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Edendale Primary Annual Plan (Reviewed)

February 2013


1. ‘Across Curriculum’ Expectations

NAG 1 EDUCATION: CURRICULUM DELIVERY Student Achievement Teaching and Learning Targets: Reading, Writing and Mathematics Edendale’s expectation is that students at each year level across the school will meet the requirements of National Standards, showing progress in achievement outcomes over the school year N.B. ESOL-funded students, ORS and other students with high special needs will be reported on separately Writing samples: Years One-Three Recount (Description/Report)s using Exemplars Years Four-Six - Reports/Argument) AsTTle There is an expectation that an integrated inquiry learning approach will be used overall with authentic learning situations planned for students school-wide Teachers will ensure that a range of text types is planned for and taught across the school There will be a renewed focus on the teaching and assessment of mathematics All teachers are expected to follow ‘Learning at Edendale’ 2012 Guidelines

All teaching staff will: • Think and talk critically about their teaching practice using ‘Teacher Inquiry into Practice’ guidelines in ‘Learning at Edendale 2012’ • Share learning intentions/success criteria daily with students and hold daily plenaries so that students can understand, discuss and evaluate their progress and learning needs • Teach students to talk about their work, self-evaluate and recognise when learning goals are met or need more work • Regularly use overall teacher judgements (OTJ) and the template provided • Assess students against National Standards in Reading, Writing and Mathematics • Analyse student progress in Reading, Writing and Mathematics using the class template provided (within required timeframes) and are able to discuss the learning needs, progress and future focus for each student in their class at given times of the year. Include summary of actions to improve outcomes for Maori and Pasifika students. • Report to families via family conferences and written reports ensuring that families understand their child’s progress and learning needs • Have a clear understanding that group support programmes are in addition to and support class programmes • Seek support whenever necessary All Team Leaders will ensure that: • Their planning for and teaching provides a model for teachers in their team • All teachers within their team are planning for and teaching according to expectations • That there is a focus on student progress and learning needs in core curriculum within team meetings • They provide support for teachers in their team where requested/required and seek support where necessary • They complete (as specified) an analysis of achievement needs and future focus for their team within required timeframes using the template provided and BOT • Undertake observations of core curriculum (and other areas) teaching practice within their team and inform DPs/Principal of any concerns without delay • That students are referred for support programmes where these are available and would benefit students at risk of underachievement DPs will continue to ensure that they: • Lead Literacy and Mathematics school-wide together and support team leaders within their delegation • Support teachers where required and when requested • Lead/design staff PD across delegated areas • Liaise with each other and the principal regularly • Complete an analysis of achievement, needs and future focus across their delegated areas as required and report to BOT at designated times


2012 National Standards Reading Reporting Edendale Primary (1265) Analysis of Variance 2012 data included one hundred and eighteen ESOL and nine ORS funded students whereas in 2011 these students were reported separately. The Principal has reported year-level cohort achievement (2011 - 2012) to the Board and targets have been set accordingly in the 2013 Annual Plan. Progress data for students at Year 4 in 2012

cannot be compared with that of Year 3 in 2011 as the prescribed measures are different. Reading

Well below

Below

Number 25

Proportion 5.3%

1

Pasifika

Above

Total

92

Proportion 19.3%

Number 179

Proportion 37.6%

Number 180

Proportion 37.8%

Number 476

2.1%

5

10.6%

22

46.8%

19

40.4%

47

13

14.0%

29

31.2%

33

35.5%

18

19.4%

93

Male

11

4.5%

43

17.5%

103

41.9%

89

36.2%

246

Female

14

6.1%

49

21.3%

76

33.0%

91

39.6%

230

All students MÄ ori

Reading

Well below Number

After 1 year at school After 2 years at school After 3 years at school End of Year 4 End of Year 5 End of Year 6 NAG2A (c) (ii)

Number

At

Below

Proportion

Number

0

At

Proportion

Number

Above Proportion

Number

Total

Proportion

Number

35

31.8%

44

40.0%

31

28.2%

110

6

8.1%

4

5.4%

29

39.2%

35

47.3%

74

3

6.8%

2

4.5%

21

47.7%

18

40.9%

44

3

3.6%

20

23.8%

33

39.3%

28

33.3%

84

8

9.2%

23

26.4%

23

26.4%

33

37.9%

87

5

6.5%

8

10.4%

29

37.7%

35

45.5%

77

Progress made against the Reading National Standard

2012 data showed a 4.6% overall variance from 2011 data school-wide however, it is inclusive of ORS and ESOL student data. 2012 Maori student data showed an improvement of 9.5% achievement 'at and above’ in Reading when compared with 2011 data. Pasifika student data showed a variance of 1.1%. Boys' achievement showed a variance of 2.9% ' at and above' and the 2012 girls' cohort showed a 6.4% variance overall. 2012 Year 6 Reading achievement showed a variance of 2.7% when compared with 2011 Year 5 data. The 2012 Year 6 cohort, when compared with the 2011 Year Six cohort however, improved by 16.2%. Year 5 students in 2012 showed a variance of 9.7% when compared with 2011 Year 4 student data. It is notable that forty-five students reached 'after three years at school' in their Year 4 school year. Data for four ORS funded students; shows that all are achieving well-below and below the expected level. Of the one hundred and eighteen ESOL funded students, 58.6% are achieving 'at or above' in Reading.


2012 National Standards Writing Reporting Edendale Primary (1265) Analysis of Variance 2012 data included one hundred and eighteen ESOL and nine ORS funded students whereas in 2011 these students were reported separately. The Principal has reported year-level cohort achievement (2011 - 2012) to the Board and targets have been set accordingly in the 2013 Annual Plan. Progress data for students at Year 4 in 2012 cannot be compared with that of Year 3 in 2011 as the prescribed measures are different.

Writing All students

Well below Proportion 3.6%

1

2.0%

MÄ ori Pasifika Male

At

Above

Total

72

Proportion 14.3%

Number 334

Proportion 66.4%

Number 79

Proportion 15.7%

Number 503

11

21.6%

29

56.9%

10

19.6%

51

6

6.2%

26

26.8%

55

56.7%

10

10.3%

97

4.5%

49

18.6%

169

64.0%

34

12.9%

264

6

2.5%

23

9.6%

165

69.0%

45

18.8%

239

Well below Number

After 1 year at school After 2 years at school After 3 years at school End of Year 4

Number

12

Female Writing

Below

Number 18

Below

Proportion

Number

At

Proportion

Number

Above Proportion

Number

Total

Proportion

Number

0

3

2.2%

134

97.1%

1

0.7%

138

0

11

15.3%

57

79.2%

4

5.6%

72

1

2.2%

6

13.3%

32

71.1%

6

13.3%

45

4

4.8%

7

8.3%

47

56.0%

26

31.0%

84

End of Year 5

8

9.2%

27

31.0%

30

34.5%

22

25.3%

87

End of Year 6

5

6.5%

18

23.4%

34

44.2%

20

26.0%

77

End of Year 7 End of Year 8 NAG2A (c) (ii) Progress made against the Writing National Standard. 2012 data showed 1.1% overall improvement (from 2011) in achievement school-wide; 2012 data (Maori students) showed an improvement of 2.5% achievement when compared with 2011 data. Pasifika data showed a variance of 3%. 2012 boys' achievement showed an improvement of 1.9% ' at and above'; the 2012 girls' cohort showed .8% improvement overall. 2012 Year 6 data showed an improvement of 12.2% when compared with 2011 Year 5 student data. Our 2012 Year 6 cohort, when compared with the 2011 Year Six cohort showed a variance of 2.8%. Year 5 students in 2012 showed a variance of 9.2% when compared with 2011 Year 4 student data. It is notable that forty-five students reached ‘after three years at school' in their Year 4 school year. Data for four ORS funded students shows all are achieving well-below and below the expected level. Of the one hundred and eighteen ESOL funded students, 58.6% are achieving 'at or above' in Writing. Year 1-3 are assessed on Recount Writing and Year 46 on Report Writing. In 2013, Writing will be assessed across genres with OTJs


2012 National Standards Mathematics Reporting Edendale Primary (1265) Analysis of Variance 2012 data included one hundred and eighteen ESOL and nine ORS funded students whereas in 2011 these students were reported separately. The Principal has reported year-level cohort achievement (2011 - 2012) to the Board and targets have been set accordingly in the 2013 Annual Plan. Progress data for students at Year 4 in 2012 cannot be compared with that of Year 3 in 2011 as the prescribed measures are different.

Maths

Well below

Below

At

Above

Total

Number 60

Proportion 12.0%

Number 105

Proportion 20.9%

Number 298

Proportion 59.4%

Number 39

Proportion 7.8%

Number 502

7

14.0%

12

24.0%

29

58.0%

2

4.0%

50

Pasifika

17

16.7%

32

31.4%

52

51.0%

1

1.0%

102

Male

24

9.0%

56

21.1%

160

60.2%

26

9.8%

266

Female

36

15.3%

49

20.8%

138

58.5%

13

5.5%

236

All students MÄ ori

Maths

Well below Number

After 1 year at school After 2 years at school After 3 years at school End of Year 4

Below

Proportion 0

Number

At

Proportion

Number

Above Proportion

Number

Total

Proportion

Number

3

2.2%

130

96.3%

2

1.5%

135

1

1.4%

16

22.5%

46

64.8%

8

11.3%

71

2

4.2%

17

35.4%

26

54.2%

3

6.3%

48

27

32.1%

27

32.1%

28

33.3%

2

2.4%

84

End of Year 5

15

17.2%

27

31.0%

32

36.8%

13

14.9%

87

End of Year 6

15

19.5%

15

19.5%

36

46.8%

11

14.3%

77

NAG2A (c) (ii)

Progress made against the Maths National Standard.

Raising NZ expected achievement levels in Mathematics has impacted on student outcomes in 2012. In 2012, there was a 2.7% overall variance in achievement school-wide. Maori student data showed a variance of 1% achievement and Pasifika student data showed a variance of 8%. Boys achieved the same rate of 70%' at and above' and girls showed a 6% difference overall. 2012 Year 6 students achieved 1.1% better than as Year 5 students in 2011. Year 5 students in 2012 achieved 4.89% improvement. There is data for four ORS funded students; three are achieving well-below, one below the expected level. Of the one hundred and eighteen ESOL funded students, 63.5% are achieving 'at or above'. In 2013 the Board has employed a teacher with strength in Mathematics teaching to work three days each week to support learners achieving below the expected level.


All teachers will ensure that they:

NAG 1 EDUCATION: CURRICULUM DELIVERY

Action 1 READING Improve Reading Achievement Outcomes School-wide

Action 2 WRITING Improve Writing Achievement Outcomes School-wide

Measurement: Performance Management, Observations, Videos, Teacher Documentation, Student Achievement Data

Action 3 MATHEMATICS Improve Mathematics Achievement Outcomes Schoolwide

Continue the focus on improved reading planning, teaching and learning programmes for small groups/individuals school-wide emphasising: picking up the pace/reading to/ shared reading/ guided reading/reciprocal teaching in Y.2-6 (with selected groups of students at levels below Y.4) • Assess students’ reading progress as required and move students through levels based upon comprehension knowledge and as appropriate • Implement National Standards for Reading and Literacy Learning Progressions, differentiating between ‘National Standard’ and Instructional levels ensuring both are reported to families • All team leaders will also ensure: • There is a particular focus on Reciprocal Teaching & Taking/Analysing Running Records (at appropriate levels) in teams Participation in school-wide PD in Reciprocal Teaching may be offered in 2012 (TBC) All teachers will ensure that they: • Focus on improved written language planning, teaching and learning programmes for groups/individuals with an emphasis on: teacher modelling, sharing learning intentions/success criteria /plenaries daily with students so that they can understand, discuss and evaluate their progress and learning needs • Assess/moderate students’ writing progress against National Standards for Writing • Provide regular written feedback to individual students that is based on specific teaching strategies being taught

All teachers will ensure that they continue to: • Focus on improved maths planning, teaching and learning programmes for groups/individuals that ensure a balance of knowledge -strategy appropriate to student levels • Provide regular feedback to students based on specific strategies/knowledge being taught • Plan activities for sharing with families during Maths Week 2012 • All team leaders will ensure: • Plan for a school-wide open week with a focus on Mathematics for families • DPs will ensure that they: • Continue to review Maths teaching and assessment at all levels across the school • Introduce/Trial and feedback about JAM ( Junior Assessment in Maths


NAG 1 EDUCATION: CURRICULUM DELIVERY Action 4 ASSESSMENT PRACTICES Further develop and review assessment practices school-wide to ascertain effectiveness of programmes

Measurement: Performance Management, Observations, Videos, Teacher Documentation, Student Feedback and Achievement Data

Review Comment Teachers are becoming increasingly confident with assessing against National Standards, however increased Ministry expectations for Mathematics (Numeracy and Strand. National Standards results therefore may vary as our Team Leaders analysed Numeracy. In 2013, all Maths data analysis will be based upon both Numeracy and Strand. A number of students competed ICAS with success including one student who was a medal winner. Assessment practices are discussed and reviewed regularly. Templates used for team reporting will again be reviewed in 2013.

Teachers/Team Leaders will ensure that they: • Become adept with assessing against National Standards: • Integrate mid-year and end-of year reports with Classroom Manager • Further develop knowledge of assessment/analysis/future focus planning with all teaching staff, with particular focus for individuals as required • Ensure teachers use National Standards expectations and maintain data records on Classroom Manager, summarising as required • Include Six Year Net data collection with ‘Forty-Week’ data for students having completed one year of schooling • Review template for Teacher/Team Leader/DP (Literacy/Numeracy)assessment collection/analysis, future planning and reporting • Become familiar with the updated Classroom Manager formats and continue integrate assessment data with KnowledgeNet • Continue the KnowledgeNet team with a representative from each team, led by the KnowledgeNet Lead teacher • Continue with ICAS Curriculum Competitions for selected students, STAR testing (Years Three-Six), PRETOS Testing (Years Five-Six) • Monitor progress and achievement through staff professional development programmes • Meet school-wide assessment requirements on time • Monitor reading progress of: – Junior students by taking Running Records every three weeks up to Level Twelve – Students working between Levels Thirteen and Twenty a minimum of twice each term – Students working beyond Level Twenty a minimum of once each term Team Leaders will: • Monitor progress of non-core curriculum areas though use of assessment tasks and data files • Meet the requirements of their job descriptions for the assessment component of their leadership role and remuneration (MU) • Support teachers in their team with all elements of assessment requirements • Provide relevant feedback and action plans for future learning needs across the team DPs will: • Take joint responsibility for overall school-wide assessment in English and Maths • Ensure all team documentation is appropriately reviewed and evaluated The Principal will report National Standards progress and outcomes to BOT in March (2011 data and December (2012 data)


NAG 1 EDUCATION: CURRICULUM DELIVERY Action 5 ACCELERATING LEARNING Review/refine methods for identification of at-risk students and further develop programmes to accelerate learning and learning outcomes

Measurement: Performance Management, Observations, Videos, Teacher Documentation Student Achievement Data

• Assess need for support Class Teacher SENCO P-T/ESOL Teacher & SENCO

Senior Leaders

• Discuss needs at Team Meetings

•Liaise with class teachers and plan programmes to support learning in the classroom • Review progress/achievement made in programme •Compare with progress/achievement made in class •Report to staff, families and BOT

Students will receive on-going support programmes if receiving specific funding: • Additional literacy support for groups according to need and where funding is provided (ESOL/TFEA funding) • Ongoing ORS Teacher support if receiving ORS funding at Edendale Teams/Teachers will: • Plan for the education and learning needs of all funded students in their class • Take a lead role with and support teacher aides with implementation of planned programmes, meeting with them weekly • Monitor teacher aide planning and evaluation in collaboration with SENCO/DPs and other agencies where applicable • Continue discussions/reporting regarding ‘at risk’ students and those receiving support funding (ORS, ESOL, SE) at team meetings twice every term with SENCO, DPs and ESOL teacher support SENCO will: • Support and oversee transitions into school for students receiving funding from external sources • Provide modelling for teachers and teaching support in-class for ORS funded students at Edendale • Oversee funding and support for Edendale students • Investigate assessment against English Language Learning Progressions ( ESOL students) • Use ‘P’ Levels for assessment of ORS students Part-time teachers will: • Support students and develop literacy support programmes - to accelerate learning in groups of six-eight students for: • Funded students • Students achieving between one and two years below chronological age • Support teachers through feedback and advice during nominated team meetings • Provide Rainbow Reading support (Years Three-Six) via teams and use of funded teacher aide Senior Leaders will review processes for: • Reporting to teachers/teams/senior leadership and Board regarding students who participate in support programmes • Provision of and the range of programmes in place to address individual needs of identified students at senior leader meetings • Use the reviewed nomination form for individual participation in programmes to apply for and report on support for students • Participation in programmes to be decided at a meeting in Week Eight of each term • Seeking volunteer parents to provide additional literacy support

Review Comment Students receiving additional literacy support are reviewed each term in Week Eight. A part-time teacher for numeracy support will be sought in Term One 2013. Maths programming and teaching across the school will be under scrutiny in during 2013 bearing in mind that MOE ‘aspirational goals ‘ make it difficult for a number of students to achieve high levels of success.


NAG 1 EDUCATION: CURRICULUM DELIVERY Action 6 INQUIRY LEARNING Review and improve student learning opportunities for integrated learning using SOLO Taxonomy

Action 7 ENVIRONMENT AND SUSTAINABILITY PROGRAMMES Continued focus on Community and Environmental Programmes

• • • •

• • • • • • • • • •

ACTION 8 VISUAL AND PERFORMANCE ARTS Provide students with opportunities to participate in both Visual and Performance Arts Programmes

Measurement: Performance Management, Observations, Videos, Teacher Documentation, Student Feedback & Achievement Data

• • • • • •

Renew emphasis on correct use of SOLO taxonomy across the school led by Inquiry Lead teacher and supported by Team Leaders Team Leaders will ensure use of SOLO in teams supported by DPs Y1-3 and Y4-6 Programmes will be differentiated to the needs of learners across the school Monitor programmes through discussion at senior leaders/team meetings Begin process for video news once all TVs and media server have been installed

Continue edible gardens education programme with all teams across the school – Edendale ‘Food for Thought’ programme Further develop school-community orchard led by parent group, integrate into inquiry learning Year One of Garden to Kitchen Table programme (Years 5-6 and Y4 in Term 4) Cooking and Gardening Assistants begin working with groups of students as above Lead teacher to support Enviro Leader in developing Edendale’s ‘Kitchen Gardens’ programme and report to staff, community and BOT at designated times Continue with Wastewise programme – composting and recycling Project to build greenhouse using recycled products – Boys’ Class Plan a timeline for implementation of school gardens plan provided by OPUS as community service in March 2012 Swimsation - term time and holidays Artist-in-residence to work with classes/groups of students/teachers according to timetables ( Full time Term One and to be reviewed for Terms Two-Four) and support class teachers with their own visual arts programme Emphasis to be on working with clay and print-making utilising kiln and printing press purchased via community fundraising All classes to attend fortnightly music lessons with specialist teacher (during teachers’ CRT) Music Leaders to train choirs Years Three and Four: Tolu Fa Choir Years Five and Six: APPA Choir School performances - Term Three/Four

Review Comment In 2013, team leaders will once again assume leadership of Inquiry learning in teams as the appointed team member was unable to do so and left prior to the end of 2012. Pam Hook will continue as the external facilitator – TOD in April 2013. Garden to table programmes were highly successful; students rated it their ‘number one’ activity in the student survey. Greenhouse project was successfully completed. GTT to be integrated more consistently across curriculum in 2013. Visual Arts to continue four days weekly in 2013, programme planned in November 2012. Music programme reviewed December 2013; new teacher to start Term Two 2013.


NAG 1 EDUCATION: CURRICULUM DELIVERY Action 9 DEVELOPING TALENTS Review and further develop programmes in place for students with identified special abilities Measurement: Performance Management, Observations, Videos, Teacher Documentation Student Achievement Data

Review Comment Developing Talents Programmes: Science - Genetics Groups (2) Choirs(Y.1-2, Y. 3-4 and Y. 5-6) – public performances Marimba Group – public performances Drumming Group – public performances Specialist sports participation

Action 10 PROFESSIONAL DEVELOPMENT Ensure all staff have opportunities to develop teaching practice/classroom management strategies in school-wide development (and self-nominated areas) related to performance management goals, school targets and national priorities

Teachers will: • Identify students for Developing Talents Register after Term One testing is completed • Provide individualised programmes for students with appropriate challenges • Nominate students for participation in UNSW competitions: English/Spelling, Writing, Mathematics, Science, Computer Team Leaders will: • Provide PD opportunities and professional mentoring for teachers with students who meet the DT criteria • Report to DPs end of each term (at SL meeting) and feedback to Principal for BOT reporting in December 2012 DPs/Principal/Specialists will: • Provide (modular) programmes for children who have identified talents in specific areas e.g. Writing, Science, Visual and Performance Arts where appropriate -2012 Programme Genetics ( 2 groups) Visual Art – Wall tiles, Music – choirs , marimba, ukulele groups Senior Leaders will: • Plan for full staff weekly meetings for PD in prioritised curriculum areas: – Teacher Inquiry into Practice/Students and their Learning – Literacy/Mathematics - Supporting ESOL learners – Inquiry/Integrated Learning – Inclusive Environments for Students, Student Management, Building Class Communities – Incredible Years – Learning for Boys – Health and Physical Wellbeing/EOTC, Brain Gym – Social Sciences, Enviro – Garden-to-Table – Understanding and managing special education learning environments Measurement: Staff Surveys, Performance Management, Observations, Videos, Teacher Documentation Student Achievement Data

YES

YES YES

YES

YES YES YES YES YES YES YES


NAG 1 EDUCATION: CURRICULUM DELIVERY Action 11 CONSULTATION Consult with families school-wide

Action 12 CONSULTATION Consult with Maori and Pasifika families Measurement: Community Feedback from meetings, surveys, conversations, student achievement data

Action 13 LEARNING ENVIRONMENT Provide a safe learning environment for all Measurement: Number and analysis of incidents

The Principal will: • Survey /meet with families and summarise feedback for the staff, board and community: • National Standards – March • KnowledgeNet – May • Boys’ Education – May • Reporting: Family-School Conferences and Written reports – August • Health and Physical-Wellbeing Curriculum: - Meeting Term Two (Active Schools) - August • School charter – ongoing - seek feedback via website • Post-school and Holiday Programmes – June

Senior Leaders will: • Consult and discuss with Maori and Pasifika communities: school charter, class programmes, student achievement and attendance patterns at community Hui and Fono in June and November – 2012 June/July • Share student successes , measurement of student achievement and ways in which achievement can be raised with families • Use Ka Hikitia and the Pasifika Plan to guide programming and review • Provide additional information as requested such as information about the teaching of te reo and tikanga for parents as requested including location of local Kura Kaupapa • Inform Board and community of Maori and Pasifika achievement levels and future focus through assessment reporting • Review programmes to improve student achievement for Maori and Pasifika students • Include information in school prospectus, newsletters and on website • Analyse attendance patterns using E-Registers Senior Leaders will: • Address all bullying issues promptly (All teachers) • Assess hazards in the school and address issues (Caretaker) • Review EOTC procedures and programmes • Review Risk Management • Revisit health and safety practices • Maintain accident register and records • Report to BOT each month

YES YES YES

YES YES YES YES YES

YES YES YES YES YES

YES YES YES

YES


NAG 2 DOCUMENTATION, SELF-REVIEW & CONSULTATION

NAG 6

LEGISLATION

Action 1 POLICIES/PROCEDURES Review according to strategic plan timeframe Action 2 REPORTING DATA Report Student Assessment Data to Board of Trustees and School Community

Action 3 MEETINGS & SELF-REVIEW Review Planning and Reporting Requirements; Further develop the school’s Strategic Plan in line with national reporting requirements Review BOT Training

Measurement: Review/Reporting undertaken with deadlines met Reporting to BOT as planned

The Principal, Senior Leaders and BOT will review: Personnel Management • Performance Management and Appointments Curriculum • Assessment • The Arts Health and Safety • EOTC and Risk Management Documentation and Self-Review Policy • BOT Governing Practice/BOT Self-review and Roles • Complaints Legislation Policy and Enrolment Scheme DPs and Principal will: • Collate all relevant assessment data and present to Board of Trustees with recommendations as agreed and in school plan • Team Leaders to present team assessment reports to BOT in February and November; Principal/DPs to present others via monthly reporting • Summarise for community via school newsletters and website • Include reporting of ICAS Maths/Computer/ Science/Writing/Spelling and English in Principal Monthly BOT Reports, newsletters and website BOT (and Principal) will: • Hold eight meetings annually (five public & three for planning) – notify via news/web • Consult with community as above via the Principal • Monitor National Standards Targets • Assess curriculum budget requirements for 2012-2013 based upon information from target analysis of student achievement • Consult, revise and publish Charter/Strategic/Annual Plan annually in line with national requirements , confirm charter goals and mission statement. Present 2013 draft at November BOT meeting • Complete the Analysis of Variance Statement annually • Elect Chairperson In Term One • Training for new and existing members to develop/further develop understanding of their role and PD regarding topical educational issues during the year

YES

YES

YES


NAG 2 DOCUMENTATION, SELF-REVIEW & CONSULTATION NAG 6

LEGISLATION

Action 4 COMMUNITY CONSULTATION Continue to enhance school communication links

Action 5 COMMUNITY CONSULTATION Further develop format/content for team newsletters

Measurement: Community Feedback from meetings, surveys, conversations, students able to discuss their learning, student achievement data, Newsletters out on time, uploaded to website

The Board will: • Communicate with the school community each term via a BOT newsletter • Liaise with PTA • Survey and consult with the community regularly (See NAG 1) The Principal will ensure that: • All families have opportunities to meet with teachers and discuss student progress and needs through formal and informal meetings • Fortnightly school newsletters reflect school events, curriculum and achievement, student contributions and community happenings • Website development continues with KnowledgeNet • Families, students and teachers have opportunities to participate in a variety of surveys and meetings • Events are advertised; promote support for teachers/students to contribute towards additional resources to support student learning • Specific fundraising targets are set for specified programmes/activities/equipment Senior Leaders will: • Liaise with pre-schools and intermediate schools as appropriate • Participate in Eden-Albert Senior Leaders’ Cluster and events students (Sports, Speeches etc) as appropriate • Hold a morning tea for families new to the school every term • Lead a partnership programme assisting parents in supporting student learning at home Team Leaders will: • Write a newsletter to their team community by Week Three of each term with a focus on: • A welcome to the school year in Term One • Curriculum coverage • Assessment data • Evaluation of previous term • A summary for the year in Term Four

YES

YES

Swimsation will continue to provide swimming lessons for all students in the school pool both in January term break and Term One. (Provided at no cost for Years 3-6)

YES YES

YES YES YES YES YES YES

YES YES YES YES

YES


NAG 3

PERSONNEL

Action 1 Continue to develop procedural frameworks promoting high levels of staff performance (CGP 10) for staff

Measurement: Performance Management in place – teacher records, teacher documentation, student achievement data, parent feedback, staff feedback, BOT feedback

Teachers will: • Set goals to reflect own needs for improvement of teaching , learning , assessment and reflection about programme that will improve student learning outcomes • Participate in reflection meetings a minimum of once each term to discuss goal setting and progress with appraiser • Maintain reflections/evidence documentation in line with current teacher registration requirements • Participate in videoing lessons to support inquiry into own practice through reflection and discussions • Analyse & summarise class data/action plans as part of performance management • Ensure school annual goals are a key focus of class programmes • Undertake and complete associated targets/goals if receiving MU/FTU • Have an annual appraisal summary meeting to review the year • Complete a team leader survey (review) in Term Two (Valuing, Interdependence Behaviours, Communication and Leadership) • Complete a staff satisfaction survey (review) in Term Two (What’s great, what’s interesting, what would make my job better?) Senior Leaders will: • Appraise team members • Review, consolidate and further develop PM school-wide. Include in PMP: meeting goals, analysis and future focus • Management Unit Targets • Complete Reading, Writing and Maths Graphs and commentary • Achievement and future focus improvement strategies for ESOL, Maori, Pasifika, high achievers, at risk and funded learners • Report to Board and Community • Investigate research projects: Boys Education (Year Five-Six Team Leader) • Complete a team leader survey in Term Two • Complete a staff satisfaction survey in Term Two The Principal will Appraise DPs – Summary meetings and resetting of goals February 2013 Participate in appraisal of team leaders - Summary meetings and resetting of goals February 2013 Participate in selected teacher appraisal meetings The Board will appraise the Principal - Summary meeting and new agreement in February 2013

YES YES YES

YES YES YES YES YES YES YES

YES YES YES YES YES YES YES

YES YES

YES


NAG 3

PERSONNEL

Action 2 Staff the school to reflect priorities as stated in the Annual Plan and according to Administrative needs

Action 3 Ensure that senior leadership structures that are in place to support staff

Measurement: School fully staffed, Vacancies addressed, orientation records, evaluation of PD plan, policy review completed, student achievement data, parent feedback, staff feedback, BOT feedback

The Board and Senior Leaders will ensure: • The best possible staff are appointed to all vacancies and that the school is staffed to meet the needs of the school community - teaching, administrative, support and property. Mismatch between one new appointment, referee comments and performance. Subsequently resigned prior to the end of the year. • All new staff become familiar with school procedures by providing an orientation programme for all new employees • An effective professional development plan is in place (CGP 10) with full teaching staff focus areas: ‘Learning at Edendale 2011’ and the ‘Annual Plan’ • Policies and procedures are correctly and fully implemented including the Code of Conduct • Systems are consolidated to ensure BOT fulfils its good employer role and meets all legislative requirements Senior Leaders will continue to: • Participate in external leadership mentoring with Jan Hill - three meetings over the year in Terms Two-Four • Adhere to the Staff and Senior Leaders’ Codes of Conduct • Support team members with class teaching programmes, student support and performance management goals • Ensure all required follow-up with staff/team members occurs in a timely manner DPs/Principal will: • Meet regularly with team leaders: Review team roles, student learning, achievement/analysis as well as performance management and curriculum responsibilities • Ensure that team leaders have appropriate mentoring support in place • Ensure that a team review is undertaken with all teams. Principal to summarise. Report outcomes and recommendations to senior leaders, teacher and BOT • Ensure that OSH orientation/Induction for new employees is followed and individual records maintained for individuals.

YES YES YES YES YES

YES

YES

YES

YES

YES YES YES YES


NAG 4

FINANCE AND PROPERTY

Action 1 Ensure sound management and operating processes are in place

Action 2 Allocate funding to reflect and support strategic and operational plans - Charter

Measurement: Policies working, Feedback from auditor, Leading Edge, MOE, funds owing to the school repaid. Feedback about environment from staff, students and community

Action 3 Resolve issues with MOE regarding repayment to school of outstanding reimbursements owed from 2009-10 financial years

The Board will: • Ensure policy guidelines are followed • Review Financial/Property procedures • Monitor financial reporting and systems– income and expenditure monthly • Provide financial management training for staff and BOT as required (Leading Edge Financial Services) • Ensure the asset register is regularly updated • Complete and lodge the Annual Report with the Auditor General/MOE by the due date. The BOT and Principal will ensure there is: • A survey of senior leaders to determine needs/wish list across all areas of the school for capital expenditure items • Annual budget is in place to meet school requirements (reviewed monthly) • Funding for new capital purchases as identified on the Capital Expenditure Plan listed items to be purchased prior to the end of the school year YES • Investigation into external grants & funds to support initiatives e.g. environment projects (school frontage development) • Implementation of Five Year Property Plan – maintenance and capital projects as specified in Strategic Plan 2010-2012 YES • Full review of the Ten-Year Property Plan by Property Consultant • Further development of the school environment as per Learning at Edendale - Plan stages for OPUS garden plan including edible gardens and orchard development YES - Sensory garden – complete – in process - Staff -Team photos in foyer - 2013 • Complete media server project (Televisions/media in classrooms ) YES • Liaise with PTA The BOT will seek to finalise: • Repayment of outstanding funds for Library, Administration and Prefab Block by communicating with the National Government and the Leader of the Opposition NB: The school has been through several audit processes including an independent audit for reconciliation of funding invoices and payments (School, Prendos, MOE) regarding (audited) sums not yet repaid to the school. The Principal and BOT Chair consulted with the Auditor General in 2011 and also sought support from the Minister of Education, for which to date our communication remains unanswered. RESOLVED

YES YES YES YES YES

YES

YES YES

YES YES YES YES YES YES YES

YES


NAG 4

FINANCE AND PROPERTY

The Board will: •

Action 4 Proceed with further leaky building discussions once the above has been resolved and repayments made – repayment agreed by MOE, Wellington 2/13

Consider further investigatory work to be undertaken regarding leaky buildings - Hall verandah - Room 13 Measurement: Policies working, - Year3/4 Classroom Block Feedback from auditor, Leading Edge, - Year 1 Classroom Block MOE, funds owing to the school repaid. IN PROCESS WAITING FOR MOE DECISIONS YES Feedback re environment from staff, Senior Leaders will: students and wider community

• •

Action 2 Implement the Environment Plan

NAG 5 HEALTH AND SAFETY Action 1 Provide a safe physical and emotional environment for all students and adults

Liaise with BOT regarding implementation Ensure that components of environmental education are included with curriculum planning - Greenhouse Project - Edible gardens - Garden art and murals Complete and lodge the Annual Report with the Auditor General/MOE by the due date. • Ten Year review process will focus on both current and future needs • - School Frontage • - Shorewell St carpark area (lower court) Senior Leaders and BOT will ensure: A safe physical and emotional environment is maintained through: • Promptly addressing bullying issues through the schools’ student management procedures • Ongoing property checks and worksafe practices • Maintenance of hazard register Measurement: Number of issues • Adherence to OSH procedures arising, evaluation of processes, • Regular emergency drills occur each term timing of drills • PD programme for the caretaker

In process

Completed Extended In process YES In process Completed

YES YES YES YES YES YES

Participation with Walking Bus

Action 2 Promote ‘Feet First’ Programmes for travel to and from school and participation in swimming lessons

The Health/Physical Wellbeing Team Leader will: • Continue ‘Walking School Bus’ programme and promote it with parents • Work with external agencies • Promote physical activity school-wide • Publicise physical activity via newsletters and community consultation • Promote Swimsation swimming lessons with the community – All completed. Change of curriculum leader in 2013.

YES YES YES YES YES


E 2012 edendale annual plan reviewed