Annual Implementation Plan Forrest Hill School 2024

Summary of the Plan:

Through community consultation we have identified 3 key areas of focus for the strategic plan.

Our parents feel strongly that a focus on the effective teaching and learning of the core curriculum areas is vital.

This direction is reflected in our student data which identifies areas for improvement.

This data is not a surprise to us as nearly half of our students are English Language Learners that speak another language at home. This has been a growing trend over the last decade.

Writing

To improve the teaching of literacy, in 2023 Year 0-2 teachers undertook training in Better Start Literacy and the Year 3-6 teachers focussed on the effective teaching of reading.

To build on this in 2024, we have a school wide focus on writing. A professional growth cycle for all teachers will involve developing pedagogical knowledge of teaching and learning in writing. Teachers will identify target students representative in a group of students with needs in their classroom to track throughout the year and engage in practice analysis conversations and observations.

Building on the success of the introduction to BSL, this year we are looking to introduce the Code spelling programme school wide to determine if this has an overall effect on student achievement in reading and writing.

Te reo and Tikanga

In 2022, the school joined the Māori Achievement Collaborative (MAC). This professional development raised levels of Te Reo and Tikanga knowledge and understanding.

Staff and the BOT gained an understanding of principles of Te Tiriti o Waitangi. This has had an influence on the schools strategic direction and will continue to do so. This is an area of consolidation and growth.

Teachers have raised the level of Te reo instruction and delivery and students have embraced this learning with many students achieving the Māori Language Programme Level 4 funding.

A Mihi whakatau each term has been introduced to welcome new students and their whanau to our school each term. This is a school wide initiative which incorporates the school kapa haka, board of trustees and our existing families.

Hui (meetings) have been established with Māori whanau building on the foundations of connections and engagement each term.

Inclusiveness

Inclusive education is something we pride ourselves in and is important to our community.

Due to our school being a widely culturally diverse community, our English Language Learners (ELL) and their acquisition of English continues to be a focus.

Through external audits, ERO reports and ongoing self reviews we have a strong reputation for catering well for ELL and this is something that will always evolve and change due to the increase of this student group.

In 2023, we received the highest amount of ESOL funded students at 174 students.

Due to the growing numbers of students attending Forrest Hill School with a range of diverse needs we have been on a journey as a staff to make shifts in our pedagogical knowledge of how to cater to all of our students' needs and support them within their educational journey. We have developed a school-wide shared responsibility of manaakitanga to all students and each other.

The BOT prioritises resourcing for student and staff wellbeing making FHS a safe and supportive working environment.

We effectively look at support programmes and intervention for high needs students including professional development for teachers.

Wellbeing

For a number of years, FHS have had wellbeing as a priority. We have used programmes like Smiling Minds, Pause, Breathe Smile, Mindfulness in Education, Resilience Project as drivers for both students and staff. A large majority of our staff participated in a 8 week mindfulness programme. Even though this area is not a current focus, mindfulness and wellbeing will continue to be a part of FHS.

We we are currently at:

Writing

Due to 51% of students not reaching expectations, it is a strategic goal for 2024.

	Total Well Below	Total Below	Total At	Total Above	Total Pupils
Reading	23 (5%)	92 (20%)	278 (63%)	47 (10%)	440
Writing	17 (4%)	205 (47%)	193 (44%)	25 (5%)	440
Mathematics	2 (1%)	81 (18%)	213 (48%)	144 (33%)	440

In 2023 A classroom teacher trained as a BSL facilitator successfully and started the PD for teachers at the beginning of the year however, mid year she left FHS. Our DP Tracey Towner then trained as a facilitator for the remainder of year and also trained our new Yr 2 teacher. FHS staff has grown in expertise and confidence within the structured literacy approach to teaching reading. We have 9 staff members fully trained in this approach and 2 participating in the training in 2024.

Through parent consultation, parents have expressed a want to know more about the structured literacy approach.

For 2024 Tracey T will be leading parent information meetings each term for parents of new entrants during their children’s new entrant visits. Our transition to school meeting information has also been reviewed to include more detailed information prior to children starting school.

Both Year 1 and 2 teams focused their inquiries on reading as a regular reflection tool and the BSL approach. BSL is now embedded into our junior literacy programs. Review is now needed to incorporate other aspects of teaching literacy that is best practice.

Reading Year 3 to 6 - We held staff meetings in term 1 and 2 for Year 3 to 6 teachers, unpacking what good reading looks like at FHS with the aim to develop a structured literacy programme for the middle and senior teams in reading.

Teachers used Sheena Cameron texts to explore and deeper understand the different types of reading, and comprehension strategies.

Teachers observed each other sharing good practice in reading in term 2. Reading comprehension text was purchased and used for teachers to use as a resource for teaching reading strategies.

Te Reo and Tikanga

Throughout 2024 all teachers engaged in the Te Puna Reo language program to strengthen their own professional development based on articulation and mātauranga. This also guided teachers to what to teach students and how within the school environment. New initiatives were learned and introduced, such as mihi whakatau and termly hui for whanau and students. Consolidation of matariki celebrations and the continuation to strengthen our school kapa haka (106 students for 2024) add to the unique makeup of our school.

Inclusiveness

As at the end of Term 4 2024, students receiving additional support (on identified needs) was 121 students. This included students that were involved in programs of academic support, through to social support. Several initiatives were introduced to assist staff and students to cater for changing needs (BSL training, regular high needs meetings, learning assistant fortnightly meetings, RRR unit for an additional staff member to track all tier one students termly). These supported already existing processes and procedures already in place and working effectively.

	Tier 1	Tier 2	Tier 3	Total
Year one	12	2	-	14
Year two	39	3	1	43
Year three	31	2	2	35
Year four	6	1	-	7
Year five	11	1	2	14
Year six	7	1	-	8
				121

English Language Learners data as of end 2023

Students from a migrant background - 93 (who speak another language at home other than English)

Former refugee students - 2

New Zealand born students - 72 (who speak another language at home other than English)

Total - 167 ESOL funded students (42%)

	Well Below	Below	At	Above	Total
Reading	17	50	88	2	157
Writing	14	112	32	-	159
Mathematics	-	31	79	53	163

In 2023, almost half our students speak another language at home, or have a parent who speaks another language at home. On enrollment, ELLs teacher assesses individual student needs to determine the appropriate support and intervention program. Due to the high numbers of students in the junior programme who entered at the Foundation level, timetables and programmes were adapted explicitly to cater for this.

Termly reviews of each programs effectiveness and impact of new students. Adjust timetables and group numbers as required based on student need.

Formally graduate students when students have reached the NZC achievement levels or have exceeded their funding.

Analysis of Variance report 2023 - Draft

How will our targets and actions give effect to Te Tiriti o Waitangi:

Our targets and actions within the annual plan closely connect to the Te Tiriti o Waitangi principles by;

Protection (Rangatiratanga)

Acknowledging the rights of Māori to have agency, voice, and choice in what happens in schools.

Partnership (Kāwanatanga)

Encouraging genuine engagement and involvement in all aspects of the decision making with whanau. Communication is meaningful, ongoing, reciprocal and transparent eg. open door policy, whanau hui’s, IEP meetings for high needs.

Participation (Ōritetanga)

Engaging with whānau to design plans, programmes, and environments, rather than merely inviting them to consult on existing plans and ideas. Educational barriers and inequalities are removed to ensure equitable educational outcomes. Maori perspectives and opinions and voices of Maori are represented.

Strategic Goal 1

To enable our teachers to be confident in using latest, evidence based practices to lift progress and achievement of every ākonga, with a particular emphasis on literacy. (NELP priority 4&6)

2(b) give effect to its obligations in relation to - any foundation curriculum statements, national curriculum statements, and national performance measures; teaching and learning programmes; and monitoring and reporting students’ progress.

Annual Target Goal:

To accelerate progress for at least 20% of our students in writing.

What do we expect to see by the end of the year?

An improvement in student outcomes with more students achieving expectations.

A shared understanding from teachers on how a structured literacy programme effectively supports students in terms of reading and writing and spelling.

Teachers' programmes for reading and writing will be well balanced, combined with formative practice (observing and responding to learners’ needs) which result in students achieving success.

Actions	Who is Responsible	Resources Required	Timeframe	How will you measure success?
Improve assessment literacy of teachers through professional development.	SLT Teachers	Sheena Cameron - The Writing Book The “Code” PLD course for team leaders, ESOL and two DP’s	Ongoing	Improved achievement of 20% of students reflected in EOY assessment and reporting to whānau
Review ESOL achievement and assessment processes	ESOL DP ESOL Lead Teacher	Assessment tools ELLP matrices	Ongoing	A clear understanding of where our ELL students sit within the NZC.
Gather student voice on attitudes towards literacy.	Teachers SLT	Easttle ‘attitude’ questionnaire	Term 1 Term 3	Analyse pre and post data to give teachers and SLT feedback.
Teachers' professional growth cycle reflects writing.	Teachers Team Leaders SLT	Release time for Pac’s and Ob’s Team meetings to share developing understandings and input	Term 2 Term 3	Teachers develop a deeper pedagogical understanding of how students develop writing skills
Target students are identified, tracked and monitored throughout the year	Class teacher	Time and opportunity to have ongoing discussions within teams	Term 1 Ongoing	Target students make progress within Writing as reflective of the EOY report to Whānau.
WSL appointed to lead data analysis and participate in Kāhui ako achievement challenge 1	Teacher Principal	COL release time	Ongoing	Increased effectiveness of data analysis and increased expertise of all teachers when teaching Writing.
Establish a FHS literacy working party	SLT WSL LL Teachers	Release time	Ongoing	Improved practice across staff and better outcomes for students.
Develop an induction program for new Kaiako of best practice of Writing	SLT WSL LL	Staff and team meetings	Ongoing review and development	New Kaiako have a greater understanding and pedagogical practice that aligns with the FHS of teaching Writing.

Strategic Goal 2: Te Tiriti o Waitangi

To enable teachers/ kaiako and leaders to build their teaching capacity, knowledge and skills in te reo Maori and tikanga Maori.

1(d) the school gives effect to Te Tiriti o Waitangi, including by working to ensure that its plans, policies, and local curriculum reflect local tikanga Māori, mātauranga Māori, and te ao Māori; and make all reasonable steps to make instruction available in tikanga Māori and te ao Māori and achieve equitable outcomes for Māori students.

Annual Goal Target: To increase teachers confidence in using and teaching of te reo Māori by 20%

What do we expect to see by the end of the year?

Students and teachers continue to grow in the use of conversational and instructional language in te reo Maori everyday.

Policies and practices in place that incorporates an understanding of te ao Maori and mataranga (tikanga) including termly mihi whakatau, daily hui and karakia, waiata, and weekly te reo lessons.

Maintain strong engagement with whanau through hui consultation and establish connections with new whanau.

Continue to develop a te ao Maori local curriculum matrix that supports and resources the teaching of te reo and tikanga. This will also be used to assess student progress and achievement and to report to whanau.

Actions	Who is Responsible	Resources Required	Timeframe	How will you measure success?
Complete teacher survey in the úse of te reo Maori and understanding tikanga.	Principal, DP, leaders, WSL	MAC - find a survey fit for purpose	Term 1	Staff survey end of 2024 and identify progress in their confidence of teaching te reo and tikanga. Annual audits on the teaching of te reo to provide evidence we are meeting the criteria for 4b.
Identify teachers that need support and provide professional development for these teachers.	Leaders, DP, WSL	Te Puna resources, or similar Staff meeting with Brenda from MAC.	Ongoing	New teachers are confident in using te reo and tikanga in daily practice.
Engage MAC facilitator to look at ways to sustain our current knowledge and to unpack the Te Tiri O Waitangi principles with new staff	Principal, MAC facilitator	Staff meeting time term 1	Term 1	Teacher surveys that express a better understanding of the Principles of Te Tiriti o Waitangi in Education.
Work in partnership with our Maori whanau and hold hui/ information meeting for consultation on plans and policies.	Principal, WSL		Termly	Feedback from Maori whanau
Engage our Maori whanau each term to gather feedback on how we are achieving equitable outcomes for our Maori students.	WSL, Principal, DPs	Maori hui	Termly	Maori hui minutes Feedback from Maori whanau
Continue to work with our Kahui Ako to gather local stories and histories to build connection to our place.	Principal, WSL, COL group	WSL	Termly	Action research inquiry
Develop a focus group to further develop Te Ao Maori hour, and examine assessment and reporting matrix.	Principal, WSL, interested staff	WSL lead release time		Reflect on student data and analyse gaps and identify strengths Develop our own assessment tool to measure success.
Implement an annual overnight stay and experience at a Marae.	Year 5 students and teachers	Budget line	Annually	Parent and student feedback

Strategic Goal 3 - Inclusiveness

Students with learning, language support and neurodiverse needs, are safe and included at Forrest Hill School, and have access to learning support programmes that are robust and effective.

1(a,b,c) every student at Forrest Hill is able to attain their highest possible standard in educational achievement; and the school is a physically and emotionally safe place for all students and staff; and gives effect to relevant student rights set out in the education and training act 2020 and takes all reasonable steps to eliminate racism, stigma, bullying, and any other forms of discrimination within the school; and Forrest Hill School is inclusive of, and caters for, students with differing needs.

Annual Target Goal:

Students who have learning and neurodiverse needs will achieve progress against their set goals as outlined within their education plans.

For 35 percent of English language learners that are in withdrawal programs to make progress and graduate through the ESOL withdrawal programme.

What do we expect to see by the end of the year?

To have all students with learning support needs demonstrate progress.
To have our English language learners achieve expected progress outcomes after 4 years of ESOL funding at Forrest Hill School.

Actions	Who is Responsible	Resources Required	Timeframe	How will you measure success?
Specialised TA team meetings to discuss, review and remediate any needs associated with high need students.	SENCO	Budget line	Fortnightly, ongoing	Review of processes each term and EOY from TA’s
Timely professional development for staff	SENCO	Outside Agencies	Ongoing	Feedback from staff
IEP’s for high needs students	SENCO TA’s Class Teachers	Release time for teachers and TA’s prior to IEP and for the IEP	Twice yearly	Feedback from all parties concerned.
Tier 1 Student monitoring	SENCO support staff member SENCO to support	RRR unit	Ongoing	Feedback from RRR teacher and class teachers
Inclusive (high needs) staff meetings	SENCO	Staff meeting time	Twice annually	Staff feedback
Westlake Maths extension, remedial and Reading remedial programs	SENCO support staff member SENCO to support	RRR Unit	Throughout the year	Student engagement
Support for teachers of high needs students	SENCO RTLB	TA support hours in class Release time as needed Meetings across col primary schools	Termly reviewed Once per term	Teacher feedback
Deliver an effective English Language Learners withdrawal programme	ESOL teacher and TAs	ESOL funding X2 per year	On enrollment, ELLs teacher assesses individual student needs to determine the appropriate support and intervention program.	Student engagement and graduation from the program.
Review the effectiveness of the ELL programme	DP/ ESOL teacher	RRR unit for ESOL teacher Blocks of release for ESOL teacher to meet with DP	Termly reviews of each programs effectiveness and impact of new students. Current research and professional development	Survey teachers Analyse data and student progress
Examine the use of the ELLPs and how we assess and report ELL student progress	DP, Principal, ESOL team, teachers	Professional development ELL COL working group	Ongoing throughout the year	A clear understanding of where our ELL students sit within the NZC.
Review the graduation process and monitor the students who complete the ESOL funding and ways to support them to succeed in the mainstream classroom.	DP/ ESOL teacher	Release time to complete the review	Ongoing throughout the year	An increase in students graduating the ESOL program.