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VISION

Gladstone students are;

 INSPIRATIONAL

 INNOVATIVE

 SOCIALLY JUST

 ACADEMICALLY POWERFUL


MISSION We will achieve our vision by passionately preparing people for life.

Develop academically powerful students who excel at their identified strengths. We will achieve this by ensuring each child:  Achieves academically  Knows their own strengths  Loves learning  Is a critical thinker  Is an effective problem solver

Ensure students are socially aware and socially active

Instil students with positivity and a ‘cando’ attitude

Develop students into ‘well rounded’ learners

We will achieve this by ensuring each child:

We will achieve this by ensuring each child:

We will achieve this by ensuring each child:

 

Is environmentally aware and active Is a good citizen Respects and celebrates cultural diversity

Is willing to ‘stretch’ themselves Is prepared to take risks that are both calculated and sensible Has a healthy sense of competition

Has the opportunity to participate in a wide range of non-academic, sporting, creative, artistic, outdoors and leadership activities Actively participates in a wide range of the above activities


GLADSTONE PRIMARY SCHOOL CHARTER 2013-2015

National Standards  All students are successfully able to access the NZC as evidenced by their progress and achievement in relation to the National Standards  The National Standards are used to support improvement in student learning  Students have increased ownership of their Learning and know their “next steps” to achieving at the National Standards

Ratification of Charter  Minuted at BOT meeting February 2013

Submission to MOE March 2013 MISSION: “Passionately preparing people for life” EXPLANATION: “Our programmes will be of real interest to the learner, delivered in an enquiry style that is motivating and exciting for each and every learner. It will allow them to discover, to take risks and to have fun. Students should always be wondering, imagining and excited about the journey they are on. Programmes will be tied together with emotional bonds that ensure our kids are passionately prepared for their next step.”

School Priorities:  Numeracy and Numeracy Assessment  Literacy  NZC  National Standards  Educational for Sustainability

1.

Academically powerful, excelling at their identified strengths

VISION:

2.

Socially aware and socially active

To have students who are inspirational and innovative learners who are socially just and academically powerful.

3.

Positive with a “can-do” attitude

4.

Well rounded learners

VIVID DESCRIPTORS – our vision means we have students who are:       

VALUES & BELIEFS (consultation with community) To be caring sharing learners  To be independent learners  To develop a love of learning  To value the skills of effort and perseverance and the pursuit of foundation knowledge

STRATEGIC GOALS 2013-2015 Gladstone Primary Schools Strategic Goals are to produce students who will be:

Confident Questioning Ambitious Full of potential Fair minded Civic Minded Persevering

    

Effective communicators Healthy & Fit Responsible Technologically literate Interested

      

Immersed in real learning Risk – takers Positive & Optimistic Compassionate Honest Enthusiastic Life long learners


Cultural Diversity and the Maori Dimension The school will reflect: 

New Zealand's cultural diversity By encouraging students to share elements of their cultural heritage to celebrate New Zealand's cultural diversity. All staff will treat students as individuals with unique differences, talents and cultural values and perspectives that will be respected. Differing cultural backgrounds of students is viewed as adding to the tapestry of our school.

The unique position of the Maori culture Gladstone Primary School will encourage the use of te reo Maori and tikanga Maori in class programmes appropriate to the knowledge level of staff and seek assistance from Maori staff/parents/caregivers to develop these. The school will foster the continuation of the kapa haka group.

What reasonable steps will the school take to incorporate tikanga Maori (Maori culture and protocol) into the school's curriculum? 

Programmes will have a Maori dimension wherever possible. Greetings, commands and language related to everyday "labels" for objects and for days, dates and numeration will be used.

The Maori Focus Team will assist in keeping all staff aware of significant dates and events eg Matariki; Maori Language Week; Treaty of Waitangi.

Staff meetings will regularly focus on Te Reo and tikanga Maori.

What will the school do to provide instruction in te reo Maori (Maori language) for full time students whose parents ask for it? All such requests will be given full and careful consideration by the Board of Trustees with regard to personnel with the requisite skills and qualifications, the overall school financial position, and availability of accommodation within the school. What steps will be taken to discover the views and concerns of the school's Maori community? The School will consult with the Maori community and they will be kept informed about Maori achievement.


Strategic Goal: To Develop Academically Powerful Students Who Excel at their Identified Strengths. How We Will Achieve This Professional Development Programme (i) Writing  An effective phonics, spelling and handwriting programme has been developed in the Junior school. This will continue through to the middle and school.  Using six forms across each level to ensure students are immersed (Yr 1-2) and explicitly taught in persuading explaining, describing, narrating, recounting.  Ongoing development to ensure writing PD is sustained. To make links from our professional learning to writing (clear learning intentions, explicit success criteria, teacher modeling using “think alouds”, focusing on a target group for guided writing)  To provide feedback to children about their writing so that they are able to review and improve their writing.  To develop students self and pair reflection and editing skills  To ensure we plan for writing across a range of genre by making authentic links to other learning areas and real experiences  To introduce e-asttles an additional tool to continue the development of teachers ability to accurately assess students writing levels against the National Standards.

Led By

Timeframe

Budget

 

Terms 1-4

$6500

Louise Dempsey Lead Teachers (Yr 1-6)

Outcome and Future Focus 


(ii) SOLO  Need to track student progress and, therefore, the effectiveness of the PD, from 2012 to 2013 using the data collected on Classroom Manager 

SOLO team

SOLO team

Teachers have identified the following as development areas

Extended Abstract o How do I move the students to extended abstract? o How do I use SOLO to scaffold students’ into higher order thinking?Examples needed Verbs o o o Planning

Using higher order verbs How do the verbs relate to types of thinking Applying verbs across the learning areas and in my everyday teaching

o Keeping SOLO/thinking at the forefront of what I do in the classroom o How to scaffold using SOLO o Applying SOLO in particular across the learning areas Using the success criteria for the verbs more often PD process 6+ new teachers Varying degrees of uptake/quality Are we making a difference to students? What evidence do we have?

Terms 1-4

$7500


   

  (iii) 

To adopt SOLO Taxonomy as a whole school thinking model across all curriculum areas. For SOLO Taxonomy to be present in all classroom environments. For all teachers to be using a common set of thinking maps. To develop a common language of learning based on SOLO Taxonomy. ICT To develop vision for the integration of ICT in the school. ICT Team to survey the staff and from this develop our direction and goals. Teaching as Inquiry

To make teaching as inquiry part of everyday teaching practice by o Discussions at mini school and team level to identify inquiry practices that are positively impacting on students learning and aspects of practice that could be improved o Extending staff understanding of inquiry approaches and the ways these can be used to improve learning and teaching o Reinforcing expectations and guidelines for planning and evaluation that have a clear focus on using analysed assessment information to bring about improved learning outcomes for students

 

Principal Associate Principals (Junior/Middle/Se nior School) All teaching staff

Ongoing


How We Will Achieve This  ESOL o Develop an Operations Book and Policy

Led By  

Timeframe

Budget

Principal Director of Guidance & Support

To commission a review of the schools communication strategy including the website, newsletter, reports and use of email.

T 1-4

Consider how a successful school like Gladstone can build on its current effective bedrock and introduce innovation to take us into the future. This might include use of technology or specialist teachers.

 

Principal BOT

Consider how we make strategic goals and decisions more visible for parents including the role and focus of the board.

BOT

  

Principal BOT Architect

To ensure the school maintains and continues to develop high quality facilities to support teaching and learning.

To complete a condition assessment and in preparation for the new round of 5YP funding (July 2013)

Term 4

$5000


To complete the Yr 2/3 refurbishment (Rms 30-39, including the toilets)

  

Principal BOT Executive Officer

December

$325,000

To build a new Senior School Adventure Playground

  

PTA Executive Officer Principal

July

$70000

Develop and maintain school property and ensuring scheduled maintenance is complete.

   

BOT Principal EO Prop Manager

Term 3-4

$21,500

Term 1-4

How Will We Achieve This By being a “Good Employer”  Ensure there is a Professional climate where effective teaching practice is supported

Ensure systems are in place, so that the Board fulfils its role as “Good Employer”

To provide resources and professional learning, to ensure an ongoing high level of staff performance.

To provide a physical environment that enables staff and students to achieve the stated student achievement and personnel goals

Led By

Timeframe

 

Principal Deputy and Associate Principals

Ongoing

 

Principal Deputy and Associate Principals

Ongoing

 

Principal DP and APs

Ongoing

Ongoing

BOT and Principal

Budget

$136,750

Outcome and Future Focus


By allocating finances to reflect our priorities as indicated in the Annual Plan

BOT, Principal, EO, Curriculum Team Leader

T4

As per budget

Strategic Goal: To Ensure Students are Socially Aware and Socially Active How Will We Achieve This 1) By following sustainable practices to achieve and maintain environmental sustainability. We will do this through  Developing an Overall Vision: Pupils, teachers, community buy into and support our environment  Running efficient waste management systems with recycling/composting/worm farms  Introducing Waste free lunches:  Support/Guidance for 2013 construct of ‘sustainability’  Advertising and promoting the above on GTV  Supporting sustainable practices in the community  Supporting “charities, and ensuring students aware of the purpose and benefits of fundraising”

Led By

Timeframe

Budget

Technology/Ed for Sustainability Curriculum team

T1 – 4

$4,000

Teaching Staff

T1 – 4

Outcome and Future Focus


Strategic Goal: Instil students with positivity and a ‘can-do’ attitude How Will We Achieve This  By providing programmes and opportunities eg: NSW Tests, Future Problem Solving that meet needs, challenge and support students to go to their next step, Buddy Classes

Led By  APs  Team Leaders  Teaching Staff

Timeframe Ongoing

By being role models as staff – showing  students that we have the same attitude demonstrate a positive attitude towards all stakeholders – use positive language, participation in school activities, sharing our goals with students, modeling the first step, use positive, descriptive and specific feedback, challenge students to move beyond their comfort zone.

All staff

By continuing to provide challenges outside the classroom – camps, sports, Gladstone’s Got Talent

All Staff

Ongoing

By providing a wide range of leadership opportunities eg: House Captains, Road Patrol, Librarians, Peer Mediators, Student Council

 

APs Team Leader

Ongoing

Budget

Outcome and Future Focus


Strategic Goal: Develop students into ‘well rounded’ learners How Will We Achieve This  By providing a wide range of opportunities for students to participate in eg: the ECAs, Developmental, Options, Camps, Trips AND encouraging students to participate in these (while remembering this goal is more than just participating in “things”)  By promoting and recognizing achievement in class and mini school and school wide  By providing opportunities for our students to learn and know about the world they live in

Led By  All Staff

Timeframe Ongoing

All Staff

Ongoing

All Staff

Ongoing

Budget

Outcome and Future Focus


ANNUAL TARGETS FOR EDUCATION 2013 Our Goal: 

To raise the rate of progress for all students at risk of not achieving at the expected NS level in Maths

Annual Target: 

Our Pasifika children and Maori children below or well below the standard will make more than one year progress.

Baseline Data: 

Analysis of our 2012 achievement data shows that Maori (24%) -11 students and Pasifika (39%) - 25 students children at Gladstone Primary School continue to be cause of concern. Particularly when moving into bigger numbers and transferring their knowledge into different contexts.

Action to achieve the target Continue to develop best teaching and assessment practices in Maths through professional development and mentoring of teachers. Use the tracking system to implement early intervention planning for children below National Standards. Target Maori and Pasifika children using the strategies and knowledge developed from the participation in the ALiM programme. Encourage teachers to consistently challenge their children with Maths in order to raise their achievement levels. Have all children aware of their achievements in Maths and be able to articulate their next learning steps.

Led By 

Maths Leader and Maths Curriculum Team

Outcome


ANNUAL TARGETS FOR EDUCATION 2013 Our Goal: 

To raise the rate of progress for all student at risk of not achieving at the expected NS level in reading

Annual Target:

Baseline Data:

Reading  Pasifika, Maori students and students’ after 3 years’ below or well below the standard will make more the one year progress

Reading  25 Pasifika students and 11 Maori students are working below or well below in reading  Students ’after 2 years’. 26 students are below National Standards. They require monitoring to ensure appropriate programmes are being used to enhance and improve their writing skills. We anticipate that the majority of this group have the potential to move to expectation.

 

Action to achieve the target Ongoing PD with Louise Dempsey by identifying areas that require professional development in the implementation of an effective reading programme. Reading activities continue to focus on developing reading mileage and reinforce what has been done in shared and guided reading Learning intentions are clearly identified and shared with students Students reading below the National Standards are identified and steps put in place to improve reading age The Home and School partnership with Pasifika families will begin in Term 1 with a homework/ parent group meeting prior to the Pasifika group practice after school Shared reading

Led By 

Literacy Leader and English Curriculum Team

Outcome


 

focuses on higher order reading strategies and thinking Guided reading sessions build on what has been done during shared reading and learning intentions clearly link to students needs within the group Tracking of at risk students is clearly done through modeling books, reflections in teachers planning. PM Benchmarking and formative feedback in students books Texts are selected to reflect cultural diversity and interests in class Target our Pasifika Students using the strategies and knowledge gained from our participation in the ALL PLD


ANNUAL TARGETS FOR EDUCATION 2013 Our Goal: 

To increase the number of students achieving at or above the National Standard for writing

Annual Target: 

Pasifika students will make more than one year progress

Baseline Data: 

Analysis of our schoolwide data at the end of 2012 has identified some concerns with Pasifika students (41%). 27 students are either below or well below National Standards

Action to achieve the target Further intensive Professional Development in writing targeting programmes to meet the needs of at risk students Provide a structured and balanced writing programme through modeling and guided/shared writing Provide teachers and students with exemplars to support accurate marking of writing Enusre the writing moderated folders, which are in every class, are used to guide teams and mini schools when moderating Using e-asTTle as a tool in the marking and moderation of writing across the school (Yr26) Make writing purposeful providing contexts that are real and useful The Home and School partnership with

Led By  

Literacy Leader and English Curriculum Team Louise Dempsey

Outcome




Pasifika families will begin in Term 1 with a homework/parent group meeting prior to the Pasifika group practice after school Targeting at risk writers by providing programmes that support and enrich students and allow student voice to be considered in selection of writing topics


Charter 2013  

Charter 2013