report budget When Principal  Website is updated regularly and contains all current Revise/update Community On going information. Engagement Strategy  Parents are encouraged to visit the website when looking for information about the school.  Clear and easy to read written reports are sent to parents twice a year. End of term 2 and term 4 for years 4-6 and on anniversary date for years 1-3.  A formal parent teacher interview or conference is held mid year.  Parents and teachers are encouraged to communicate early if there are any concerns.

Develop consistent Principal  Fortnightly school newsletters are sent home that communication plan across all On going inform parents of achievements and coming events year groups etc.  Investigate the role of the PTA Facebook page, could a Facebook page work as communication tool for school notices?  Investigate the usefulness for parents of the website as a place to find information and to place notices.

14 Survey parents on current Principal  Parent surveys are conducted to gather opinion on reporting and communication topical areas of interest. Following mid year  Health survey completed every second year and reporting reported to BOT and community.(2016).  Surveys conducted on relevant issues – on line and/or paper.  PTA used as a parent voice when appropriate. Use of PTA channels of communication to be encouraged.  Parents are invited to be part of reference groups to feed in to areas of change and review such as reporting, curriculum changes, etc.

Initial Parent contact Principal and all staff  First contact made with every parent in first 3 weeks. Positive contact with ‘settling in’ discussion and establishes best form of communication with each parent.

15 Action Plan Six: Our students will enjoy an attractive and safe learning environment which caters for an increasing roll and the needs of modern learners.

Specific Strategies for 2016 incl. Who Expected Outcome Actual Result/Annual Report budget When A Health and Safety plan wil Principal  Principal, caretaker and Health and Safety be developed and All staff Representative will conduct a physical inspection implemented. On going of the school and identify any areas of concern.  School staff will report any isues and these will be investigated by the group.  A report will be provided at each monthly BOT meeting with any necessary recommendations.

Complete Room 1-4 MLE Team Leaders  Classrooms reflect a welcoming environment. upgrade All staff  All pupils have identified places to work, play On going and keep personal belongings. Furniture is safe, clean, functional and suitable for agre groups in each class.  Furntiure requirements are notified to the principal in a timely manner. The school outdoor All staff  Playground equipment and activities are safe environment reflects the On going and suitable for the age group while providing school as a place of learning challenge. and exploration.  Murals and artworks reflect Valley Schools Re-barking playround safety culture of inclusive learning. areas.  As the school roll grows further every effort is made to preserve out door play areas as an integral part of learning.  Complete a full school repaint in line with new build colour scheme  Re-barking playground safety areas

16 Valley School Charter and Analysis of Variance 2015 Valley K.I.D.S

Ko Te Mahi Tona Ake utu Valley School - Mission Statement:

17 Our purpose is to provide a vibrant, inclusive learning environment that nurtures and guides all learners to achieve their best.

Vision Values / Nga Uara

Our vision is that Valley KIDS during the foundation years of their learning: The core values underpinning our Vision are: Courage Know what learning is Face new challenges Strength to overcome fears Include everyone Thinking critically, creatively and reflectively

Discover their individuality Loyalty Strive to succeed Respecting others Caring for the school and the environment Valuing diversity

Honour Respecting ourselves Acting with honesty and integrity Being responsible and accountable

Endurance Determination to excel Discipline Perseverance Charter Undertaking: This charter was ratified by BOT on --- and will be submitted to the Ministry of Education Chairperson, Board of Trustees: Date: Consultation process: Staff and the BOT discussed the values, principles and pedagogy they believed were relevant to Valley School. The community and students were consulted regarding the content and values contained in Valley K.I.D.S..

18 CULTURAL DIVERSITY AND MAORI DIMENSION

Valley School will reflect…

New Zealand’s Cultural Diversity…… The Unique Position of Maori culture… Integrate Te Reo regularly as part of everyday classroom practice. Basic Te Reo Valley School will develop an awareness of Tikanga Maori, and encourage will be taught, including commands, greetings, and kupu (words). Ongoing – children to know and be familiar with their whakapapa and pepeha and Taha This has been included in job description for FT Salary unit ,Kapa Haka and Maori. This was addressed as an aim for the CRT programme. The decision to Tikanga Maori , 2016. A planned programme of Te Reo andTikanga Maori review the structure of CRT followingon from a growing roll and logistical has been written that shows progression of expectation throught the school difficulties resulted in some classes moving from one session a week over 6-7 linked to learning topics. The plan for term 1 was presented at a staff meeting weeks to two full days a term. This resulted in loss of knowledge and skill in in February 2016. those classes. This is a challenge for 2016. Staff development including Te Reo Maori, Tikanga Maori and Mauri Ora. Children and staff take pride in their identity and culture, but also practice Providing opportunities for students who wish to learn the Maori language. acceptance of differences and practice tolerance and inclusiveness. Classroom and school celebrations will reflect Maori Culture through Waiata, greeting and protocol. Kapa Haka progress slowed in 2015 with tutor In 2015 meetings will take place with Maori parents to discuss achievement difficulties. Mauri Ora completed in 2014 with many staff, some staff levels, consult about aims and targets and continue to develop plans so Maori completed their work in 2015. Staff have been offered enrolment in Ti Papa students will enjoy education success as Maori. Meetings were not held at a Tikanga in 2016 and a number have already enrolled. formal level. Several informal discussions took place with Maori parents. The Classroom Release Teacher (CRT) has taken sessions at staff meetings on pronunciation and protocol. In 2016 the emphasis in CRT will return to Te Professional Development will help staff to cater for their Maori students more Reo and Tikanga Maori through links to teaching a sinquiry topics. effectively. 2015 completing Mauri Ora. Planning for He Papa Tikanga in 2016. New buildings will be blessed by Kaumatua as approriate. No new buildings were opened in 2015. The next oportunity will be the refurbishment of Rooms 1-4 in 2016. On enrolment parents will be provided with an opportunity to discuss their child’s needs in the area of Te Reo Maori and the school will examine its current position regarding staff who have the expertise and qualifications to provide a Te Reo programme. In 2015 Valley School had no requests for provision of programmes in Te Reo. In 2015 and 2016 no school staff had a level of Te Reo proficeient enough to run a bilingual or immersion programme. Parents wanting such a progaramme will be directed to Pukekohe North School where bi-lingual and immersion classes are run.

Our special Valley culture…  A warm, caring environment where children believe in themselves and are given opportunities to grow.

19  The school is a shared asset that embraces and welcomes the community.  24% of the school roll identifies as NZ Maori.

What steps will be taken to discover the views and concerns of the What will the school do to provide instruction in Te Reo Maori (Maori school’s Maori Community? Language) for full time students whose parents ask for it?

Maori student achievement in Reading, Writing and Maths will be shared with The parents of the full time student must make an application in writing to the parents and feedback asked for. In 2016 planning needs to be confirmed for a School Board of Trustees. meeting with Maori families to lok at the overall picture of Maori achievement and discuss next steps. Progress and achievemennt was reported via our The Board of Trustees will consider the request at the next Board meeting with normal reporting processes. regard to:  Personnel This feedback will be used to build Maori Whanau involvement in our school.  Finance The school can include strategies to increase their knowledge, skills and attitudes  Resources (Tikanga, and Te Ara reo).  Property To promote and develop understanding and consideration of Local history – geographic and community. Personal history – pepeha / hapu / iwi and tikanga The Board will then respond in writing to the parents who made the request. Maori. No requests in 2015 (refer to previous section relating to ability to run such a programme). Ka Hikitia and Home School partnerships are important resources for the school to use.

Valley School BOT and parent community will explore increasing opportunities for our children to succeed as Maori.

Valley School will continue their involement in Te Huarahi. The goals of Te Huarahi will hopefully be incorporated in to the Comuunity of Learning as funding for Te Huarhi trust has finished.

Valley School Strategic Goals 2015

20 #1 All students attending 1 (a) Maths Valley School will make  Accelerating progress for all students accelerated progress towards  Use assessment tools (IKAN, Gloss, PAT) to identify student strengths and inform teaching needs reaching or surpassing the  Focus on Multiplication/Division, Fractions/Proportions/Ratios, Place Value, Addition/Subtraction National Standards in Reading, Writing and Maths, regardless  Small group teaching, purposeful follow up activities of their ethnicity, if they have a  Discussing learning, next steps, reflecting with students and recognising their achievements disability or have special  Principal will monitor progress and collect, collate and analyse data and share results with the community. educational needs.  Consolidate and extend pedagogical knowledge  Maintain Financial Literacy programmes through ASB, Camp, Mathex etc. 1 (b) Writing  Professional Learning Groups (PLG) sharing student work and samples, moderating writing and OTJ’s, explore and share strategies to improve writing and progress. Wider PLG using FLAG (Franklin Literacy Action Group)  Building a resource of exemplars.  Use ICT to model and share their achievements (wiki)  School curriculum– What does a good writer look like?  Focus on areas of concern -vocabulary and writing.  Making strong links between reading and writing. 1 (c) Reading Accelerating progress in children’s learning and catering for individual needs.  Set up a professional learning group for teachers to focus on effective pedagogies and strategies in reading comprehension, discussing, questioning readers and retelling stories.  Star, E-AssTLe, running records to identify students’ needs and strengths.  Set up target student groups to focus best practise.  Modelling books and Tracking journals for teachers  Discussing learning, next steps, reflecting with students and recognising their achievements.  Principal will monitor progress and collect, collate and analyse data and share results with the community.  Refine knowledge of assessment tools and the use of data.  Collegial observations followed by professional discussions.  Focus on spelling, vocabulary, and reading comprehension strategies.  T/A support working with targeted students where appropriate.  School curriculum– What does a good reader look like?  Home reading support  Sharing success with Whanau and community via wikispace

21 #2 E-Learning will be  Using ICT across the curriculum to provide rich and purposeful tasks that support differentiated learning maximized in the school to  Continue Mathletics , Spell City and other interactive learning activities. supplement traditional ways of  Develop ICT leadership within the school teaching and to open up new and different ways of learning  Staff to participate in regular ICT professional development led by the ICT team. for all students.  Develop a strong professional learning community with all staff using ICT, with support from outside agencies.  PD available for staff in the chanageover to EDGE.  Staff to use EDGE to record student assessment results so that data is readily available and accessible  Plan for introduction of BYOD. #3 Maori students will enjoy  Implement strategies to raise Maori achievement in the school education success as Maori,  Students feeling positive about school, learning, progress and achievement through…  Positive learning focused relationships that build confident, connected, actively involved life long learners  Wananga  Continue to build on whanaungatanga of parents so they feel welcomed and included and that the interactions are  Whanaungatanga positive even when there has been an issue  Manakitanga  Konahi te konahi (face to face)  Tangata Whenuatanga  Respecting and embracing Maori beliefs and culture. Look for opportunities to celebrate and reflect Maori culture  Ako  Using MOE resource Kahikitia and Tataiako. Support the Valley School Kapa Haka Group.

 Goal setting and conferencing with parent and students  Connecting with local schools and kura to reach out and broaden students horizons  Camp – providing EOTC experiences that develop the KC’s and life skills  Providing opportunities for hands on learning integrated through core curriculum  Develop a Te Reo me ona Tikanga handbook  Use Te Huarahi as a vehicle for Maori consultation on expectations for Te Reo and Tikanga

22 Valley School Annual Action Plans – 2015

Action Plan One (a): All students attending Valley School will make accelerated progress towards reaching or surpassing the National Standards in Maths, regardless of their ethnicity, if they have a disability or have special educational needs.

Specific Strategies for 2015 incl. Who Expected Outcome Actual Result/Annual Report budget When To use assessment tools (IKAN, All staff Planning is informed by achievement data. Next learning Assessment data collected Gloss, PAT) to identify student On going steps are clearly identified from data and are focused on and entered on EDGE. On strengths and needs and to inform pupils making accelerated progress. going development of EDGE next teaching steps. Assessment data is gathered, recorded and analysed means a continual re effectively to inform learning. visiting of the process and what outcomes can be reported on. Emphasis in 2016 will be on developing greater effectiveness across the school on analysis of data to inform next steps. Accelerate achievement in Maths lead team Effective teaching programmes lead to achievement data that Teacher programmes have Mult/Div, Fract/Prop/ratio, place All staff shows accelerated progress of pupils to meeting or surpassing been informed by our valueand Add/Sub for all On going the relevant National Standard. numeracy lead teacher in students. areas of assessment and making OTJ’s based on a variety of current assessment practises. Work has been done by lead teacher to keep consistency of OTJ moderations at the forefront. OTJ data shows progress made.

To use hands on materials and Maths lead team Teaching programmes use real life experiences and examples Programmes have been real life experiences at all levels All staff where they will contribute to the growth of knowledge of linked to significant events to asist pupils progress in On going Mathematics. Experiences and examples will be evident in where appropriate fo mathematics. planning and assesment information. instance - Grandparents Eg. Day included bringing old Cooking – measurement toys and learning activities Gardening – statistics to share. Pest control – geometry Games and activities are 23 regularly used to reinforce learning: cooking, art etc. A Valley School Teaching As Inquiry process to be formalised in 2016.

Valley School Annual Action Plans – 2015

Action Plan One (b): All students attending Valley School will make accelerated progress towards reaching or surpassingthe National Standards in Writing, regardless of their ethnicity, if they have a disability or have special educational needs.

Specific Strategies for 2015 incl. Who Expected Outcome Actual Result/Annual Report budget When To setup PLG - sharing student All Staff To share student work and samples, moderating writing and Moderation has occurred in work and samples, moderating PLG set up 2014. OTJ’s. staff meeting and team writing and OTJ’s, explore and PLG ongoing - used in Explored and share strategies and a resource of exemplars. meetings based around share strategies and exemplars to staff meetings and team Be an active part of the FLAG group. teams from similar class improve writing. meetings. Accelerated progress can be demonstrated through assessment levels. Moderation against results. the Valley School developed rubrics (table of expected outcomes to be assessed against) has been problematic at times in that it can not be measured with certainty of accuracy against nationally available data. To overcome this we have decided to introduce AsTTle writing in 2016. Follow up on recommendations All Staff An action plan is developed that covers recommendations One of the key follow ups from the written language report PD plan developed by from the report. has been in the assessment by Murray Gadd, 2014. Plan PD week 5 Term 1. Clear school wide expectations (stages of writing progression) and moderation of writing programme to meet these will be developed further to describe the process and stages of (see above) particularly in recommendations. writing. Year 6. Continued scheduled 24 The PD will be led by our two in class observations by Writing Leaders (unit holders). team leaders and Deputy Principals has kept the key points of teaching written language, developed with Murray, in the forefront of teacher practise.

25 Valley School Annual Action Plans – 2015

Action Plan One (c): All students attending Valley School will make accelerated progress towards reaching or surpassing the National Standards in Reading, regardless of their ethnicity, if they have a disability or have special educational needs.

Specific Strategies for 2015 incl. Who Expected Outcome Actual Result/Annual budget When Report To refine knowledge of D.Principals All staff will have improved knowledge of assessment tools Running Records refresher assessment tools and the use of Teachers and know how to use them effectively to collect data. PD in 2015 for all teachers. data. On going Continued work on analysing writing at staff meetings. Sessions on establishing best fit from GLOSS testing completed to aid in moderation of writing samples.

To transfer new learning into D.Principals Teachers will be creating activities that are differentiated and The ALL project has been classroom practice quickly. Teachers meet student needs. trialling effectievly in class Expansion to middle Accelerated progress can be demonstrated through assessment reading intervention team and 2 x senior results. strategies in two classrooms. rooms in 2016. These will be rolled out across the middle team and two senior classes in 2016. This will be led by the two ALL pilot teachers with support from the facilitator and Sharyn. To continue with home reading Principal Greater involvement by parents in children’s learning, will Computer apps continue to support Teacher lead to improved achievement and attitudes in reading. prove effective in On going consolidating learning at home. Reading Eggs to be used more widely in 2016 and replace Spell City in middle and senior classes. Reading Eggs offers a more user friendly platform with staging of reading skills that 26 fits better with the Curriculum and class programmes.

27 Valley School Annual Action Plans – 2015

Action Plan Two: E-Learning will be maximized in the school to supplement traditional ways of teaching and to open up new and different ways of learning for all students.

Specific Strategies for 2015 incl. budget Who When To develop ICT leadership within the school. Principal Personal goal in performance agreement

To participate in regular ICT professional development. All staff Wikis, ipads, myportfolio, google docs. On going throughout the year.

To develop a strong professional learning community with all All staff staff using ICT, with support from outside agencies and N4L (Network for Learning). On going

To use ICT across the curriculum particularly in Reading, All staff Writing and Numeracy to providing rich and purposeful tasks On going that support differentiated learning.

Review budget as new ICT developments and expectations BOT, IT Team arise eg. Through BYOD development. On going

Action Plan Three: Maori students will enjoy education success as Maori Specific Strategies for 2015 incl. budget Who When To meet with parents and set literacy and Numeracy goals for Whole staff individual students-triadic conferences term 1. Feb & Jun

To consult with the schools community and share targets for improving the achievement of Maori. Principal To gather expectations for Te Reo and Tikanga D.Principal 28 Feb & Jun

To strengthen the home school partnership that will support All Staff raising Maori achievement in the school. On going

To look for and continue to act on opportunities to Principal celebrate and reflect Maori culture. Maori students

On going

Principal/BOT Responsibilities

29 VALLEY SCHOOL ACHIEVEMENT TARGETS FOR 2015

School name: Valley School number: 1540

Annual Aim: All students attending Valley School will make accelerated progress towards reaching or surpassing the National Standards in Maths, regardless of their ethnicity, if they have a disability or have special educational needs.

Target: 75% at or above the National Standard. Baseline data: As per attached report.

Results Outcomes (what happened?) Reasons for the variance (why did it Evaluation (where to next?) happen?) Overall - 67.6% Below target (overall 67.6). Little Last round of ALiM used a withdrawal Introduction of ALliM to focus on Maori - 50.4% difference between boys/girls. Maori and model that was not sustainable once effective teaching strategies useful for Pasifika - 42.8% Pasifika below levels of Pakeha so are funding support ended. Strategies accelerating achievement of at risk pupils- Boys – 68.2% groups of concern for 2016. developed not always able to be based on the sustainable model of ALL in Girls – 66.8% transferred to a sustainable classroom 2015. situation. Failure to implement parts of action plan 3 may have impacted here.

30 Planning for next year: Enrolled in ALiM. Completed ALiM several years ago and now we will re enter using lessons learned from Year 1 of ALL in sustainable practises. Two middle school classes to lead our involvement with two senior classes on ‘buddy watching brief.’

2015 National Standards Reporting (Due 1 March 2016) Note the ethnicity figures below:- are reported at Level 1 (Stats NZ Classifications)- exclude students in ethnic groups MELAA or Other School Number Name Report Name Excluded >= 1 March Excluded: No OTJ Valle y 1540 NAG2A(c) Reporting 69 21 Schoo l

Mathematics Below At Total Number % N% Number % Number % No All Students 2.9 u134 263 58.1 9.5 453

Maori 7.8% 33 31 40.3% 9.1% 77 Pasifika 0.0% 8 5 35.7% 7.1% 14 Asian 3.3% 8 16 53.3% 16.7% 30 NZ European/Pakeha/Other European 1.9% 78 202 64.3% 8.9% 314

Male 4.1% 67 137 56.6% 11.6% 242 Female 1.4% 67 126 59.7% 7.1% 211

31 After 1 year at school 0.0% 11 53 69.7% 15.8% 76 After 2 years at school 1.4% 23 39 55.7% 10.0% 70 After 3 years at school 6.3% 29 41 51.9% 5.1% 79 End of year 4 3.8% 33 40 50.6% 3.8% 79 End of year 5 5.3% 14 55 73.3% 2.7% 75 End of year 6 0.0% 24 35 47.3% 20.3% 74 End of year 7 - 0 0 - - 0 End of year 8 - 0 0 - - 0

School name: Valley School School number: 1540

Strategic Aim: All students attending Valley School will make accelerated progress towards reaching or surpassing the National Standards in Reading, Writing and Maths, regardless of their ethnicity, if they have a disability or have special educational needs. Annual Aim: All students attending Valley School will make accelerated progress towards reaching or surpassing the National Standards in Writing, regardless of their ethnicity, if they have a disability or have special educational needs. Target: 75% at or above the National Standard. Baseline data: As per attached report.

32 Results Outcomes (what happened?) Reasons for the variance (why did it Evaluation (where to next?) happen?) Results significantly below target but we Issues of consistency of assessment Introducing e-AssTTle in 2016 to use Overall - 58% suspect that ‘under assessment’ of continue in that our Valley School rubric alongside our Valley Rubric to bring more Maori - 42.3% achievement levels is happening, is leading to lower achievement data consistency to assessment judgements and Pasifika - 42.9% particularly in the senior school. This was results than other tools during to offer more useful comparisons to Boys – 48.5% first highlighted in a report by Murray moderation. (First identified by Murray results from other schools and nationally. Girls – 68.9% Gadd at end of 2014. Gadd in 2014). Efforts to overcome this As indicated in the 2014 report the PD in moderation of writing samples was by further work on moderation of teaching programmes were robust and intensified in 2015 leading to change in consistency of understanding, as engaging, clarification of assessment assessment practise. This further lead to a recommended, has improved this but a would support this. decision on e-AssTTle implementation as companion teacher judgement tool is a complimentary tool for 2016. necessary. Planning for next year: Introduction of e-AssTTle Expansion of ALL

Writing Below At Total Number % N% Number % Number % No All Students 4.4 u171 245 54.0 4.0 454 33 Maori 3.8% 42 29 37.2% 5.1% 78 Pasifika 21.4% 5 6 42.9% 0.0% 14 Asian 3.3% 14 12 40.0% 10.0% 30 NZ European/Pakeha/Other European 3.8% 104 188 59.9% 3.2% 314

Male 7.0% 108 114 47.1% 1.2% 242 Female 1.4% 63 131 61.8% 7.1% 212

After 1 year at school 0.0% 37 38 50.0% 1.3% 76 After 2 years at school 0.0% 18 51 72.9% 1.4% 70 After 3 years at school 7.6% 28 44 55.7% 1.3% 79 End of year 4 8.8% 35 35 43.8% 3.8% 80 End of year 5 2.7% 25 39 52.0% 12.0% 75 End of year 6 6.8% 28 38 51.4% 4.1% 74 End of year 7 - 0 0 - - 0 End of year 8 - 0 0 - - 0

School name: Valley School School number: 1540

Strategic Aim: All students attending Valley School will make accelerated progress towards reaching or surpassing the National Standards in Reading, Writing and Maths, regardless of their ethnicity, if they have a disability or have special educational needs. Annual Aim: 34 All students attending Valley School will make accelerated progress towards reaching or surpassing the National Standards in Reading, regardless of their ethnicity, if they have a disability or have special educational needs. Target: 75% at or above the National Standard. Baseline data: As per attached report.

Results Outcomes (what happened?) Reasons for the variance (why did it Evaluation (where to next?) happen?) Overall – 68.7% Below target. Gaps between Maori and ALL results show accelerated Second year of ALL will see expansion of Maori - 55.9% Pasifika and overall target. Gap also achievement (more than one year) for the the initiative throughout the middle Pasifika – 35.7% between boys and girls. targeted groups (sitting just below school and two senior classes. One of the Boys – 63.6% As in other NAG2a areas the statistical expectation). Extending strategies out to ALL teachers from last year has moved to Girls – 74.4% groups can be small. all reading teaching in classes will be a the junior school so will introduce future priority to attempt to repeat that successful intervention strategies at that ALL success with larger groups. level. When targeting accelerated learning it is important to fully develop and analyse the effectiveness of one successful strategy so as not to dilute the effective and to maximise available resources. Planning for next year: Expansion of ALL

2015 National Standards Reporting (Due 1 March 2016) 35 Note the ethnicity figures below:- are reported at Level 1 (Stats NZ Classifications)- exclude students in ethnic groups MELAA or Other School Number Name Report Name Excluded >= 1 March Excluded: No OTJ Valle y 1540 NAG2A(c) Reporting 69 21 Schoo l

Reading Below At Total Number % N% Number % Number % No All Students 6.0 u115 231 51.0 17.7 453

Maori 11.7% 25 35 45.5% 10.4% 77 Pasifika 14.3% 7 4 28.6% 7.1% 14 Asian 6.7% 8 11 36.7% 30.0% 30 NZ European/Pakeha/Other European 4.1% 71 172 54.8% 18.5% 314

Male 9.5% 65 121 50.0% 13.6% 242 Female 1.9% 50 110 52.1% 22.3% 211

After 1 year at school 1.3% 43 26 34.2% 7.9% 76 After 2 years at school 4.3% 13 30 42.9% 34.3% 70 After 3 years at school 7.6% 10 57 72.2% 7.6% 79 End of year 4 11.4% 16 41 51.9% 16.5% 79 End of year 5 5.3% 18 37 49.3% 21.3% 75 End of year 6 5.4% 15 40 54.1% 20.3% 74 End of year 7 - 0 0 - - 0 End of year 8 - 0 0 - - 0