Charter & Annual Report

This page shows our Charter for 2016 which includes our annual plan.  Further down the page is our achievement report for 2015 which along with our audited accounts forms part of our annual report.

 

St Joseph’s  Pleasant Point

2016-2018

School Charter
MOE – 3528

 

 

 

Chairperson: Karen Styles          _____________________      /    /

 

Principal: Lorraine Frances-Rees   _____________________      

Email: principal@stjoplpt.school.nz

St Joseph’s School Pleasant Point School 2016 - 18

Introductory Section - Strategic Intentions

 

Vision

Growing in Christ; challenging mind, body and spirit

 

Special Character

Catholic Special Character – Growing in Christ

St Joseph’s School strives to live the Gospel message in all it teaches and stands for.  The MacKillop values are a vital part of our school and underpin our ethos of what we stand for and strive for.  We aim to engage in a holistic curriculum under the overall expectation that our students are growing in Christ –in understanding of Christ and what it means to be disciples of Christ.

 

The Catholic Special Character of our school permeates through all areas of the school environment.  Children will experience and practice their faith through the Sacraments, Liturgy, relationships, service, social activities and the Religious Education programme.

St Joseph’s will encourage the important link between the children’s home environment, the Parish Community and the School in the faith formation of each child.

 

 

Values

The MacKillop Values of ‘Make Room for All’, ‘An Attitude of Gratitude’, ‘Do your Bit’ and ‘Listen to God’s Call’ are at the heart of all that we do.   We use the mnemonic GROW – Gratitude, Respect – make room for all, Open to God, Working hard – do your bit.

Principles

High Expectations

We have high expectations for learning and behaviour.  Students are encouraged and supported to be the best they can be and staff are supported to develop their pedagogical knowledge and improve their practice to benefit the teaching and learning programmes in our school.

 

  • We aim for our students to develop a strong sense of human dignity based on our creation in the image and likeness of God and for this understanding to be the basis of high self esteem and respectful relationships.
  • We aim for our students to graduate from St Josephs with a well developed understanding of the teachings of the Catholic Church and how these teachings relate to life choices.

 

 

Inclusion

St Joseph’s recognises the uniqueness of each individual and the qualities that they possess.  We give very high priority to providing an environment where each person feels valued and supported to reach their full potential by providing and adjusting programmes to meet the needs and interests of all learners.

 

Learning to Learn

We believe that learning is a life long process and we aim to provide a rich curriculum that enables students to reflect on their own learning and learn how to learn.  Students are encouraged to assess their own understandings, set goals, form questions and track their progress.

 

Our school’s inquiry process using the SOLO thinking taxonomy supports our students to learn the skills which lead to deep, meaningful and independent learning.

 

We enable children to be lifelong learners by explicitly teaching them strategies to manage learning.

 

Community Engagement

We value the input from our families and community to ensure we are meeting the needs of all the students that we teach.  We believe it is important to work together, to build positive, supportive relationships and actively be involved in educating our students together. 

 

Coherence

At St Joseph’s we provide a broad education where we are building a solid foundation for future life-long learning.  In keeping with hauora (the Maori approach to holistic being), our programs have a holistic and integrated focus.

 

Future Focus

Our curriculum will provide students with opportunities to become inquiring learners who engage with important issues in our world and expect to make a difference.  We guide them to explore significant future focused issues such as sustainability, citizenship, enterprise and globalisation. 

 

Through understanding their holistic being in the image of their Creator, we aim for our students to have high self esteem, a positive self image and a critical attitude to stereotypes and social pressure, so that they can become self-determining, relational individuals.

 

Māori Dimensions and Cultural Diversity

Treaty of Waitangi

Our vision reflects the Maori holistic worldview – Hauora – a philosophy of wellbeing that includes the dimensions taha wairua (the spirit), taha tinana (the body) and taha whanau (the family/community).  St Joseph’s acknowledges the importance of the principles of the Treaty of Waitangi and its bi-cultural significance.  This means we particularly promote the success of Maori achieving as Maori.  We take steps to ensure all students are able to achieve in te ao Maori (the world of Maori).

 

Cultural Diversity

Students are given opportunities to explore the rich cultural diversity and value the histories and traditions of the people living in New Zealand and other countries, starting with the diversity and cultural capital of our own students and community.   We aim to regularly and explicitly seek understanding of the school community’s needs and values.

 

Our school is addressing the cultural heritage of New Zealand by continuing to develop programmes that encourage understanding of and sensitivity to, cultural differences and promoting an understanding of our dual heritage.

 

The school will implement policies and practices in ways that are sensitive to the cultural backgrounds, values and needs of individual students and their families and practices that reflect New Zealand’s cultural diversity, and the unique position of Maori culture.

 

Ensuring all reasonable steps are taken to provide programmes in Tikanga Maori (Maori culture) and Te Reo Maori (Maori language) for full-time students whose parents request it.

 

 

 

 

 

 

 

 



Supporting Documentation

Special Character Action Plan

School Curriculum

Curriculum Delivery Plan

Self-Review Plan and Schedule

Performance Management System

Student Achievement

Learning Support Programmes

GATE Education

Assessment Guide

Staff Manual

Teaching and Learning Resources

Staffing and Enrolment

Annual Curriculum Overview

ICT & E Learning

ETOC Programmes

Budget/Finance

Maori Education

Board Governance Manual

School Policies and Procedures

BOT Organisational Plan

10 Year Property Plan

 

 

 

 

School Context

Students’ Learning

 

Our school has high expectations for learning and behaviour and we provide our students with a wide and well-rounded education that helps them to develop academically, socially, physically, emotionally and spiritually. Our students achieve very well academically across a broad range of curriculum areas and generally have well developed social skills.

We have traditionally achieved well in reading to a high standard and our focus of recent years has been improving the levels of achievement for Mathematics and Writing. These areas have been our main concentration of Professional Development linked to our performance management systems (i.e. appraisals).   We are pleased with our overall level of achievement that sits higher than the National average.

 

2012 Achievement Levels

Yr1 –Yr8 Students

Well Below

Below

At

Above

Total

Reading

1

1%

4

6%

23

34%

40

59%

68

100%

Writing

1

1%

4

6%

49

72%

14

21%

68

100%

Mathematics

1

1%

6

9%

51

75%

10

15%

68

100%

 

2014 Achievement Levels

Yr1 –Yr8 Students

Well Below

Below

At

Above

Total

Reading

1

 1.4%

4

5.8%

26

37.7%

38

55.1%

69

100%

Writing

1

1.4%

9

13%

49

71%

10

14.5%

60

100%

Mathematics

-

8

11.6%

48

69.6%

13

18.8%

69

100%

 

Many students continue to work at a high level. However it is important to note that the cohort is different as since 2012 we have had several students move to the school that have been below or well below the National Standards. Some of those students have now left the school which will affect this year’s achievement level overview.

 

 

Student Engagement

Our school has an inclusive culture where the whole child is nurtured.  Students show a high level of engagement and enjoyment in the school curriculum.  They know that the staff care about them and work hard to develop positive relationships with them and their families. “Relationships are positive, supportive and welcoming. A culture of care is highly evident.  Teachers know students and their families well. The school’s values guide interactions between students and staff.” (ERO 2014)

Our school operates as a whanau where students and adults know each other well and support each other to be the best they can be. “Older students describe their school as being like a family where everyone cares about and knows one another.” (ERO 2014)

Attendance rates reflect the high level of engagement students have at our school.  Any attendance concerns are monitored by staff to identify any trends or patterns and if necessary followed up by the principal.

 

Students’ input and feedback is sought in many aspects of school life through such things as Ako Whanau, House Group Activities, purchasing of resources, gardening projects and curriculum activities.  They have opportunities to take on leadership roles and areas of responsibility.

School Organisation and Structures

Health & Safety
The emotional and physical health and safety is paramount to all members of our school community.  We are proud of the caring family atmosphere at St Joseph’s.  The MacKillop Values are clearly evident throughout all areas within our school.

Personnel
We have an experienced staff and the school is well placed to sustain its very good performance and build on it further.  

Finance & Property

The school is in a very good financial position and the Board acts prudently to ensure that the school is always well resourced and well maintained with attractive and safe learning environments. 

Review of Charter and Consultation

Our charter is reviewed and updated annually.  The community is consulted and has opportunities to have an input into the strategic direction of the school as part of our ongoing self-review processes.  In 2015 all staff, children and parents took part in in-depth surveys.   A community consultation was then held with parents, BOT and staff focusing on our vision for our learners moving forward into the future.  This has led to a revised vision statement which we are using to underpin further curriculum development.


 

Strategic Section
The Board of Trustees had identified the following key Strategic Goals through its analysis of student information
and achievement data and through its self-review processes.

Strategic Goals

Core Strategies for Achieving Goals 2016-18

 

 

2016

2017

2018

 

 

 

Special Character

Goal 1: For all students to experience the Teachings of the Catholic Church and the Gospel values through the Religious Education programme and the everyday life of the school and develop an understanding of how this relates to their lives and the lives of others. 

 

Religious Education

a) Implement a Religious Education program that is inclusive and meaningful to all students and their families regardless of background.

b) Integrate Religious Education wherever possible across the curriculum.

c) Use best practice in teaching and learning to make Religious Education engaging and relevant.

 

Catholic Community

d) Nurture a sense of Catholic spirituality through frequent liturgy, meaningful prayer and sacrament.

e) Actively nurture the MacKillop charism of the school.

f) Develop community/whanau participation in Religious Education and the liturgical life of the school.

g) Develop and maintain bonds with Opihi Parish.

 

Pastoral Care

h) Include principles of Catholic Social Justice throughout the school culture.

i) Develop community/whanau participation in Religious Education and the liturgical life of the school.

j) Develop and maintain bonds with Opihi Parish.

k) Ensure our Catholic Special Character is reflected in all school policies and procedures

l) Develop staff capacity to deliver meaningful Religious Education and to expose children to experiences which will bring them to an appreciation of the living Christ.

m) Practice explicit Restorative Justice in all aspects of school life.

 

Catholic Community

Special Character External Review by Diocese Team

 

Key ideas developed in all strands. 

 

RE element planned into all inquiry learning.

 

Use key ideas and SOLO taxonomy to track student progress and achievement in RE

 

 

Investigate and implement a variety of types of prayer. 

 

Introduce specific elements of spirituality and mindfulness into prayer.

 

Support staff to engage in professional development which will grow their capacity to support the school’s Catholic Special Character.

 

Pastoral Care

Review our Pastoral Care systems and networks.

 

Integrate RE into inquiry learning with inquiry social action outcomes linked clearly to Catholic social justice.

 

Support staff to engage in professional development which will grow their capacity to support the school’s Catholic Special Character.

 

 

Religious Education

To engage students purposefully in R.E learning that is meaningful and relevant.

 

Review student achievement information over three years in RE to inform next steps teaching and learning in RE.

Students’
Learning and Engagement

Goal 2: All students will be engaged in positive, relevant and meaningful learning experiences which meet their diverse learning needs through our balanced School Curriculum that gives priority to literacy and numeracy.

 

 

 

 

 

Goal 3: All students will be able to access the NZ Curriculum as evidenced by the progress and achievement in relation to the National Standards and support provided to priority learners.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Goal 4: Maori students will be successful as Maori and all staff and students will develop their knowledge and understanding of Te Reo and Tikanga Maori.

High quality teaching and learning programmes with emphasis on literacy and numeracy. 

Literacy and numeracy are embedded in authentic engaging learning experiences.

 

 

Investigate, develop and implement our Inquiry Learning Model

Priority Learners targeted and support programmes put in place.

Schoolwide targets and individual student targets are based on identified student achievement needs.

 

Teaching as inquiry to analyse the impact of learning interventions in support programs and in class programs.

 

 

Tikanga Maori element investigated and planned into all inquiry learning.

 

Commitment to continuing to implement our learning from the Aoraki Maori cluster

 

 

 

 

 

 

 

 

 


 

Personnel

Goal 5: Staff are valued and provided with support to ensure they have the necessary skills and resources to provide a high quality education for our students.

Continue to review and refine appraisal systems

 

Review job descriptions and areas of responsibility

 

Professional Development Opportunities & funding in areas which support 21C learning (including pedagogy for innovative learning environments) and Catholic Special Character.

 

Review induction systems for new staff and provisionally registered teachers

 

Ensure curriculum and procedures are well written and systemised to facilitate quick integration of new staff.

 

 

 

 

 

 

Finance &
Property

Goal 6: Manage finances to ensure the school is well resourced and is able to support the future direction of the school.

 

Goal 7: Operate within the annual grants and budget.


Goal 8: Modernise and maintain the school classrooms and buildings as per the 10-year property plan.

 

Goal 9: Continually upgrade and beautify our environment


Implement new Student Management System and use for progress and achievement tracking to inform strategic planning.

 

Engage in conceptualising and planning innovative learning environments.

 

 

 

 

 

 

 

 

 

 

 

 

Investigate ways of funding resource developments which will support innovative learning.

 

Health &

Safety

Goal 10: To provide a safe and secure learning environment that provides for the physical and emotional needs of everyone in our school.

Regularly review and minimise risks to staff and students.

Review all Health and Safety policies and procedures to comply with Health and Safety Act 2016. Review Student & Staff Health and Safety.

Review Positive Behaviour Management

Review ETOC – Education Outside the Classroom

Community Engagement

Goal 11: All parents/families/whanau are encouraged to take an active role in supporting their child’s learning and development.

Implement communication/consultation Action Plan

Investigate ways of bringing parents into substantive learning conversations with their learners. 

Use community/whanau expertise to support inquiry learning.

Review reporting to parents

Review school communication/ consultation processes

Self Review

Goal 12: Engage in ongoing self review and improvement.

Review and introduce/update governance policies and procedures

Review and monitor plans to address 2014 ERO recommendations.

Engage in Board training to develop review practices.

More procedures developed to support policies so that the school can be self-sustaining over time.

 

 

 

Annual Plan 2016

This based on the overall charter goals and our analysis of variance to tell us what needs to happen in 2016.  Many of the items are already well underway (see progress and monitoring column)

 

SPECIAL CHARACTER

High quality teaching and learning programs in Religious Education

Increase student, teacher and whanau understanding and use of types of prayer, and reverent use of ritual and symbol

 

Strategic Goal

2016 Goal

Expected Outcomes

Aims: what we will do, who and when

Progress and Monitoring

1a)

 

 

 

 

 

 

Key theological ideas for each teaching strand are embedded in teaching and learning.

The key ideas are accessible both to new learners in the Catholic system as well as to learners with a lot of background knowledge.  This will be measured through achievement data and student voice.

Twice termly staff meetings

Key ideas displayed and referred to in other learning areas.

Term 1, week 3 unpacking key ideas behind Jesus strand

1b

Inquiry learning development has a strong sense of Catholic Social Justice.

Through integrating our learning with real world situations as far as possible we will reflect on our calling as Christian in line with the Beatitudes and act on it.

Caritas Lent and Social Justice week lessons.

Staff reflections on how to introduce and support a social justice element in our inquiry learning.

 

1c

Compare assessment information on key ideas from 2014-15 in Sacrament, Church and Communion of Saints

We can identify areas of strength and weakness and resource and provide development accordingly.

RE planning meetings reflect on previous data to inform next steps and identify areas for improvement.

Data gathered in Google spreadsheet.  Principal to analyse

Progressing

1c, 1i

Induct teachers new to Catholic schools through modelling teaching and team teaching and planning.

 

New teachers are able to independently plan, teach and assess RE programs by term 2.

Principal to teach RE in Rooms 1 and 3 to start the year, moving into team teaching and ongoing support.

Two induction sessions and teacher only day held with two new staff.  Principal modeling teaching RE and prayers in their classes, term 1.

1d)

Increase student and teacher understanding of types of prayer, and reverent use of ritual and symbol.

Students able to reverently and independently lead a variety of prayer and liturgy sessions.  Prayer seen as a nourishing part of school life.

Termly focus on trying new prayer types in classes and then sharing with other classes.

Staff discussion and focus on symbol and ritual to support prayer including layout of classrooms, prayer tables, prayer rituals, liturgical seasons, statues, Rosary etc.

Discussion on teacher only day and term 1 week 1 staff meeting.  Roster set up for classes to weekly share their learning and practice in prayer with other classes.

1f, 1h

Sacramental and liturgical links with Opihi Parish are nurtured.

All eligible children take part in Sacramental preparation.

Non-Baptised children are interested in being Baptised

Offer Baptism preparation to children after learning in the Sacrament strand.

Children have fortnightly mass with the parish and termly weekend mass.

Sacrament of Reconciliation is provided for all children.

Principal will prepare children wanting to be Baptised.

Sacrament of Reconciliation to be provided in term 1

1f

Families encouraged to engage in family prayer.

Some of our children will have prayer in the home.

Through prayer teaching help children to understand a variety of occasions for prayer, e.g. before meals, in thanksgiving, in response to nature etc.

Encouragement and information through newsletter and RE blog.

Class prayer packs.

 

1m

Review schoolwide Restorative Justice.

Restorative Justice practices are clearly documented and understood by all members of school community.

 

Restorative Justice practices are understood to be based on Gospel values and therefore the basis of who we are.

Use Friendly Kids, Friendly Classrooms resource to develop resilience and social strategies.

Develop class treaties.

Develop simple restorative guidelines for all community members.

Share at a parent information evening.

Develop documentation for all behaviour and parent concern incidents.

Use “the ladder of inference” when dealing with any problems.

Restorative practices and procedure established on teacher only day.  Consistent ways of recording and evidencing behaviour action and parent concerns established.

Friendly Kids Friendly Classrooms set up in teacher only day being taught throughout school in term 1. Meetings to support

1e

Ensure the MacKillop charism is strong in the school.

The community is knowledgeable about Mary MacKillop, the origins of our school and the MacKillop values

Teaching at the beginning of the year on the school charism.

Termly focus on one value.

Awards tied in with Mackillop values.

Term 1 week 1 staff meeting, MacKillop resources shared, plans for teaching in week 2.

1k

Review the school curriculum.

School curriculum strongly reflects our Catholic Special Character

Rewrite aspects of the school curriculum to reflect our Special Character and present teaching and learning goals.

Use this to support new staff in their integration into the school.

School curriculum reviewed and updated for start of 2016 focusing on Special Character.  Given to all staff and gone through at TOD.  A resource for the new staff to use to set up their classrooms and practice.

 2.

Increase boys ‘engagement, progress and achievement in all areas of learning. Strategies taken to engage boys will also engage girls.

 

 

Motivated, independent learners, engaged in learning they see as important and self-driven.

 

Strong literacy and numeracy skills being developed to support contextual learning.

 

Boy’s achievement in writing improves and is more comparable with girls’ achievement.

 

 

Introduce an inquiry-based curriculum using the SOLO thinking taxonomy to embed deeper inquiry and thinking processes – through TOD and ongoing staff meetings.

Tie in our inquiry curriculum with Education Outside the Classroom opportunities wherever possible.

Teach literacy skills in years 4+ for the purpose of learning across the curriculum.  There will continue to be specific and explicit teaching in skills and understanding of text but always linked to a direct purpose to support inquiry learning and the broader literacy for learning goals of National Standards.

Develop consistent student-centred rubrics and exemplars for learning will be developed and used across the years 5+ classes.  This will enable teaching to happen on literacy process whilst students to have more self-management on content and purpose.

Embed the use of Google Apps for Education (GAFE) and our provision of one to one devices in years 5+ as the first “go to” learning tool.

As a staff increase our opportunities for investigating successes in these areas in other schools.

Continue to reflect on what research is identifying as best practice in these areas and continue our own own teaching as inquiry professional development process.

Consistently and objectively gather and analyse what the students are telling us about their learning.

 

Teacher only day – worked through a hands-on activity to investigate inquiry learning and SOLO taxonomy.

 

GAFE taking prominence due to server no longer working.

2.

Increase the number of students achieving above the National Standards in Maths.

Strong literacy and numeracy skills being developed to support contextual learning.

 

Investigate digital platforms for consolidating maths skills

Investigate what is and is not working in our maths teaching through peer observations, peer coaching, observations beyond our school, guidance from NZMaths site (best practice), and student voice.

Use the SOLO model to lead to deeper thinking in maths.

Make maths purposeful and aim at one project-based maths inquiry per term at all levels.

 

SOLO resource for extension in Maths purchased and shared with senior teacher.  Conversations and plans for extension in the senior area taking place early term 1.

3.

Priority learners are well tracked and their needs met both within class and in external learning support programs where necessary.

Greater staff understanding of the needs of struggling learners.
Greater staff understanding and provision within programs for scaffolding thinking skills to enable deeper learning for students needing extension.

Greater staff understanding of the needs of ESOL learners.

Using shared Google docs to monitor and track progress of at risk learners both in class and on support programs.

Class planning and programs reflect the needs of the diversity of learners – teaching observations and planning discussions.

Investigate best practice with ESOL learners (SENCO) and share with staff.

Staff will adapt programs and planning to explicitly meet the needs of ESOL learners.

Investigate how to bring the cultural capital of our ESOL learners into the school. – whole staff  led by SENCO in collaboration with parents.

Gather student and parent voice – all teachers.

 

SENCO job description and responsibilities updated.

4.

To continue integrate Te Ao Maori into our school culture so our Maori students can achieve as Maori and all students develop bi-cultural identities.

Tikanga and Te Reo Maori are an obvious part of school programs

Mihi are used frequently throughout the school – class teaching time to developing individual mihis

Tikanga Maori element planned into all inquiry programs after consultation with parents – DP and princpal.

Continue learning from the Aoraki Cluster facilitator and develop plans for becoming self-sustaining learners.

 

5.

Staff feel valued and supported with skill and resource provision

An open environment where the adults support each other in their learning and take responsibility for ensuring learning is effective, timely and supporting teaching and learning goals as defined by the charter and annual plan.

TOD to open thinking about inquiry and focus on curriculum and systems.

Baord to provide 2 days per year for each staff member to learn through observing/visiting other schools.

Team approach to staff development.

Release coverage for one  afternoon staff planning meeting in terms 1-3.

School appraisal system is moved online to enable multimedia evidencing.

Principal has a job description and 360 appraisal.

Some staff meetings split to focus on the teaching and learning needs at different age levels.

TOD in May with Kath Murdoch – internationally acclaimed in inquiry learning.

MoE digital learning contract will be tailored to supprot our charter and annual plan goals.

TOD focused on inquiry, curriculum and restorative justice systems.  Liturgy and conversations on TOD emphasised the importance of working as a team.  All here for a specific reason in 2016.

 

Generous release and CRT timetable set up for staff.

 

DP job description and responsibilities updated.  All staff responsibilities clarified and updated.

 

 

6.

Manage finances to ensure the school is well resourced and is able to support the future direction of the school.

The school is in a financially sound position at the end of the year.

 

Class sizes continue to be kept low in 2016.

Board resource a teacher at 0.7 in order to maintain a 4th classroom in the mornings.

Senior teachers and principal work together on developing tuakana/teina peer tutoring systems to make the most of larger age diversity in future classes.

 

Teacher employed.

7.

Operate within the annual grants and budget.

The planned deficit budget stays close to target.

Work within a restricted budget and closely monitor all expenditure.

Principal cover all teacher release wherever possible maintaining a small budget for unexpected sick cover.

CRT and release timetable covered without extra budget cost using principal as main release/reliever.

8 & 9.

Modernise and maintain the school classrooms and buildings as per the 10- year property plan.

Continually upgrade and beautify environment.

The school continues to be well maintained and there are plans in place for future capital development.

Engage an external property management team to manage ongoing school painting requirements and maintenace requirements.

Revise the 10YY plan accordingly.

Share draft plans for capital improvements with the community.

Cost possible improvements.

January – awaiting quotes from external property managers.

10.

Review all Health and Safety policies and procedures to comply with Health and Safety Act 2016. Review Student & Staff Health and Safety.

To provide a safe and secure learning environment that provides for the physical and emotional needs of everyone in our school.

Regularly review and minimise risks to staff and students.

Update Health and Safety Policices and procedures.

 

11.

All parents/families/whanau are encouraged to take an active role in supporting their child’s learning and development.

Parent voice is taken into account in planning and curriculum development.

The cultural capital of the community is brought into the school.

Parents have insight into class programs.

Maori consultation on inquiry learning – DP/Principal end term 1.

SENCO investigate ways of engaging with Filipino families.

More use of blogs or other digital tools to share class learning with home.

Parents invited to whanau prayers.

Parents invited to in-class learning sharings by individual teachers.

 

12.

Review and introduce/update governance policies and procedures

Review and monitor plans to address 2014 ERO recommendations.

Engage in Board training to develop review practices.

Procedures developed so that the school can be self-sustaining over time.

Self review practices are embedded in school and Board culture.

 

New staff to the school have easily accessible clear directions and guidelines on school culture and practice.

 

 

Implement a Principal Delegation Policy at the first Board meeting for 2016.

Principal keep the Board informed of progress towards meeting ERO recommendations.

Board chair to organise Board training through NZSTA to focus on mentoring and curriculum review.

Principal update policy and procdure review schedule to focus mainly on policies.

Principal and staff to work on updating procedures to reflect current running of school.  Procedures to be shared with Board but do not need to be ratified.

Refer to NZSTA recommendations on good practice when updating policies.

 

NZSTA principal delegation policy format shared with Board Chair for presentation at first Board meeting.

 

Progress towards ERO recommendations written and to be shared with Board in first meeting.

 

Board chair made connections in late 2015 with NZSTA.

 

Procedures for restorative justice, behaviour management and parent concerns put in place at TOD.

Board complaints procedure updated in late 2015.

 


 

Improvement Plan - Domain:  Student Learning and Engagement

Strategic Goals: All students will be engaged in positive, relevant and meaningful learning experiences which meet their diverse learning needs through our balanced School Curriculum that gives priority to literacy and numeracy.

 

All students will be able to access the NZ Curriculum as evidenced by the progress and achievement in relation to the National Standards and support provided to priority learners.

 

Maori students will be successful as Maori and all staff and students will develop their knowledge and understanding of Te Reo and Tikanga Maori.

Annual Goal:

Increase boys’ engagement, progress and achievement in writing. Strategies taken to engage boys will also engage girls.

Annual Target

The percentage of boys across the school who are at or above the standard in writing will raise from 74% to 80%

 

Baseline data -   2015 end of year OTJs show that 26% of boys are below the standard in writing, compared with 3% of girls. 

 

Key Improvement Strategies

When

What

Who

Indicators of Progress

 

January

Teacher Only Day, in-house.  Focus on Inquiry Learning curriculum.

 

Principal and teachers

Writing is for the purpose of supporting other curriculum areas.  In term 1 notably, RE, health and EOTC.

February  - onwards

Children below in writing are on learning support programs.  Class teachers also have individual goals for them reflected in planning and program

SENCO, class teachers.

“At risk” writers can identify a variety of strategies in place to help them improve.

The programs are monitored and acceleration is expected.

February – onwards

Teachers and students start to draft, edit and publish in years 5-8 with Chrome books/laptops. 

Principal, year 5-8 teachers

Children are using digital editing tools and moving backwards and forwards in the drafting/publishing process.

February – onwards

Support for teachers learning how to use new technology through “technie breakfasts” and ongoing in-class support.

Principal,

Teachers become more confident with using a range of technologies for learning.

March

Staff meeting on ways of making student achievement rubrics relevant for our students.  Create writing exemplars and scaffolds to help support choice in writing.

 

Principal and teachers

Assessment rubrics adapted/created for learners

April & June

 

 

 

 

Planning afternoon on the inquiry focus for the next term and examples of scaffolds and rubrics that could be used to support writing in this learning area.

Principal and teachers

Teaching about writing in year 5-8 is about process and function of writing.  Content and purpose is decided by the children to support their inquiry learning.

Children in years 0-4 focus on learning to write and are exposed to the basic genres which support their inquiry learning.

Reading programs support writing

Term 2 and Term 3

A focus on the purposes and functions of writing and writing to support an inquiry process.

Using reading program to support investigation into the choices and processes writers use to communicate. – Reading and writing will be strongly tied as literacy.

 

Teachers

Children are increasingly able to access writing scaffolds, exemplars and rubrics in order to support and ensure the quality of their writing.

Children use strategies learnt from their reading program in their writing.

Term 2

Students will be trained in peer tutoring practices in writing.

Principal

Students will accurately self and peer assess, give and receive informative feedback and set next steps using rubrics and exemplars.  They will develop social and teaching skills in order to become good teachers.

Year 3 & 4 children and year 7 & 8 children will be peer tutors.

Throughout the year

Staff will investigate the use of technology to support learning agency and writing process.

Digital learning contract, principal, teachers.

Senior children will use Google docs as part of giving and receiving feedback.

Other technological opportunities will be in place which add to learning in writing.

Children will share writing for a purpose on blogs (class, group or individual)

During the year

Teachers visit other schools to observe and discuss learning and progress.

Teachers

 

During the year

Continue to reflect on what research is identifying as best practice in agentic learning in writing and continue our own teaching as inquiry development process.

Principal teachers

Teaching inquiries will use achievement and progress information to develop teaching practice.

Student voice will be used as data on learning.

 

 

 

 

Monitoring

Each term teachers will look at writing samples from the monitored students and analyse achievement, progress and needs.  Student voice will be sought frequently to understand how these students see learning and discover ways we can keep them strongly motivated, engaged and confident.

Mid year OTJ and Asttle writing test.

 

 

Resourcing

Teaching pd afternoons – three per term for planning next stage of inquiry.  Relief coverage needed. = $90x3x3 = $540

Kath Murdoch Teaching as Inquiry – teacher only day in May - $1200

Observations in other schools – release covered by principal, travel costs.

 

Text Box:

Improvement Plan - Domain:  Student Learning and Engagement

Strategic Goals:  All students will be engaged in positive, relevant and meaningful learning experiences which meet their diverse learning needs through our balanced School Curriculum that gives priority to literacy and numeracy.

 

All students will be able to access the NZ Curriculum as evidenced by the progress and achievement in relation to the National Standards and support provided to priority learners.

 

Maori students will be successful as Maori and all staff and students will develop their knowledge and understanding of Te Reo and Tikanga Maori.

 

·       Annual Goal: Increase the number of children above the standard in maths. 

Annual Target 20% of children across the school will be above in maths.

Baseline data 14% of children in 2015 are above the standard in maths.

Key Improvement Strategies

When

What (examples)  

Who

Indicators of Progress

Term 1-2

Investigate digital platforms for consolidating maths skills to help children make quicker progress.

Look for programs and apps which are adaptive and give feedback for improvement.

 

Teachers

Ipad apps and online maths learning opportunties are supporting programs and providing opportunity to practice and master skills. 

Term 2

Investigate what is and is not working in our maths teaching through peer observations, peer coaching, observations beyond our school, guidance from NZ Maths site (best practice) and student voice.

 

Principal and teachers

Open-to-learning conversations happening between teachers.  Teachers getting ideas from each other and from beyond the school.

Consistent across the school understanding of what good numeracy teaching looks like.

Term 2

Use the SOLO model to lead to deeper thinking in maths.

Teachers

Students do something with their maths beyond mastering the strategies e.g. teaching to others, making videos to explain their learning.

Term 2-4

Make maths purposeful and aim at connecting maths with the overall inquiry project where possible.

Teachers, principal

Discussions about opportunities to apply maths learning.

Connections made with the community to support children to engage in maths activities beyond the school.

Children who have mastered strategies at their level will engage in ongoing, self-driven maths projects with challenging problems.

Term 3

Teach the literacy of problem solving in years 5-8

Principal and year 5-8 teachers

Children effectively engage with written maths problems and develop independent skills for comprehending the language of maths and translating into numerical language.

Monitoring

Ongoing through maths groups, interaction and work samples.  Termly sharing of these to assess progress, achievement and next steps.

Resourcing

Visits to other schools, included in the two days pd per teacher requested.

Maths materials and resources as required from maths budget


St JOSEPH’S PROGRAMME OF STRATEGIC SELF REVIEW 2014-2016

 

2016

2017

2018

Special Character

·   Catholic Community internal review

·   Pastoral Care internal review

·   Religious Education internal review

NAG: 1

Curriculum and Student Achievement

 

Ongoing and annual review of:

Whole school curriculum

Maori learning

Assessment practices

SENCO and G&T systems

Integrated curriculum

Curriculum coverage checking

Special Character curriculum integration

Ongoing review of all subject areas through self evaluation and Board reporting processes.

 

Literacy – writing

EOTC

Ongoing and annual review of:

Whole school curriculum

Maori learning

Assessment practices

SENCO and G&T systems

Integrated curriculum

Curriculum coverage checking

Special Character curriculum integration

Ongoing review of all subject areas through self evaluation and Board reporting processes.

 

Maths

Physical Education

 

 


     

Ongoing and annual review of:

Whole school curriculum

Maori learning

Assessment practices

SENCO and G&T systems

Integrated curriculum

Curriculum coverage checking

Special Character curriculum integration

Ongoing review of all subject areas through self evaluation and Board reporting processes.

 

Literacy - reading

Inquiry

NAG : 2

Documentation
& Self Review

 

 

·   Maori Community Consultation

·   Filipino Community Consultation

·   Charter and Strategic Plan

·   Health Consultation

·   Maori Community Consultation

 

Policy & Procedure Systems

NAG: 3

Employer Responsibilities

 

·   Professional Development Opportunities & Funding

·   Appraisal Review

 

NAG: 4

Finance & Property

 

 

 

·   Review 10YY property plan and maintenance/painting schedule.

·   Review all areas of expenditure to tighten budget in light of decreased roll.

·   School playground redevelopment (when church is finalised).

·   Visioning for future capital development.

NAG 5:

Health & Safety

 

 

 

·   Student & Staff Health & Safety

·   Restorative Behaviour Management

·    

 

·   EOTC

Community Partnership

 

 

·   Reporting To Parents

·   Collaborative digital learning environments.

·   Promotion of School

Policy Review Timetable

Policies are highlighted

2016

2017

2018

Term 1

·       Curriculum Policy

·       Curriculum Delivery Plan

·       Procedure for School Closure Prior to 9.00am

·       Staff Appointments

·       Review of BOT Handbooks

·       Curriculum Policy

·       Curriculum Delivery Plan

·       Enrolment Procedures Policy

·       Behaviour Management Policy

·       Review of BOT Handbooks

·       Procedure for School Closure Prior to 9.00am and After 9.00am

 

·       Curriculum Policy

·       Curriculum Delivery Plan

·       Procedure for School Closure Prior to 9.00am

·       Classroom Release Time Policy

·       Staff Leave Procedure

·       Review of BOT Handbooks

·       Protected Disclosures Policy

·       Protected Disclosures Procedure

Term 2

·       Dual Heritage Treaty of Waitangi Policy

·       Maori Consultation Procedure

·       Special Education Policy

·       Education Outside the Classroom Policy

·       Pandemic Planning & Procedures

·        

·       Police Vetting Procedure & Appendix

·       Special Character

·       Religious  Education Policy

·       Visitors  Procedure

 

·       Finance Policy

·       Controlling & Monitoring Income & Expenditure

·       Theft & Fraud Prevention Policy

·       Complaints Procedure

·       Police Vetting Procedure & Appendix

 

Term 3

·       Transport to and from School Procedure

·       Safe Practices & Hazards Procedure

·       Safe Environment Procedure

·        

·       Uniform Policy & Personal Appearance Policy

·       Meetings In Committee Procedure

·       Safe Practices & Hazards Procedure

·       Safe Environment Procedure

·       Staff Appointments

·       Absences Procedure

·       Buildings & Asset Management Policy

·       Cyber Safety Policy & attachments

·       Sun Smart School Policy

·       Pandemic Planning & Procedures

Term 4

·       Special Education Policy

·       Care & Management of Children

·       Sexual Harassment Procedure

·       Child Abuse Policy & Procedure

·       Illness or Injury Policy

·       EEO Policy

·       Traumatic Incident Policy & Procedure

·       Emergencies Procedure

 

 

 

 

·       Principal Appraisal Policy

·       Performance Management, Staff Appraisal Policy

 

                                                                                                          


 St Joseph’s Pleasant Point Organisational Plan – 2016

 

Who is responsible?

 

Ref. to

January

February

March

April

May

June

July

August

Sept.

October

November

December

Special
Character

&

Community

Partnership

 

Community

Partnership

Sub-Com.

 

 

Welcome
Mass & Tea

 

Self Review  Action Plan to Catholic Ed Office

19th Mar
St Joseph

Feast Day

 

Parish

M/Tea

 

13th Apr

Palm Sun

School Mass

Young Catholic Leaders Day

 

 

Service Day

 

Parish

M/Tea

8th  Jun
School Mass
Pentecost

Catholic Schools Day

 

 

Attestation  to Bishop

Service Day

 

Parish
M/Tea

8th St Mary MacKillop Feast Day

 

 School
Mass

 

Service

Day

 

BOT Mass

 

 

Parish

M/Tea

Self Review Report to Catholic Ed Office

Service Day

Dec

EOY Mass
Prizegiving Shared tea

 

 

NAG 1

Curriculum

Principal

BOT

Minutes

 

Curriculum Document

Parent information evening

 

Curriculum report – health

 

Literacy curriculum report

 

Mid Year National Standards Report

 

SENCO

G&T Report

Science report

Maths curriculum report

RE report

Social sciences curriculum report

Inquiry Curriculum Report

 

SENCO

G&T Report

EOY Student Achievement Data

RE report

NAG 2

Doc. & Self

Review

Principal

MOE

Guidelines

 

 

Charter/AoVNAG Report

to MOE
1st Mar

Roll Return

 

Annual Report 31st May

 

 

Roll Return

 

 

Draft Charter

Analysis of Variance AoV

Refer Strategic Self Review Cycle. Refer Policy Review Timetable

NAG 3

Employer

Responsibility

Principal

 

Job Descriptions Updated

Ensure Supp. Staff Police Vets are current

Report to BOT re Reg.Practice certificates

 

 

 

 

 

EEO Report

 

Principal/
Staff Appraisals

Principal/DP

UCPlus/

BOT Chair

Appraisal Policies

 

Performance Agreements

Phase 1

 

Appraisals Phase 2

 

 

 

Appraisals Phase 3

Appraisals completed

Report to the BOT

NAG 4A

Finance

 

Finance Sub-Committee

Finance Procedures

 

BOT Minutes

 

Prepare Annual Report & Accounts

Approve budget

Annual Financial Statements & Report to Auditor 31st March

 

PTA

F/raising

Annual Financial & Report to MOE 31st

2016 Budget – Review

Fixed Asset Review

PTA

F/raising

Maintenance Spending Review

Prepare draft budget.

Ensure adequate PD funding

Draft Budget

Presented

PTA

F/raising

 

 

                                                                                    Monthly Reports – including income/expenditure, cash position, asset spending and monitoring and investment position

NAG 4B

Property

 

Property Sub Committee

Annual Plan

Heat Pump

Annual

Check

 

Quarterly

Meeting

 

Working Bee

 

 

Quarterly

Meeting

Annual
Test & Tag

 

Quarterly

Meeting

 

Working Bee

 

Quarterly Meeting

 

Update 10yr Property Plan

 

 

 

NAG 5

Health &
Safety

Caretaker

 

Monthly Safety Checks

Hazard Register Checks

 



ST Joseph’s Pleasant Point, 3528

NAG2A Report 2015


  • NAG2A(b)(i) – Areas of strength

(In this section you identify groups of students where there are greatest shifts/or greatest levels of achievement)

The greatest progress made is in the area of writing, our target area for 2015

% at or above

Boys

Girls

Overall

Writing 2014

78%

92%

85.5%

Writing 2015

74%

97%

86%

Difference

-4%

+5%

0.5%

% above

Boys

Girls

Overall

Writing 2014

9%

19%

14.5

Writing 2015

18.5%

26%

22%

Difference

9.5%

7%

7.5%


Our focus on writing has had a positive effect of 5% increase in girls at or above the target but a decrease in 4% of boys at or above the target.  There has been a bigger shift from at to above with 9.5% more boys and 7% more girls above the standard for writing.

There is good progress from year 7 to 8 and from year 4 to 5 to 6 in writing.  There are individual shifts from below to at and from at to above for writing in both cohorts.  Significantly these are both years where children remain in the same class with the same teacher.

100% of our Maori students are at or above in all subject areas.

There is a high level of achievement across the school with 87.9% at or above in reading, 86% at or above in writing and 85% at or above in reading.








.

  • NAG2A(b)(i) - Areas for improvement

(In this section you identify groups of students where there are the least shifts/and or achievement gaps)

Boys’ achievement is significantly lagging behind girls’ achievement in all areas:

% at or above

Boys

Girls

Difference

Reading

89%

97%

8

Writing

74%

97%

23

Maths

74%

94%

20


The difference in the area in literacy is boys who have particular literacy learning difficulties, mainly with the “code.”  They are all getting specific support programs and making progress with them.  Nevertheless it is unusual to have the same large discrepancy in maths.  We could look at what we could do to support boy’s engagement in learning across the school.


Our overall achievement is very high with an unusually high percentage of children achieving above the standard.

There is less high achievement (children above the standard) in maths compared with reading and writing:


% above

Reading

29%

Writing

22%

Maths

14%


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

(In this section you show how you identified the areas for improvement using a variety of data and analysis.)

Analysis is based on National Standards achievement data.  Our National Standards data is based on a triangulation process of making Overall Teacher Judgements using a variety of data including formal testing.  We have moderated this twice in 2015 in all subjects and we have clear guidelines.  We are in unanimous agreement on our moderation across the school.  This helps prevent data shifts from year to year due to discrepancies in teacher judgement.

Analysis was done by a direct comparison of 2014 with 2015 data.  Also by analysis of overall achievement, gender and class cohorts within 2015.  Due to the small numbers in the school, changes in Maori or Pasifika achievement are directly attributable to individual children leaving or entering the school and so trends in this area cannot be tracked from 2014 to 2015.  

.

  • NAG2A(b)(iii) - Planned actions for lifting achievement

(In this section you identify what actions you will take to improve student progress and achievement. These actions should also be outlined in your charter.)


The factors for improvement that have been identified by schools working within Learning and Change networks which have done extensive analysis of student achievement and progress (supported by University of Auckland) are:

Increase in student agency

Students having input into what they learn and how they learn it

Students learning things which are of importance to them.

Students understanding and managing their own learning pathways.

Digital learning

Using digital tools for genuine learning purposes that couldn’t be achieved in other ways.

Parent engagement.

Parent voice on learning included.

Cultural capital of the community coming into the school.

Sharing and involvement in learning e.g. through shared online environments.

These factors have been shown to effect improvement in boys’ literacy even when there are identified specific literacy learning difficulties with the “code.”

In 2016 in order to increase boys’ engagement, progress and achievement in all areas of learning we will take steps to:

  • Introduce an inquiry-based curriculum using the SOLO thinking taxonomy to embed deeper inquiry and thinking processes.

  • Tie in our inquiry curriculum with Education Outside the Classroom opportunities wherever possible.

  • Teach literacy skills in years 4+ for the purpose of learning across the curriculum.  There will continue to be specific and explicit teaching in skills and understanding of text but always linked to a direct purpose to support inquiry learning and the broader literacy for learning goals of National Standards.

  • Consistent student-centred rubrics and exemplars for learning will be developed and used across the years 5+ classes.  This will enable teaching to happen on literacy process whilst students have more self-management on content and purpose.

  • Embed the use of Google Apps for Education (GAFE) and our provision of one to one devices in years 5+ as the first “go to” learning tool.

  • As a staff increase our opportunities for investigating successes in these areas in other schools.

  • Continue to reflect on what research is identifying as best practice in these areas and continue our own teaching as inquiry professional development process.

  • Consistently and objectively gather and analyse what the students are telling us about their learning.



In order to increase the rate of progress for our ESOL learners we will:

  • Investigate best practice with ESOL learners (SENCO) and share with staff.

  • Staff will adapt programs and planning to explicitly meet the needs of ESOL learners.

  • Investigate how to bring the cultural capital of our ESOL learners into the school.

  • Gather student and parent voice.


In order to increase the number of children above in maths across the school we will:

  • Investigate digital platforms for consolidating maths skills

  • Investigate what is and is not working in our maths teaching through peer observations, peer coaching, observations beyond our school, guidance from NZMaths site (best practice), and student voice.

  • Use the SOLO model to lead to deeper thinking in maths.

  • Make maths purposeful and aim at one project-based maths inquiry per term at all levels.



  • NAG2A(b)(iv) – How students are progressing in relation to National Standards

(In this section you compare groups of students’ achievements to their previous year’s achievement or from the start of the year until the end of the year)


The analysis of 2014 to 2015 data has been covered in the previous sections.  The main shift in achievement has been in writing.  

There was a significant drop in achievement of the year 3 group from 2014 moving into year 4 in 2015 with 87.5% of the students moving from above to at.  This could be attributed to change of class and the change from junior to senior school or the change from learning to read (learning the code) to learning to comprehend which happens at this level. This will be monitored.  Parent feedback about consistency throughout the school has also been noted and steps are being taken to ensure consistency from one class to the next.

More children were at or above the standard in literacy at the end of the year than projected at mid year.

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