Southbridge School Charter 2015

SOUTHBRIDGE SCHOOL CHARTER 2016

03 324-2545 25 Hastings St Southbridge 7602 [email protected] TABLE OF CONTENTS ______

Whakatauki 3 Our school community 4 Strategic vision 5 Principles 6 Values 7 Our curriculum 9 Policy: Instruction in te reo and tikanga Māori 10 Policy: Consultation with Māori Community 11 Policy: Treaty of Waitangi 12 Inclusive practices 13 School context 14 Strategies for improvement 15 Self review 16 Strategic and annual planning 19 Strategic goals 2016 – 2018 20 Annual plan for 2016 22 National standards reporting 2015 25 Reading 26 Writing 28 Mathematics 30 Reporting commentary Reading 32 Writing 34 Mathematics 36 Analysis of variance – 2015 Student achievement targets 38 Mathematics 39 Writing 42 2016 Student achievement targets 45 Reading 46 [Type text] [Type text] [Type text] Writing 48

WHAKATAUKI ______

Ka whangia ka tupu ka puawai

That which is nurtured will flourish and grow

Southbridge School Charter 2016 3 This whakatauki was gifted to our school by Te Taumutu Rūnanga

OUR SCHOOL COMMUNITY ______

“Students are provided with a wide range of interesting experiences that contribute to their learning. Most students are achieving well in reading and writing against the National Standards.” ERO report 2014

Southbridge School is a U4 rural school on the Canterbury Plains, between the Rakaia River and Te Waihora / Lake Ellesmere, about 40kms south of Christchurch. It is a co-educational state school for children from Years 1-6. The school is rated decile 8 with a roll of 132, a teaching staff of seven and a non-teaching principal. We serve the rural town of Southbridge and outlying farming districts from the Main South Road to the coast.

The school was established in 1868 and has a long tradition of being an integral part of the community. Until the 1980s, Southbridge School was a District High School, the secondary school serving the entire Ellesmere District. Today we are one of three primary schools contributing to Ellesmere College in Leeston.

Southbridge is well known for its arable farming; however dairy farming is becoming more and more common. There are a number of thriving businesses within the township and a number of parents commute to Lincoln, Rolleston, Ashburton and Christchurch for work. The community has a strong sporting tradition.

Our school values the input and involvement of parents, community and students; student voice is a feature of our school. Our productive and strong connections with our community, families and relevant agencies, improves outcomes for our students.

Southbridge School is recognised for its variety or programmes, kapa haka group, student voice, community involvement, effective relationship with Te Taumutu Rūnanga and Seeds of Learning (SOL) programme. The Board of Trustees provides strong leadership and direction for the school and strives to deliver the best possible learning environment for students to make progress and achieve success.

Southbridge School maintains close links with the Taumutu rūnanga and Ngāti Moki marae. In Māori the school’s title is ‘Te Kura O Te Whata’, Te Whata being the storage house of Ruahikihiki, an ancestor of Taumutu.

Southbridge School’s Learning Community

[Type text] [Type text] [Type text] OUR STRATEGIC VISION ______

Inspire, Equip, Ignite

Our vision develops naturally from our long-term strategic consultation process. For six years we followed a ‘2020VISION’ process, however we have recently converted to a more traditional strategic process.

Our vision is inspired by the New Zealand Curriculum, which invites schools to form partnerships with whānau and community for the better education of our tamariki. Through many strands of consultation and endeavour our vision defines our aspirations, our work and our hopes for our children.

‘Inspire, Equip, Ignite’ encompasses three major ideas. First, the purpose of schooling is much broader than an academic curriculum. We wish to teach our tamariki to be good citizens, to protect their environment, and to nurture their bodies and spirits as well as their minds.

Furthermore, we wish to ensure our tamariki are well equipped in terms of the learning experiences they’ve encountered, the skills they’ve mastered, the people they’ve worked with and the equipment / devices they can use.

Finally, each child’s motivation for learning will develop at different times. We aim to ignite our students’ enthusiasm for learning and to have set them on the path to become the lifelong learners with 21 st century skills idealised by the New Zealand Curriculum.

Southbridge School Charter 2016 5 PRINCIPLES ______

“Principles put students at the centre of teaching and learning, asserting that they should experience a curriculum that engages and challenges them, is forward-looking and inclusive, and affirms New Zealand’s unique identity.” New Zealand Curriculum 2007, p.9.

Rationale Principles express our local curriculum goals and link these to national goals.

Statement of Delivery Our curriculum incorporates and strives to achieve the following principles:

1. Community partnership; our curriculum: is a partnership between school and community. The community is engaged in constructing and delivering the curriculum through continuous consultation and “inside out – outside in” learning;

2. Personal excellence; our curriculum: creates a general environment and specific opportunities for all students to achieve personal excellence. Personal excellence is realised when students strive to extend themselves in areas of strength and to do their best in areas of need;

3. Learning for life; our curriculum: is both wide and deep. It connects with students’ lives, interests and prior knowledge. It enables students to become independent, life-long learners; they learn to be team members and to reflect on their experiences;

4. Treaty of Waitangi; our curriculum: models the principles of the Treaty of Waitangi. It is inclusive of the needs of Māori and pākēha and creates opportunities for all students to become bi-cultural New Zealanders; and

5. Inclusion and diversity; our curriculum: is non-sexist, non-racist and non-discriminatory. All students have the right to individuality, to have their talents fostered and to have their needs fulfilled. The curriculum embraces multi-cultural contexts.

[Type text] [Type text] [Type text] VALUES ______

“Values are deeply held beliefs about what is important or desirable. They are expressed through the ways in which people think and act.” The New Zealand Curriculum 2007, p.10.

Rationale Values are the touchstones against which we measure our actions and outlook on life. Values guide our decision- making. They express how we want to be and who we want to become, both as individuals and as a community.

Development Our school values were reviewed during 2014 and a new model created aligned to the values of Taumutu marae and Ngā Mātāpuna o Te Waihora cluster. The new values model is firmly based on community and student voice and was formalised at the start of this school year.

The colours of the graphic relate to each value and are designed to assist students in remembering the values independently.

Throughout 2015 we asked parents, students and staff about suitable role models for each value. Our preference was New Zealanders who were well known, still living, and who were easy for our students to relate to. Although we weren’t able to fulfil all criteria for each value, we have been able to identify five New Zealanders for use as role models and these were launched at the beginning of the 2016 school year.

Southbridge School Charter 2016 7 [Type text] [Type text] [Type text] OUR CURRICULUM ______

We follow the New Zealand Curriculum through the implementation of a school-based curriculum created following strategic consultation with our community. This document is updated regularly to reflect changes in research / best practice and also following strategic consultation with our community. The last revision was in December 2015.

Our curriculum includes:  a graduate profile which provides the basis for planning learning programmes within each roopu;  agreed expectations for the teaching of Reading, Writing and Mathematics in each classroom (community);  cyclic programmes in the domains of the Arts, Science, Social Studies, Health and Technology to ensure coverage of all strands;  a commitment to teaching tikanga Māori and te reo. A teaching programme for te reo has been established;  the use of SOLO Taxonomy as our school’s preferred method of assessment, goal setting and teaching progression;  a focus on teaching the key competencies in age-appropriate progressions; and  our school values, which were rewritten in 2014 and personalised in 2015.

Ka Hikitia emphasises the following points that are relevant to our school:  knowing where students come from and building on this cultural capital, nurtures effective relationships for learning;  learning is more effective when whānau and iwi are valued partners in the education process and when educators, whānau and iwi are open to learning from and with each other (ako);  the importance of developing strong foundations for learning early in life; and  increasing the professional learning and capability of teachers to maximise the effect of high-quality teaching on student achievement.

Southbridge School Charter 2016 9 POLICY – INSTRUCTION IN TE REO & TIKANGA MAORI ______

Rationale According to the principles of the Treaty of Waitangi and the expectations of the New Zealand curriculum, schools must ensure all reasonable steps are taken to provide instruction in tikanga Māori and te reo Māori for full time students enrolled at the school and, in particular, for Māori students. It is desirable that students develop knowledge and understanding of te reo and tikanga Māori in order to participate fully in bi-cultural New Zealand.

Statement of Delivery 1. Southbridge School currently provides a programme of te reo and tikanga Māori at level 6 of the Ministry of Education’s scale of Māori language learning. This is described as ‘students learn Māori songs, greetings and simple words.’ 2. We are committed to increasing the level of instruction by:  Actively recruiting staff with strengths in te reo Māori  Providing professional development in te reo Māori for all staff  Using members of our community to support instruction in te reo Māori  Upgrading teaching resources  Having a school kapa haka group. 3. Southbridge School is currently unable to provide instruction at levels greater than level 6.

Māori Responsiveness Plan If a whānau requests a higher level of tikanga and/or te reo than is at present evident in our school’s Māori programme the board of trustees, staff and family will discuss and explore the following options:  Further explain the existing programmes;  Further extend the existing programmes if and as appropriate;  Discuss the feasibility of combining with a neighbouring school for parts of the day/programme;  Offer dual enrolment with the Correspondence School of New Zealand; and  Use of community expertise or resources to help with any of the above.

Reviewed This policy was last approved by the Southbridge School Board of Trustees in June 2013

[Type text] [Type text] [Type text] POLICY – CONSULTATION WITH MAORI COMMUNITY ______

Rationale

National Administration Goal 1 (v) states that each Board of Trustees, through the principal and staff, is required to:

“in consultation with the school’s Māori community, develop and make known to the school’s community policies, plans and targets for improving the achievement of Māori students.”

Statement of Delivery

1. The Board of Trustees of Southbridge School will conduct annual consultation with its Māori community in accordance with the provisions of NAG 1(v).

2. Consultation will usually happen in term two, after the review of the previous year’s Māori student achievement target and as part of the process of identifying future targets.

3. Consultation will include one or more of the following:  A community meeting with invitation to Taumutu Rūnanga  A questionnaire or survey  Meetings with individual members of the school’s Māori community

On those occasions when the Taumutu Rūnanga convenes a meeting of local schools at Ngāti Moki marae this will be deemed to be a community meeting for the purposes of this consultation process.

Reviewed This policy was last approved by the Southbridge School Board of Trustees in May 2015.

Southbridge School Charter 2016 11 POLICY – TREATY OF WAITANGI ______

Purposes

To fulfil the intent of the Treaty of Waitangi by valuing and reflecting New Zealand’s dual heritage by promoting equitable outcomes for all children.  All Māori pupils irrespective of tribal affiliations should have the opportunity to grow in the knowledge of their own language and culture.  Children need to develop an understanding of tikanga Māori, as part of their dual heritage and to equip them for their future.  As Southbridge School is the nearest to Ngāti Moki marae, and some of the children belong to the Taumutu rūnanga. This policy promotes respect for and co-operation with the Taumutu rūnanga. There is a rich Māori history in this area, which is part of the heritage of all the children of this district.

Objectives To provide: 1. A school climate in which Māori culture and values are respected. 2. Opportunity for community participation in the Māori activities. 3. An endeavour to include the Māori dimension in all subject areas. 4. For Māori children to retain and grow in their language and the knowledge of tikanga Māori. 5. All children an opportunity to learn te reo me tikanga Māori. 6. For development of resources to support this policy. 7. Opportunities to visit the marae by children and interested parents. 8. Encouragement for all children to relate positively to one another.

Reviewed This policy was last approved by the Southbridge School Board of Trustees in August 2013.

[Type text] [Type text] [Type text] INCLUSIVE PRACTICES ______

Purposes Inclusion means valuing all students in all aspects of school life. It involves removing barriers to presence, participation and achievement. Through embracing the values of kotahitanga, whanaungatanga, rangatiratanga and manaakitanga each student will experience belonging and success.

Ko te tamaiti te pūtake o te kaupapa The child is at the heart of the matter

Guidelines At Southbridge School teachers will practise:

Manaakitanga – the culture of care 1. Differentiation of the physical environment to meet the needs of the individual 2. Differentiation of the curriculum to meet the needs of the individual

Whanaungatanga – build and value relationships 1. Collaboration with whānau 2. Collaboration with professionals

Rangatiratanga – protect and build the mana of the student through effective teaching 1. Plan for meaningful learning experiences relevant to the student’s needs 2. Scaffolding learning experiences to ensure students achieve success 3. Utilising a variety of best inclusive practices

Kotahitanga – create a sense of belonging 1. All students will have equal opportunities to belong to the school community

Pumanawatanga – recognise that students are at the heart of our school community 1. The belief that supporting students is the responsibility of the whole school community

Southbridge School Charter 2016 13 SCHOOL CONTEXT ______

Student learning Our students are confident, motivated and engaged learners within our school context. Attendance patterns are consistently high. National Standards data show that our Māori, Pasifika and Asian students are performing at or above the level of the school as a whole.

Our National Standards data from 2011 to 2014 show that the majority of Southbridge School students are consistently achieving at or above the National Standards.

We have a large number of students receiving Learning Support, including one ORS high and one ORS very high students. These students continue to make progress and represent a significant financial, expertise and time investment on behalf of the school.

Student engagement Our students are actively involved in their learning, particularly in our place-based education programme ‘Seeds of Learning’ (SOL). It is part of the practice of our school to invite and value student voice, particularly in terms of the focus of individual class inquiries. We anticipate that our students will be even more involved in learning programmes once our place-based education programme ‘Seeds of Learning’ is formalised this year.

School organisation and structures

Principal

Deputy Principal Assistant Principal

Junior roopu Senior roopu

4-5 classroom teachers 3 classroom teachers

Review of charter and consultation We will continue to review our charter annually. In addition to this, student achievement targets will continue to be reported on at mid and end of year. These targets also form the basis of four ‘data’ meetings for roopu during the year.

We participate in a cluster Māori consultation held in conjunction with Ngāti Moki marae. We meet every three years with our community as part of our strategic planning programme and seek community and student input into our strategic direction, priorities and programmes. Student voice is an integral part of our practice.

[Type text] [Type text] [Type text] We continue to meet our obligations to consult with our community regularly regarding Health curriculum programmes. STRATEGIES FOR IMPROVEMENT ______

NAG 1 – Curriculum NAG 2 – Self-review

 Maintain regular curriculum review  Review school charter annually

 Encourage regular peer observations (including QLC)  Review school curriculum document 2015

 Set charter annual targets in line with community  Continually improve school assessment procedures consultation and government priorities  Review the reporting cycle and formats introduced in  Innovative Technology strategic plan is continued 2013

 Local curriculum document reviewed 2015  Review policies and procedures as per Board of Trustees timeline for review  Continue to improve the assessment and reporting system  Performance appraisal system in place

 Assess and report against National Standards

NAG 3 – Personnel / Stewardship NAG 4 – Property

 PL programme established for the year.  Maintain grounds and property as best possible with available funding  Performance appraisal system maintained for all staff including principal and linked to Tātaiako  Complete the construction of two roll growth classrooms  Peer observation schedule established for teachers  Complete the structural strengthening of the boiler  Regular meetings for staff: PL, admin, briefings etc house

 Complete monthly grounds checks and send returns to Argest

 Meet annual audit requirements NAG 5 – Health & Safety NAG 6 – Legislative

Southbridge School Charter 2016 15  Identify, minimise and eliminate hazards as they arise.  Strategic plan and reporting requirements met

 Hold emergency evacuation drills for lock down, fire  March 01 roll return and earthquake each term  July 01 roll return  Complete monthly building safety / property checks and send returns to Argest  Monthly safety checks (Argest) and walk arounds

 Specialist training to meet individual students’ needs (e.g. diabetes)

 Register of injuries and medication kept

SELF REVIEW ______

Southbridge School undertakes a regular cycle of self review encompassing multiple forms of review. The Board of Trustees has undertaken a review of current practice against the School Evaluation Indicators published by the Education Review Office.

The outcome indicators identified in this publication are incorporated in the strategic plan which sets out the Board of Trustees’ key aims and direction over the next three years. The indicators ‘provide a common frame of reference about the schooling outcomes valued for every student and what matters most in improving those outcomes’. (ERO School Evaluation Indicators. Pg 6)

Outcome Indicators:

 Confident in their identity, language and culture as citizens of Aotearoa New Zealand  Socially and emotionally competent, resilient and optimistic about the future  A successful lifelong learner  Participates and contributes confidently in a range of contexts - cultural, local, national and global

Examples of our current practice against the process indicators of this publication are provided on the following two pages.

Process Indicators:

 Domain 1: Stewardship  Domain 2: Leadership of conditions for equity and excellence  Domain 3: Educationally powerful connections and relationships  Domain 4: Responsive curriculum, effective teaching and opportunity to learn  Domain 5: Professional capability and collective capacity  Domain 6: Evaluation, inquiry and knowledge building for improvement and innovation

[Type text] [Type text] [Type text] SCHOOL EVALUATION INDICATORS ______

Domain - Stewardship Examples

The board of trustees effectively meets statutory All legal / mandatory requirements are completed on time. A requirements. physically and emotionally safe environment is provided for students and staff.

The board of trustees evaluates the effectiveness of board The board undertakes regular self-review of its performance. performance in its governance and stewardship role.

The board of trustees scrutinises the work of the school in Curriculum, achievement and other reports are presented to achieving valued student outcomes. the board on an annual schedule.

The board of trustees represents and serves the education Regular community consultation is undertaken. The board and school community in its stewardship role. reflects community priorities in the charter and is responsive to feedback.

Domain - Leadership of conditions for equity and excellence Examples

Leadership collaboratively develops and enacts the school's The school’s vision, values and strategic direction are vision, values, goals and priorities for equity and excellence. protected while integrating external policy requirements.

Leadership establishes and ensures an orderly and Student voice is a regular feature of school life. Conflicts are supportive environment conducive to student learning and resolved quickly and effectively. wellbeing.

Leadership ensures effective planning, coordination and The school curriculum is coherent, inclusive, culturally evaluation of the school's curriculum and teaching. responsive and aligned to the New Zealand Curriculum.

Leadership promotes and participates in a coherent There is alignment between student learning needs, staff approach to professional learning and practice. professional development, the school curriculum and teacher appraisal and attestation.

Leadership builds relational trust and effective participation Students, parents, families, local rūnanga and the community and collaboration at every level of the school community. are involved in learning centred relationships and reciprocal communication. Domain - Educationally powerful connections and Examples relationships

Southbridge School Charter 2016 17 Learning centred relationships effectively engage and involve There are multiple opportunities for parents, families and the school community. whānau to be involved in school activities. They are respected and valued partners in learning.

Communication supports and strengthens reciprocal, Communication modes include email, newsletter, face-to- learning centred relationships. face meetings, consultation (written, digital, verbal), information meetings, parent workshops, Facebook, school website.

Student learning at home is actively promoted through the Parents, families and whānau receive weekly information provision of relevant learning opportunities, resources and about home learning and are offered support with this in a support. variety of forms.

Community collaboration and partnerships extend and The school works with parents, families and whānau enrich opportunities for students to become confident, together with external agencies, local ECEs and the connected, actively involved, lifelong learners. secondary school to support students to make effective transitions at critical points in their education pathways. Domain - Responsive curriculum, effective teaching and Examples opportunity to learn Students learn, achieve and progress in the breadth and The community is involved in creating the school curriculum, depth of The New Zealand Curriculum. which responds to students’ and whānau aspirations within the Southbridge context and draws on the community and its resources.

Students participate and learn in caring, collaborative, Respect, empathy, cooperation and relational trust are inclusive learning communities. evident within the school.

Students have effective, sufficient and equitable Learning opportunities respond to students’ identified opportunities to learn. strengths, needs and prior learning.

Effective and culturally responsive pedagogy supports and The school curriculum values and incorporates connections promotes student learning. to Southbridge learners’ lives.

Effective assessment for learning develops students' Teachers, students and whānau co-construct realistic and assessment and learning to learn capabilities. challenging learning goals and criteria for success.

Domain - Professional capability and collective capacity Examples

A strategic and coherent approach to human resource Effective teachers and leaders are recruited, selected and management builds professional capability and collective retained. All teachers are well qualified and have relevant capacity. curriculum, assessment and pedagogical knowledge.

Systematic, collaborative inquiry processes and challenging Teachers share high expectations for student achievement professional learning opportunities align to the school vision, and wellbeing, gathers, analyses and uses evidence of values, goals and priorities. student learning, and engages in regular professional inquiry.

Organisational structures, processes and practices enable The results of interventions together with student and sustain ongoing learning, collaborative activity and achievement data are used to inform professional dialogue collective decision making. and decision-making.

Access to relevant expertise builds capability for ongoing Within the constriction of school size, distributed leadership improvement and innovation. is the preferred model and opportunities for leaders to grow and develop are provided. External expertise is used to supplement internal knowledge and skills.

Domain - Evaluation, inquiry and knowledge building for improvement and innovation

[Type text] [Type text] [Type text] Coherent organisational conditions promote evaluation, Both teacher and student inquiry are valued and preferred inquiry and knowledge building methods of operating. These processes are embedded in the organisation of the school.

Capability and collective capacity to do and use evaluation, Leaders and teachers are data literate, having evidence- inquiry and knowledge building sustains improvement and informed conversations and using data to inform teaching innovation inquiries.

Evaluation, inquiry and knowledge building enable Leaders are connected to external professional engagement with external evaluation and contribution to the organisations. 360 degree appraisal is used to inform wider education community performance management programmes for teachers and leaders.

Strategic and Annual Planning

Southbridge School Charter 2016 19 Strategic Goals 2016 - 2018

Goals 2016 2017

Strategic Goal 1 1.1 Teachers consistently use the 1.1 Teachers create authentic To provide real world learning experiences for local community and environment to learning our students within and outside the classroom. create authentic learning experiences experiences consistently and link these to and to support instigation of students’ the Southbridge environment and also to personal inquiries in the local wider communities online. community.

1.2 National Standards target 1 – 1.2 National Standards Target 1 – Reading Writing TBC

1.3 National Standards target 2 – 1.3 National Standards target 2 – Writing Mathematics TBC

1.4 Students’ ability to converse 1.4 Students’ ability to converse in te reo is increased through the in te reo is increased through the implementation of language learning implementation of language learning progressions and consistent teaching progressions, consistent teaching and and assessment against the language the use of resources from Ngāti Moki. learning progressions.

Strategic Goal 2 2.1 The school’s close relationship with Ngāti 2.1 The school’s close relationship with Ngāti To interact dynamically with local community Moki marae is continued through reciprocal Moki marae is continued through hui and and cultural groups. exchanges. consultations, student visits to the marae and consultation with the education committee as appropriate, especially regarding strategic review.

2.2 Students’ enthusiasm for Science is continued 2.2 Students’ enthusiasm for Science is continued through the use of external personnel (both through the use of external personnel (both specialists and community members) to specialists and community members) to [Type text] [Type text] [Type text] support classroom teaching related to our support classroom teaching related to our Seeds of Learning (SOL) programme. One Seeds of Learning (SOL) programme. team will work with Ngāti Moki to develop a rongoa garden.

2.3 The SOL programme is expanded to include 2.3 The SOL programme is expanded to include the care and management of a kune kune the care and grazing of sheep. Students are pig. taught about marketing and advertising.

2.4 The school will continue its involvement with 2.4 The school will continue its involvement with the Ngā Mātāpuna o Te Waihora cluster and the Ngā Mātāpuna o Te Waihora cluster and implement the cluster’s strategic plan. implement the cluster’s strategic plan.

Strategic Goal 3 3.1 Continue to develop the school’s 3.1 Make use of the spare spaces in the school To develop excited and self-aware risk takers. expectations for collaborative teaching and (Coms 4&5 and the dental clinic) to provide upgrade Coms 4-7 in line with these. a wide range of extra-curricular and classroom activities in these spaces.

3.2 Create a statement of expectations for 3.2 Ensure the school’s curriculum and reporting collaboration between students at matches the developments undertaken in Southbridge School. terms of collaborative practice.

3.3 Begin to assess student collaboration. 3.3 Continue to build on student collaborative Identify weaknesses and teach specific practice in line with the work of Russell elements to eliminate these weaknesses. Bishop, providing PL for staff in this area.

3.4 Implement the 2016 components of the 3.4 Implement the 2017 components of the school’s ICT strategy. school’s ICT strategy.

Annual Plan - Strategic goal 1

To provide real world learning experiences for our students within and outside the classroom.

Baseline data Annual goals & targets Actions to achieve Led by

This goal is aligned to the feedback 1.1 Teachers consistently use the Term plans to include an authentic provided by parents at our strategic local community and environ- learning context / experience. This consultation hui in 2013, 2014 and ment to create authentic will be discussed and developed at 2015. learning experiences and to roopu meetings. Staff discussions support instigation of are held at the planning stages of students’ personal inquiries in various curriculum areas to the local community. brainstorm available local resources

Southbridge School Charter 2016 21 1 of our 32 Year 1 students and 2 of 1.2 National standards target 1 - See detailed action plan located our 23 Year 4 students were The number of Years 2&5 later in this document. achieving above the National students achieving above the Standard for reading in 2015. national standard for reading is increased (achievement goal).

1 of our 32 Year 1 students and 1 of 1.3 National standards target 2 - See detailed action plan located our 29 Year 2 students were The number of Years 2&3 later in this document. achieving above the National students achieving above the Standard for writing in 2015. national standard for writing is increased (achievement goal).

We have observed that our 1.4 Students’ ability to converse Progressions were developed in students’ te reo ability is limited to in te reo is increased through 2015 and implemented from Term 4 basic nouns etc. Our whānau hui in the implementation of that year. Teachers will be 2014 identified our Māori parents language learning supported to improve their own te aspire for their children to be taught progressions, consistent reo skills through continued regular more conversational skills. teaching and the use of professional learning meetings. resources from Ngāti Moki. Annual Plan - Strategic goal 2

To interact dynamically with local community and cultural groups.

This goal is aligned to the feedback 2.1 The school’s close relationship Attend Ngāti Moki hui and invite provided by parents at our strategic with Ngāti Moki marae is Ngāti Moki to school strategic consultation hui in 2013 & 2014. continued through reciprocal planning. Consult with Ngāti Moki exchanges. regarding marae visits and liaison with marae personnel regarding matters of tikanga.

This goal is aligned to the feedback 2.2 Students’ enthusiasm for Roopu identify personnel to involve provided by parents at our strategic Science is continued through when they plan programmes each consultation hui in 2013, 2014 and the use of external personnel term. 2015. (both specialists and community members) to support SOL unit holders and roopu leaders classroom teaching related to will involve the wider community in our SOL programme. Work with regular SOL activities. Ngāti Moki to develop a rongoa garden.

The school has decided to 2.3 The SOL programme is Students identify the needs of a pig implement an interim stage to the expanded to include the care including shelter, food and care. SOL programme before we move to and management of a kune They will be a major part of the Stage 3, the grazing of sheep. kune pig. planning, building of a shelter and day-to-day care of the pig.

The school remains committed to 2.4 The school will continue its Attend cluster meetings, take part supporting the work of the Ngā involvement with the Ngā in implementing the plan, and lead Mātāpuna o Te Waihora cluster as it Mātāpuna o Te Waihora cluster a cluster-wide gifted activity. explores culturally responsive and implement the cluster’s practice. strategic plan.

[Type text] [Type text] [Type text] Annual Plan - Strategic goal 3

To develop excited and self-aware risk takers.

Following professional learning in 3.1 Continue to develop the Appraisal will measure how effective collaborative practice during 2014 & school’s expectations for the new expectations are and 2015, a set of expectations has been collaborative teaching and whether they’re being implemented drafted for teachers. This will be upgrade Coms 4-7 in line with consistently. The board’s property implemented in 2016. these. committee will investigate the upgrade of Coms 4-7.

The implementation of a matrix for 3.2 Create a statement of Teachers will identify expectations student collaboration has caused a expectations for collaboration for student collaboration within need for a statement of expectation between students at classes as they trial ‘the power of for student collaboration. Southbridge School. two’ in their teaching.

A set of matrices for student 3.3 Begin to assess student Monitor the consistent collaboration has been trialled in collaboration. Identify implementation of the matrices and 2015 and added to our revised weaknesses and teach specific amend them as required. curriculum. elements to eliminate these weaknesses.

Our strategy identifies the hardware, 3.4 Implement the 2016 Implement the strategy as detailed software, digital citizenship and components of the in a separate plan. financial actions needed to ensure school’s ICT strategy. our students are digitally literate.

Southbridge School Charter 2016 23 National Standards Reporting 2015 NATIONAL STANDARDS REPORTING 2015 - READING ______

Southbridge School 3509

Well below At Above Total Pro Reading Propor Number por Number Proportion Number Number Proportion Number tion tion 0 All students 6 44 40.6% 78 56.3 19 cal 147 % 0 56.3 Māori 0 5 31.3% 9 2 12.5% 16 % % 0 50.0 Pasifika 0 0 0% 1 1 50.0% 2 % % 0 66.7 Asian 0 1 33.3% 2 0 0% 3 % % 4. 52.4 European / Pakeha 6 38 30.2% 66 16 12.7% 126 8% % 4. 41.7 Male 3 33 45.8% 30 6 8.3% 72 2% % 4 Female 3 11 14.7% 48 64% 13 17.3% 75 %

Well below At Above Total Pro Reading Propor Number por Number Proportion Number Number Proportion Number tion tion 0 56.3 After 1 year at school 0 13 40.6% 18 1 3.1% 32 % % 3. 48.3 After 2 years at school 1 6 20.7% 14 8 27.6% 29 4% % 0 61.5 After 3 years at school 0 1 7.7% 8 4 30.8% 13 % % 4. 60.9 End of Year 4 1 6 26.1% 14 2 8.7% 23 3% % 0 End of Year 5 0 10 50% 8 40% 2 10% 20 % 1 53.3 End of Year 6 4 3.3 8 26.7% 16 2 6.7% 30 % %

NAG2A (c) (ii) Progress made against the Reading National Standard.

Examination of Reading data from 2011 to 2015 shows that student progress in Reading has decreased from 82% achieving at and above the standard to 66% achieving at and above the standard. A major contributing factor to this has been the enrolment of an increasing number of students across all levels of the school whose achievement is significantly lower than their age peers.

Throughout 2012 & 2013 teaching staff underwent an intensive professional learning programme in Literacy, guided by an external facilitator. As new teachers have joined our staff team we have provided them with support to ensure that their OTJ moderation is aligned to ours. In addition to this, we have several Reading Recovery trained teachers on staff and our Deputy Principal is a former Literacy Adviser. We have strengthened our teaching programmes in literacy significantly through professional learning and ongoing moderation.

It is worth noting that 100% of our Pasifika, 67% of our Asian students and 69% of our Maori students are achieving at or above the standard in Reading compared to 65% of our European / Pakeha students. NATIONAL STANDARDS REPORTING 2015 - WRITING ______

Well below At Above Total Pro Writing Proporti Number port Number Proportion Number Number Proportion Number on ion 6. All students 9 49 33.3% 84 57.1% 5 3.4% 147 1% 0 Māori 0 5 31.3% 10 62.5% 1 6.3% 16 % 0 Pasifika 0 0 0% 3 100% 0 0% 2 % 0 Asian 0 0 0% 2 100% 0 0% 3 % 7. European / Pakeha 9 44 34.9% 69 54.8% 4 3.2% 126 1% 8. Male 6 30 41.7% 36 50% 0 0% 72 3% 4 Female 3 19 25.3% 48 64% 5 6.7% 75 %

Well below At Above Total Pro Writing Proporti Number port Number Proportion Number Number Proportion Number on ion 0 After 1 year at school 0 13 40.6% 19 59.4% 0 0% 32 % 3. After 2 years at school 1 9 31% 18 62.1% 1 3.4% 29 4% 7. After 3 years at school 1 1 7.7% 10 76.9% 1 7.7% 13 7% 4. End of Year 4 1 7 30.4% 13 56.5% 2 8.7% 23 3% 15 End of Year 5 3 10 50% 7 35% 0 0% 20 % 10 End of Year 6 3 9 30% 17 56.7% 1 3.3% 30 %

NAG2A (c) (ii) Progress made against the Writing National Standard. Examination of Writing data from 2011 to 2015 shows that student progress in Writing has decreased from 76% achieving at and above the standard in 2011 to 60% achieving at and above the standard in 2015. A drop in the number of students achieving above the standard (from 5% in 2011 to 3% in 2015) has also been noted. The percentage of students achieving below the standard remained relatively constant until this year. A major contributing factor to this has been the enrolment of an increasing number of students across all levels of the school whose achievement is significantly lower than their age peers and the decreasing oral literacy and readiness for school of new entrants over the last five years.

Throughout 2012 & 2013 teaching staff underwent an intensive professional learning programme in Literacy, guided by an external facilitator. As new teachers have joined our staff team we have provided them with support to ensure that their OTJ moderation is aligned to ours. In addition to this, we have several Reading Recovery trained teachers on staff and our Deputy Principal is a former Literacy Adviser. We have strengthened our teaching programmes in literacy significantly through professional learning and ongoing moderation.

The adjustment of e-asTTle writing scores mid way through this year has also had a negative impact on our Writing achievement. Students who were previously ‘at’ the standard had their marks changed to ‘below’ as a result of this adjustment.

It is worth noting that 100% of our Pasifika students, 100% of our Asian students and 69% of our Maori students are achieving at or above the standard in Writing compared to 58% of our European / Pakeha students. NATIONAL STANDARDS REPORTING 2015 - MATHEMATICS ______

Well below At Above Total Pro Maths Proporti Number port Number Proportion Number Number Proportion Number on ion 2. All students 3 39 26.5% 99 67.3% 6 4.1% 147 0% 0 Māori 0 2 12.5% 14 87.5% 0 0% 16 % 0 Pasifika 0 0 0% 2 100% 0 0% 2 % 0 Asian 0 1 33.3% 2 66.7% 0 0% 3 % 2. European / Pakeha 3 36 28.6% 81 64.3% 6 4.8% 126 4% 2. Male 2 19 26.4% 47 65.3% 4 5.6% 72 8% 1. Female 1 20 26.7% 52 69.3% 2 2.7% 75 3%

Well below At Above Total Pro Maths Proporti Number port Number Proportion Number Number Proportion Number on ion 0 After 1 year at school 0 0 0% 31 96.9% 1 3.1% 32 % 0 After 2 years at school 0 6 20.7% 21 72.4% 2 6.9% 29 % 0 After 3 years at school 0 1 7.7% 11 84.6% 1 7.7% 13 % 8. End of Year 4 2 7 30.4% 13 56.5% 1 4.3% 23 7% 0 End of Year 5 0 13 65% 7 35% 0 0% 20 % 3. End of Year 6 1 12 40% 16 53.3% 1 3.3% 30 3%

NAG2A (c) (ii) Progress made against the Mathematics National Standard.

Examination of Mathematics data from 2011 to 2015 shows that the number of students achieving and and above the standard in Mathematics has decreased from 84% achieving at and above the standard in 2011 to 71% achieving at and above the standard in 2015. Although this is a decrease over the lastfour year period, achievement has remained at the same level since 2014.

The percentage of students achieving ‘well below’ and ‘below’ the standard increased from 16% in 2011 to 29% in 2015, however the percentage achieving ‘well below’ the standard has decreased by 5% in the last 12 months. We believe that our focus on basic facts teaching and the implementation of a new resource for this strand in 2014 has had a positive impact on place value knowledge in particular.

It is worth noting that 100% of our Pasifika students, 67% of our Asian students and 88% of our Maori students are achieving at or above the standard in Mathematics compared to 69% of our European / Pakeha students.

Reporting commentary on students in years 1 to 8 who use The New Zealand Curriculum.

READING

2015 Southbridge School MoE: 3509

NAG2a(b)(i) Areas of strength

 69% (11/16 students) of the Māori students at Southbridge School are progressing and achieving in line with the National Standard in reading, with 2 students achieving above and 9 achieving at the National Standard.  100% of the Pasifika students at Southbridge School are achieving either above or at the National Standard.  67% of the Asian students at Southbridge School are achieving either above or at the National Standard.  In our Year 3 cohort, 92% of our students are achieving either above or at the National Standard.  In 2014 we introduced a Reading Dog to increase the reading and speaking confidence of students with identified deficits in these areas.

NAG2a(b)(i) Areas for improvement

 73% (8/11) of our Year 5 boys are achieving below the National Standard for reading.  41% (13/31) of our Year 1 students are achieving below (9/11) the National Standard for reading.  All 6 students operating well below the National Standard in reading have received long term learning support. We have noted a decline in oral language skills on school entry over the last six years. This impacts all areas of literacy, including reading.

NAG2A (b)(ii) Basis for identifying areas for improvement

 As a board we are concerned about the levels of achievement that our data shows for our Years 1, 5 & 6 cohorts, especially Year 5 boys.  The number of students arriving at school as 5 year-olds, lacking basic listening, speaking , self-management and literacy skills has increased significantly. Our average School Entry Assessment data has dropped by one stanine since 2011 as a result.

NAG2a(b)(i) Planned actions for lifting achievement

Planned actions include:

 Specific interventions for the target group through our Learning Support programme;

 Continued staff professional learning in Literacy;

 Continued meetings with parents of learning support students, providing resources and teaching advice to help them support their child’s learning at home;

 Early identification of students at risk of not achieving and meetings with their parents;

 Early identification of students in need of acceleration or enrichment programmes;

 Referrals to specialist agencies where this would be helpful, e.g., RTLit, RTLB;

 Strong, effective teaching in the first year of school;

 Class sizes in Years 1-3 carefully managed; and

 Close monitoring of targeted students.

[Type text] [Type text] [Type text] NAG2A (b) (iv) Progress Statement

Our student achievement results for the Reading National Standards are 3.6% lower than in 2014. Given that 10 of the 21 students who are new to Southbridge this year are achieving below or well below the standard, and that the standard is increasingly difficult to achieve, we believe that although this is an area that we need to continue to focus on, we are making sound progress.

Additional information:

Of the students whose achievement was below the national standard for reading in 2014: 1 is ORS funded (ORS Very High); 1 is an ESOL student; 3 have received speech language therapy; 4 have worked with RTLB for learning; 2 have working with GSE for behaviour; 10 are new to the school during 2015; and 16 have been receiving learning support and are likely to be receiving long term learning support.

Retrospective information: Well below Below At Above 2011 6% 12% 41% 41% 2012 1% 16% 56% 27% 2013 5% 17% 56% 22% 2014 7% 19% 56% 18% 2015 4% 30% 53% 13% Reporting commentary on students in years 1 to 8 who use The New Zealand Curriculum.

WRITING

 69% (11/16 students) of the Māori students at Southbridge School are progressing and achieving in line with the National Standard in writing, with 1 student achieving above and 10 achieving at the National Standard.  1000% of the Pasifika students at Southbridge School are achieving at the National Standard.  100% of the Asian students at Southbridge School are achieving at the National Standard.  In our Year 3 cohort, 92% (12/13) of our students are achieving either above or at the National Standard.

 70% (9/11) of our Year 5 boys are achieving well below (2/9) or below (7/9) the National Standard for writing.  All 9 students operating well below the National Standard in writing have received long term learning support. We have noted a decline in oral language skills on school entry over the last six years. This impacts all areas of literacy, including writing.

 As a board we are concerned about the levels of achievement that our data shows for our Years 1, 5 & 6 cohorts, especially Year 5 boys.  The number of students arriving at school as 5 year-olds, lacking basic listening, speaking , self-management and literacy skills has increased significantly. Our average School Entry Assessment data has dropped by one stanine since 2011 as a result.

Planned actions include:

 Using the methodology of the ALL (Accelerating Literacy Learning) to inform our professional learning programme in writing;

 Continued staff professional learning in Literacy;

[Type text] [Type text] [Type text]  Continued meetings with parents of learning support students, providing resources and teaching advice to help them support their child’s learning at home;

 Referrals to specialist agencies where this would be helpful, e.g., RTLit, RTLB;

 Sharing of effective practice through collaborative roopu meetings; Improved analysis of needs based on e-asTTle and the writing exemplars, and targeted explicit teaching;

NAG2A (b) (iv) Progress Statement

Our student achievement results for the Writing National Standards are 9.7% lower than in 2014. The e-asTTle writing marking scores were adjusted upward during the year, meaning that the levels we’d marked students as being at, at the end of 2014 were no longer accurate, and lowering students’ recorded achievement. Additionally, given that 14 of the 21 students who are new to Southbridge this year are achieving below or well below the standard, and that the standard is increasingly difficult to achieve, we believe that although this is an area that we need to continue to focus on, we are making sound progress.

Of the students whose achievement was below the national standard for writing in 2014: 1 is ORS funded (ORS Very High); 1 is an ESOL student; 2 receive speech language therapy; 4 have worked with RTLB for learning; 14 are new to the school during 2015; and 23 have been receiving learning support and are likely to be receiving learning support in the long term.

Retrospective information: Well below Below At Above 2011 0% 24% 71% 5% 2012 0% 22% 64% 14% 2013 4% 23% 68% 6% 2014 5% 25% 63% 7% 2015 6% 34% 57% 3% Reporting commentary on students in years 1 to 8 who use The New Zealand Curriculum.

MATHEMATICS

 88% (14/16 students) of the Māori students at Southbridge School are progressing and achieving in line with the National Standard in mathematics, all of these 14 students achieving at the National Standard.  100% of the Pasifika students at Southbridge School are achieving at the National Standard.  67% of the Asian students at Southbridge School are achieving at the National Standard.  Our focus on basic facts during 2014 paid off with improvements in our Number data school-wide.

 70% (9/11) of our Year 5 boys are achieving below (9/9) the National Standard for mathematics.  39% (9/24) of our Year 4 students are achieving well below (2/9) or below (7/9) the National Standard for mathematics.  All 3 students operating well below the National Standard in mathematics have received long term learning support.

 As a board we are concerned about the levels of achievement that our data shows for our Years 4 & 5 cohorts, especially Year 5 boys.  Mathematics was an area of school-wide professional learning focus during 2015, especially with an emphasis on basic facts learning. Basic facts knowledge increased significantly during the year. Mathematics will continue to be a key area of professional learning during 2015, using learning from our ALiM contract involvement during 2015. We have been accepted onto an ALiM contract (Year 1) again for 2016.

[Type text] [Type text] [Type text] Planned actions include:

 Using the methodology of the ALiM (Accelerating Learning in Mathematics) contract to inform our professional learning and teaching programmes in mathematics;

 Continued staff professional learning in mathematics;

 Continued meetings with parents of learning support students, providing resources and teaching advice to help them support their child’s learning at home;

 Referrals to specialist agencies where this would be helpful, e.g., RTLB;

 Sharing of effective practice through collaborative roopu meetings;

 Improved analysis of needs based on e-asTTle and the GLOSS assessments, and targeted explicit teaching;

NAG2A (b) (iv) Progress Statement

Our student achievement results for the Mathematics National Standards are 1.1% higher than in 2014. This is a significant improvement given that 6 of the 21 students who are new to Southbridge this year are achieving below or well below the standard, and that the standard is increasingly difficult to achieve. We believe that with further involvement in the ALiM contract and targeting of basic facts teaching using the Teacher Tools resource, we can continue to improve student achievement and progress in mathematics.

Of the students whose achievement was below the national standard for mathematics in 2014: 1 is ORS funded (ORS Very High); 1 is an ESOL student; 3 have received speech language therapy; 3 have worked with RTLB for learning; 6 were new to the school during 2015; and 21 have been receiving learning support and are likely to be receiving learning support in the long term.

Retrospective information: Well below Below At Above 2011 4% 12% 68% 16% 2012 1% 19% 70% 10% 2013 3% 16% 74% 7% 2014 7% 22% 65% 6% 2015 2% 27% 67% 4% [Type text] [Type text] [Type text] Analysis of Variance: Student Achievement Targets 2015

STUDENT ACHIEVEMENT TARGET 2015 ______

Mathematics

Strategic Goal 1. To provide real world learning experiences for our students within and outside the classroom.

Curriculum Area: Mathematics and Statistics

Annual Target Student Group The number of Year 5 boys achieving at or above the national Year 5 boys standard for Mathematics is increased (achievement goal).

Baseline Data 60% (6/10) of our Year 4 boys are achieving well below (1/6) or below (5/6) the National Standard for mathematics. Despite the fact that all of these students have received learning support and many are likely to require it in the longer term, we believe that explicit teaching can make a positive impact on their achievement.

Action Plan What will the school do to Resources allocated to meet When and Who? Review meet the target? target ALiM was implemented throughout Term 2, Undertake the ALiM project successfully in Year 1 and ALiM Teacher and use skills, knowledge and unsuccessfully in Year 4. As the resources from the project to Commitment to ALiM project ALiM teacher has left, it will be Maths leader improve the Mathematics for the year difficult to transfer skills and teaching these students knowledge to other teachers. Coms 2&3 teachers receive. Bernadette undertook Maths support throughout the school this year. A stocktake was undertaken and resources have been Upgrade the resources in the Maths leader purchased to ensure that all Coms 2&3 classrooms, Maths budget classes have the materials they especially practical equipment. Coms 2&3 teachers require to teach Maths effectively. Provide learning support staff These teachers received to support the Mathematics support from the Maths leader programmes in Coms 2&3. SENCO Learning Support budget and also from the Deputy Ensure these staff members Principal (observations and are trained in Numeracy. feedback). Both teachers provided Provide Home Learning related home learning activities that reinforce the programmes for students to Coms 2&3 teachers N/A Mathematics learning support their class teaching. undertaken in class. Not all of these students completed home learning. Basic facts materials and Where possible, provide resources have been offered resources and guidance to Coms 2&3 teachers to parents to assist with parents of the target group to N/A student progress. None of the enable them to support their SENCO parents of the target students children better at home. took up this offer. At mid year data was reviewed Coms 2&3 teachers and it was decided to provide Review the progress of the continued support from SENCO target group at mid-year. Bernadette and to use N/A Amend the intervention as a Wendy’s previous ALiM Principal result of this review expertise also. Both were provided throughout Terms 3 Maths leader & 4. As above. This also included Observations will be made of observations as part of the the Coms 2&3 teachers to help whole-school schedule of them to improve their Maths leader Release time observations & feedback by teaching for the students in the Principal and Deputy the target group. Principal in Term 4. Coms 2&3 teachers

At end of year assess the SENCO This was completed in late achievement of the students N/A November and the data is in the target group. Principal displayed below.

Maths leader [Type text] [Type text] [Type text] SUMMARY

Last year six of the ten boys in Year 5 boys were achieving below standard; this year there are seven. Although this is not a pleasing result, it is positive to note that one of these students has moved from the ‘Well below’ category to the ‘Below’ category, which is a significant achievement in light of the standards becoming more aspirational as year levels progress.

Reasons for these students’ achievement not meeting target include:  There are five students with moderate to serious behavioural challenges in these classes and there have been a number of disruptions to the classes’ learning programmes throughout the year as a result.  The standards become increasingly difficult to achieve as year levels progress through the school. Those students who did not achieve the standard in 2014 needed to make a minimum of 18 months progress to achieve in the ‘At’ category and this was obviously too difficult for most of them.  A large group of students within this cohort have received long term Learning Support.  A number of parents in this cohort aren’t able or aren’t willing to put time into home learning to support the retention of basic facts which would allow more time to focus on place value knowledge and strategies.  It was discovered that teachers of the two Years 5&6 classes were teaching four numeracy groups each day instead of the usual three; this impacted significantly on the amount of time each group received. This was changed back to three groups and student engagement and confidence improved as a result.  A number of students in this group have plateaued in their achievement as their basic facts knowledge is insufficient to allow them to learn new strategies using imaging.

Next steps for this group include:  Changes to teaching programmes to include increased group teaching time;  More use of written texts to support small group teaching;  Focussed and more individualised home learning activities which are set and monitored weekly;  Continued professional learning and support of one another in best practice and effective teaching strategies for current Years 5 & 6 teachers as well as the new teacher moving into the senior roopu;  To continue to support senior roopu teachers with behaviour management and teaching strategies to ensure that all students are receiving quality teaching;  To hold IEP meetings on a termly basis, developing specific goals, setting strategies for home and school to support these and reviewing them regularly; and  More use of materials for students to manipulate.

Writing

Curriculum Area: English

Annual Target Student Group The number of Year 5 students achieving at or above the Year 5 students national standard for Writing is increased (achievement goal).

Baseline Data 58% (11/19) of our Year 4 students are achieving well below (1/1) or below (10/11) the National Standard for writing. Despite the fact that most of these students have received learning support and many are likely to require it in the longer term, we believe that explicit teaching can make a positive impact on their achievement.

Action Plan

What will the school do to Resources allocated to meet When and Who? Review meet the target? target

Provide learning support staff to support the Writing programmes in Coms 2&3. Both classes have received SENCO Learning Support budget Ensure these staff members targeted learning support. are trained in the programmes being used. Where possible, provide Our RTLB has met regularly resources and guidance to Coms 2&3 teachers with one parent, offering ideas parents of the target group to N/A for home to support literacy enable them to support their SENCO development. children better at home.

[Type text] [Type text] [Type text] Observations will be made of the Coms 2&3 teachers to help them to improve their Wendy has made observations teaching for the students in of one of the teachers and the target group. provided guidance and next Following these observations Literacy leader Release time steps on three occasions. The there will be opportunities for teacher has then gone on to discussions with the school’s share some strategies with the Literacy Leader and roopu. amendments made to teaching programmes as a result. The Literacy Leader will be available to model teaching Writing for the teachers in This has happened in one class Coms 2&3. This may be Literacy leader Release time via both whole class and small initiated by a request from the group settings. teachers in Coms 2&3 or as a result of an observation identifying a need. See below for further details. Review the progress of the Coms 2&3 teachers This was done with the roopu target group at mid-year. SENCO leader as a part of her middle N/A Amend the intervention as a Principal leadership inquiry by the result of this review Literacy leader literacy leader, the principal and the course facilitator.

Coms 2&3 teachers At end of year assess the SENCO achievement of the students N/A See below for details. Principal in the target group. Maths leader

SUMMARY

Last year 11 of the 19 Year 5 students were achieving below standard; this year there are 10. Although this is not an overwhelmingly positive result, it is pleasing to note that one of these students has moved from the ‘Below’ category to the ‘At category, which is a significant achievement in light of the standards becoming more aspirational as year levels progress. This represents accelerated achievement by more than 18 months in a 12 month period.

Reasons for the achievement not being higher include:  There are five students with moderate to serious behavioural challenges in these classes and there have been a number of disruptions to the classes’ learning programmes throughout the year as a result;  The standards become increasingly difficult to achieve as year levels progress through the school. Those students who did not achieve the standard in 2014 needed to make a minimum of 18 months progress to achieve in the ‘At’ category and this was obviously too difficult for them;  Teaching programmes in this cohort initially focused on improving the surface features of writing. At mid year it was identified that this approach had only caused minimal increases in achievement. A programme focusing on the deeper features of writing was introduced and this saw greater achievement gains made during Terms 3&4.  Student engagement was conversely higher during Terms 1&2 wile the focus was on the surface features of writing. Teacher implemented highly engaging practical activities to provide motivation for students to write but the amount of time spent on these reduced the amount of time available for writing and the teaching of writing.

Next steps for this group include:  Changes to teaching programmes to include more focus on the deeper features of writing as well rather than this year’s emphasis on surface features;  A reduction in the time spent on the ignition activity for lessons; and  Further observations and feedback by literacy leader, principal and teaching colleagues;  Parent education on how to support students with writing; and  Implementation of our new locally based curriculum, which offers greater guidance on how an effective writing lesson is structured and taught.

[Type text] [Type text] [Type text] Student Achievement Targets 2016

Reading

Curriculum Area: English Annual Target The number of Years 2 & 5 Student Group students achieving above the Years 2 & 5 cohorts national standard for reading is increased (achievement goal).

Baseline Data 3% (1/32) of our Year 1 students are achieving above the National Standard for reading. 9% (2/23) of our Year 4 students are achieving above the National Standard for reading.

Action Plan

What will the school do to meet the Resources allocated to When and Who? Review target? meet target

Identify the Years 2 & 5 students who February are currently achieving at the national standard for reading and discuss their N/A Principal, roopu progress as a group, identifying gaps in leaders, teachers learning, strengths and next steps.

Analyse detailed achievement data to February pinpoint key areas of learning for focus. N/A Identify strategies that will assist with Roopu leaders, instruction in these areas. teachers

Implement regular communication with the parents of this group, with a focus on positive communication, early identification of any issues and the February - March provision of support / ideas for reading N/A support at home. Roopu leaders, teachers Invite these parents to meet teachers to discuss individual students and their needs.

Implement learning programmes and groupings to include these strategies in February - May explicit teaching. Reading budget Roopu leaders, Ensure barriers to learning (noise level, teachers group size, resources, distractions etc) are minimised to allow learning to occur. Make observations of other teachers taking reading lessons at this level of the school or at other schools. Observation February - March focus is on the strategies used by the CRT time teacher and the students’ response to Teachers them. The overarching question is, “How could I use this in my own teaching of reading? Gather mid-year data on these groups. June – July PL budget if required Discuss progress made including attitudes towards reading. Those classes Principal, roopu who have made most progress will host leaders, teachers observations from other teachers.

Strategies used will be critiqued, discussed, examined and adapted where required.

If minimal progress has been made, external observations by a trained literacy facilitator will be organised. Programme adaptations and teaching [Type text] [Type text] [Type text] techniques will be implemented following this intervention.

The cycle used from February – May will July - November be reused and adapted where N/A necessary. These adaptations will be Roopu leaders, discussed and recorded. teachers

Gather end-of-year data on these groups. Discuss progress made including November attitudes towards reading. N/A Principal, roopu Strategies used will be critiqued, leaders, teachers discussed, examined and successful strategies will be adapted for future use.

STUDENT ACHIEVEMENT TARGET 2016 Writing

Curriculum Area: English Annual Target The number of Years 2 & 3 Student Group students achieving above the Years 2 & 3 cohorts national standard for writing is increased (achievement goal).

Baseline Data 3% (1/32) of our Year 1 students are achieving above the National Standard for writing. 3% (1/29) of our Year 2 students are achieving above the National Standard for writing.

Action Plan

What will the school do to meet the Resources allocated to When and Who? Review target? meet target

Identify the Years 2 & 3 students who February are currently achieving at the national standard for writing and discuss their N/A Principal, roopu progress as a group, identifying gaps in leaders, teachers learning, strengths and next steps.

Analyse detailed achievement data to February pinpoint key areas of learning for focus. N/A Identify strategies that will assist with Roopu leaders, instruction in these areas. teachers

Implement regular communication with the parents of this group, with a focus on positive communication, early identification of any issues and the February - March provision of support / ideas for reading N/A support at home. Roopu leaders, teachers Invite these parents to meet teachers to discuss individual students and their needs.

Implement learning programmes and groupings to include these strategies in February - May explicit teaching. Reading budget Roopu leaders, Ensure barriers to learning (noise level, teachers group size, resources, distractions etc) are minimised to allow learning to occur.

Make observations of other teachers taking reading lessons at this level of the school or at other schools. Observation February - March focus is on the strategies used by the CRT time teacher and the students’ response to Teachers them. The overarching question is, “How could I use this in my own teaching of writing?

[Type text] [Type text] [Type text] Gather mid-year data on these groups. Discuss progress made including attitudes towards writing. Those classes who have made most progress will host observations from other teachers.

Strategies used will be critiqued, June – July discussed, examined and adapted where PL budget if required required. Principal, roopu leaders, teachers If minimal progress has been made, external observations by a trained literacy facilitator will be organised. Programme adaptations and teaching techniques will be implemented following this intervention.

The cycle used from February – May will July - November be reused and adapted where N/A necessary. These adaptations will be Roopu leaders, discussed and recorded. teachers

Gather end-of-year data on these groups. Discuss progress made including November attitudes towards writing. N/A Principal, roopu Strategies used will be critiqued, leaders, teachers discussed, examined and successful strategies will be adapted for future use.