Embedded Files
Introduction
Introduction
Education Act 1989, Sections 75 and 76
Education Act 1989, Sections 75 and 76
s.75 Functions and Powers of Boards –
(1) A school's board must perform its functions and exercise its powers in such a way as to ensure that every student at the school is able to attain his or her highest possible standard in educational achievement.
(2) Except to the extent that any enactment or the general law of New Zealand provides otherwise, a school's board has complete discretion to control the management of the school as it thinks fit.
s.76 Principals –
(1) A school’s principal is the board’s chief executive in relation to the school’s control and management.
(2) Except to the extent that any enactment or the general law of New Zealand provides otherwise, the principal –
Shall comply with the board’s general policy directions; and
Subject to paragraph (a) of this subsection, has complete discretion to manage as the principal thinks fit the school’s day to day administration.
Governance
Governance
The Kaikohe East School board emphasises strategic leadership rather than administrative detail, has a clear distinction between board and staff roles, concentrates on the future rather than the past or present, and is pro-active rather than reactive.
Management
Management
The board delegates all authority and accountability for the day-to-day operational organisation of the school to the principal.
The School and its Community
The School and its Community
Kaikohe East School teaches children from Year 0 to Year 6. All students are taught the New Zealand National Curriculum.
The school provides high quality educational opportunities for its students.
The school is pleasantly sited and well resourced. Staff, board members, and parents are very supportive of the work of the school.
Kaikohe East School has a number of sporting resources (swimming pool, playing fields, sealed court areas and two adventure playgrounds).
National Education Priorities
National Education Priorities
Kaikohe East School recognizes the government’s National Education Priorities:
The school integrates the National Educational Goals at governance and operational levels by giving them full consideration when planning school developments or school/class programmes.
Cultural Diversity
Cultural Diversity
The Board takes all reasonable steps to provide instruction in Tikanga Maori (Maori culture) and Te Reo Maori (Maori language).
When developing policies and practices for the school every endeavour is made to reflect New Zealand Cultural diversity and the unique position of Maori culture.
Te Reo
Parents may choose to enrol their children in the General classes, or the Bilingual classes.
The General classes have all their instruction in English. They also have some Maori Language instruction covering simple commands and greetings, and basic pronunciation.
Bilingual classes have 51-80% of their instruction in Maori.
Teacher Aides with competency in Te Reo are employed to support Bilingual class programmes.
Due to the high proportion of Maori students our school takes the opportunity to support and practise Maori protocol when appropriate and necessary.
Strategic Plan
Strategic Plan
Vision
Vision
To be:
Proud of whom they are and where they come from
Prepared for and ready to accept challenges
Learners now and in the future
Core Values
Core Values
We value the 4 Cs:
Be Considerate
Be Courteous
Be Cooperative
Use your Commonsense
Goals
Goals
To create a community of learners with:
High Academic achievement in Literacy
High Academic achievement in Numeracy
To create a community of Maori learners with:
High Academic achievement in Literacy
High Academic achievement in Numeracy
Annual Goals
Annual Goals
Analysis of Variance Report for 2015
Analysis of Variance Report for 2015
Goal One
Improve the literacy level, particularly in writing, for boys.
Rationale: Why did we chose this as a goal?
When we look at the percentage of pupils who are achieving below or well below National Standards in writing, there are twice as many boys as girls.
The difference between boys and girls begins right at the start and the gap doesn’t change as the children go through school.
A similar picture is evident when we look at reading but nowhere near as dramatic a difference. Also by year 5 and 6 the gap narrows in reading whereas it doesn’t in writing.
Measurable Target
At the end of 2015 the percentage of boys assessed at below or well below in written language will be less than 40% for each year level.
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The end of year results showed that we didn’t get close to achieving our goal of less than 40% of boys achieving below or well below the National Standard.
For our boys at the end of 2015:
Y2 we had 94% below or well below.
Y3 we had 100% below or well below.
Y4 we had 86% below or well below.
Y5 we had 80% below or well below.
Y6 we had 94% below or well below.
The differences between girls and boys narrowed a little bit
It is possible we are marking more appropriately rather than the children are getting worse at writing. We spent some time on moderating our assessment.
The changes in years 5 and 6 seem less marked.
We stopped using year 1 data as, by its very nature, a child cannot be considered two years below when they have only been to school for 9 months.
Actions (what we will do)
School wide PLD will be provided by Auckland University
Syndicate Meetings will be focussed and embed effective literacy practice through meaningful modelling, discussions, readings
PAC will focus on :
teacher and student teaching and learning needs as discussed through the Practice analysis process.
Assessment will be moderated as a syndicate aligning with the assessment timetable.
e-asTTle results will be more closely analysed to determine exactly what aspect of writing is hampering achievement (e.g. punctuation, impact, spelling?) and activities to focus on them will be sourced and shared.
Each class will have a target group whose progress will be monitored.
Focus on boy’s writing data
Teachers will share ideas for motivating writers such as topic choice, presentation and incentives
Closer link to reading from writing
Planning for writing includes assessment analysis to inform learning intentions.
Moderation will happen at Syndicate level and school wide as appropriate
Principal will be involved and will oversee school-wide picture
Principal will attend one Syndicate hui at a time and also visit classrooms to interview students, boys in particular and ask things such as - show me your learning, what do you like about writing, what do you find hard?
A school-wide spelling programme will be implemented.
What we did.
Vera has met twice with the literacy leaders. They have been working on being effective leaders in literacy and monitoring teachers practise in order to raise achievement across the entire school
Vera has helped teachers moderate
8 teachers attended a Murray Gadd course in Auckland during the April holidays
Syndicate meeting minutes show that literacy has been a major topic every fortnight looking at target groups and how teachers are changing their practices and setting goals to raise achievement.
Literacy leaders have received professional development in practice analysis observations
The first walkthrough of the year did not follow the practice analysis format but feedback was related to written language wherever possible
Another PAC has been done with all teachers. New goals have been set and most are beginning to action. Shift is occurring in our target students.
Assessment was moderated in March. Syndicate meetings and Vera oversaw the procedure.
Nearly 100% of all children have accurate writing data.
e-asTTle results have been collated by the Literacy Team and transferred to eTap.
All Target groups are monitored at a syndicate level and are a focus for discussion every fortnight at our Literacy syndicate meetings
New Literacy resources have been ordered in order to try and engage boys more during Literacy time.
New PM texts have been ordered which focus on all genres.
Planning is being monitored by Literacy Leaders to make sure teachers are using appropriate data and childrens books to plan for next steps etc.
Syndicates have moderated samples
Chicky has attended a syndicate literacy meeting for all syndicates.
All teachers are using essential List for spelling.
Outcomes (what we expected to happen)
Regular meetings planned with Facilitator, Literacy Leaders/Principal meetings at least twice per term
The use of resources such as Effective Literacy Practice will be used to show good examples to improve teacher knowledge
Effective Literacy teaching needs to be consistent across the school
Teachers engaging boys in writing topics that are authentic/ interesting to them
Using the various outcomes as outlined in ELP (e.g interactive writing pg 107)
Literacy Leaders will have a portion of each fortnightly Syndicate Meeting to embed effective Literacy pedagogy
Shared understanding about Literacy as a means to access all Curriculum areas.
Minutes shared and monitored to ensure that meetings has a major Literacy focus
Spiral of Inquiry template (is an evaluative tool) will be used to support Syndicate discussion and Literacy Leaders development and work-Teachers planning their next steps having gone through the evaluation process
Walk-throughs will show an improvement in teachers’ pedagogy.
Shared ownership of change will occur
All teachers will assess similar work at a similar level.
Ensures that school-wide data will be accurate and complete(moderation)
We will improve pupil achievement in the areas of weakness
Documents such as ELP and LLP will be used to strengthen decisions.
Modelling will not be whole class and teachers will organise literacy activities linked to student needs.
The target group will make accelerated progress.
Classrooms will have a ‘What good writers do” chart and/or orally share these skills.
Teachers will use a variety of approaches to motivate writers e.g quick writes (The Writing Book), daily 5.
Children, particularly the boys, will be more motivated to write.
Boy’s will see value in writing
Choice of topics will be flexible
Less time may be needed on motivating writing
We will improve pupil achievement in
the areas of weakness
Next steps will be more accurate
Teachers will bring samples of Literacy to meetings from their class target groups. Connections and comparisons using the rubric will be made and discussions about what you have noticed, what is working and so what? will occur
A clearer school-wide picture, particularly around boys writing engagement.
Using student voice to to enhance and support classroom programmes.
Spelling will be taken consistently and in a manner that allows children to move from class to class without changing routines.
Spelling, as assessed by the same test, will improve markedly.
What worked or didn’t and why/what next
Built up leadership, Literacy meetings were regular, it raised teacher knowledge, teachers were using documents at syndicate meetings, talking about individual children, looking at data together , teachers started to look at writing topics, teacher practise changed in terms of looking at a child’s next step, progressions for classrooms were developed
Teacher Aide’s were more aware of writing in classrooms they were working in
Clearer direction about where we are all going, moderation was cohesive, vertical moderation occurred, perseverance with eAstle tool was worthwhile
Shared with teachers gave teachers more ownership and a chance to be more reflective of their own practise
Given Literacy Leaders practise in having professional conversations
Many teachers are beginning to engage with their own evidence based inquiry -there has been a transition from facilitator-to leaders and leaders to teachers with more teachers taking ownership of their data-leaders need to facilitate and monitor progress towards this goal.
Full set of data achieved, moderation at syndicate meetings were closer than before
Can the literacy team evaluate our moderation process through a plenary with staff-what we feel confident in and we still need and this is what we will do about it.
We need to develop a clearer understanding of the progressions and how these tie in with levels and then moderating and using the progressions to inform planning. this is particularly true in the senior school.
We need to ensure there is a concept that data is owned by all parties
leaders should be analytical as a team and work out how are they as leaders having a greater effect on teaching and learning-
Analysed data usually informed teaching to follow although we need to spend more time looking closely at the progressions, not just at e-Asttle or running records
We need to know what a “step up” in writing is, getting the biggest bang for our buck
Learning needs to be acclerated, progress in reading and writing is too slow
Absences, withdrawals of children and chn changing class made this difficult for some.
Some classes had the charts in operation but generally all classes talked about that’s what good writers do
Target groups need to be “accelerated” and syndicates need to talk about what will get the step up and accelerated progress required
We need to check out class data to see which classes made the most shift?
This year’s ALL pd is focussed on “accelerated learning” This pd should support us with improved data and gains for all children.
Big change about looking at the links, using planning templates to support link
Beginning to see a change in planning, more discussion, sharing and collaboration is needed
Teachers had already moderated at
Syndicate level and whole school moderation occurred more successfully
More intent needs to happen and student voice noted when Principal is in classes during Literacy time.
Sharing with colleagues may happen at ALL pd
Well underway
Planning for next 2016
Looking at the data for 2015 it is obvious we need to continue with this as a goal. We believe that last year’s goal was a good one and that the attainment of boys in writing is still an issue that needs dealing with. It is not the goal that was the problem in 2015, we did not realise the impact of assessment and needed to ensure our assessment process and practice was robust. We were probably over-confident in what we thought we could achieve and made unrealistic measurable targets. We need to refine teacher practice and ensure we are choosing the most appropriate step up for children, one that will give the biggest pay off.
A similar picture is still evident when we look at reading but nowhere near as dramatic. Also by year 5 and 6 the gap narrows.
Goal Two
To improve the reading level in the first two years of school.
Rationale
6 out of 9 pupils (66%) who will turn 6 in the first half of this year look unlikely to be reading at level 5 at the end of their first year at school. 6 out of 17 (35%) are still below PM Level 8 at the end of their second year at school.
Measurable Targets
60% of children will achieve at stanine 4 or better in the HRSIW/letter id/word/cap section of the observational survey taken as close as practical to their 6th birthday.
Planning for 2016
Looking at the data for 2015 we also feel we need to continue with this as a goal. We believe that last year’s goal was a good one but that the year needed to be spent clarifying whether HRSIW was such a high priority, checking data to ensure it is robust and developing teacher skills and knowledge so we are able to make the difference needed.
Goals for 2016
Goals for 2016
Goal One
Improve the literacy level, particularly in writing, for boys.
Rationale: Why did we chose this as a goal?
This is a continuation of our goal for 2015 which was selected because we had twice as many boys achieving as below or well below the National Standard in writing.
Looking at the data for 2015 it is obvious we need to continue with this as a goal. We believe that last year’s goal was a good one and that the attainment of boys in writing is still an issue that needs dealing with. It is not the goal that was the problem in 2015, we did not fully realise the impact of moderating assessment and needed to ensure our assessment process and practice was robust. We were over-confident in what we thought we could achieve and made unrealistic measurable targets.
The end of year results showed that we didn’t get close to achieving our goal of less than 40% of boys achieving below or well below the National Standard.
For our boys at the end of 2015:
Y2 we had 94% below or well below.
Y3 we had 100% below or well below.
Y4 we had 86% below or well below.
Y5 we had 80% below or well below.
Y6 we had 94% below or well below.
Only 9% of boys are at or above the National Standard
A similar picture is still evident when we look at reading but nowhere near as dramatic. Also by year 5 and 6 the gap in reading narrows.
Because of the evidence shown by our data we intend to set our 2016 goal as:
Strategic Aim: To have 80% of year 2-6 at or above the National Standard in writing
Annual Goal 1. To improve the literacy level, particularly in boys, for writing.
Measurable Target: At the end of 2016 the percentage of boys assessed at below or well below in written language will be less than 60% for each year level.
Goal Two
To improve the reading level in the first two years of school.
Rationale
Many pupils who will turn 6 during this year look unlikely to be reading at level 5 at the end of their first year at school. Over 25% are still below PM Level 8 at the end of their second year at school.
We believe that improvements in the areas of Hearing and Recording Sounds in Words, Letter Identification, word identification and Concepts About Print are all areas that can be moved.
Measurable Targets
60% of children will achieve at stanine 4 or better in the HRSIW/letter id/word/cap section of the observational survey taken as close as practical to their 6th birthday.
Strategies 2016-18
Strategies 2016-18
Charter Consultation Plan
Charter Consultation Plan
The Kaikohe East School Board consults annually with the Maori community and wider community.
Processes for consultation include:
School Newsletters
Parent and Board Meetings
Parent-Teacher-Child Hui
Whanau meetings
Informal dialogue
Home visits
Open days
Curriculum Evenings
School Questionnaires and Surveys
Ministry Letter
Ministry Letter
Letter from the Ministry of Education acknowledging receipt of the charter: to come
Printing this Charter
Printing this Charter
We think of the environment and have designed this charter to be read as a web page.
if you really have to print this charter you will find that there are no page numbers, and some tables will run across pages.
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