School Charter Strategic and Annual Plan for Sancta Maria Catholic Primary School 2017-2019 Endorsement Principal : Gina Benade Date: Endorsement Board of Trustees: Mario Barbafiera Date: Submission Date to Ministry of Education: 1 March 2017 1
Sancta Maria Catholic Primary School Our Vision: Students who are educated, successful and connected learners growing Catholic faith in their hearts and minds. Our Mission: We are committed to celebrating an innovative and inspiring Catholic education of excellence, with Mary as our model. Our Values: Full of Grace Obedient Faithful Compassionate Thoughtful Hopeful Contented Determined Commitment to growing in faith in Christ Jesus needs, home, parish and school - All three - working together. Our Principles: - High expectations - culture of collaboration and learning - Treaty of Waitangi - partnership, protection, participation - Cultural Diversity - encouraged and celebrated - Inclusion - all students are respected and nurtured - Learning to learn - learning reflection and ownership a priority - Community engagement - strong home/school partnership - Coherence - mapping our curriculum through a connected approach - Future focus - embrace learning for and about the future Our Goals: Grow in faith together Love learning and strive for personal excellence Respect God s creation Develop our God-given gifts, enabling us to reach our potential Unite in spirit, as family, school, Church and wider community 2
Walking with Mary, as our guide to Jesus we are: Full of Grace + Obedient + Faithful + Compassionate + Thoughtful + Hopeful + Contented + Determined We are full of grace when we show: Patience Humility Gentleness Peacefulness Integrity Honesty We are obedient when we show: Honour Responsibility Confidence Reliability Truthfulness Cleanliness We are faithful when we show: Unity Commitment Loyalty Trust Flexibility Trustworthiness We are compassionate when we show: Love Kindness Cooperation Tact Tolerance Caring Forgiveness We are thoughtful when we show: Consideration Understanding Service Helpfulness Generosity Courtesy We are hopeful when we show: Idealism Justice Moderation Respect Enthusiasm Orderliness We are contented when we show: Joyfulness Thankfulness Friendliness Creativity Detachment Modesty We are determination when we show: Courage Self-discipline Excellence Perseverance Assertiveness Diligence Purposefulness 3
Sancta Maria Catholic Primary School will reflect: The unique Position of Māori Culture by New Zealand s Cultural Diversity Developing an awareness of Tikanga Māori and Te Reo Māori Providing the means of fostering better cultural understanding consistent with the Treaty of Waitangi Providing regular consultation with the Māori families to discover the views and concerns of the Māori community All cultures within the school will be valued and treated with dignity Quality teaching will respect and affirm cultural identity and optimise educational opportunities for each child Staff members will ensure that a non-racist school culture and ethos is upheld What reasonable steps will the school take to incorporate tikanga Māori (Māori culture and protocol) into the school s curriculum? Classrooms and school celebrations will reflect Māori culture through signage, waiata and greetings, appropriate to the class programme or school event and the level of the students. Curriculum planning will include a Māori perspective, incorporating Tikanga Māori and Te Reo Māori, as appropriate to the topic. What will the school do to provide instruction in te reo Māori for full time students whose parents ask for it? All such requests will be given full and careful consideration by the Board of Trustees with regard to personnel with the requisite skills and qualifications, the overall school financial position, and the availability of accommodation within the school. The school will provide te reo Māori instruction through the Te Aho Arataki Marau mo` te Ako i Te Reo Māori Curriculum and support material on http://tereomāori.tki.org.nz Teachers and students will be supported and guided by our Maori Lead Teacher. What steps will be taken to discover the views and concerns of the school s Māori community? The Board of Trustees will consult with the Māori families in the development of the Strategic Plan. The Board of Trustees will provide funding to support classroom initiatives. The Ka Hikitia - managing success for Māori document will be used to inform decisions and practice. The updated Ka Hikitia Accelerating Success 2013-2017 will support and guide action so that Māori students can enjoy and achieve education success as Māori. The Board of Trustees will make use of the Hautū - Māori cultural responsiveness self-review tool for boards of trustees. 4
Student Vision Sancta Maria Catholic Primary School learners are unique because they take pride in themselves Which means they strive for excellence. Whilst always striving to reach our goals and live by our values we are still joyful, caring and thoughtful to family, school and community. At Sancta Maria Catholic Primary School A Devoted Student Wants to learn in and outside school Learns things every day and talks about learning Asks questions to find out more Always tries his/her best and does not give up Trusts in God and lives by our Mary Values to strive for excellence A Nurturing Teacher Is fair and manages a safe learning environment Builds positive relationships with all students Uses examples to help students meet their individual learning goals Models Mary Values through their actions Caring Parents and whanau help us meet our learning goals by Giving us time and showing us patience Supporting us in managing our home learning time Making sure we have the right equipment to support our learning Supporting us to live by our Mary Values and Grow in Faith together 5
Baseline Data and School Context Students Learning National Standards - Reading By the end of 2013 : 86 % at or above in Reading 14% below - 34 students reading below Year Well below Below At Above By the end of 2014 : 88 % at or above in Reading 12% below - 35 students reading below All Students 2013 (246) 7 (3%) 27 (11%) 176 (71%) 36 (15%) By the end of 2015 : 89 % at or above in Reading 11% below - 36 students reading below By the end of 2016 : 85 % at or above in Reading 15% below - 57 students reading below 2014 (283) 2015 (336) 2016 (372) 4 (1%) 31 (11%) 189 (67%) 59 (21%) 7 (2%) 29 (9%) 211 (63%) 89 (26%) 8 (2%) 48 (13%) 261 (70%) 55 (15%) National Standards - Writing By the end of 2013: 86 % at or above in Writing 14% below - 34 students writing below Year Well below Below At Above By the end of 2014: 84% at or above in Writing 16% below - 45 students writing below All Students 2013 (246 ) 2 (1%) 32 (13%) 199 (81%) 13 (5%) By the end of 2015: 90% at or above in Writing 10% below - 32 students writing below By the end of 2016: 86% at or above in Writing 14% below - 50 students writing below 2014 (283) 2015 (336) 2016 (372) 9 (3%) 36(13%) 221 (78%) 17 (6%) 6 (2%) 26(8%) 269 (80%) 35(10%) 7 (2%) 43 (12%) 302 (81%) 20 (5%) 6
Students Learning National Standards - Mathematics By the end of 2013: 91 % at or above in Mathematics 9% below - 21 students working below By the end of 2014: 91 % at or above in Mathematics 9% below - 26 students working below By the end of 2015 : 90 % at or above in Mathematics 10% below - 36 students working below By the end of 2016 : 87 % at or above in Mathematics 13% below - 48 students working below Year All 2013 Students (246 ) 2014 (283) 2015 (336) 2016 (372) Well below Below At Above 1 (1%) 20 (8%) 190 (77%) 35 (14%) 6 (2%) 20 (7%) 222 (79%) 35(12%) 8 (2%) 28 (8%) 245 (73%) 55(17%) 2 (1%) 46 (12%) 275 (74%) 49 (13%) Student Engagement Review of Charter and Consultation ERO Report April 2014 : The school s learning environments promote and support learning. Students are interested and active participants in classroom programmes. They have opportunities to work with others in a variety of ways within and across classes. Senior leaders and teachers know students and their families well, and the wellbeing of students underpins school decision making. Respect for the individual diversity of students creates a learning environment that contributes to positive outcomes for learners. Attendance rate for 2014 95.2%, Attendance rate for 2015 94.1%, Attendance rate for 2016-94.6% Attendance rate per Gender Female 93.5% Male 94.1% Highest Year Level Attendance rate Year 5 95.3% and Year 6 95.1% Lowest Year Level Attendance rate Year 1 93.1% Ethnicity Group rate NZ Māori 92.2% Ethnicity Group rate Pasifika 92.1% Consultation process : The Board of Trustees of Sancta Maria Catholic Primary School conducted a full strategic planning review during 2014. The staff, students, board and school community, including the Māori and Pasifika families were consulted. The Filipino families are our largest ethnic group and in 2014 the Filipino community was also consulted. This Charter reflects the priorities identified by parents, whanau and our community and will guide our future strategic direction. During 2016 a Community Cultural Evening was held to give the opportunity of coming together to share and make suggestions for future improvements. The next full community consultation is planned for 2017. Our community Health & PE consultation was conducted last year in 2016. 7
Strategic Plan 2017 2019 Strategic Goals Core Strategies for Achieving Goals 2017 2018 2019 Special Character 1. Review and evangelise our school community through the gospel of Jesus, with Mary as our model. Embed opportunities for parents and caregivers to learn about the special character of our school. Embed the deeper level of professional development for our teachers in special character. Develop opportunities that arise from the 2017 review consultation process. Review the next steps in professional development for our teachers in special character. Implement the opportunities that arise from the 2017 review consultation process. Implement the next steps in professional development for our teachers in special character. Review the special character induction programme for students and teachers. Implement goals and strategies as identified in special character review. Embed the goals and strategies as identified in special character review. Continue to make deliberate connections between key competencies and the Mary Values & Virtues. Review the effectiveness of the Virtues Project. Implement the findings from the Virtues Project review. Students Learning 2. All students are engaged in their learning and are achieving educational success in relation to the Review the effectiveness of teaching and learning practices that respond to the needs of ELLs. Implement the goals that have been identified through the review to meet the needs of ELLs. Continue to develop strategies that will meet the needs of ELLs. 8
National Standards. 2017 2018 2019 Teachers continue to use research to inform practices to address learning needs and accelerate progress of students at risk or with special abilities. Review the effectiveness of the Spiral Inquiry model used to improve student learning and teacher practice. Continue to refine the effectiveness of teacher inquiry to improve student learning and teacher practice. Teachers to deliberately develop vocabulary specific to learning areas across the curriculum. Review the outcomes of the deliberate development of specific vocabulary. Implement the outcomes of the review to ensure that students continue to strengthen vocabulary development. Student Engagement 3. Embed student agency and grow learners to be self-regulated and self-managing. Embed staff shared understanding of the why, how and what of student agency. Continue to grow and embed student agency across the school. Continue to deepen understanding of what student agency looks like across the school. Continue to grow and embed student agency across the school. Continue to deepen understanding of what student agency looks like across the school. Continue to grow and embed student agency across the school. Personnel 4. All teachers are engaged in reflection to change their practice to improve outcomes for students. Review and refine the mentoring of teacher reflection to improve practice. Strengthen the practice of teacher reflection through mentoring so that this is default practice school wide. Continue to strengthen the practice of teacher reflection through mentoring so that this is default practice school wide. Strengthen teacher reflective inquiry to inform a change in practice. Embed active teacher inquiry resulting in improved teacher practice. Continue to embed active teacher inquiry resulting in improved teacher practice. 9
2017 2018 2019 School Finance & Property 5. The development of school wide collaborative learning spaces to enhance student active learning engagement. Stage 1 works to complete the conversion of the level 2 classrooms into Flexible Learning Environments. Raise funds to install shading outside Room 11. Stage 2 works to complete the remaining classroom conversion into Flexible Learning Environments. Continue to raise funds to complete the shading project. Complete any remaining classroom conversions into Flexible Learning Environments. Continue to raise funds for more shading around the school. Community Engagement 6. All parents and whanau are empowered to actively engage in the life of the school to support their learners. Build on the strong home / school partnership foundations to further engage families in the teaching and learning process. Enhance community engagement through the use of effective documentation of student learning pathway. Review the effectiveness of our home/school partnership and community engagement. Health & Safety 7. Ensure a Health & Safety conscious culture permeates across the school community. Continue to build a healthy, safe conscious culture across the school community. Review and refine the Health & Safety processes and procedures. Continue to build a healthy and safe school culture and community. 10
Annual School Improvement Plan - 2017 Special Character Strategic Goal 1: Renew and evangelise our school community through the gospel of Jesus, with Mary as our model. Annual Goals Action Actual Result / Annual Report Embed opportunities for parents and caregivers to learn about the special character of our school. Embed the deeper level of professional development for our teachers in special character. Review the special character induction programme for students and teachers. Continue to make deliberate connections between key competencies and the Mary Values & Virtues. Goals developed in response to the 2016 Catholic Community review: RE Goals for 2017 Develop the practice of meditation as a way of encouraging a deeper encounter with Christ. Personal invitations to families from students to an R.E. Open Morning. Parent Curriculum Workshop - why and how we use the Mary s Values and Virtues Project. Giving students time to reflect on how they have shown Values and Virtues in a form that they can take home to share. Personalised communications between class RE learning and school website. DRS to undertake initial appraisal interviews with each teacher at beginning of term one to outline a professional development pathway towards a RE qualification. Conduct a review through surveying new teachers. Refine the induction programme for students and teachers to include clear procedures. Identify where the Mary Values & Virtues connect to our key competencies. Teachers are aware about linking and teaching the Key competencies through the virtues and Mary values. A school wide review/survey of what meditation is already happening in the classrooms. Principal and DRS to discuss meditation PD opportunities where needed and the DRS to support and model for teachers. School wide Meditation time to be reintroduced. Explore a range of ways for children to meditate 11
Encouraging children to create and use sacred spaces in the classroom and around the school to have time to seek and be with God. Find ways to support and encourage our students to develop their relationship with God and their relationships with others. Annual School Improvement Plan - 2017 Students Learning Strategic Goal 2: All students are engaged in their learning and are achieving educational success in relation to the National Standards. Baseline Data: A large number of students speak English as a second language and has increased : 2015-226 out of 373 = 60% 2016-246 out of 402 = 62% Of the 246 students with English as a second language, 155 received funding through the ESOL programme (62%). This is a high percentage of our school roll and we continue to focus on deepening teacher understanding of the teaching and learning needs of English Language Learners (ELLs) to make a difference to student achievement. Annual Goals Action Actual Result / Annual Report Review the effectiveness of teaching and learning practices that respond to the needs of ELLs. To conduct a review to identify effective strategies that respond to the needs of ELLs. Deliberate acts of teaching and learning to enhance the oral language and vocabulary. Teachers to use TKI ESOL online and other resources to support teaching and learning. 12
Annual Goals Action Actual Result / Annual Report Teachers continue to use research to inform practices to address learning needs and accelerate progress of students at risk or with special abilities. Teachers to deliberately develop vocabulary specific to learning areas across the curriculum. Teachers deepen their understanding of what underpins effective teaching of Vocabulary and spelling. Teachers to deliberately and consistently implement Switch on to Spelling and Alison Davis Teaching Strategies to develop vocabulary. Continue to focus on developing pedagogical knowledge and Mathematical language through discourse. Teachers to use research through the Maths PLD to inform practices to address students at risk or with special abilities. Deliberate building of Maths vocabulary. Making language connections across all curriculum areas. Deliberate building of Science vocabulary, knowledge and understanding. Annual School Improvement Plan Target Summary Domain Strategic Goal Target Actual Result - Short Report Reading Mathematics All students are engaged in their learning and are achieving educational success in relation to the National Standards. Of the 20 Year 2 students reading below expectation, there will be a shift of 12 students to reading at expectation by the end of 2017. (60% shift) Of the 24 Year 4 and 5 students operating below expectation in mathematics, there will be a shift of 15 students to meet the mathematics standard by the end of 2017. (63% shift) 13
Reading Target - Annual School Improvement Plan 2017 Strategic Goal 2: All students are engaged in their learning and are achieving educational success in relation to the National Standards. Annual Goal 2.2: Teachers continue to use research to inform practices to address learning needs and accelerate progress of students at risk or with special abilities. Annual Target: Reading Of the 20 Year 2 students reading below expectation, there will be a shift of 12 students to reading at expectation by the end of 2017. (60% shift) Baseline data: In November 2016: School wide data analysis showed 85% at or above the National Standard expectation in Reading and 15% of students working below ( 57 students) The end of 2016 reading analysis is showing a 4% decrease in students reading at expectation. November 2016 Year Level analysis showed: Year 1-20 below Year 2-8 below Year 3-3 below Year 4-11 below Year 5-7 below Year 6-7 below Of the 20 Year 1 (current Year 2) students reading below at the end of 2016: 14 are boys 6 are girls The pattern where a large percentage of Year 1 students were not reaching the National Standard after one year at school has recurred at the end of 2016: Year 1 student results at the end of: 2013-38% below 2014-14% below 2015-12% below 2016-29% below The On Entry Assessments and the Six Year Nets are indicating that there has been a decrease in what students are bringing to school in the first year. Ethnic breakdown of targeted student s: Maori - 2, Asian - 8, Nz European - 2, Pasifika - 6, Other African - 1 Key Improvement Strategies When What Who Indicators of Progress Term 1 Teachers identify which students need priority support in reading - targeted teaching to accelerate progress (the targeted groups will include all of the 20 identified in the Reading Target 2017). Principal, AP, DP, Learning Leader and Teachers Learning Community 2 will have an identified group of students at risk in reading. Priority Student Action Plan. Regular monitoring and assessments. 14
Term 1-4 Systems in the classroom to support a rich oral language programme which includes deliberately planning and teaching oral language and vocabulary. Learning Leaders & Teachers Teachers are acutely aware of students high language needs. Reflected in teacher planning and reflections. Term 1-4 Teachers increase their knowledge on how to support ELLs students. Teacher Only Day with Joy Allcock - Switch onto Spelling, vocabulary & oral language development. Follow -up PLD sessions with Joy Allcock during the year. Joy Allcock Commitment to 10mins daily deliberate teaching of the 45 English sounds. Reflected in planning and teacher reflections. Term 1 Staff PLD sessions to upskill teachers in administering and analysing reading assessments to strengthen explicit teaching during guided reading sessions to meet specific learning needs of students. Leadership Team Learning Leaders Staff meeting in Week 5 Term 1. Follow-up support if required. Term 1-4 Priority students receiving daily deliberate teaching sessions with the classroom teacher to accelerate shifts. Teachers Evidence of teaching sessions to deliberately target priority students. Ongoing throughout the year Targeted students to be monitored and progress discussed regularly at Learning Community meetings and with the Senior Leadership Team at the beginning of each term. Learning Leaders / SLT Students named and discussion recorded in Learning Community minutes. Professional Learning Conversations between Senior Leadership Team and teachers in Learning Communities held before Week 5 of every term. Ongoing throughout the year Meeting with parents of the targeted students and to keep parents informed of next learning step. Learning Leaders / SLT Teachers regularly update parents on targeted student progress. Monitoring: Monthly reporting through the Principal s report to the Board of Trustees. Resourcing: Adequate funds have been allocated to Literacy and Professional Development in the 2017 Budget. The resourcing of Teacher Aides to support teachers in the classrooms. Reading Recovery teacher funded.8 to support of priority students. 15
Maths Target - Annual School Improvement Plan 2017 Strategic Goal 2: All students are engaged in their learning and are achieving educational success in relation to the National Standards. Annual Goal 2.2: Teachers continue to use research to inform practices to address learning needs and accelerate progress of students at risk or with special abilities. Annual Target: Mathematics Of the 24 Year 4 and 5 students operating below expectation in mathematics, there will be a shift of 15 students to meet the mathematics standard by the end of 2017. (63% shift) Baseline data: In November 2016: School wide data analysis showed 87% at or above the National Standard expectation in Mathematics and 13% of students working below ( 48 students) The end of 2016 mathematics analysis is showing a 3% decrease in students operating at expectation. November 2016 Year Level analysis showed: Year 1-0 below Year 2-6 below Year 3-14 below Year 4-16 below Year 5-7 below Year 6-5 below Of the 24 Year 3 & 4 (current Year 4 & 5) students, targeted in 2017: 13 are boys 11 are girls Two Alim groups made a difference and students moved within the Level but not enough to meet the Standard. The transition from curriculum Level 1 to Level 2 requires students to use their basic knowledge to come up with strategies to solve mathematical problems. Some students take longer to make this transition into the manipulation and connected of the basic maths knowledge. E thnic breakdown of targeted students for 2017 : Maori - 1 Asian - 14 Pasifika - 6 NZ European - 3 Students are coming to schools with less knowledge and language. The transition from Curriculum level 1 to 2 requires students to be solid in the number knowledge and basic facts and the language of maths. Through our maths professional development in 2016, teachers are using a problem solving approach and unpacking the language of maths more explicitly. Students are participating in and contributing to the mathematical talk. Introduced mixed ability groups. Key Improvement Strategies When What Who Indicators of Progress Term 1 & 2 Continue the in-depth Mathematics professional learning and development and Maths Facilitators A Maths Team formed. 16
receive in-school support provided by two maths facilitators. The facilitators will focus on building capacity in the Middle Leaders through the development of coaching skills to support and sustain the Maths teaching and learning across the school. Participation in the Eastern Learning Network (ELN) of schools facilitated by Osprey Consultancy and AUT to further develop Middle Leadership coaching skills. LLs, Maths Team & Leadership Team Leaders and facilitators co-construct a Maths Delivery Plan for 2017. Staff and Learning Community PLD sessions decided. Evidence of pedagogical leadership within the school. Senior & Middle Leadership actively using coaching skills, strategies to support teachers in the classroom. Full participation in the PLD by middle and senior leaders. When What Who Indicators of Progress Term 1 & 2 Review of Maths assessments currently used and decide on a way forward with a clear purpose for Maths assessments. Increase teacher understanding of formative assessment so as to refine deliberate teaching to the needs of students. Maths Facilitators, Maths Lead T and Leadership Evidence of the review discussions and decisions. GLOSS modelling sessions and moderation discussions. Teachers confidently using a range of maths assessments to inform teaching and learning. Ongoing throughout the year Teachers will identify and target the priority students operating below in mathematics and investigate ways to support and explicitly meet the needs of these students. Teachers, Teacher Assistant, DP, Maths Facilitators Middle Leaders have developed a Priority Student Action Plan in collaboration with their Learning Community. Evidence of shift in teacher practice using the Spiral of Inquiry frame. Planning of rich tasks for maths rotations is evident. Ongoing throughout the year Participation in the Accelerated Learning in Maths (AliM 1 & 2)professional learning and development to specifically meet the learning needs of the Year 4 and 5 targeted students. COSDMBRRICS (counting, order, say, dictation, basic facts, revise strategy, revise basic facts,introduce new game, check progress, set activity) DP; Maths Lead Teacher & Principal Teacher-Aide Identify students who are underachieving in Mathematics from Year 4-6. DP and Lead Teacher to attend training sessions. Small group intervention to assist students who are achieving below the Maths standard in Year 3. Each Term Learning Communities share their Priority Student Action Plan and Outcomes through the Professional Learning Conversations (PLC) with the Leadership Team in Week 4 of each term. SLT, LL, Teachers Teaching & learning reflections evident in Atlas. The reflections inform gaps and next steps in learning for the targeted students. Monitoring: Monthly reporting against each action through the Principal s report to the Board of Trustees. Resourcing: Adequate funds have been allocated to the Mathematics 2017 Budget. Ministry of Education Centrally Funded Mathematics PLD 2017. AliM funding will be provided by Ministry of Education for teacher training and relievers. 17
Annual School Improvement Plan - 2017 Student Engagement Strategic Goal 3: Embed student agency and grow learners to be self-regulated and self-managing. Baseline Data: T he 2014 ERO review identified that Sancta Maria Catholic Primary School as in the process of implementing a more student-centred curriculum. Our curriculum continuously evolves in response to learners need and strengths. It builds on the school s culturally responsive and inclusive environment that supports diversity and promotes student engagement and participation in learning. To further strengthen and support our school curriculum ERO agreed with senior leaders and teachers that we will continue to: progress the principle of ako where everyone is empowered to learn with and from each other within a strong, collaborative school environment that enhances student learning and wellbeing develop students skills to self-regulate in all aspects of their lives Annual Goals Action Actual Result / Annual Report Embed staff shared understanding of the why, how and what of student agency. Continue to grow and embed student agency across the school. Teachers/ Learning communities to observe student agency across the school Review student agency with students and teachers Teachers to share what is working well and identify schoolwide next steps All staff to visit other schools implementing effective student agency Use current student agency research to inform practice Develop a shared understanding of what student agency looks like in our school. Focus on the language of Maths to develop student agency so that students can collaboratively problem solve and competently talk about the process. Continue to find effective ways for students to document their learning. 18
Annual School Improvement Plan - 2017 Personnel Strategic Goal 4: All teachers are engaged in reflection to change their practice to improve outcomes for students. Baseline Data: Teaching is inquiry and over the last few years as a staff we have been on a learning journey developing teacher as inquiry skills and understandings. This continuous cycle of reflection and critical thinking is the essence of our teaching practice. In 2016 we deepened and embedded our teacher and leadership reflections and critical thinking which lead to changes in practice and improved student outcomes. During 2017 through our continued participation in the Eastern Learning Network (ELN) the Middle Leaders and Senior Leadership will focus on developing communities of learning and coaching skills to support effective practice. Sancta Maria Catholic Primary School is currently working with four other schools to develop a Community of Learning (CoL) to further enhance and strengthen students learning pathways and achievement. Annual Goals Action Actual Result / Annual Report Review and refine the mentoring of teacher reflection to improve practice. Strengthen teacher reflective inquiry to inform a change in practice. Introduce instructional coaching across the school Middle Leaders and SLT to participate in ELN to develop coaching practice to enable the coaching of teachers to grow their collaborative inquiry practice. Continue to grow and strengthen our collaborative culture. Build quality feedback from students and use to inform future teacher practice. Create conditions to enable /enhance our collaborative inquiry. Continue to participate in the Maths PLD which provides a well-researched basis for teachers to reflect, inquire into their practice and to make deliberate shifts in thinking so as to more effectively meet the needs of our priority students. 19
Co-construct a Maths PLD Delivery Plan with the two Maths facilitators. Maths Lead Teachers to participate in the ALiM 1 and 2 PLD and target priority students. Build capacity and confidence in the Middle Leadership to lead Maths across the school and sustain the new learning. Collaborate with the Maths facilitators to conduct a review of our current Maths assessment and decide on a way forward. Teachers continue to use ATLAS as an effective teaching and learning planning and reflective tool. Continue to grow the Middle Leaders to lead the curriculum across the school during the Core Curriculum Team PLD days (2x per term) facilitated by Chic Foote - Helix Consultants. Core Team to lead regular curriculum review using Atlas as a reflective tool to enhance teacher practice. Embed Curriculum Mapping Protocols & Expectations. Review our SMCPS Learning as Inquiry Model. Review our SMCPS Curriculum Document and align with our curriculum mapping. 20
Annual School Improvement Plan - 2017 School Finance & Property Strategic Goal 5: The development & improvement of school wide collaborative learning spaces to enhance student active learning engagement. Baseline Data: In 2014 the second phase of our school building was opened with two flexible innovative learning environments. It was decided to have most of the Year 1 & all of the Year 2 students in one flexible learning space and most of the Year 5 students & all of the Year 6 students in the other. We have seen the collaborative learning spaces enhance both teaching and learning. This was evidenced by the increased engagement of students and the effective and encouraging collaboration of teachers as well as the analysis of the school wide data in November 2014, 2015 & 2016. It was clearly evident that there were more students operating above the National Standard in Reading, Writing and Mathematics in Year 2 and Year 6 as well as Year 1 and Year 5. This evidence has motivated the need to have our single classrooms renovated into shared modern learning environments. Annual Goals Action Actual Result / Annual Report Stage 1 works to complete the conversion of the level 2 classrooms into Flexible Learning Environments. The Board of Trustees to update the Property Development Plan and submit to the Catholic Diocese. Liaise with the Catholic Diocese to formulate a timeline for single classroom conversion to Flexible Learning Environments. Raise funds to install shading outside Room 11. Property Committee to decide on where to place the shading. Obtain quotes and apply for grant funding. 21
Annual School Improvement Plan - 2017 Community Engagement Strategic Goal 6: All parents and whānau are empowered to actively engage in the life of the school to support their learners. Baseline Data: Over the last seven years as a new school our Board of Trustees and staff have focused on building a strong school community with a focus on the home / school and parish links. We are a diverse ethnic Catholic community and continuous strengthening of this partnership requires a mutual cooperation and responsibility. Our specific target is to keep working together in partnership to strengthen and enhance the learning of our students. Annual Goals Action Actual Result / Annual Report Build on the strong home / school partnership foundations to further engage families in the teaching and learning process. Continuously emphasise a partnership of mutual cooperation and responsibility. A New Parent information morning & walk through each term for new families. Family meetings for targeted groups. Newsletter tips for how parents can support student agency at home. Open morning for parents and caregivers to observe and engage in the student learning. Post the new concept Enduring Understanding, Essential Questions and Academic Vocabulary onto school website before the next term Core Team to complete during Core Team Curriculum Mapping Days. Parent Curriculum Workshop on Student. Agency and the link to Assessment & reporting in Term 3. Evaluation of the events held and feedback from survey results. Provide opportunities for various communities to get together and build relationships. 22
Annual School Improvement Plan - 2017 Health & Safety Strategic Goal 7: Ensure a Health & Safety conscious culture permeates across the school community. Baseline Data: The Board of Trustees has robust health and safety policies and practices in place. However, the new Health & Safety Act 2015 broadens the primary duty of care to make explicit the organisation s obligation to keep safe everyone who is impacted by the school s activities, not just the employees. Annual Goals Action Actual Result / Annual Report Continue to build a healthy, safe conscious culture across the school community. Health & Safety Committee consisting of the Principal, Health & Safety Staff Rep and committee board members to meet regularly. Continue to review Health & Safety policies and procedures to ensure effective processes are in place. Health & Safety to be deliberately included on meeting agendas and in staff & community correspondence. Board members and principal to continue to keep up to date & attend any additional Health & Safety workshops. 23