Annual Report 2016

 

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Annual report for 2016.

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Annual Report- 2016 “Learning Skills for Life” Waiau Pa School MOE Number: 1547

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Waiau Pa Annual Targets – 2016 Summary Powerful Learners-Students: Collaborative Learning Target: Collaborative teaching environment in Yr 7 & 8 area. Greater student choice within classroom activities. Outcome: Learning Hub established with the Yr 7 &8 area. Discovery Time and Genius Hour used within other classes. Whole School: Writing Achievement Target: Reach 80% of students at or above expectation in Writing National Standards. Outcome: 74% of students at or above expectation. Kowhai: Basic Facts Target: All Year 1 students (Working within Stage 2/3 for basic facts) All Year 2 students (Working within Stage 4 for basic facts) Outcome: 69% of Year 1 students were at expectation at the end of the year with 82% of Year 2 students reaching this expectation. Powerful Learners-Staff: Passion Projects Target: To allow staff to explore their teaching passion by releasing one staff member for one day per week. Outcome: Four staff completed passions projects during the year; Environmental Identity project, Robotics, Maths recovery, Feuerstein IE Basic activities. Kauri: Reading Vocabulary Target: To extend those in the Stanine 6, 7 & 8 sectors. To move those in the below and critical sector to meet standard. Outcome: Year 7 26% in Stanine 4, (40% Feb 2017) 15% at Stanine 5. 57% achieving at Stanine 6 or better. Year 8 0.4%(1 student) at Stanine 4, (31% Feb) 20% at Stanine 5 76% achieving at Stanine 6 or better. Sense of Community: Digital Learning – Parent Information Target: To have a positive partnership between home and school that supports student achievement and learning at school. Outcome: Netsafe parent information evening held. Information shared during parent evenings and regular newsletters. Rimu: Basic Facts Target: To increase the percentage of students achieving at expectation for their year group by the end of year. Outcome: 77% of students achieving at or above expectation compared with 75% achieving below standard at beginning of the year. Positive Difference : Enviro School- Identity Trail Target: To have a clear action plan that engages the wider school community in the Enviro Schools programme rather than a single focus of just the Garden Group. Outcome: Bronze award achieved. Karaka: Basic Facts Target: To have 65% of Year 3 students working on early Stage 5 or higher (this is 30/46 students). Currently only two students are on Stage 5 (4%). Outcome: This means we have 51% at Stage 5 or higher.

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Waiau Pa Operational Plan 2016 Literacy Nag 1: Curriculum – Teaching & Learning Thinking Creatively Numeracy Technology Deep Learning  80% of students at or above in Writing National Standards. 74% achieved  Completion of “Identity Trail” items  Participation in Franklin Arts Festival & Franklin Jump Jam  80% of students at or above in Numeracy National Standards. 79% achieved   Integration of Digital Learning within all senior classrooms Coding and Robotics within senior options programme  Introduction of reflection activities and thinking processes  Discovery Time Development - Kowhai  Completion of School Production Nag 2: Documentation Nag 3: Personnel Nag 4A: Property & Maintenance  Appraisal process documentation  Community Consultation  Strategic Planning Reporting to MOE  Reporting to Parents / Interviews  National Standards and BOT Reporting  Teacher Registration, Appraisal Cycle and Professional Development  Cybersafety policies, procedures and agreements Nag 5: Health & Safety  Professional development linked to personal goals and school wide objectives  Board of Trustees training  Performance management goals for non teaching staff  Deep Learning review  ICT support- Neutrino Nag 6: Administration  Classroom tables (Kauri)  Toilet block upgrade  Classroom netbook replacements  Replacement data projectors (Rm 13 & 14)  Refurbishment of Rooms 15 & 16  Junior playground replacement  3D printer  Maintenance as per 10YP  Purchase equipment as budgeted Nag 4B: Finance  Hazard ID  First Aid  Shade / Sunsafe  RICH program – Behaviour Management  RICH / Peer Mediation Programs  Playground Maintenance  Camps / EOTC – risk management  Internet Filters / Digital Learning & Cyber Safety Agreements  School web site updated regularly.  Increase information available on web site.  Update  NE transition & liaison systems  Parent information booklet  BOT Consultation Issues  Special needs register  Professional Development for all staff  Budget to support target areas  School Donations / Activity Fees  On-going fundraising / Calf Club/ chocolates  Budget requirements and monitoring of staff entitlements / relieving professional development  Fundraising for purchasing teaching resources

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Learning- Wānanga Powerful Learners-Students: Collaborative Learning Target Description BELIEF: “We believe that students empowered with the skills of learning will become life long learners” STRATEGIC GOAL: Students are empowered with their learning to create life long learners. TARGET: To adopt a teaching practice that allows greater collaboration between students as well as collaboration between staff. To develop greater independence and autonomy within individual students. STRATEGY: To adopt several different teaching pedagogies across the school to foster collaboration and independence. - Kowhai – Discovery Time - Karaka & Rimu – Daily Five - Kauri – Collaborative Learning Environments & Genius Hour TARGETED OUTCOME: To observe teachers facilitating the new teaching approaches within their classrooms. For students to be engaged in collaborative learning activities and be able to explain the structure of the learning activity and how they are involved in this process. ACHIEVED OUTCOME: (actual results) Collaborative Learning Environment established within Yr 7& 8 area. Students showing greater ownership and control over their learning. Other year groups exposed to teaching pedagogies that fostered collaboration and independence through Discovery time and Genius hour projects. PERSONNEL:  Leadership Team – Simon, Judith, Wendy, Kelly, Bronwyn  All Staff  External facilitators.  BOT BUDGET CODE:  Professional Development.

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Target Strategy BASELINE DATA: We believe that students empowered with the skills of learning will become life long learners. One of the vital skills required in order to become a life long learner is the ability to be an independent learner as well as being able to work collaboratively with others. Several staff have previously implemented elements of student choice within classroom programmes. However a team approach within syndicates would allow for greater collaboration across the team as well as sharing ideas across the whole staff. Waiau Pa School is part of a Discovery Time project being facilitated by the Rtlb service. The aim of this project is to increase teacher understanding and delivery of Discovery Time within the classroom. ACTIONS:  Time spent during Teacher Only day and the beginning of the year on “what creates a positive learning environment.”  Visit to other schools who have adopted a Collaborative Learning Environment.  Bronwyn and Tracey to attend the “Teachers Matter” conference in Wellington with the focus on learning more about Discovery Time.  Research and implementation of the Daily Five literacy programme within the Rimu and Karaka teams.  Refurbishment / remodelling of Rooms 15 & 16 to create a flexible learning space within the Year 7 & 8 area.  Development of Genius Hour within senior programme to give student the opportunity to develop a deeper understanding in an area of choice.  END OF YEAR DATA: Rooms 15 & 16 were redeveloped during the 2015/16 summer break. This redevelopment connected the two existing classes with a shared space between. Time was spend developing with students a shared understanding of how these classes would operate within a collaborative environment. Student timetables and workshops were in operation from Term 2 with students aware of strengths and areas for further development. Rimu team (Yr 4,5& 6)adopted a student rubric during their Olympic unit that allow students to choose a range of activities. Teachers observed that students demonstrated greater engagement during this unit and willingness to challenge themselves. Karaka and Kowhai teams developed opportunities for students to experience Discovery time. This allowed students to think and act creatively in “hands on” projects.

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Learning- Wānanga Powerful Learners-Staff: Passion Projects Target Description BELIEF: “We believe that students empowered with the skills of learning will become life long learners” STRATEGIC GOAL: Teaching staff are encouraged to develop as successful practitioners. Constantly reflecting, evaluating and developing successful programmes. TARGET: To enable teachers to grow and develop an area of passion within teaching. This will encourage other will allow teachers the time to work with students and other to explore STRATEGY: To release a staff member for one day each week per term (four staff in total across the year) to enable them to explore an area of passion that would benefit learning and teaching at Waiau Pa School. TARGETED OUTCOME: To allow staff to explore their teaching passion by releasing one staff member for one day per week. ACHIEVED OUTCOME: (actual results) Four staff completed passions projects during the year; - Term 1 – Bronwyn Sims ( Environmental Identity project) - Term 2 – Sean Dean (Robotics) - Term 3 – Kelly Steward (Maths recovery) - Term 4 – Dianna Furniss (Feuerstein IE Basic activities) PERSONNEL:  Writing PD leaders – Judith van Boxel, Kelly Steward  All Staff.  External course facilitators. BUDGET CODE:  Professional Development.  Writing

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Target Strategy BASELINE DATA: Our school mission statement states that we aim... “To develop life long powerful learners who make a positive contribution to our community”. Critical to developing this statement is the role of our staff. As a school we believe that the teaching staff should be encouraged to develop as successful practitioners, constantly reflecting, evaluating and developing successful programmes. A recent school visioning exercise with the staff identified two areas for development towards creating staff who are reflective and evaluative. These two areas are time and being able to explore particular passions. Having time to commit to developing teaching and learning across the school would increase the levels of collaboration and passion for teaching within our school. ACTIONS: The proposal is for one teacher to be released one day a week during a term to explore and develop a particular passion. This area of passion must have a direct benefit to learning and teaching at Waiau Pa School. Under this proposal a different teacher would be selected for the passion project each term allowing four teachers across the year to develop a passion for the benefit of the wider school. END OF YEAR DATA: Four staff completed passions projects during the year; - Term 1 – Bronwyn Sims ( Environmental Identity project) - Term 2 – Sean Dean (Robotics) - Term 3 – Kelly Steward (Maths recovery) - Term 4 – Dianna Furniss (Feuerstein IE Basic activities) These projects allowed the staff to demonstrate their interest / passion to others and created a difference within those students involved in the programmes. Spark programme to be adopted during 2017 to allow a wider range of students and teachers to be involved.

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Community- Hapori Target Description Sense of Community: Digital Learning – Parent Information BELIEF: “We believe in developing a strong sense of community in order to make a positive difference in our lives and lives of others.” STRATEGIC GOAL: School will be an environment where people make a positive difference to the community. A team approach to the organization of our learning environment will have all members feeling valued and significant. Parents will instill a positive attitude towards learning and encourage participation TARGET: To build the capacity and confidence of parents/whānau to add value to our digital learning programmes. To strengthen connections between home and school in the partnership for learning. STRATEGY: Implement a series of activities and initiatives to help parents / whanau feel welcomed and supported at school and understand how digital tools are used within the classroom. TARGETED OUTCOME: To have a positive partnership between home and school that supports student achievement and learning at school. PERSONNEL:  Senior Leadership Team  Board of Trustees PTA ACHIEVED OUTCOME: (actual results) Netsafe evening was held during our first Sharing My Learning evening (Term 1) Unfortunately a low turnout of parents meant that many missed the message to parents. Further information was provided via student information evenings as well as weekly newsletter. BUDGET CODE:  Professional Development.  ICT

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Target Strategy BASELINE DATA: Research evidence shows that effective partnerships between schools and parents, whānau and communities can result in better outcomes for students. The better the relationship and engagement, the more positive the impact on students’ learning. Waiau Pa is fortunate to have a parent community that is committed to supporting the school to provide the best outcomes possible for their children. Unfortunately some parents/ whānau are unable to attend school activities or feel uncomfortable at school. ACTIONS:  Activate Parent Portal within Google Docs to enable parents/ whānau to view digital work completed by students.  Hold information sessions during Sharing My Learning Evenings to allow parents to find out more about digital learning activities.  Conduct Reading Together sessions and digital learning workshops.  Contact Netsafe to run a parent information session.  Staff to explore questions – When do parents feel most welcome at school? How can we involve parents in supporting students digital learning?  Improve communication with parents about student achievement. END OF YEAR POSITION: The use of digital learning tools remain a common feature within daily classroom programmes. Google docs are used by senior students (Rimu & Kauri) to share their learning as well as collaborate with others. Parent Portal establish to allow parents to view students work as well as class blog pages for students and classes to share learning. Lee Chisholm from Netsafe facilitated an information evening for parents on “Keeping your Kids Safe Online” unfortunately attendance at this session was very poor with only three parents attending. Information about digital learning tools and ways of keeping your child safe were shared regularly with parents / community as part of our weekly newsletter.

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Community- Hapori Positive Difference : Enviro School- Identity Trail Target Description BELIEF: “We believe in developing a strong sense of community in order to make a positive difference in our lives and lives of others.” STRATEGIC GOAL: Empowering everyone to believe in their ability to make a difference in their own lives and the lives of others. Creating a positive difference to our environment through environmental awareness. TARGET: To continue to develop and strengthen the Enviro Schools programme and ethos within the school with the aim of working towards a Silver Enviro Schools award. STRATEGY: Consult all stakeholders in order to develop a vision and direction for the Waiau Pa School Enviro schools programme. TARGETED OUTCOME: To have a clear action plan that engages the wider school community in the Enviro Schools programme rather than a single focus of just the Garden Group. ACHIEVED OUTCOME: (actual results) A strong Enviro Schools team “Green Warriors” was established and led by Bronwyn Sims. The whole school was involved in an Identity Trail project during term 1. This project combined with a series of other actions resulted in Waiau Pa being awarded Bronze Enviro Schools award during Term 4. PERSONNEL:  Bronwyn Sims  Senior Leadership Team  All staff  Enviro team BUDGET CODE:  Grounds & maintenance 

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Target Strategy BASELINE DATA: Waiau Pa School have been involved in the Enviro Schools programme since 2008. During this time the school has been able to achieve a bronze enviro schools award. Unfortunately the momentum has not been maintained with the Enviro group focusing more on the shared vegetable garden rather than a school wide vision and collaborate approach. ACTIONS:  Consultation with staff, students, parents, community on... Thinking about our environment what do we like about it? Do we have spaces that we are proud of? Do we have quiet spaces? Thinking areas? Learning spots? Gardens that are visually appealing? or reflect our community/beliefs/cultures? Sensory areas? Growing or interactive areas? What areas need upgrading or improving? Is smell, sound, sun shade (etc) a problem or highlight of our school? Do we have areas in our school that are dangerous or need immediate attention?  Develop a group of keen students who would like to get involved in working alongside teachers, staff in developing our enviro ideas. Get the kids involved in the big picture planning.  Develop a Vision Map from a collation of the all ideas gathered during the consultation of the key groups.  Visit other Enviro schools to see how they have developed their vision map and how they have integrated the Enviro Schools principals into classroom programmes.  Participate in Franklin Enviro Group meetings to untilize the support of the Enviro Schools facilitator.  Review sustainable practice across the school assessing simple ways to increase sustainable practices within the classroom.  Papatuanuku and Ranginui legend shared with all students in order to make connections between Enviro Schools visions and Maori perspectives.  Develop an Enviro Group project that engages wider community support and creates a positive impact on the school environment. END OF YEAR DATA: The “Green Warriors” enviro team were establish during early Term 1. This team developed a plan for the school and ideas for increasing the visibility of the enviro schools programme within our school. “What’s on the Menu?” programme was establish and quickly became an important part of our school programme. A group of supportive parents led this programme and worked with one class per week to prepare and cook a dish. The Identity Project involved each class identifying and area of the school that they would like to enhance or develop. Classes then presented this to the staff for approval. Projects ranged from signage for around the school to construction of new furniture. A presentation of actions achieved during the year were presented to the Enviro School’s facilitator in Term 4 as part of the application for Bronze award. This application was successful with the school awarded a Bronze Award.

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Understanding- Mātauranga Whole School: Writing Achievement Target Description BELIEF: “We believe a sound understanding of the core skills will allow us to understand and investigate the world around us.” STRATEGIC GOAL: To Literacy in English gives students access to the understanding, knowledge and skills they need to participate in their environment and the wider world. TARGET: To raise achievement within Writing across the school to 80% at or above expectation in Writing National Standards. STRATEGY: To provide targeted teaching within classroom programmes towards students who are below or at risk of being below expectation in writing TARGETED OUTCOME: To create a 5% shift in achievement across the school to reach 80% of students at or above expectation in Writing National Standards. ACHIEVED OUTCOME: (actual results) The target of 80% was not achieved with 74% of students at or above expectation. Positive shifts were made with our Maori student achievement with the percentage below expectation reduced from 35% in 2015 to 26% in 2016. PERSONNEL:  Judith van Boxel – Lead Teacher Writing.  Whole staff  Senior Leadership team  Teacher Aides  Teri Taylor – SENCO  Community of Learning - Pukekohe BUDGET CODE:  Professional Development.  Literacy

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Target Strategy BASELINE DATA: Analysis of 2015 National Standards results indicate that 75% of students are at or above expectation for Writing. All Students Boys Girls Maori 3% 5% 1% 5% GROUP Well Below Below At Above 22% 47% 28% 32% 48% 16% 8% 46% 44% 30% 43% 23% ACTIONS: Actions to increase vocab knowledge~ Link in with Writing, Spelling and Reading Programme  Word Study as part of Spelling and or/ Spelling Homework  Studyladder Vocab Activities  Describing words from SC writing book  IWOW  Scanning  Call my bluff  Find synonyms, antonyms etc in reading tasks  Word of the week  Vocab Practise Site  Pre-Reading Activities focus on new vocab in the text. What I think it means… Expert Meaning  Freerice Resources The Writing Book Cameron and Dempsy Online Resources such as Studyladder, Freerice Vocab Building Handbook taken from Building Reading Comprehension by Alison Davis Shared Vocab Building Files from ALLs Mentor Leytia Leota GROUP Well Below Below At Above END OF YEAR DATA: Analysis of 2015 National Standards results indicate that 74% of students are at or above expectation for Writing. All Students 6% 20% 57% 17% Positive shifts were made for Maori student achievement with 26% of Maori students below expectation compared to 35% in 2016. Boys Girls 8% 30% 52% 11% 3% 20% 57% 17% Alterations in school expectations has made a difference to school wide results. Maori 10% 16% 55% 20%

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Understanding- Mātauranga Kauri: Reading Vocabulary Target Description BELIEF: “We believe a sound understanding of the core skills will allow us to understand and investigate the world around us.” STRATEGIC GOAL: From NZC Curriculum Level 4 English Show an increasing understanding of how language features are used for effect within and across texts.  use an increasing vocabulary to make meaning use a range of vocabulary to communicate precise meaning TARGET: To raise achievement across Kauri Team in their knowledge of and use of vocabulary to make meaning, and communicate in oral and written form. To extend those in the Stanine 6, 7 & 8 sectors. To move those in the below and critical sector to meet standard. Our major target group is Year 7 who are displaying the most need in this area of learning. Achieving this target should produce an improvement in use of language when writing and aid understanding when reading. STRATEGY: To Include and Focus on Vocabulary Building Activities in all areas of the literacy programme across the team. Specific Vocab Building tasks included in Homework. Brainstorming Ideas and Sharing Activities and Ideas that worked and students enjoyed. Use of On-line Games and Activities, Aps for I Pads to increase motivation and enjoyment. TARGETED OUTCOME: To create a shift of 20% in the Year 7 Stanine 5 Sector into Stanine 6 or better. To create a shift of 20% of the students in Yr 7 & 8 who are in the critical Stanine of 3 & 4, to Stanine 4 & 5 or better. To create a shift from 88% of Rm 13 students achieving at Stanine 5 & 6 into the higher Stanines 6 or 7 respectively. ACHIEVED OUTCOME: (actual results) We have 26% of Year 7 in Stanine 4, (40% at the beginning of the year) 15% of students are achieving at Stanine 5. We now have 57% of Year 7s achieving at Stanine 6 or better. (At the beginning of the year this was only 27%.) We have 0.4%(1 student) achieving at Stanine 4, in Year 8 compared with 31% (7 Students) at the beginning of the year. We

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PERSONNEL:  Kauri Team Teachers have 20% of Year 8 students achieving at Stanine 5 and 76% achieving at Stanine 6 or better. In Year 6 there are no students at the critical score level. Only 16% are now achieving at Stanine 5. 54% are achieving at Stanine 6 & 7 and 29% are achieving at Stanine 8 &9 See attached Graphs. BUDGET CODE:  Professional Development budget  Target Strategy Year Level / Gender Group Stanine 2, 3 & 4 Stanine 5 Stanine 6&7 Stanine 8 &9 BASELINE DATA: Analysis of We have 24% of our students in the critical Stanine 3 & 4 area. (All but one of these are from Yr 7 & 8). We have 1 Year 8 boy at Stanine 2. Yr 6 boys 0 7 4 1 39% of all Year 7 students are in this sector. Yr 6 girls 1 5 5 1 We have 29% of all Kauri students in the Stanine 5 Sector. (50% of Rm 13 fall into Stanine Yr 7 boys 3 2 1 1 5) Yr 7 girls 6 5 3 1 We only have 13% of all Kauri Students achieving at Stanine 8 and 9. (There are only 2 Yr 8 boys 4 0 1 3 students in Kauri team achieving at Stanine 9). The bulk of Rm 13 (88%) of Rm 13 Yr 6 are achieving at Stanine 5 or 6. There are no students achieving at Stanine 7, one student at Stanine 8 and one at Stanine 9. Yr 8 girls 3 2 8 1 It is pleasing to note the higher achievement in our Year 8 group, who had a focus on vocabulary in 2015. Of those below, two are new to the school. We have one Year 8 student achieving at Stanine 3 (with an ESOL background) and one Year 8 student achieving at Stanine 3(entered Waiau Pa part way through 2015). The remainder of this low achieving group are at Stanine 4.

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