Charter 2016

Introduction

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

Management

The School and its Community

National Education Priorities

Cultural Diversity

Te Reo

Strategic Plan

Vision

To be:

Core Values

We value the 4 Cs:

Goals

To create a community of learners with:

To create a community of Maori learners with:

Annual Goals

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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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.

Actions (what we will do)

What we did.

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.

Outcomes (what we expected to happen)

What worked or didn’t  and why/what next

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

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.

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.

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:

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

National Standards Report 2015

Spreadsheets

Link to Spreadsheets

NAG2A(b) Report

Charter Consultation Plan

The Kaikohe East School Board consults annually with the Maori community and wider community.   

Processes for consultation include:

Ministry Letter

 

Printing this Charter