School Annual Plan 17

 

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2017 Dunsandel School CHARTER 2017-2019 ANNUAL PLAN 2017 DUNSANDEL SCHOOL 3331 Dunsandel School’s Charter and Plans for reviewing and informing its community negotiated and the Government’s initiatives to enhance Student Achievement and Management of its resources and other identified areas (as expressed in NAGs 1-6).

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Dunsandel School School Number 3331 Charter 1. Introduction Our school is all about our PRIDE values. Each letter in the word PRIDE stands for a different value, we think is important. We all display these letters in different ways; on the sports field, in the classroom and when we are in our community. These letters hold us and link us together as a family. We are determined to be better people and to do the very best we can at all times. We are country kids, we are the hub, we are here and now, with a proud history behind us. We all have a part to play, a job to do and we do it with PRIDE. We know that we can take these values with us when we leave our school and they will be with us forever, each of us helping make the world a kind and better place. Written by Year 6 Children 2015 The 2015 Year 6 Children were asked to come up with the words that best describe Dunsandel School to them. Our last Education Review Office review was completed in October 2016. Reviewers commented that: “The vision and valued outcomes defined by the school for all children are clearly outlined in the PRIDE values of participate, respect, initiative, determination and excellence. Children are expected to participate in all aspects of school life and treat others as they would like to be treated. They are expected to use their initiative, try hard, not give up, and always do their best.” “The school's vision and values are clearly evident, intentionally taught and well embedded into all aspects of school life. Leaders establish clear and consistent social expectations that are designed to support teaching and learning. Leaders, teachers and senior students place a strong emphasis on ensuring they model the school's values. This is helping to support student wellbeing, learning and sense of belonging within the school and wider community.”

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Vision Dunsandel School’s Shared Vision and Values Dunsandel School ‘Pride of the Plains’ Confident and connected lifelong learners who have PRIDE Mission Dunsandel School ‘Pride of the Plains’ Engaging our students in exceptional learning opportunities and experiences, instilling the PRIDE values for life. Values We want our children to Participate show Respect have Initiative be Determined and strive for Excellence PRIDE Dunsandel School Key Competencies Participate Join in Participating and Contributing Active Participants Work effectively Rights, Roles, Responsibilities Respect Treat others like you would like to be treated Relating to Others Responsible Good Relationships Respect for Diversity Initiative Think for yourself Thinking Learners Intellectually Curious Divergent Thinkers Self Reflective Determination Try hard and don’t give up Managing Self Confident Self Motivated Positive Attitude Excellence Do your best Using Language, Symbols and Texts Communicators Confident Users of Receptive language and ICT Takes Pride The Dunsandel School PRIDE values were established in consultation with our school community in 2009/2010. Vision and Mission Reference – Page 36 NZC

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2. Strategic Section At Dunsandel School we are committed to ensure all students are able to access the New Zealand Curriculum, as evidenced by progress and achievement in relation to National Standards. In order to meet our vision for Dunsandel School we focus our strategic planning in three main areas as detailed below. Strategic Aim 1 - Student Achievement: Our students are successfully able to access the New Zealand Curriculum, as evidenced by progress and achievement in relation to the National Standards and other assessment processes. Our student achievement related strategic goals have been developed considering the follow National Administration Guidelines; • NAG One Teaching and Learning • NAG Two Strategic Planning and Reporting Strategic Aim 2 - Children Children engage in a learning environment with opportunities to experience success in all areas of the curriculum. Strategic Aim 3 - Culture Our culture defines Dunsandel School through a supportive environment that promotes the schools PRIDE vision. Our strategic aims have been developed considering the follow National Administration Guidelines; • NAG One Teaching and Learning • NAG Two Strategic Planning and Reporting • NAG Three Employment and Personnel • NAG Four Finance and Property • NAG Five Safe Physical and Emotional Environment • NAG Six Legislation

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Strategic Plan 2017-2019 Strategic Aim 1 - Student Achievement: Our students are successfully able to access the New Zealand Curriculum, as evidenced by progress and achievement in relation to the National Standards and other assessment processes. Strategy Our School curriculum reflects the teaching and learning direction of the school and meets the requirements of the New Zealand Curriculum, and considers the needs of the wider community Annual targets will be identified, based on analysed data, to effect and sustain improvement in Reading, Writing and Maths. (Annual Student Achievement Targets) 2017 Implement the 2017 school curriculum including any recommendations from the 2016 Curriculum Review Review 2017 school curriculum to assess whether, or not, it reflects teaching and learning direction of the school and is meeting the requirements of the New Zealand Curriculum and considers the needs of the wider community. Implementation of annual targets in Reading, Writing and Maths. (Annual Student Achievement Targets) Improved progress against the National Standards Review achievement against annual targets and establish targets for 2018 2018 Implement the 2018 school curriculum including any recommendations from the 2017 Curriculum Review Review the impact of the school’s curriculum on the students’ ability to successfully access the New Zealand Curriculum Implementation of annual targets in Reading, Writing and Maths. (Annual Student Achievement Targets) Improved progress against the National Standards Review the impact of the Reading, Writing and Maths Curriculums on the students ability to successfully access the New Zealand Curriculum 2019 Implement the 2019 school curriculum including any recommendations from the 2018 Curriculum Review Review 2019 school curriculum to assess whether, or not, it reflects teaching and learning direction of the school and is meeting the requirements of the New Zealand Curriculum and considers the needs of the wider community. Implementation of annual targets in Reading, Writing and Maths. (Annual Student Achievement Targets) Improved progress against the National Standards Review achievement against annual targets and establish targets for 2020

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Strategic Aim 2 - Children Children Strategy engage in a learning The curriculum provides extra environment opportunities, with experiences and opportunities challenges for to experience all children to assist them in success in all maximising areas of the their potential curriculum. Students actively engaged in high quality classroom learning Enhanced capacity to successfully utilise ICT in the delivery of programmes The school operates on a sound financial basis 2017 Implementation of recommendations from the 2016 Review Review the 2017 programme, identifying recommendations for 2018 Implementation of recommendations from the 2016 Review Review the 2017 programme, identifying recommendations for 2018 Implementation of recommendations from the 2016 Review. Review ICT programme, identifying recommendations for 2018. Finalisation and approval of 2017 budget Implementation of the Ministry approved financial budget for 2017 2018 Implementation of recommendations from the 2017 Review 2019 Implementation of recommendations from the 2018 Review Review the impact of the opportunities and experiences programme on student engagement in a learning environment and contribution to students success within the curriculum Implementation of recommendations from the 2017 Review Review the impact of the programme on students engagement in a learning environment and contribution to students success within the curriculum Implementation of recommendations from the 2017 Review. Review the 2019 programme, identifying recommendations for 2020 Implement programmes to ensure children, including those with Special Needs and GATE use a range of skills, knowledge and opportunities to enhance their learning Review the 2019 programme, identifying recommendations for 2020 Implementation of recommendations from the 2018 Review. Review the 2 year ICT development plan programme – plan new 2 yea development plan Plan on students engagement in a learning environment and contribution to students success within the curriculum Finalisation and approval of 2017 budget Review ICT programme, identifying recommendations for 2020. Review impact of elearning practice and ICT Finalisation and approval of 2019 budget Implementation of the Ministry approved financial budget for 2017 Implementation of the Ministry approved financial budget for 2019

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Monitoring of actuals vs budget throughout the year Monitoring of actuals vs budget throughout the year Monitoring of actuals vs budget throughout the year Strong leadership in students Review of financial position at end of 2017. Preparation of draft budget aligned to the 2018 Annual Plan. Implementation of recommendations from the 2016 Review. Review the impact of the financial resources of the School on students engagement in a learning environment and contribution to students success within the curriculum Implementation of recommendations from the 2017 Review. Review the 2017 programme, identifying recommendations for 2018 Review the impact of the Leadership Programme on students engagement in a learning environment and contribution to students success within the curriculum Review of financial position at end of 2019. Preparation of draft budget aligned to the 2020 Annual Plan. Refine (if necessary) the leadership development programme for our senior students based on review in 2018. Review the 2019 programme, identifying recommendations for 2020 Strategic Aim 3 - Culture Our Strategy culture defines Dunsandel School through a Creation of a supportive environment that promotes the schools PRIDE vision supportive environment that promotes the schools PRIDE vision. Greater prominence given to bi-cultural perspectives within the curriculum and environment of the school A safe physical, emotional, and social school environment 2017 Implementation of recommendations from the 2016 Review Review the 2017 programme, identifying recommendations for 2018 Implementation of recommendations from the 2016 Review Review the 2017 programme, identifying recommendations for 2018 Implementation of recommendations from the 2016 Review Review the 2017 programme, identifying 2018 Implementation of recommendations from the 2017 Review Review the impact of the PRIDE Values programme on providing a supportive environment for the students Implementation of recommendations from the 2017 Review Review the impact of our bi-cultural programme on our learners and school. Implementation of recommendations from the 2017 Review Review the impact of the physical, emotional 2019 Continue and refine the programme embedding our PRIDE values into everyday life at Dunsandel School Review the 2019 programme, identifying recommendations for 2020 Implementation of recommendation from the review on the impact of bi-cultural programme on our learners and school. Review the 2019 programme, identifying recommendations for 2020 Implementation of recommendation from the review done in 2018

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for all children and staff recommendations for 2018 and social initiatives on the provision of a supportive environment Review the 2019 programme, identifying recommendations for 2020 Development of vibrant, attractive and comfortable classrooms and school environment Culture of ongoing selfreview maintained Strong leadership in teachers Implement the Future Development Plan 2017-2021 Review the 2017 programme, identifying recommendations for 2018 Implementation of recommendations from the 2016 Review Review the 2017 programme, identifying recommendations for 2018 Implementation of recommendations from the 2016 Review Review the 2017 programme, identifying recommendations for 2018 Implementation of recommendations from the 2017 Review Review the 2018 programme, identifying recommendations for 2019 Implementation of recommendations from the 2017 Review Review the impact of the self review process on the provision of a supportive environment Implementation of recommendations from the 2017 Review Review the impact of the Professional Development programme on the provision of a supportive environment Implementation of recommendations from the 2018 Review Review the 2019 programme, identifying recommendations for 2020 Implementation of recommendations from the 2018 Review Review the 2019 programme, identifying recommendations for 2020 Implementation of recommendations from the 2018 Review on Professional Development impact. Review the 2019 programme, identifying recommendations for 2020 Strengthened Board Governance Operationally efficient school structure Implementation of recommendations from the 2016 Review Review the 2017 programme, identifying recommendations for 2018 Implementation of recommendations from the 2016 Review Review the 2017 programme, identifying recommendations for 2018 Implementation of recommendations from the 2017 Review Review the impact of the Professional Development programme on the provision of a supportive environment Implementation of recommendations from the 2017 Review Review the impact of the operations initiatives on the provision of a supportive environment Implement a Professional Development programme to develop and strengthen Board Governance (new Board) Review the 2019 programme, identifying recommendations for 2020 Implementation of recommendations from the 2018 Review Review the 2019 programme, identifying recommendations for 2020

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Student Achievement Targets 2017 We have three student achievement targets in 2017 focusing on the areas of Writing, Mathematics and children who identify as Maori. All of our targets focus on bringing students who are currently ‘below’ the National Standard to ‘at’ the standard. Achievement data has been collected and analysed from the 2016 National Standards data, and 3 goals for improvement in learning have been set. Assessment data will be collected in term 4 and an analysis of variance will be used to measure the success of the target set. The analysis of variance will be reported in the school’s annual report.

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Student Achievement Targets 2017 Strategic Aim Strategy Objective Annual Target Baseline Data Our students are successfully able to access the New Zealand Curriculum, as evidenced by progress and achievement in relation to the National Standards and other assessment processes. Annual targets will be identified, based on analysed data, to effect and sustain improvement in Reading, Writing and Maths. (Annual Student Achievement Targets) To increase the number of students achieving at or above the National Standards for writing All children (10) who were judged to be below or well below the National Standard in Writing at the end of Year 5 will make accelerated progress and will be at or above the National Standard at the end of the 2017 school year. Analysis of school wide writing data based on national standards in 2016 identified the following:- 80.9% of our children have been judged to be at or above the national standard in writing (compared to 72% in 2012, 74.3% in 2013, 83.3% in 2014 and 86% in 2015). 22.1% were judged to be writing above the national standard. 85% of our girls were judged to be writing at or above the national standard. 76.8% of our boys were judged to be writing at or above the national standard. 78.5% of our children that identity as Maori have been judged to be writing at or above the national standard. Based on the analysis of the data for 2016 there are 10 children who have been judged to be below the national standard for Writing at the end of Year 5 This group will form an annual student achievement target for 2017.

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Actions to Achieve Annual Target Action Review assessment data with staff Classification of target group to be reviewed Regular monitoring meetings/discussions of target children/groups – including year group meetings (Pride, Lions, Cubs) Who Principal Teaching Staff Principal Teachers Principal Class Teachers Teachers to identify next steps for the target children Children performing below and well below national standards will be identified and tracked by: • Class Teacher • Leadership Team Analyse data to show progress and tracking review Use LLCC PD when available Use a variety of methods, approaches and processes to make writing fun. For e.g. ICT/Technology allowing for increased motivation and engagement. Increase sharing of ideas to improve writing outcomes for children Timetable priority given to literacy and numeracy in all classes (morning) Teachers to provide daily writing opportunities in class Use consistent ongoing moderation throughout the year to ensure that we continue to have rigorous methods / approaches to assess children’s writing and to determine their ability. Mid Year “OTJ’s” to be made for children in target groups. End of Year “OTJ’S” to be made for children in target groups Ensure we have sufficient relevant resources to support teaching and learning Ensure target children are considered priority for Special Needs programmes (as appropriate) Assess whether a withdrawal writing programme would benefit children who below the writing standard and could make accelerated progress Analyse end of year data to inform progress and planning for 2018 Budget Requirements To meet this target financial resource is required from the Annual Plan areas  NZC1  Children 2  Children 3  Culture 5 MID Year Report Teachers Principal Class teacher Principal Principal Teaching Staff All teaching staff Relevant teaching staff Staff Teaching Staff Teaching staff Principal Deputy Principal Teaching Staff Staff Staff Principal Teaching Staff SENCO Teaching Staff Principal SENCO Relevant Teaching staff Principal Deputy Principal Teaching Staff END of Year Data and Analysis Timeframe Week 1-6 Term One Week 1-6 Term One Ongoing throughout the year Ongoing throughout the year Ongoing throughout the year End of Term 2 March Ongoing throughout the year Ongoing throughout the year Ongoing throughout the year Ongoing throughout the year On-going throughout the year Mid Year Reports End of Year Reports On going through the school year Start of each term As data is analysed and discussions are held with teaching staff End of Year

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Strategic Aim Strategy Objective Annual Target Baseline Data Our students are successfully able to access the New Zealand Curriculum, as evidenced by progress and achievement in relation to the National Standards and other assessment processes. Annual targets will be identified, based on analysed data, to effect and sustain improvement in Reading, Writing and Maths. (Annual Student Achievement Targets) To increase the number of students achieving at or above the National Standards for maths All children(10) who were judged to be below or well below the National Standard in Maths will make accelerated progress and will be at or above the National Standard at the end of the 2017 school year Analysis of school wide maths data based on national standards in 2016 identified the following:- 88.3% of our children have been judged to be at or above the national standard for maths (compared to 78.4% in 2012, 84.3% in 2013, 84.2% in 2014 and 86.9% in 2015). 19.9% of our children have been judged to be above the national standard for maths. 78.6% of children who identify as Maori have been judged to be at or above the national standard in maths. 88.1% of our girls and 88.4% of our boys were judged at or above the national standard for maths. Based on the analysis of the data for 2016 there are 16 children who have been judged to be below the national standard for Maths across the school. This group will form an annual student achievement target for 2017.

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Actions to Achieve Annual Target Action Review assessment data with staff Who Principal Teaching Staff Timeframe Week 1-6 Term One Classification of target group to be reviewed Regular monitoring meetings/discussions of target children/groups including year group meetings (Pride, Lions, Cubs) Teachers to identify next steps for the target children Children performing below and well below national standards will be identified and tracked by: • Class Teacher • Leadership Team Actively source and acquire quality apps that support maths learning for the iPad. Identifying strategies that are or are not working for individuals. Discuss at Year group meetings and make changes. Record info. Mid Year “OTJ’s” to be made for children in target groups. End of Year “OTJ’S” to be made for children in target groups Analyse data to show progress and tracking review Review PRIME maths impact at regular intervals through staff meetings and Year Group meetings Timetable priority given to literacy and numeracy in all classes (morning) Continuation of basic facts programmes in class Where possible and relevant digital and e-learning tools utilised Ensure we have sufficient relevant resources to support teaching Ensure target children are considered priority for Special Needs programmes (as appropriate) Analyse end of year data to inform progress and planning for 2018 Budget Requirements To meet this target financial resource is required from the Annual Plan areas  NZC1  Children 2  Children 3  Culture 5 Principal Teachers Principal Deputy Principal Class Teachers Teachers Principal Class teacher Principal Staff Staff Staff Staff Principal Teaching Staff Principal Year Group Lead teachers All teachers Teaching Staff Class teachers Teachers Principal Teaching Staff SENCO Teaching Staff Principal Deputy Principal Teaching Staff Week 1-6 Term One Ongoing throughout the year Ongoing throughout the year Ongoing throughout the year Ongoing throughout the year Ongoing throughout the year Mid Year Reports End of Year Reports End of Term 2 Ongoing throughout the year Ongoing throughout the year Ongoing throughout the year Ongoing throughout the year Ongoing through the school year Start of each term End of Year MID Year Report END of Year Data and Analysis

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Strategic Aim Strategy Objectiv e Annual Target Baseline Data Our students are successfully able to access the New Zealand Curriculum, as evidenced by progress and achievement in relation to the National Standards and other assessment processes. Annual targets will be identified, based on analysed data, to effect and sustain improvement in Reading, Writing and Maths. (Annual Student Achievement Targets) To increase the number of students who identify as Maori achieving at or above the National Standards for Reading, Writing and Maths All Children (3) who identify as Maori and were judged to be below or well below the National Standard in Reading, Writing and/or Mathematics will make accelerated progress and will be at or above the National Standard in each area at the end of the 2017 school year. Analysis of school wide data for children who identify as Maori based on national standards in 2015 identified the following:- Based on the analysis of the data for 2016 there are 3 children who identify as Maori and have been judged to be below the national standard for Reading, Writing and/or Maths. This group will form an annual student achievement target for 2017. Actions to Achieve Annual Target Action Review assessment data with staff Who Principal Teaching Staff Timeframe Week 1-6 Term One Regular monitoring meetings/discussions of target children/groups including year group meetings (Pride, Lions, Cubs) Teachers to identify next steps for the target children Children performing below and well below national standards will be identified and tracked by: • Class Teacher • Leadership Team Identifying strategies that are or are not working for individuals. Discuss at Year group meetings and make changes. Record info. Mid Year “OTJ’s” to be made for children in target groups. End of Year “OTJ’S” to be made for children in target groups Analyse data to show progress and tracking review Principal Deputy Principal Class Teachers Teachers Principal Class teacher Principal Staff Staff Staff Principal Teaching Staff Ongoing throughout the year Ongoing throughout the year Ongoing throughout the year Ongoing throughout the year Mid Year Reports End of Year Reports End of Term 2

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