Ake Runga

Our Best Always

TAIRANGI SCHOOL

CHARTER

2018

TAIRANGI SCHOOL CHARTER

MISSION/MOTTO: Ake Runga – Our Best Always

VISION: We want to inspire confident, connected, actively-involved life-long learners who are strong in their own culture and will always strive for excellence.

Through discussion with our school community, Tairangi School has identified what this will look like for our students.

Confident

  • Resilient
  • Have pride in themselves
  • Independent
  • Unafraid to ask when they don’t understand
  • Adapt to change
  • Have aspirations – aim high

Connected

  • Respect other people and themselves
  • Supportive of others
  • Good communicators, articulate
  • Have a sense of belonging and remember the good things at Tairangi School

Actively-Involved

  • Well rounded
  • Tuakana – Teina leaders and positive role models
  • Helpful and respectful citizens who contribute to the local and wider community.
  • Culturally aware
  • Global citizens.

Life-long learners

  • Strive for excellence
  • Good attitude – keen to learn
  • Know how to behave in College
  • Academically ready for College
  • Effective coping mechanisms
  • Set goals to achieve their vision
  • Think for themselves

VALUES

At Tairangi School we encourage and model the values, principles and intent of the National Education Guidelines with special emphasis on:

Our School Community also places high importance on:

  • Excellence by aiming high and persevering
  • Respect for self and others
  • Diversity in our cultures, languages and heritages
  • Integrity, honesty and taking responsibility.

Tairangi School takes all reasonable steps to provide instruction in Tikanga Maori (Maori culture) and Te Reo Maori (Maori Language) for students.

When developing policies and practises for Our School we reflect New Zealand’s cultural diversity and unique position of the Maori culture.

It is timely with the new principal to review and refresh the school Values and Vision.  This will be a major piece of work in 2018 for our whole community.


Background

Tairangi School opened in 1969.

It was once a contributing school catering for Y1-6 children. In 1998 it re-capitated and is now a full primary catering for Y1-8 students.

Tairangi School is a Decile 1, multi-cultural school.

The ethnic make up of the school varies from one year to another.  In 2018 we have seen a slight increase in the representation of Cook Island Maori and Tokelauan ethnicities:

Maori        ………………..22.1%

Samoan        ………………..38.3%

Cook Island        …………………12.3%

Tokelauan        …………………7.7%

European        …………………6.5%

Other Pacific Island Group………………....4.5%

Other South East Asian…………………..….4.5%

Middle East……………………………………..…0.6%

Fijian……………………………………………..…..3.2%

The school roll peaked at 750 in the 1970s. The roll currently peaks at around 160 students.

Our new entrant students generally come from a variety of local Early Childhood Education facilities. There is a 6 hour Kindergarten bordering our school grounds.

The majority of our Year 8 students attend either of the 2 local colleges, Aotea College and Porirua College after leaving our school.

The school has 12 permanent classrooms including a school hall.  

Recently the school has upgraded the administration area, the Library and the Hall.


School Library

We have a large Library. The Library collection is digitally managed and students are taught how to search the catalogue, reserve books, and write book reviews using the library management system.

We have an experienced teacher staffing the Library 3 mornings a week.

Classes also use the Library and the ICT suite in the afternoons through a booking system.

This means the students are able to use the Library throughout the day for changing books, researching and using the computers for all areas of the curriculum.

The Library is open at lunchtimes where children can read, catch up on homework or do quiet indoor games.

Parents are encouraged to come and use the Library facilities and get books out for their pre-schoolers.

We encourage all students to take Library books home.

We run a summer reading programme using books from our Library to ensure the children’s literacy is maintained through the long summer break.

Diversity

We welcome students of all abilities and endeavor to meet the needs of all students in an inclusive environment.

We work as a team to provide a comprehensive Special Needs programme, providing extra teaching and teacher aid support in an equitable way, to meet the educational and developmental needs of all students.

The team invites parental involvement in the planning for the Special Needs students.

With 40.1% of the school qualifying for ESOL funding, the delivery of english as a second langauge remains a focus.


Culture

We value and promote the diverse languages and cultures of our school community.

Te Reo and Tikanga Maori operate in all classes. We welcome new students and families with a Powhiri each term.

We offer weekly lessons in Samoan Language. We have a Samoan parents group that meets regularly to support the education of their tamaiti.

Our staff make up includes NZ Maori, Samoan, Cook Island Maori, Fijian-Indian, and NZ European which reflects the diverse ethnicities that make up our school community.

Home School Partnership

We believe that a strong partnership between home and school is essential for students to reach their full potential.

We endeavor to build positive relationships with whanau so we can work together to support the children’s learning.

We do this by having regular Parent-Student-Teacher meetings to discuss their learning, set goals and ways parents can support the learning at home.

We regularly contact parents when we have concerns for the children’s learning or well being and also encourage parents to communicate with us whenever they have concerns for their children.

We welcome all new students and their families each term with a powhiri.

Sports

Tairangi School is very strong at Sports. Our school community supports the students’ sports by coaching teams, and supervising and transporting students to the various tournaments.

We participate in the Porirua Primary Schools Sports Cluster that runs sports events twice a term.

We also participate in sports events put on by Sport Wellington throughout the year.

Many of our students are supported by their parents to participate in the many Saturday sports available in the area; Netball, Rugby, Soccer, Softball and Athletics.

Performing Arts

We have an Ake Runga Assembly twice a term where children put on items and celebrate their achievements.

Each year we either participate in the Wellington Performing Arts Festival, Artsplash, or put on our own school production.


5 Year Strategic Plan

Area

2018

2019

2020

2021

2022

Goal 1:

To have 85% of students achieving at or above National Standards in

Reading, Writing and Maths

Review Special Needs programmes and procedures.

Revisit Reading Focus

Revisit Writing Focus

Review Special Needs programmes and procedures.

Revisit Maths Focus

Review Special Needs programmes and procedures.

Goal 2:

To review and improve the delivery of a wide and stimulating curriculum as prescribed in the NZC.

Review Social Studies   implementation

Review Gifted and Talented programmes

Review Second language Learning.

Review Health and PE implementation.

Review Technology and Careers Education implementation.

Goal 3:

To have a 95% attendance rate across the school

Continue with the RAAYS process.

Continue to analyse and work on eliminating barriers to regular attendance.

Continue with the RAAYS process.

Continue to analyse and work on eliminating barriers to regular attendance.

Continue with the RAAYS process.

Continue to analyse and work on eliminating barriers to regular attendance.

Continue with the RAAYS process.

Continue to analyse and work on eliminating barriers to regular attendance.

Goal 4:

To strengthen our Home and School Partnership

Review Reading Together Programme

Review PST Meetings

Goal 5:

To provide a stimulating and modern learning environment

Programmed Maintenance

Tasks as per 10YPP

Action the 5YA project

Programmed Maintenance

Tasks as per 10YPP

Programmed Maintenance

Tasks as per 10YPP

Programmed Maintenance

Tasks as per 10YPP

Goal 6:

To provide a safe and inclusive learning environment for all students

Review Behaviour Management Procedures

Goal 7:

To reflect and strengthen our communities’ diverse cultures

Develop and strengthen the cultural practices for all the cultures in our school community.

The outcome of the review of the school Values and Vision will inform the Strategic Plan going forward.  Until that time the school will implement an Annual Plan in 2018 which may not be reflective of the Strategic Plan above.  Instead it will be based upon the priorities identified by the principal, staff and the 2017 ERO report.

Goal

Action

Goal 1: Reading Progress and Achievement

Part 1:

All students will make at least one year’s reading progress every year, or on their anniversary date with the exception of those identified as ORS, Special Needs or first year ESOL.

Part 2:

First year ESOL and Special Needs kids will make increased progress towards achieving Goal 1.

Part 3:

ORS kids will meet all of their IEP goals every year.

Re-introduce PAT Reading and analysis of scaled score to teachers of year 4 - 8 students.  Improve validity and consistency of data collected.

Introduce, use and support analysis of Informal Prose Inventory reading assessment for students in year 4 and above.

Use PAT, SHINE and IPI and PM Benchmark data to identify target groups and students to target for reading progress throughout the year.

Support all Year 1-3 teachers to develop their understanding and use of the SHINE literacy tools and PM Assessments to clearly identify the needs of all students.

Use a central database to collate and analyse reading progress to identify groups and individuals needing additional support throughout the year and report this to teachers, parents and BoT.

Develop reflective practice conversations by holding regular across school teacher practice meetings focussing on target or special needs students.

Develop our specific acts of teaching comprehension skills through regular professional development using Sheena Cameron resources.

ESOL Explore Quick 60 as a resource to support acquisition of english as a second language.

Students requiring differentiation of the curriculum to overcome a barrier to achieving expected reading progress, beyond what is provided in the classroom need to be identified and a specialised programme developed and resourced.

Goal 2: Teaching and Learning

Develop our understanding of how the brain learns and use this to review and implement school systems and approaches.

Co-create school wide expectations of conduct, based on the best practice principles of how the brain learns.

Co-create a school wide culture of observation based on an agreed framework and leads to improved teacher practice.

Review and implement changes to the assessment and reporting annual plan and systems for teachers which flows into teacher planning, regular analysis and reporting to parents, and BoT.

Internal tools and systems for gathering, reporting and interpreting data against school goals and targets are streamlined, by exploring the use of ETAP and Beagle.

Goal 3: Transition

Better cater for the needs of transitioning students

Develop greater curriculum continuity between Te Whariki and New Zealand Curriculum for New Entrants and use our understanding of how the brain learns to support all other transition.

Goal 4: Property

Redevelop the school facilities and infrastructure to reflect community values, school vision and learning environments which facilitate a differentiated teaching pedagogy.

Re-develop 5 classes to create environments which are flexible enough to allow teachers to respond to the learning needs of individuals and groups and what we know about how the brain learns.

Redevelop the Playground to meet Health and Safety expectations and an active,  growing school community.

Facilitate a school wide repaint and signage to reflect the refreshed school values and vision.

Goal 5: Vision, Values, Strategic Planning and Review.

Develop a culture of robust internal evaluation based upon the Values and Vision of the school community.

Review and refresh the school Values and Vision through effective community consultation.

Develop a BoT 3 year work plan with the NZSTA with urgency placed on the Health and Safety, Employment and Appraisal of staff policies and procedures.

Use the Effective School Evaluation Indicators to lead the Staff and BoT through internal review of our Reading and Revisioning goals.

Use the renewed school Values and Vision to develop a 3 - 4 year Strategic Development Plan from which the annual plans will be created.

Report on the progress towards achieving the annual plan in the Principal’s reports to the BoT.

Use the new Codes and Standards and the co-created school wide expectations to create and implement a robust appraisal system which meets the new Appraisal policy and procedure.


Analysis of Variance

A key finding of the new principal and ERO report at the end of 2017 was that there were serious inconsistencies and questions around validity of the data collected by the school.  The analysis below is based upon this data. A key focus in 2018 is to examine our teaching and assessment practices to ensure the data we collect is consistent and accurate and therefore the findings from analysis are robust.

Strategic Goal: To have 85% of students achieving at or above National Standards in

Reading, Writing and Maths

Reading:

38.6% of students are below or well below.

61.4% of students are At or Above.

72.3% of Females are At or Above.

52% of Males are At or Above.

66.7% of Maori Students are At or Above. 64.7 Females and 68.5 Male.

58.2% of Pasifika students are At or Above. 73.8 Female and 44.9% Male.

83.3% of Asian students are At or Above. 100% Female and 75% Male.

80% of NZ European are At or Above.  75% Female and 100% Male.

This shows Maori and NZ European students out perform Pasifika students in reading achievement at Tairangi School.  More specifically Pasifika boys are a group of concern, showing only 42.9% of Pasifika Males are At and 2% above.  They are significantly outperformed by Pasifika Females and males of other ethnicities.  These students enter school with generally lower levels of achievement and while they show progress over time, the gap between their peers shows little evidence of closing. Pasifika Males should form part of our target group for raising achievement in reading for 2018, with a special focus on entry and also the 2018 year 8 group who are especially low as a cohort with only 25% achieving At and none Above.

Maori Students also enter with generally lower levels of achievement, however they increase their relative levels of achievement against their peers the further through the school they progress.  This would suggest early literacy for all students should be a focus for 2018, including transition to school.

Writing:

42.9% of students are below or well below

57.1% of students are At or Above.

75.4% of Females are At or Above.

41.3% of Males are At or Above.

52.8% of Maori students are at or above, 70.5% Female and 36.9% Male.

58.2% of Pasifika students are at or above, 76.2% Female, 42.8% Male.

66.7% of Asian students are at or above, 100% Female and 50% Male.

80% of NZ European students are at or above, 75% Female, 100% Male.

There is a consistent picture of Females out performing Males in writing achievement across ethnicity and year level.  The gap is large with Girls almost showing double the percentage of students achieving At or Above than Males.  The only ethnicity to buck this trend is NZ European.  Both Males and Females appear to make similar levels of progress through their time at Tairangi, however the relative gap between the two remain the same and needs to be addressed.  Achievement in Writing is closely linked to achievement in Reading.  With a concentrated focus on Reading in 2017 we should see a lift in writing achievement, and students will be in a better position to maintain this growth as they progress through the school.

Maths:

54.3% of students are below or well below.

45.7% of students are At or Above.

55.4% of Females are At or Above.

37.3% of Males are At or Above.

47.2% of Maori students are at or above, 53% Female and 42.1% Male.

46.2% of Pasifika students are at or above, 57.1% Female, 36.8% Male.

66.7% of Asian students are at or above, 100% Female and 50% Male.

20% of NZ European students are at or above, 25% Female, 0% Male.

There is a consistent trend of Females out performing Males in Mathematics achievement.  This gap in relative achievement is more pronounced and consistent within our Pasifika ethnicity than other ethnicities, partly due to numbers of students.  Both Males and Females appear to make similar levels of progress through their time at Tairangi, however the relative gap between the two remain the same and needs to be addressed.  Whilst achievement in Mathematics is not closely linked to achievement in Reading, improvement in their ability to read and interpret increasingly written questions will support a lift in achievement.  With a concentrated focus on Reading in 2017 we should see a subsequent lift in Mathematics achievement, and students will be in a better position to maintain this growth as they progress through the school.  Mathematics will need to be a major focus for the school in the near future.