Annual Plan 2018

Goals

2018 Actions

Expected Outcomes

Aims: What will we do, who will help and when will it happen?

Progress and Monitoring

1 a.

Improve progress and achievement in learning for all children, particularly Māori, Pasifika and children with special education needs.

Teaching and learning in the classroom meets the diverse range of needs, interests, backgrounds and experiences of students.

Focus is on raising student achievement and this is shared by students, whanau, staff and management of school.

*           Provide authentic opportunities for learning – Staff – Terms 1 – 4

*            Increase the number of learners achieving at our school expectations by targeting  learners who are not meeting, or at risk of not meeting school expectations  (All staff lead by P, SLT)

*           Continue to improve professional knowledge in gathering and analysing data in a variety of ways (P, SLT, Staff)

*           PLD for all staff in the areas of Writing and Oral language (SLT on going), mathematics (through Senior cluster) Incredible Years (through RTLB) offered in 2018

  •  Term 1 inquiry around Paddock to Plate has been a big success this will culminate in Hamburger Day in Week 2 of Term 2
  • PLD sessions around Oral language held Week 9 Term 1& Week 7 Term 2 - Oral language resources shared and discussed PAT Listening data.
  • All staff attended Maths Workshop 20/2
  • SB has attended 6 sessions of IYT in Terms 1, 2 & 3
  • SB has lead the staff with our major Sustainability inquiry. WE have focused on reducing the amount of single use packaging being brought to school. Naked lunch held 10/7. We are timetabled to have this every Friday.
  • 15/6 All staff attended Kaahui Ako PLD day
  • PLD utilising our Kaahui Ako across school teachers is ongoing. Sessions looking at coaching Week 5 Term 2, Culturally Relationships for Responsive Pedagogy CR4RP Week 5 Term 3
  • Classroom walkthroughs undertaken inTerm 1 with teachers

1 b.

Students learn, achieve and progress in the breadth and depth of the New Zealand Curriculum.

 

The number of children achieving at expected levels will increase

Staff will gather, analyse and use a range of student achievement data and information to evaluate the effectiveness of programmes

*           Curriculum design, planning and delivery responds to students areas of interests and draws in and adds to the students funds of knowledge. (P, SLT, staff)

*           Review the effectiveness of the Tirau Primary Curriculum  to ensure that all learners progress and learn to achieve curriculum expectations ( P, SLT staff)

*       Collect a range of school-wide data in maths, reading and writing to identify trends across the school (BOT, P, SLT staff)

  •  Curriculum Review undertaken in Term 1. Results to be shared with the BOT in Term 2 - only one response with any constructive feedback was received will look at this again with our community consultation.
  • Beginning of the Year data collated and shared with staff. Term 1 data to be shared with the BOT in Term 2
  • Termly data is collected, collated and shared each term with the staff and board. Progress of students, especially targeted students is discussed and shared.

1 c.

Students participate and learn in caring, collaborative, inclusive learning communities

A coherent and rich curriculum is provided to learners and it provides them with relevant choices and pathways.

*           Learning focus on setting class expectations and positive behaviour systems in classes – P, Staff Term 1

*           Playground positive system will be reviewed and changes implemented - P, Staff Term 1

*       Year 6 students to be trained as peer mediators -  DP - Term 1

*       Wellbeing at school survey carried out in term 2 across the school. (P – Staff)

  •  All classes developed treaties and worked on their own positive behaviour systems in class.
  • With our focus on school values in classroom and school programmes our values draw has become more effective we will review at the end of Term 2.

1 d.

All students are actively engaged in their learning in order to make progress and achieve to their full potential in all areas of the New Zealand Curriculum, with a particular focus on reading, writing and mathematics

Learners are actively engaged in their learning.

Students are assisted to understand more about their learning.

Students are able to talk about their own learning and next steps. They know what they are learning.

Teachers provide effective opportunities for all students to engage in purposeful learning.

*       Ensure actions in 2018 achievement targets are supported through focussed PLD (P, DP,)

*       Participate in school wide effective teaching for the acceleration of student learning and teaching of writing and Oral Language PLD (All staff)

*       Carry out classroom walkthroughs and follow up conferences to identify effective practice and support staff to identify next steps. (P, SLT)

*       School-wide progressions are used by learners to identify current skills and next steps in their learning. (P, SLT, Staff)

*       Ensure our practices are focused on students wanting to be engaged in their learning. (SLT, staff)

*       Develop staff coaching model for improving practice – linked to Matamata Kaahui ako focus.

  •  PLD opportunities have been offered to staff in Oral Language and Mathematics in Term 1
  • PLD session around Oral language held Week 9 Term 1 - Oral language resources shared and discussed PAT Listening data.
  • MIchael Hills (AST Kaahui Ako) And Principal carried out first classroom walkthrough 23/3 information was collated and shared with staff.
  • PLD utilising our Kaahui Ako across school teachers is ongoing. Sessions looking at coaching Week 5 Term 2, Culturally Relationships for Responsive Pedagogy CR4RP Week 5 Term 3
  • Classroom walkthroughs undertaken in Term 1 with teachers
  • Reporting to Parents information in portfolios was reviewed by SLT and significant changes made- Term 1 - a parent survey will accompany this when these are sent home at the end of Term 2.
  • DM & DS are taking part in leadership PLD in Coaching through Kaahui Ako - on-going.

1 e.

Continue to deliver, design and review our school’s model of the New Zealand Curriculum.

 

 

*       At the beginning of 2018 the senior leadership team reviewed planning expectations for Tirau Primary.

*       A new unit coverage timetable is being trialed in 2018 with 3 major inquiry themes being covered across the year. (SLT ongoing)

*       Tirau Primary Inquiry Learning model to be reviewed in 2018 ( SLT & staff)

  • Planning Expectations shared at TOD beginning of Term 1
  •  Staff planning checks were carried out in Week 5 of Term 1 and during classroom observations in Term 2
  • During Term 2

1 f.

Provide targeted programmes to support the needs of learners.

Students needing learning support or extension are identified, monitored and programmes are developed to meet their needs.

*       Develop 2018 action plans for Maori learners & children with special education needs (IEP’s) (P, SENCO - on-going)

*       Develop a process for identifying and monitoring children who need Enrichment. (DP – ongoing)

*       Implement peered programmes in literacy and numeracy to help learners to support each other and improve achievement. (P, DP, JTL)

  •  Learning Support programme began in Week 5 - targeting Reading to begin with.
  • ICAS offered to gifted students

1 g.

Develop an effective and culturally responsive pedagogy that supports and promotes student learning

 

Students take responsibility for learning in the 21st century.

 

*       Develop opportunities to collect a range of student voice across the school – (SLT Ongoing)

*       Develop processes for students to know about and communicate about their learning – (All staff – ongoing)

*       Continue to embed our school learning progressions into teaching and learning programmes and assessment for portfolios and begin to utilise these for learning conferences lead by the students.

*       Learners will display an increased understanding of their own learning and be able to communicate their achievements and next steps confidently.

  •  SLT refined our reporting documentation - removing national standards and realigning with the levels in the curriculum.
  • Assessment staff meeting held Wk 5 Term 1- shared work from Michael Absolom - Clarity in the Classroom around building Student Agency.

 

1 i.

Review, and improve the way we report to parents about student progress, including the use of student led conferences.

Parents have an up to date understanding of progress and achievement across the curriculum.

*       Continue to refine the learning hui to develop the knowledge and understanding of curriculum for our parents – All staff – ongoing

*       Undertake a review of how we are  reporting to parents  (Term 2 2018- P, SLT)

  •  In Term 1 we reviewed our portfolio information to streamline the information on learning expectations for parents at the beginning, in line with the curriculum now that NS have been removed

1j

Develop as school our capability and collective capacity to do and use evaluation, inquiry and knowledge building that sustains improvement and innovation.

 

 

*       Review monitoring profiles and use teaching as inquiry model for staff to collect and track identified target students. (ongoing – all staff)

*       Take part in Kaahui Ako PLD around culturally responsive and relational pedagogy.

  •  We have used teaching as inquiry action research model introduced by DM in 2017 and teachers have identified their groups - inquiries will be underway at the beginning of Term 2.
  • All teaching staff attended Yr level hui as part of Kaahui AKo in Term 1 - this will continue across the year.
  • SLT taking part in Leadership PLD thru Kaahui Ako. - ongoing

2 a.

Develop opportunities for our Tirau LEARNerS to become confident in their identity, language and culture as citizens of Aotearoa New Zealand.

 

High levels of student interest and motivation are evident across all groups within the school.

*       Refresh our understanding of Ka Hikitia and Tataiako documents and the implications of these on our school culture and practices (P, SLT, staff and BOT)

*       Increase opportunities for our Māori parents to come together as Māori and have input into the school through regular whanau hui.

*       Develop staff confidence with Te Reo and Tikanga through the development of school Te Reo plan and weekly waiata sessions (staff )

  •  Friday waiata sessions have started Term 1

 

2 c.

Develop Tirau LEARNerS and a school community who can articulate and are living our school values

 

High levels of student interest and motivation are evident across all groups within the school.

*       Develop our Ti and Rau LEARNerS profiles and link these to our school values and expectations. (P, staff, students)

*       Develop displays for these around the school so that our school environment reflects these consistently. (P, SLT, staff, students)

*       Complete well being at school survey students (Term 2 2018) (P, SLT)

*           Make explicit links to school values in assemblies and class programmes

*           Incorporate aspects of values into daily classroom routines. (Staff)

*           Develop rubrics to support students to develop values across a range of contexts. (SLT, staff )

  •  Our weekly Monday assembly to introduce the week’s value have seen an improved knowledge of and growing understanding about our school values.
  • Children are beginning to identify students displaying them in the classroom and playground.
  • Classes have developed displays to make explicit links to the values.

3 b.

Provide opportunities for staff to implement, discuss and refine innovative teaching practices.

 

Staff are open to improving student outcomes through changes to practice through a supportive and proactive professional learning community.Teachers provide effective opportunities for all students to engage in purposeful learning.Programmes and supports are implemented to promote progress and achievement for all learners; and the progress of priority groups of learners is being accelerated.

*       Use action research cycle to allow teaching staff to inquire into own practice in an area of interest (P)

*       Using the Teaching as Inquiry cycle teachers will monitor and develop strategies for accelerating progress for targeted learners. (P, SLT on-going)

*       Staff professional learning development in strategies to accelerate student learning will be held based on Learning in the Fast Lane by Suzy Pepper Rollins, (P) I’ve Got Something to Say – Gail Loane – as part of our oral language and writing PLD run by DP Denise Mathers alongside the SLT.

  •  All teachers have identified a group of students or an area of growth to inquire into and these have been shared - Term 2

4 a.

Develop a new 10 year property plan that meets the needs of our current school community and provides opportunities for the future

Strategic direction for buildings and infrastructure plans are actioned.

*       Investigate project managers to undertake the formation of 10 year property plan and ask for quotes.( P Term 1)

*       Engage a project manager to work with us to complete a 10 year property plan

*       Work with staff to identify areas for rejuvenation.

*       Carry out conditions assessment for buildings.

  •  Through discussions with the board and MOE Property advisor Peter Hannam in Term 1 a decision was made to stick with  Gisler architects to oversee our 10YPP for 2018.
  • The conditions assessment is underway - Wk 3 Term 2

4 b.

Upgrade classrooms to provide opportunities for collaborative teaching and flexible learning spaces.

Strategic direction for buildings and infrastructure plans are actioned.

 

5

Review and refine policies, procedures and guidelines to ensure they comply with all legal Ministry of Education requirements

Board decision-making focuses on improving student outcomes and monitoring progress towards the school achieving goals.School and board have an on-going cycle of robust self-review that identifies priorities for improvement, develops and implements plans, monitors progress and evaluates effectiveness.

*       Review policies and procedures as per the review cycle provided by School Docs

*       Refine the sharing of student data with the Board and School Community to ensure the transparency of information.

*       Curriculum Delivery to be reviewed with all staff during 2018.

*       Develop achievement targets for 2018 encompassing the needs of all our learners – not just academic (P, SLT, staff)

  •   Curriculum Review undertaken in Term 1. Results to be shared with the BOT in Term 2 - only one response with any constructive feedback was received will look at this again with our community consultation.

6

To continue to act as a good employer

An inclusive environment with a culture of high expectations for students and staff.An effective professional learning community is established where decisions are based on evidence about student achievement.

*       All staff have job descriptions in place in Term 1 (P Term 1)

*       Appraisal system is developed and in place to support all staff in gaining documentation for registration (P Term 1)

*       Appropriate opportunities are provided for staff to undertake professional development in a range of areas. (P ongoing)

*       Staff meetings have a professional learning focus with  a programme given to staff at the start of each term. (P, SLT on going)

  • P carried out classroom walkthroughs in Wk 8 Term 1, with Michael Hills Kaahui Ako Liaison teacher.
  • Staff have reviewed job descriptions and set goals for 2018 - Term 1
  • Staff have had PLD in Maths, Assessment and Oral Language in Term 1.
  • Term 2 PL focus shared with staff and BOT - Week 1 Term 2.

6

Comply with all legal Ministry of Education requirements

The board complies with financial, property, human resource, health and safety and other legal requirements.

*       Continue to encourage board members to develop roles on the board – Finance, Property, Personnel

*       Follow the school docs policy review programme (P, BOT Chair - on going)

 

7

Continue to improve our self-review processes

School and board have an on-going cycle of robust self-review that identifies priorities for improvement, develops and implements plans, monitors progress and evaluates effectiveness.

*       Carry out review of our Tirau Curriculum (Term 1- P)

*       Carry out a review of methods for reporting to parents (Term 2 P SLT)

*        Carry out a community consultation in Term 3 (P, BOT)

*        

  •   Curriculum Review undertaken in Term 1. Results to be shared with the BOT in Term 2 - only one response with any constructive feedback was received will look at this again with our community consultation.