School Charter
Empowering our children to meet the future with confidence
Whakamana hia nga tamariki kia tutuki ia ratou nga wawata me nga tuamanako.
Values: Resilience, Responsibility, Creativity, Respect
HUTT CENTRAL SCHOOL SHARED VISION
At Hutt Central School we provide a holistic education that values flexibility, collaboration, and authentic contexts to meet the individual needs of all children.
We have a welcoming atmosphere that encourages community and whanau involvement in a diverse range of activities.
Relationships at our school are paramount. Our classes reflect the positive and trusting relationships that exist between teachers and students, enabling children to have the confidence to take risks with their learning. The value placed on community involvement is evidenced in the collaboration and support our local community extends to the school, in both formal and informal situations. We celebrate the success, participation and talents of our students and we continually seek opportunities to showcase these with our community.
The personal passion teachers feel for their profession is reflected in exciting and engaging learning opportunities. We are committed to setting clear expectations and high standards for all pupils. A sense of fun and wonder is evident in the learning journey that all students undertake.
Students are encouraged and guided to make choices to manage their own learning. The challenges of our ever- changing world are addressed through programmes that offer both current and future proofing options. Teaching and learning is structured to cater for all students, allowing for flexibility and consideration of individual needs.
A culture of inclusiveness is pivotal within our school community. We are open and accepting of all cultures, traditions and beliefs and this is reflected in the diverse range of whole school activities.
Te Reo and Tikanga are embedded within our learning programmes based on the principle of Whanaungatanga.
We foster connections by encouraging whanau to be included and celebrate Maori culture by integrating role models and expertise from our local iwi.
Hutt Central School has a strong sense of community that supports an innovative and dynamic approach to children’s ongoing education and hauora.
HUTT CENTRAL SCHOOL STRATEGIC PLAN
Strategic Aims
Aim 1 To support every student to meet their potential and achievement in line with NZ curriculum and expected level of achievement.
Focus 1 To develop quality teaching and learning programmes at Hutt Central School.
Focus 2 To increase the urgency of teaching and learning to accelerate the progress of all students.
Focus 3 To personalise learning to cater to the holistic needs of learners.
Aim 2 To promote, grow and nurture an inclusive and caring culture
Focus 1 Develop strategies to strengthen the nature and quality of relationships amongst teachers, students and their whanau.
Focus 2 To normalise and improve the use of Te Reo Māori and increase awareness of Tikanga Māori throughout the school community.
Focus 3 Grow awareness and understanding to support whānau who are caring for children with diverse needs.
Aim 3 To improve school effectiveness
Focus 1 To provide a clear and informed approach for a student's progress with transparent reporting and stakeholder responsibilities.
Focus 2 To develop and achieve a school wide understanding of effective internal evaluation for improvement.
Strategic Plan
Aim 1: To support every student to meet their potential and achievement in line with NZ curriculum and expected level of achievement.
2018
2019
2020
Focus 1 To develop quality teaching and learning programmes at Hutt Central School.
Collaboratively develop a shared understanding of how we learn in the school to ensure students develop key competencies through learning progressions
Use collaborative processes to embed the teaching and learning of Key competencies that align with learning progressions.
Using collaborative processes, develop a measureable system to track the progression of Key competencies.
Focus 2 To increase the urgency of teaching and learning to accelerate the progress of all students.
Develop an aligned and clear understanding of progressions to meet the individual learning needs of students as they transition to, through and beyond our school (Writing, Reading link)
Carry out collaborative and individual evidential inquiry into the learning progression of individual students as they transition to, through and beyond our school.
(Writing, Reading, Maths link)
Collaboratively review schoolwide learning progression.
Focus 3 To personalise learning to cater to the holistic needs of learners.
Provide engaging, interesting learning of a broad curriculum linked with opportunities, student choice and passions
Provide for personalisation of learning through student centred practices inline with HCS curriculum
Aim 2: To promote, grow and nuture an inclusive and caring environment
2018
2019
2020
Focus 1 Develop strategies to strengthen the nature and quality of relationships amongst teachers, students and their whānau.
Collaborative approach towards the development of inclusive systems and structures that align with PB4L development based on the learning needs of individuals.
Collaborative approach towards the refinement of inclusive practices that align with PB4L development based on the learning needs of individuals.
Inclusive practices embedded across the school with ongoing refinement and development of systems and structures.
Focus 2 To normalise and improve the use of Te Reo Māori and increase the awareness of Tikanga Māori through the school community.
Development of schoolwide Te Ao Māori (Te Reo, tikanga, experience, practices) programme through Professional Learning Development targeted to the learning needs of students
Refinement of Te Ao Māori programme in consultation with PLD providers, Iwi and Whānau group based on evidence of student and staff learning.
Community Te Ao Māori programme developed and provided in consultation with PLD providers, Iwi and Whānau group.
Focus 3 Grow awareness and understanding to support whanau who are caring for children with diverse needs.
Care for the well being of students and whanau through supportive practices that utilise the knowledge and skills of whānau, staff and agencies.
Develop support networks based on strengths of staff and community in connection with agencies.
Aim 3 To improve school effectiveness
2018
2019
2020
Focus 1 To provide a clear and informed approach for a student’s progress with transparent reporting and stakeholder responsibilities.
Develop an ongoing system of information sharing that reflects the learning progression of our students with clear evidential links
Develop communication systems with home and school that aligns progression and evidential information.
Develop a consistent ongoing communication system that aligns progression and evidential information with the written report.
Focus 2 To develop and achieve a school wide understanding of effective internal evaluation for improvement.
Review and develop the system and structure for learner focused internal evaluation based on sound questioning of robust data to seek growth for our learners.
Carry out learner focused internal evaluation based on sound questioning of robust data to seek growth for our learners.
Annual Plan 2018
Strategic Aim: Aim 1: To support every student to meet their potential and achievement in line with expected NZ curriculum and expected level of achievement.
Focus 1 To develop quality teaching and learning programmes at Hutt Central School.
Strategies
(What we will do)
Success indicators
(How we will know / What do we expect)
Who is responsible?
When?
Measuring impact
(How will we know it has been achieved?)
1.1
Collaboratively develop a shared understanding of how we learn in the school to ensure students develop key competencies through learning progressions
Modify the organisation of the school to align with the learning needs of students.
Carry out Professional Learning and Development with Mary Wootton focussing on Pedagogy (How we teach and learn) and Progression (What we teach and learn) aligning with Key competencies
Develop schoolwide documentation that threads the common understanding of pedagogy at HCS
Innovate and modify our teaching practice to ensure we are catering to the holistic needs of students using inquiry process
Analyse and monitor writing achievement data
Anecdotal recording of Key competency feedback and next step for individual students.
Student target writing data in each class will show progress in the reflection stage of inquiry.
Professional Inquiry process documented using self designed format.
Observation and feedback of teaching practice reflects the thread of our aligned approach.
Mary Wootton alongside the Leadership Team will lead the PLD into pedagogy for our students. Start Term 4 2017, finish Term 1 2019.
Milestone reporting: Termly
Focus group to develop schoolwide documentation of pedagogy threads for HCS – Termly milestone.
All teachers to document Professional Inquiry with termly check in.
All teachers to document feedback and next steps in relation to Key Competencies. Goal setting: start of term, reflection – end of each term.
Observation of teaching and learning programmes that focus on Key Competencies at a whole class, group and individual level.
Writing data will show progress of student learning.
Measureable data shows student learning progress through inquiry process.
Professional thinking, actions and results documented in Inquiry.
Schoolwide documentation showing learning thread alignment throughout the school.
Strategic Aim: Aim 1: To support every student to meet their potential and achievement in line with NZ curriculum and National Standards.
Focus 2: To increase the urgency of teaching and learning to accelerate the progress of all students.
Strategies
(What we will do)
Success indicators
(How we will know / What do we expect)
Who is responsible?
When?
Measuring impact
(How will we know it has been achieved?)
Develop an aligned and clear understanding of progressions to meet the individual learning needs of students as they transition to, through and beyond our school (Writing, Reading link)
Modify the organisation of the school to better cater to the learning needs of students – stage not age
Use the Progression Learning Framework to develop a shared understanding of progression and developmental stages of our students.
Implement teaching and learning programmes that cater to the learning stages of individual students.
Analyse and monitor writing and reading achievement data
Documentation of student target writing and reading data in each class will show progress in relation to students learning stage and development.
Professional Inquiry process documented using self designed format.
Observation and feedback of teaching practice reflects progression of student learning at developmental stage.
Mary Wootton alongside the Leadership Team will lead the PLD into pedagogy for our students. Start Term 4 2017, finish Term 1 2019.
Milestone reporting: Termly
Michael to lead whole staff development in Learning Progression Framework inline with Mary Wootton PLD. January 2018. Termly miletone
All teachers to document Professional Inquiry with termly check in.
All teachers to document analysis of student progress and achievement data.
Observation of teaching and learning programmes.
Reading and Writing data will show progress of student learning.
Measureable data shows student learning progress through inquiry process.
Professional thinking, actions and results documented in Inquiry.
Strategic Aim:
Aim 1: To support every student to meet their potential and achievement in line with NZ curriculum and National Standards.
Focus 3: To personalise learning to cater to the holistic needs of learners.
Strategies
(What we will do)
Success indicators
(How we will know / What do we expect)
Who is responsible?
When?
Measuring impact
(How will we know it has been achieved?)
Provide engaging, interesting learning of a broad curriculum linked with opportunities, student choice and passions
Modify the organisation of the school to better cater to the learning needs of students – stage not age
A clear focus on engagement and motivation of class, group and individual students.
Implement teaching and learning programmes that cater to the learning stages of Key Competencies for individual students
Planning documentation that shows specific learning design based on student choice specifically linked to the learning needs and motivation of students.
Observation of personalised learning programmes.
Student wellbeing survey
Professional Inquiry process documented using self designed format.
Mary Wootton alongside the Leadership Team will lead the PLD into pedagogy for our students. Start Term 4 2017, finish Term 1 2019.
Milestone reporting: Termly
Michael and Mary to lead schoolwide refresh and teaching and learning action development of motivation and engagement.
Focus group to develop schoolwide documentation of pedagogy threads for HCS – Termly milestone.
All teachers to document Professional Inquiry with termly check in.
Observation of teaching and learning programmes.
Teacher planning documentation linked with observation
Professional thinking, actions and results documented in Inquiry.
Analysis of student achievement data in relation to motivation and engagement actions.
Strategic Aim 2: To promote, grow and nurture an inclusive and caring culture
Focus 1: Develop strategies to strengthen the nature and quality of relationships amongst teachers, students and their whanau
Strategies
(What we will do)
Success indicators
(How we will know / What do we expect)
Who is responsible?
When?
Measuring impact
(How will we know it has been achieved?)
Collaborative approach towards the development of inclusive systems and structures that align with PB4L development based on the learning needs of individuals.
PB4L Team to lead school development and learning in relation to our values and expectations alongside RTLB.
Values strengthened throughout the school through signage, buddy system and communication.
Systems developed to celebrate, monitor and track behaviour across the school.
Support structure implemented within the school for students and staff.
Students following and maintaining expected behaviours inline with values throughout the school and wider community.
Acknowledgement systems in place and rewards tracked for students and staff.
Student Management system regularly updated with data related to behaviour.
Support systems in place for staff and students to assist with the management of challenging behaviours.
Learners supported through specific organisation.
PB4L team to meet regularly and work with staff twice a term. RTLB support provided 1.5 days per term.
Communication unit carried out Term 1 based on signage in relation to our values.
Free and Frequent reward system implemented start of Term 1 – termly rewards for the school and staff
Reward systems developed to acknowledge school values. Term 1 – 2.
Data collection system implemented Term 2 -3
Leadership team and staff to implement support organisation.
Observation of teaching and learning programmes.
Teacher planning documentation of behaviour and expectation teaching and learning.
Use of values associated language and actions throughout the school.
Data collection of rewards and celebrations.
Monitoring and analysis of data for challenging behaviour.
Strategic Aim 2: To promote, grow and nurture an inclusive, caring culture
Focus 2: To normailse and improve the the use of Te Reo Maori and increase the awareness of Tikanga Maori throughout the school community.
Strategies
(What we will do)
Success indicators
(How we will know / What do we expect)
Who is responsible?
When?
Measuring impact
(How will we know it has been achieved?)
Development of schoolwide Te Ao Maori (Te Reo, tikanga, experience, practices) programme through Professional Learning Development targeted to the learning needs of students
Carry out PLD through Kura Ahurea Pilot Programme with Neavin Broughton
Develop understanding of Te Reo progression in relation to Te Aho Arataki Marau mō te Ako i Te Reo Māori/Curriculum Guidelines for Teaching and Learning Te Reo Māori. In particular Taumata 1 (Level 1).
Establish TOA group to lead Kura Ahurea
Incorporate Kura Ahurea into teaching and learning programmes.
Development of schoolwide Te Ao maori plan – Te Reo, Tikanga, experiences, practices.
Increased use of Te Reo Maori by students and staff.
Student retelling of stories in relation to Te Reo learning.
Students and staff carrying kaupapa and practices as routine and habit.
Assessment data related to Te Reo learning and progressions.
Development of TOA group – Teacher only day
TOA group to work with Neavin on initial structure of programme
Confidence and Te Reo understanding survey with staff, start of programme – review survey Term 4.
Neavin and TOA group to work with syndicates to design termly programme – Week 2 Term 1.
Teachers to plan and implement Kura Ahurea programme. Termly
Neavin to work with TOA group and syndicates termly for 90 minute PLD.
Teacher planning documentation and related student work.
Observation of Te Reo use in the wider school environment and community
Analysis of student achievement data
Teacher confidence survey data
Evidence for accreditation to Kura Ahurea 1.
HCS documented plan for Kura Ahurea.
Strategic Aim 2: To promote, grow and nurture an inclusive, caring culture
Focus 3: Grow awareness and understanding to support whanau who are caring for children with diverse needs.
Strategies
(What we will do)
Success indicators
(How we will know / What do we expect)
Who is responsible?
When?
Measuring impact
(How will we know it has been achieved?)
Care for the well being of students and whanau through supportive practices that utilise the knowledge and skills of whanau, staff and agencies.
Student Well being survey carried out with Year 4,5 and 6 students.
PB4L team to analyse survey results to feed into action plan linked with values
Utilise the support organisation in the school to cater to needs of students.
School, whanau and agencies meeting to develop specific action plans with milestones.
Student management system developed to track needs of students and families beyond learning to track engagement of whanau, staff and agencies.
Specific data analysed on student well being in the school and community.
Specific actions documented to support student well being in the school aligned with PB4L and values.
Schoolwide database of actions and interventions for
Survey to be carried out mid – Term 2. PB4L team to facilitate and analyse.
Leadership team to lead the support organisation structure within the school
Student management system database developed by DP and updated by teachers in consultation with support structure personnel.
Meetings organised by individual teachers – supported by syndicate leader / DP
Actions developed and documented relating to student well being inline with values and PB4L
Review the effectiveness of database with whole staff – Mid year and end of year.
Action plans developed from collaborative meetings with all parties.
Strategic Aim 3: To improve school effectiveness
Focus 1: To provide a clear and informed approach for a student’s progress with transparent reporting and stakeholder responsibilities
Strategies
(What we will do)
Success indicators
(How we will know / What do we expect)
Who is responsible?
When?
Measuring impact
(How will we know it has been achieved?)
Develop an ongoing system of information sharing that reflects the learning progression of our students with clear evidential links
Whanau to receive weekly communication that shares the upcoming learning
Whanau to be involved in the setting of learning goals in Term 1, End of Term 2, End of Term 3.
Whanau to receive regular updates (timeframe TBC) showing evidence of learning progress for individual students.
Develop system of written reporting based on learning progress of students.
Organise structured meetings with whanau in Term 1, end Term 2.
Regular communication between the class teacher and whanau.
Clear learning goals developed and shared.
Evidence tracked through documentation of progression.
Written reports provided mid and end of year.
Parent interviews twice a year.
Whanau and teachers – weekly.
Termly review and sharing of learning goals. Teachers – students.
Teachers to share evidence – at least monthly
Teachers to write reports – End of Term 2 and End of Year
Whanau and Teachers interviews – Week 6 Term 1 and Week 10 Term 2.
Communication records and documentation.
Learning goal progression evidence recorded.
Teacher assessment record of progress
Evidential sharing of progress records
Parental feedback from Interview process.
Strategic Aim 3: To improve school effectiveness
Focus 1: To develop and achieve a school wide understanding of effective internal evaluation for improvement.
Strategies
(What we will do)
Success indicators
(How we will know / What do we expect)
Who is responsible?
When?
Measuring impact
(How will we know it has been achieved?)
Review and develop the system and structure for learner focused internal evaluation based on sound questioning of robust data to seek growth for our learners.
Board of Trustees to use the Internal Evaluation Tool (IET) in consultation with NZSTA to review progress and identify next steps.
Review our collection of data in relation to being fit for purpose of learning.
Develop performance related goals to evaluate and grow practice in relation to student learning and progress.
Syndicate identification of key professional learning goals as a collective through evaluation.
Termly evaluation of systems and structures inline with Shared Vision and values related to teaching and learning programmes.
Identification of key progress and next steps as a board of trustees.
Development of a regular assessment schedule to review the progress of learning.
Performance Development goals show progress of practice to improve student progress and learning.
Termly syndicate development of goals with identification of professional progress through evidence.
Ongoing review of schoolwide systems and structures to ensure alignment with Shared Vision and Values.
Board of Trustees to carry out IET survey – Term 1
Wider Leadership team to develop assessment schedule in conjunction with staff Term 1.
Performance Development goals developed Term 1 (Teacher and Michael) and reviewed Termly (Teacher and Syndicate Leader).
Teachers and Syndicate leader to develop syndicate goals termly with end of term review.
All staff to review systems and structures (and mental models) in week 9 of each term. Acknowledge and celebrate progress.
BOT documentation of progress and next steps.
Student learning analysed with fit for purpose data.
Performance development write up in connection with Inquiry.
Syndicate progress and review documentation.
Aligned and documented mental models and effective systems and structures in place and developed to support student learning.
School Level Data (NAG 2A (b)) 2017
School Strengths
Reading:
In total the percentage of students achieving at the National Standard is 44.6% with 41.7% achieving above the National Standard. This equates to 86.3% of students.
Our 2017 Year 2 students have 52.4% achieving above the National Standard, 60.9% of Year 4 students and 53.1% of Year 6 students in 2017 achieving above the National Standard.
47.6% of our Maori students and 42.9% of our Pacific Island students are achieving above the National Standard in Reading in 2017.
Maths:
In total the percentage of students achieving at the National Stand is 68.9% with 20.5% achieving above the National Standard. This equates to 89.4% of all students.
Our 2017 Year 2 students have 90% of students achieving At and Above the National Standard, Year 4 students have 97.8%of students achieving At and Above the National Standard with 89.6% of our Year 6 students achieving At and Above the National Standard.
Writing:
83% of our Maori students are achieving At and Above the National Standard in Writing in 2017. There has been an increase in the percentage of students achieving At and and Above the National Standard from 73.1% in 2016 to 80.2% in 2017.
School Weaknesses
Writing:
19.7% of our students are achieving below or well below the National Standard in Writing. Of these students, 31.4% of boys are achieving below or well below the National Standard in Writing.
The 2017 Year 2 students have 38.1% achieving below the National Standard with 31.2% of Year 3 male students achieving Well Below and Below the National Standard. In 2017 50% of our Year 6 male students are achieving Below the National Standard.
Maths:
25% of our Year 3 students are achieving below the National Standard. 27.3% of our Year 1 male students are achieving below the National Standard in Mathematics.
Reading:
52.9% of our Year 1 students are achieving below the National Standard in Reading.
Basis for identifying areas for improvement
Writing:
We aim for less than 10% of our students below or well below the National Standard in Writing. Our current data highlights a significant difference between this aim and our current levels of writing. This is especially significant for our male students who are over represented in the National Standards below and well below data – this will be a school wide target for 2018. Our Year 2 student data and Year 3 male student data reveals a focus their progress and achievement is required, this will be monitored at a syndicate level.
Maths:
Our Year 3 student data shows a fair proportion of students are not achieving at the expectation. The progress and achievement of these students will be monitored at a syndicate level. The Year 1 male students will not be a target group, they have spent a good period of time adjusting to school and we expect to see progress from here. We will monitor their progress at a syndicate level.
Reading:
We are pleased with the progress of all students in reading. Our Year 1 data has highlighted students who are below the National Standard, however they have spent a period of time adjusting to school and we expect to see progress in 2018. We will monitor their progress at a syndicate level. There are individual students that we will continue to support and monitor as part of our programmes.
Planned actions for lifting achievement
School Structure:
Organise the school with a change in groupings of year level and syndicates. This is to have a greater focus on progression in learning and programmes so that learning is viewed as progressive rather than a year to year programme.
Pedagogy and Progression linked with motivation and engagement:
Centrally funded PLD - engage Mary Wootton to work with staff on a collective understanding of how we learn and what we learn. This will link directly with motivation and engagement of our learners to have greater voice and ownership over their learning. Writing will be our curriculum focus in connection with Pedagogy and Progression.
Boys Learning
Continue our focus on boys motivation and engagement through learning. Select staff to attend the Joseph Driesson Workshop on Improving Boys Literacy. Develop an understanding of authentic and active learning for HCS students to meet learning needs – keeping in mind the Key Competencies, motivation and engagement.
Informing teaching and learning:
Learning Progression Framework:
Use the learning progression framework to align with previous work carried out on progression in writing as a school. With the disestablishment of National Standards we will be looking closely at our decision making and evidential processes to feedback to students and whanau to inform our planning and teaching.
Reading:
Reading Recovery:
Continue to resource Reading Recovery throughout the year. Use the specialist skills to support teachers with monitoring and planning for the learning needs of students.
Fast Five programme
This will support readers who do not get into reading recovery for two students for between 5 and 10 weeks. There will be two spaces for students who require longer term support which will be for one term reviewed for a maximum of two terms.
Analysis of Variance
Analysis of Variance Reporting
School: Hutt Central School School Number: 2862 Year: 2017
Focus: Reading
Strategic Aim: To improve the academic performance of children in line with the New Zealand Curriculum and National Standards
To improve effectiveness by regularly reviewing policies, strategies and curriculum goals
Annual Aim: Develop curriculum targets for core areas based on 2016 review and student achievement
Baseline data: 29 Male students are achieving below or well below the National Standard in reading in 2016.
Baseline data: Seven Year 6 students are achieving below the National Standard in reading in 2016 (As Year 5 students in 2016).
Outcomes (What happened?)
Variance (Why did it happen?)
Evaluation (where to next?)
The target students have been involved in specific group teaching with students of a similar level.
Year 3 and 4 students have been involved in the ‘Reading for Life’ programme.
The teachers have received support from our reading recovery teacher and the students who were part of the reading recovery programme in the junior school have had extra monitoring.
We have run a Fast 5 programme where some of our target students have worked on their reading two to three times each week for a period of time.
A focus group shared information to support boys learning.
Our reading recovery teacher shared techniques to develop reading strategies.
Year 6 students have worked on motivation and engagement through literacy.
They have implemented a Daily 5 programme which incorporates all aspects of literacy each day.
Students have been given greater choice with reading through a focus on their interests and passions.
24 students from the target group are now achieving AT the National Standard in reading. This is an increase from Term 2 of 9 students achieving At the National Standard. 8 students are still reading below the National Standard in reading. One student in the target has left our school.
Four year 6 students are achieving AT the National Standard in reading with three students achieving below the National Standard.
Of note for the students reading below the National Standard is that their reading level has increased for the students. Two students are reading one level below the expected reading level and one student is reading two levels below. This has shown progress throughout the year.
One student’s National Standard achievement went from below standard at the start of the year to AT standard and back to below standard at the end of year.
The students in the target group have been involved in targeted reading work based on strategies in years 1-3 with an increasing focus on comprehension from years 3-6. This has enabled students to cement their use of reading strategies. These students have been grouped with similar learning needs in classes and their progress has been closely monitored throughout the year.
A dedicated focus on a target group has assisted us to try out teaching and learning techniques and regularly reflect on the impact.
As Above
Student motivation for reading has increased through the opportunity for choice and independence required in reading.
Continue to monitor reading recovery children throughout the school.
Implement fast 5 programme.
Daily 5 programme for Years 5 and 6.
Enable teachers to take action for the learning of students causing concern using inquiry process.
Examine active learning and how this happens at our school to link with progression in teaching and learning programmes to increase student achievement.
Monitor achievement of our Year 2 students to ensure progression.
As Above
Analysis of Variance Reporting
School: Hutt Central School School Number: 2862 Year: 2017
Focus: Writing
Strategic Aim: To improve the academic performance of children in line with the New Zealand Curriculum and National Standards
To improve effectiveness by regularly reviewing policies, strategies and curriculum goals
Annual Aim: Develop curriculum targets for core areas based on 2016 review and student achievement
Target: That the 49 students achieving below the National Standard will be achieving at the National Standard by the end of 2017
Baseline data: 49 students across the school are achieving below the National Standard in Writing in 2016.
Actions (What did we do?)
Outcomes (What happened?)
Variance (Why did it happen?)
Evaluation (where to next?)
Focused professional inquiry on Writing.
Identified key aspects of learning our students needed to focus on in writing.
Focused and developed our understanding of Motivation and Engagement in literacy with a focus on writing
Carried out school wide moderation in relation to National Standards across the school.
Developed a draft of school progression in aspects of writing to guide teaching and learning programmes. Used to guide teaching and learning programmes in classrooms.
26 students are now achieving at the National Standard in writing in Term 4. This is an increase of 17 students achieving at the National Standard between Term 2 and Term 4.
23 students are still achieving below the National Standard in writing in Term 4. This is a decrease from 40 students achieving at the National Standard from our milestone in Term 2.
Two goals merged (Writing across the school and Boys writing).
The inquiry focus has assisted us to know more about the learners and ensured that we cater to the specific needs of students.
The motivation for writing of a number of students – particularly senior aged students has improved.
Schoolwide moderation was carried out to inform decision making about student progress.
There is less variation in learning expectations of the key aspects of writing as student’s progress through the school. – More work is required around progression.
Moderation is carried out in syndicates – this requires more refinement to align with expectation of progression.
The school curriculum development started through the development of expectations in aspects of writing. This has been a shift away from genre based programmes to skills based writing.
Our data reveals achievement challenges in writing which will make it an achievement focus for 2018.
We will use an external facilitator to help us inquire into active learning and how that happens to combine motivation, engagement and expectation for our learners.
We will use the progression framework tool with a focus on writing to measure the impact of teaching on students learning.
Professional development in educating boys in literacy.
Individual professional inquiry with goals and actions for learners and programmes will be carried out.
Schoolwide moderation process will go beyond syndicates to include school wide moderation. (We will continue our work with local schools to increase our knowledge on student’s writing progress).
Review our school expectations inline with Learning Progression Framework in writing.
Analysis of Variance Reporting
School: Hutt Central School School Number: 2862 Year: 2017
Focus: Mathematics
Strategic Aim: To improve the academic performance of children in line with the New Zealand Curriculum and National Standards
To improve effectiveness by regularly reviewing policies, strategies and curriculum goals
Annual Aim: Develop curriculum targets for core areas based on 2016 review and student achievement
Target:
Actions (What did we do?)
Outcomes (What happened?)
Variance (Why did it happen?)
Evaluation (where to next?)
Focussed teaching and learning based on these target students – key focus on number knowledge
Sharing of practice with teachers in syndicate.
Monitoring of achievement for individual students in the target group.
All students are now achieving at the National Standard with six students progressing to At the standard from Below the standard in Term 2. All students have shown progress in each Numeracy strand with all students now achieving within the expected level band.
Two students are achieving above the expected level band in Mathematics
The students in the target group have been involved in targeted number knowledge work in class, which has supported them to develop a greater understanding and knowledge of numbers. This has enabled them to feel more confident with their use of strategies. These students have been grouped in classes in order to cater for their learning needs and their progress has been monitored throughout the year.
Sharing of practice provided for support and aligned teaching and learning programmes.
Continued monitoring of achievement of students within this group.
School Progress and Achievement Targets 2018
These targets will form the basis of our school inquiry. They will be monitored as a school and form part of our annual plan which is submitted to the Ministry of Education. The Board will receive reports on the school targets at mid and end of year. We will review our achievement as a staff termly.
Writing
Baseline Data: Writing: 26 boys (25%) were achieving below the expected level in 2017.
Writing Target: By the end of 2018 the achievement of the 26 boys will be at the expected curriculum level in all aspects of writing.
Syndicate Targets
These targets will be monitored by syndicates. The data will contribute to schoolwide goals and this will be reviewed as a staff termly.
Writing
Year 3 students: 8 students (38.1%) were achieving below the expected level in 2017.
Writing Target: By the end of 2018 the achievement of the 8 students will be at the expected curriculum level in all aspects of writing.
Year 4 male students: 9 students (28.1%) were achieving below the expected level in 2017.
Writing Target: By the end of 2018 the achievement of the 9 boys will be at the expected curriculum level in all aspects of writing.
Mathematics
Baseline Data: Mathematics: 236 (89.6%) of students were achieving above the expected level in 2017.
Maths Target: By the end of 2018 the 236 students will be able to independently select and apply two or more strategies to solve authentic problems across all strands of mathematics.
Baseline data: Mathematics: 13 (25%) of Year 4 students were achieving below the expected level in 2017.
Maths Target: By the end of 2018 the 13 Year 4 students will be achieving at the expected level in Maths.
Reading
Baseline Data: 18 students (52.9%) who are now in Year 2 were achieving below the expectation in Reading.
This is not going to be one of our targets as we continue to work with these students in our reading programmes. We will however keep a track on their progress.
Reading and English Language Learning
Baseline Data: We have 32 students on our roll who have English as their second language.
By the end of 2018 the 32 students will be able to use and comprehend English language at their next level of the ELLP at a literal (responding) and evaluative (local inference) level.
Whakamana hia nga tamariki kia tutuki ia ratou nga wawata me nga tuamanako.
Values: Resilience, Responsibility, Creativity, Respect
HUTT CENTRAL SCHOOL SHARED VISION
At Hutt Central School we provide a holistic education that values flexibility, collaboration, and authentic contexts to meet the individual needs of all children.
We have a welcoming atmosphere that encourages community and whanau involvement in a diverse range of activities.
Relationships at our school are paramount. Our classes reflect the positive and trusting relationships that exist between teachers and students, enabling children to have the confidence to take risks with their learning. The value placed on community involvement is evidenced in the collaboration and support our local community extends to the school, in both formal and informal situations. We celebrate the success, participation and talents of our students and we continually seek opportunities to showcase these with our community.
The personal passion teachers feel for their profession is reflected in exciting and engaging learning opportunities. We are committed to setting clear expectations and high standards for all pupils. A sense of fun and wonder is evident in the learning journey that all students undertake.
Students are encouraged and guided to make choices to manage their own learning. The challenges of our ever- changing world are addressed through programmes that offer both current and future proofing options. Teaching and learning is structured to cater for all students, allowing for flexibility and consideration of individual needs.
A culture of inclusiveness is pivotal within our school community. We are open and accepting of all cultures, traditions and beliefs and this is reflected in the diverse range of whole school activities.
Te Reo and Tikanga are embedded within our learning programmes based on the principle of Whanaungatanga.
We foster connections by encouraging whanau to be included and celebrate Maori culture by integrating role models and expertise from our local iwi.
Hutt Central School has a strong sense of community that supports an innovative and dynamic approach to children’s ongoing education and hauora.
HUTT CENTRAL SCHOOL STRATEGIC PLAN
Strategic Aims
Aim 1 To support every student to meet their potential and achievement in line with NZ curriculum and expected level of achievement.
Focus 1 To develop quality teaching and learning programmes at Hutt Central School.
Focus 2 To increase the urgency of teaching and learning to accelerate the progress of all students.
Focus 3 To personalise learning to cater to the holistic needs of learners.
Aim 2 To promote, grow and nurture an inclusive and caring culture
Focus 1 Develop strategies to strengthen the nature and quality of relationships amongst teachers, students and their whanau.
Focus 2 To normalise and improve the use of Te Reo Māori and increase awareness of Tikanga Māori throughout the school community.
Focus 3 Grow awareness and understanding to support whānau who are caring for children with diverse needs.
Aim 3 To improve school effectiveness
Focus 1 To provide a clear and informed approach for a student's progress with transparent reporting and stakeholder responsibilities.
Focus 2 To develop and achieve a school wide understanding of effective internal evaluation for improvement.
Strategic Plan
Aim 1: To support every student to meet their potential and achievement in line with NZ curriculum and expected level of achievement.
2018
2019
2020
Focus 1 To develop quality teaching and learning programmes at Hutt Central School.
Collaboratively develop a shared understanding of how we learn in the school to ensure students develop key competencies through learning progressions
Use collaborative processes to embed the teaching and learning of Key competencies that align with learning progressions.
Using collaborative processes, develop a measureable system to track the progression of Key competencies.
Focus 2 To increase the urgency of teaching and learning to accelerate the progress of all students.
Develop an aligned and clear understanding of progressions to meet the individual learning needs of students as they transition to, through and beyond our school (Writing, Reading link)
Carry out collaborative and individual evidential inquiry into the learning progression of individual students as they transition to, through and beyond our school.
(Writing, Reading, Maths link)
Collaboratively review schoolwide learning progression.
Focus 3 To personalise learning to cater to the holistic needs of learners.
Provide engaging, interesting learning of a broad curriculum linked with opportunities, student choice and passions
Provide for personalisation of learning through student centred practices inline with HCS curriculum
Aim 2: To promote, grow and nuture an inclusive and caring environment
2018
2019
2020
Focus 1 Develop strategies to strengthen the nature and quality of relationships amongst teachers, students and their whānau.
Collaborative approach towards the development of inclusive systems and structures that align with PB4L development based on the learning needs of individuals.
Collaborative approach towards the refinement of inclusive practices that align with PB4L development based on the learning needs of individuals.
Inclusive practices embedded across the school with ongoing refinement and development of systems and structures.
Focus 2 To normalise and improve the use of Te Reo Māori and increase the awareness of Tikanga Māori through the school community.
Development of schoolwide Te Ao Māori (Te Reo, tikanga, experience, practices) programme through Professional Learning Development targeted to the learning needs of students
Refinement of Te Ao Māori programme in consultation with PLD providers, Iwi and Whānau group based on evidence of student and staff learning.
Community Te Ao Māori programme developed and provided in consultation with PLD providers, Iwi and Whānau group.
Focus 3 Grow awareness and understanding to support whanau who are caring for children with diverse needs.
Care for the well being of students and whanau through supportive practices that utilise the knowledge and skills of whānau, staff and agencies.
Develop support networks based on strengths of staff and community in connection with agencies.
Aim 3 To improve school effectiveness
2018
2019
2020
Focus 1 To provide a clear and informed approach for a student’s progress with transparent reporting and stakeholder responsibilities.
Develop an ongoing system of information sharing that reflects the learning progression of our students with clear evidential links
Develop communication systems with home and school that aligns progression and evidential information.
Develop a consistent ongoing communication system that aligns progression and evidential information with the written report.
Focus 2 To develop and achieve a school wide understanding of effective internal evaluation for improvement.
Review and develop the system and structure for learner focused internal evaluation based on sound questioning of robust data to seek growth for our learners.
Carry out learner focused internal evaluation based on sound questioning of robust data to seek growth for our learners.
Annual Plan 2018
Strategic Aim: Aim 1: To support every student to meet their potential and achievement in line with expected NZ curriculum and expected level of achievement.
Focus 1 To develop quality teaching and learning programmes at Hutt Central School.
Strategies
(What we will do)
Success indicators
(How we will know / What do we expect)
Who is responsible?
When?
Measuring impact
(How will we know it has been achieved?)
1.1
Collaboratively develop a shared understanding of how we learn in the school to ensure students develop key competencies through learning progressions
Modify the organisation of the school to align with the learning needs of students.
Carry out Professional Learning and Development with Mary Wootton focussing on Pedagogy (How we teach and learn) and Progression (What we teach and learn) aligning with Key competencies
Develop schoolwide documentation that threads the common understanding of pedagogy at HCS
Innovate and modify our teaching practice to ensure we are catering to the holistic needs of students using inquiry process
Analyse and monitor writing achievement data
Anecdotal recording of Key competency feedback and next step for individual students.
Student target writing data in each class will show progress in the reflection stage of inquiry.
Professional Inquiry process documented using self designed format.
Observation and feedback of teaching practice reflects the thread of our aligned approach.
Mary Wootton alongside the Leadership Team will lead the PLD into pedagogy for our students. Start Term 4 2017, finish Term 1 2019.
Milestone reporting: Termly
Focus group to develop schoolwide documentation of pedagogy threads for HCS – Termly milestone.
All teachers to document Professional Inquiry with termly check in.
All teachers to document feedback and next steps in relation to Key Competencies. Goal setting: start of term, reflection – end of each term.
Observation of teaching and learning programmes that focus on Key Competencies at a whole class, group and individual level.
Writing data will show progress of student learning.
Measureable data shows student learning progress through inquiry process.
Professional thinking, actions and results documented in Inquiry.
Schoolwide documentation showing learning thread alignment throughout the school.
Strategic Aim: Aim 1: To support every student to meet their potential and achievement in line with NZ curriculum and National Standards.
Focus 2: To increase the urgency of teaching and learning to accelerate the progress of all students.
Strategies
(What we will do)
Success indicators
(How we will know / What do we expect)
Who is responsible?
When?
Measuring impact
(How will we know it has been achieved?)
Develop an aligned and clear understanding of progressions to meet the individual learning needs of students as they transition to, through and beyond our school (Writing, Reading link)
Modify the organisation of the school to better cater to the learning needs of students – stage not age
Use the Progression Learning Framework to develop a shared understanding of progression and developmental stages of our students.
Implement teaching and learning programmes that cater to the learning stages of individual students.
Analyse and monitor writing and reading achievement data
Documentation of student target writing and reading data in each class will show progress in relation to students learning stage and development.
Professional Inquiry process documented using self designed format.
Observation and feedback of teaching practice reflects progression of student learning at developmental stage.
Mary Wootton alongside the Leadership Team will lead the PLD into pedagogy for our students. Start Term 4 2017, finish Term 1 2019.
Milestone reporting: Termly
Michael to lead whole staff development in Learning Progression Framework inline with Mary Wootton PLD. January 2018. Termly miletone
All teachers to document Professional Inquiry with termly check in.
All teachers to document analysis of student progress and achievement data.
Observation of teaching and learning programmes.
Reading and Writing data will show progress of student learning.
Measureable data shows student learning progress through inquiry process.
Professional thinking, actions and results documented in Inquiry.
Strategic Aim:
Aim 1: To support every student to meet their potential and achievement in line with NZ curriculum and National Standards.
Focus 3: To personalise learning to cater to the holistic needs of learners.
Strategies
(What we will do)
Success indicators
(How we will know / What do we expect)
Who is responsible?
When?
Measuring impact
(How will we know it has been achieved?)
Provide engaging, interesting learning of a broad curriculum linked with opportunities, student choice and passions
Modify the organisation of the school to better cater to the learning needs of students – stage not age
A clear focus on engagement and motivation of class, group and individual students.
Implement teaching and learning programmes that cater to the learning stages of Key Competencies for individual students
Planning documentation that shows specific learning design based on student choice specifically linked to the learning needs and motivation of students.
Observation of personalised learning programmes.
Student wellbeing survey
Professional Inquiry process documented using self designed format.
Mary Wootton alongside the Leadership Team will lead the PLD into pedagogy for our students. Start Term 4 2017, finish Term 1 2019.
Milestone reporting: Termly
Michael and Mary to lead schoolwide refresh and teaching and learning action development of motivation and engagement.
Focus group to develop schoolwide documentation of pedagogy threads for HCS – Termly milestone.
All teachers to document Professional Inquiry with termly check in.
Observation of teaching and learning programmes.
Teacher planning documentation linked with observation
Professional thinking, actions and results documented in Inquiry.
Analysis of student achievement data in relation to motivation and engagement actions.
Strategic Aim 2: To promote, grow and nurture an inclusive and caring culture
Focus 1: Develop strategies to strengthen the nature and quality of relationships amongst teachers, students and their whanau
Strategies
(What we will do)
Success indicators
(How we will know / What do we expect)
Who is responsible?
When?
Measuring impact
(How will we know it has been achieved?)
Collaborative approach towards the development of inclusive systems and structures that align with PB4L development based on the learning needs of individuals.
PB4L Team to lead school development and learning in relation to our values and expectations alongside RTLB.
Values strengthened throughout the school through signage, buddy system and communication.
Systems developed to celebrate, monitor and track behaviour across the school.
Support structure implemented within the school for students and staff.
Students following and maintaining expected behaviours inline with values throughout the school and wider community.
Acknowledgement systems in place and rewards tracked for students and staff.
Student Management system regularly updated with data related to behaviour.
Support systems in place for staff and students to assist with the management of challenging behaviours.
Learners supported through specific organisation.
PB4L team to meet regularly and work with staff twice a term. RTLB support provided 1.5 days per term.
Communication unit carried out Term 1 based on signage in relation to our values.
Free and Frequent reward system implemented start of Term 1 – termly rewards for the school and staff
Reward systems developed to acknowledge school values. Term 1 – 2.
Data collection system implemented Term 2 -3
Leadership team and staff to implement support organisation.
Observation of teaching and learning programmes.
Teacher planning documentation of behaviour and expectation teaching and learning.
Use of values associated language and actions throughout the school.
Data collection of rewards and celebrations.
Monitoring and analysis of data for challenging behaviour.
Strategic Aim 2: To promote, grow and nurture an inclusive, caring culture
Focus 2: To normailse and improve the the use of Te Reo Maori and increase the awareness of Tikanga Maori throughout the school community.
Strategies
(What we will do)
Success indicators
(How we will know / What do we expect)
Who is responsible?
When?
Measuring impact
(How will we know it has been achieved?)
Development of schoolwide Te Ao Maori (Te Reo, tikanga, experience, practices) programme through Professional Learning Development targeted to the learning needs of students
Carry out PLD through Kura Ahurea Pilot Programme with Neavin Broughton
Develop understanding of Te Reo progression in relation to Te Aho Arataki Marau mō te Ako i Te Reo Māori/Curriculum Guidelines for Teaching and Learning Te Reo Māori. In particular Taumata 1 (Level 1).
Establish TOA group to lead Kura Ahurea
Incorporate Kura Ahurea into teaching and learning programmes.
Development of schoolwide Te Ao maori plan – Te Reo, Tikanga, experiences, practices.
Increased use of Te Reo Maori by students and staff.
Student retelling of stories in relation to Te Reo learning.
Students and staff carrying kaupapa and practices as routine and habit.
Assessment data related to Te Reo learning and progressions.
Development of TOA group – Teacher only day
TOA group to work with Neavin on initial structure of programme
Confidence and Te Reo understanding survey with staff, start of programme – review survey Term 4.
Neavin and TOA group to work with syndicates to design termly programme – Week 2 Term 1.
Teachers to plan and implement Kura Ahurea programme. Termly
Neavin to work with TOA group and syndicates termly for 90 minute PLD.
Teacher planning documentation and related student work.
Observation of Te Reo use in the wider school environment and community
Analysis of student achievement data
Teacher confidence survey data
Evidence for accreditation to Kura Ahurea 1.
HCS documented plan for Kura Ahurea.
Strategic Aim 2: To promote, grow and nurture an inclusive, caring culture
Focus 3: Grow awareness and understanding to support whanau who are caring for children with diverse needs.
Strategies
(What we will do)
Success indicators
(How we will know / What do we expect)
Who is responsible?
When?
Measuring impact
(How will we know it has been achieved?)
Care for the well being of students and whanau through supportive practices that utilise the knowledge and skills of whanau, staff and agencies.
Student Well being survey carried out with Year 4,5 and 6 students.
PB4L team to analyse survey results to feed into action plan linked with values
Utilise the support organisation in the school to cater to needs of students.
School, whanau and agencies meeting to develop specific action plans with milestones.
Student management system developed to track needs of students and families beyond learning to track engagement of whanau, staff and agencies.
Specific data analysed on student well being in the school and community.
Specific actions documented to support student well being in the school aligned with PB4L and values.
Schoolwide database of actions and interventions for
Survey to be carried out mid – Term 2. PB4L team to facilitate and analyse.
Leadership team to lead the support organisation structure within the school
Student management system database developed by DP and updated by teachers in consultation with support structure personnel.
Meetings organised by individual teachers – supported by syndicate leader / DP
Actions developed and documented relating to student well being inline with values and PB4L
Review the effectiveness of database with whole staff – Mid year and end of year.
Action plans developed from collaborative meetings with all parties.
Strategic Aim 3: To improve school effectiveness
Focus 1: To provide a clear and informed approach for a student’s progress with transparent reporting and stakeholder responsibilities
Strategies
(What we will do)
Success indicators
(How we will know / What do we expect)
Who is responsible?
When?
Measuring impact
(How will we know it has been achieved?)
Develop an ongoing system of information sharing that reflects the learning progression of our students with clear evidential links
Whanau to receive weekly communication that shares the upcoming learning
Whanau to be involved in the setting of learning goals in Term 1, End of Term 2, End of Term 3.
Whanau to receive regular updates (timeframe TBC) showing evidence of learning progress for individual students.
Develop system of written reporting based on learning progress of students.
Organise structured meetings with whanau in Term 1, end Term 2.
Regular communication between the class teacher and whanau.
Clear learning goals developed and shared.
Evidence tracked through documentation of progression.
Written reports provided mid and end of year.
Parent interviews twice a year.
Whanau and teachers – weekly.
Termly review and sharing of learning goals. Teachers – students.
Teachers to share evidence – at least monthly
Teachers to write reports – End of Term 2 and End of Year
Whanau and Teachers interviews – Week 6 Term 1 and Week 10 Term 2.
Communication records and documentation.
Learning goal progression evidence recorded.
Teacher assessment record of progress
Evidential sharing of progress records
Parental feedback from Interview process.
Strategic Aim 3: To improve school effectiveness
Focus 1: To develop and achieve a school wide understanding of effective internal evaluation for improvement.
Strategies
(What we will do)
Success indicators
(How we will know / What do we expect)
Who is responsible?
When?
Measuring impact
(How will we know it has been achieved?)
Review and develop the system and structure for learner focused internal evaluation based on sound questioning of robust data to seek growth for our learners.
Board of Trustees to use the Internal Evaluation Tool (IET) in consultation with NZSTA to review progress and identify next steps.
Review our collection of data in relation to being fit for purpose of learning.
Develop performance related goals to evaluate and grow practice in relation to student learning and progress.
Syndicate identification of key professional learning goals as a collective through evaluation.
Termly evaluation of systems and structures inline with Shared Vision and values related to teaching and learning programmes.
Identification of key progress and next steps as a board of trustees.
Development of a regular assessment schedule to review the progress of learning.
Performance Development goals show progress of practice to improve student progress and learning.
Termly syndicate development of goals with identification of professional progress through evidence.
Ongoing review of schoolwide systems and structures to ensure alignment with Shared Vision and Values.
Board of Trustees to carry out IET survey – Term 1
Wider Leadership team to develop assessment schedule in conjunction with staff Term 1.
Performance Development goals developed Term 1 (Teacher and Michael) and reviewed Termly (Teacher and Syndicate Leader).
Teachers and Syndicate leader to develop syndicate goals termly with end of term review.
All staff to review systems and structures (and mental models) in week 9 of each term. Acknowledge and celebrate progress.
BOT documentation of progress and next steps.
Student learning analysed with fit for purpose data.
Performance development write up in connection with Inquiry.
Syndicate progress and review documentation.
Aligned and documented mental models and effective systems and structures in place and developed to support student learning.
School Level Data (NAG 2A (b)) 2017
School Strengths
Reading:
In total the percentage of students achieving at the National Standard is 44.6% with 41.7% achieving above the National Standard. This equates to 86.3% of students.
Our 2017 Year 2 students have 52.4% achieving above the National Standard, 60.9% of Year 4 students and 53.1% of Year 6 students in 2017 achieving above the National Standard.
47.6% of our Maori students and 42.9% of our Pacific Island students are achieving above the National Standard in Reading in 2017.
Maths:
In total the percentage of students achieving at the National Stand is 68.9% with 20.5% achieving above the National Standard. This equates to 89.4% of all students.
Our 2017 Year 2 students have 90% of students achieving At and Above the National Standard, Year 4 students have 97.8%of students achieving At and Above the National Standard with 89.6% of our Year 6 students achieving At and Above the National Standard.
Writing:
83% of our Maori students are achieving At and Above the National Standard in Writing in 2017. There has been an increase in the percentage of students achieving At and and Above the National Standard from 73.1% in 2016 to 80.2% in 2017.
School Weaknesses
Writing:
19.7% of our students are achieving below or well below the National Standard in Writing. Of these students, 31.4% of boys are achieving below or well below the National Standard in Writing.
The 2017 Year 2 students have 38.1% achieving below the National Standard with 31.2% of Year 3 male students achieving Well Below and Below the National Standard. In 2017 50% of our Year 6 male students are achieving Below the National Standard.
Maths:
25% of our Year 3 students are achieving below the National Standard. 27.3% of our Year 1 male students are achieving below the National Standard in Mathematics.
Reading:
52.9% of our Year 1 students are achieving below the National Standard in Reading.
Basis for identifying areas for improvement
Writing:
We aim for less than 10% of our students below or well below the National Standard in Writing. Our current data highlights a significant difference between this aim and our current levels of writing. This is especially significant for our male students who are over represented in the National Standards below and well below data – this will be a school wide target for 2018. Our Year 2 student data and Year 3 male student data reveals a focus their progress and achievement is required, this will be monitored at a syndicate level.
Maths:
Our Year 3 student data shows a fair proportion of students are not achieving at the expectation. The progress and achievement of these students will be monitored at a syndicate level. The Year 1 male students will not be a target group, they have spent a good period of time adjusting to school and we expect to see progress from here. We will monitor their progress at a syndicate level.
Reading:
We are pleased with the progress of all students in reading. Our Year 1 data has highlighted students who are below the National Standard, however they have spent a period of time adjusting to school and we expect to see progress in 2018. We will monitor their progress at a syndicate level. There are individual students that we will continue to support and monitor as part of our programmes.
Planned actions for lifting achievement
School Structure:
Organise the school with a change in groupings of year level and syndicates. This is to have a greater focus on progression in learning and programmes so that learning is viewed as progressive rather than a year to year programme.
Pedagogy and Progression linked with motivation and engagement:
Centrally funded PLD - engage Mary Wootton to work with staff on a collective understanding of how we learn and what we learn. This will link directly with motivation and engagement of our learners to have greater voice and ownership over their learning. Writing will be our curriculum focus in connection with Pedagogy and Progression.
Boys Learning
Continue our focus on boys motivation and engagement through learning. Select staff to attend the Joseph Driesson Workshop on Improving Boys Literacy. Develop an understanding of authentic and active learning for HCS students to meet learning needs – keeping in mind the Key Competencies, motivation and engagement.
Informing teaching and learning:
Learning Progression Framework:
Use the learning progression framework to align with previous work carried out on progression in writing as a school. With the disestablishment of National Standards we will be looking closely at our decision making and evidential processes to feedback to students and whanau to inform our planning and teaching.
Reading:
Reading Recovery:
Continue to resource Reading Recovery throughout the year. Use the specialist skills to support teachers with monitoring and planning for the learning needs of students.
Fast Five programme
This will support readers who do not get into reading recovery for two students for between 5 and 10 weeks. There will be two spaces for students who require longer term support which will be for one term reviewed for a maximum of two terms.
Analysis of Variance
Analysis of Variance Reporting
School: Hutt Central School School Number: 2862 Year: 2017
Focus: Reading
Strategic Aim: To improve the academic performance of children in line with the New Zealand Curriculum and National Standards
To improve effectiveness by regularly reviewing policies, strategies and curriculum goals
Annual Aim: Develop curriculum targets for core areas based on 2016 review and student achievement
Baseline data: 29 Male students are achieving below or well below the National Standard in reading in 2016.
- Target:That the 29 Male students achieving below the National Standard will be achieving at the National Standard by the
Baseline data: Seven Year 6 students are achieving below the National Standard in reading in 2016 (As Year 5 students in 2016).
- Target: That the seven Year 6 students achieving below the National Standard will be achieving at the National Standard by the end of 2017.
Outcomes (What happened?)
Variance (Why did it happen?)
Evaluation (where to next?)
The target students have been involved in specific group teaching with students of a similar level.
Year 3 and 4 students have been involved in the ‘Reading for Life’ programme.
The teachers have received support from our reading recovery teacher and the students who were part of the reading recovery programme in the junior school have had extra monitoring.
We have run a Fast 5 programme where some of our target students have worked on their reading two to three times each week for a period of time.
A focus group shared information to support boys learning.
Our reading recovery teacher shared techniques to develop reading strategies.
Year 6 students have worked on motivation and engagement through literacy.
They have implemented a Daily 5 programme which incorporates all aspects of literacy each day.
Students have been given greater choice with reading through a focus on their interests and passions.
24 students from the target group are now achieving AT the National Standard in reading. This is an increase from Term 2 of 9 students achieving At the National Standard. 8 students are still reading below the National Standard in reading. One student in the target has left our school.
Four year 6 students are achieving AT the National Standard in reading with three students achieving below the National Standard.
Of note for the students reading below the National Standard is that their reading level has increased for the students. Two students are reading one level below the expected reading level and one student is reading two levels below. This has shown progress throughout the year.
One student’s National Standard achievement went from below standard at the start of the year to AT standard and back to below standard at the end of year.
The students in the target group have been involved in targeted reading work based on strategies in years 1-3 with an increasing focus on comprehension from years 3-6. This has enabled students to cement their use of reading strategies. These students have been grouped with similar learning needs in classes and their progress has been closely monitored throughout the year.
A dedicated focus on a target group has assisted us to try out teaching and learning techniques and regularly reflect on the impact.
As Above
Student motivation for reading has increased through the opportunity for choice and independence required in reading.
Continue to monitor reading recovery children throughout the school.
Implement fast 5 programme.
Daily 5 programme for Years 5 and 6.
Enable teachers to take action for the learning of students causing concern using inquiry process.
Examine active learning and how this happens at our school to link with progression in teaching and learning programmes to increase student achievement.
Monitor achievement of our Year 2 students to ensure progression.
As Above
Analysis of Variance Reporting
School: Hutt Central School School Number: 2862 Year: 2017
Focus: Writing
Strategic Aim: To improve the academic performance of children in line with the New Zealand Curriculum and National Standards
To improve effectiveness by regularly reviewing policies, strategies and curriculum goals
Annual Aim: Develop curriculum targets for core areas based on 2016 review and student achievement
Target: That the 49 students achieving below the National Standard will be achieving at the National Standard by the end of 2017
Baseline data: 49 students across the school are achieving below the National Standard in Writing in 2016.
Actions (What did we do?)
Outcomes (What happened?)
Variance (Why did it happen?)
Evaluation (where to next?)
Focused professional inquiry on Writing.
Identified key aspects of learning our students needed to focus on in writing.
Focused and developed our understanding of Motivation and Engagement in literacy with a focus on writing
Carried out school wide moderation in relation to National Standards across the school.
Developed a draft of school progression in aspects of writing to guide teaching and learning programmes. Used to guide teaching and learning programmes in classrooms.
26 students are now achieving at the National Standard in writing in Term 4. This is an increase of 17 students achieving at the National Standard between Term 2 and Term 4.
23 students are still achieving below the National Standard in writing in Term 4. This is a decrease from 40 students achieving at the National Standard from our milestone in Term 2.
Two goals merged (Writing across the school and Boys writing).
The inquiry focus has assisted us to know more about the learners and ensured that we cater to the specific needs of students.
The motivation for writing of a number of students – particularly senior aged students has improved.
Schoolwide moderation was carried out to inform decision making about student progress.
There is less variation in learning expectations of the key aspects of writing as student’s progress through the school. – More work is required around progression.
Moderation is carried out in syndicates – this requires more refinement to align with expectation of progression.
The school curriculum development started through the development of expectations in aspects of writing. This has been a shift away from genre based programmes to skills based writing.
Our data reveals achievement challenges in writing which will make it an achievement focus for 2018.
We will use an external facilitator to help us inquire into active learning and how that happens to combine motivation, engagement and expectation for our learners.
We will use the progression framework tool with a focus on writing to measure the impact of teaching on students learning.
Professional development in educating boys in literacy.
Individual professional inquiry with goals and actions for learners and programmes will be carried out.
Schoolwide moderation process will go beyond syndicates to include school wide moderation. (We will continue our work with local schools to increase our knowledge on student’s writing progress).
Review our school expectations inline with Learning Progression Framework in writing.
Analysis of Variance Reporting
School: Hutt Central School School Number: 2862 Year: 2017
Focus: Mathematics
Strategic Aim: To improve the academic performance of children in line with the New Zealand Curriculum and National Standards
To improve effectiveness by regularly reviewing policies, strategies and curriculum goals
Annual Aim: Develop curriculum targets for core areas based on 2016 review and student achievement
Target:
- Target: That the nine Year 2 students achieving below and well below the National Standard will be achieving at the National Standard in Mathematics by the end of 2017.
- Baseline data: Nine Year 2 students are achieving below or well below the National Standard in Mathematics (as Year 1 students in 2016).
Actions (What did we do?)
Outcomes (What happened?)
Variance (Why did it happen?)
Evaluation (where to next?)
Focussed teaching and learning based on these target students – key focus on number knowledge
Sharing of practice with teachers in syndicate.
Monitoring of achievement for individual students in the target group.
All students are now achieving at the National Standard with six students progressing to At the standard from Below the standard in Term 2. All students have shown progress in each Numeracy strand with all students now achieving within the expected level band.
Two students are achieving above the expected level band in Mathematics
The students in the target group have been involved in targeted number knowledge work in class, which has supported them to develop a greater understanding and knowledge of numbers. This has enabled them to feel more confident with their use of strategies. These students have been grouped in classes in order to cater for their learning needs and their progress has been monitored throughout the year.
Sharing of practice provided for support and aligned teaching and learning programmes.
Continued monitoring of achievement of students within this group.
School Progress and Achievement Targets 2018
These targets will form the basis of our school inquiry. They will be monitored as a school and form part of our annual plan which is submitted to the Ministry of Education. The Board will receive reports on the school targets at mid and end of year. We will review our achievement as a staff termly.
Writing
Baseline Data: Writing: 26 boys (25%) were achieving below the expected level in 2017.
Writing Target: By the end of 2018 the achievement of the 26 boys will be at the expected curriculum level in all aspects of writing.
Syndicate Targets
These targets will be monitored by syndicates. The data will contribute to schoolwide goals and this will be reviewed as a staff termly.
Writing
Year 3 students: 8 students (38.1%) were achieving below the expected level in 2017.
Writing Target: By the end of 2018 the achievement of the 8 students will be at the expected curriculum level in all aspects of writing.
Year 4 male students: 9 students (28.1%) were achieving below the expected level in 2017.
Writing Target: By the end of 2018 the achievement of the 9 boys will be at the expected curriculum level in all aspects of writing.
Mathematics
Baseline Data: Mathematics: 236 (89.6%) of students were achieving above the expected level in 2017.
Maths Target: By the end of 2018 the 236 students will be able to independently select and apply two or more strategies to solve authentic problems across all strands of mathematics.
Baseline data: Mathematics: 13 (25%) of Year 4 students were achieving below the expected level in 2017.
Maths Target: By the end of 2018 the 13 Year 4 students will be achieving at the expected level in Maths.
Reading
Baseline Data: 18 students (52.9%) who are now in Year 2 were achieving below the expectation in Reading.
This is not going to be one of our targets as we continue to work with these students in our reading programmes. We will however keep a track on their progress.
Reading and English Language Learning
Baseline Data: We have 32 students on our roll who have English as their second language.
By the end of 2018 the 32 students will be able to use and comprehend English language at their next level of the ELLP at a literal (responding) and evaluative (local inference) level.