Self-review of inclusion Inclusion Rubric SENCO, 2018 All educators have shared understanding of definition of SENCO and tiers of support Inclusion Action Plan SEN register Tier 1, tier 2 and tier 3 monitoring sheets Teaching as Inquiry – Growth Mind-set – ongoing learning inquiries Teachers identify learning inquiry areas of focus Teachers carry out learning inquiry Teachers share and discuss with syndicate teams Teachers feedback outcomes to whole staff team Inquiry Cycle Senior Leaders Teachers Teachers use inquiry to reflect on impact of teaching behaviours Teachers amend practice to reflect what is effectively raising student achievement and engagement Inquiry cycle planning sheets Inquiry tracking sheets Inquiry reporting sheet CoL feedback and reporting (Sarah Cobb) Make Numeracy Unit Standards available to those students who are overly challenged by the requirements of Level 6 numeracy Subject teacher (Mathematics) Term 1 2018 onwards Secondary Mathematic’s teacher Monitor student achievement in Numeracy to ensure that those who struggle are provided with programmes, and identified support and strategies Students will complete a one or two year programme to gain NCEA Level 1 Numeracy and/or Financial Lit Science – provide specialist subject teaching in Yr 7-12 science and upgrade essential science equipment school wide Specialist subject teacher(s) Additional science resources Science Laboratory safety equipment Specialist science teacher(s) Science PLD – Science Specialist teacher(s) to attend as required Science specialist identifies equipment and resources suited to the needs of Yr 7 to 12 students Introduction of NCEA Level 2 Biology Action Plan and Year plans from specialist teacher Report to BOT Teaching of career options and choices to students from Year 7 to 13 NZ Careers Local professionals and trades people. University and Polytechnic visits Senior Careers Expo (Nelson) Class Teacher 7/8 Social Studies specialist teacher 9/10 School Careers Advisor and Principal Year 11-13 Mentors Inclusion of career investigation within long term curriculum planning and assessment Facilitation of visits to and from tertiary providers Planning evidence Report to BOT Evidence of consultation with students
Inclusion of Te Reo in classroom teaching and learning He Reo Tupu, He Reo Ora (book) Posters Ka Hikatia (delivered to staff in meeting – prof reading) Board awareness of Ka Hikitia Weekly vocabulary Classroom teachers 2018 onwards Kapahaka/Tikanga Leader to be appointed (2017)– performance and tikanga Improved use of Te Reo School has a shared understanding of Ka Hikitia objectives and underlying aims. Community support and community displays/performances eg ANZAC Day Visible language presence in the school. New school waiata and haka. Kapa haka group (performance and non performance Report school level data in the Board’s Annual Report Annual report Principal Report school steps in areas identified for improvement to BOT Annual report to MOE identifying steps in areas for improvement Continue to develop a new and cohesive Curriculum document Create a Curriculum Review process involving all teachers and implement that process School curriculum documents and schemes The New Zealand Curriculum (2007) Principal Senior Leaders All teachers All primary educators have shared understandings of review cycle and curriculum documents Secondary teachers have understandings of their specialist area cycles and documents System for review of curriculum documents on 3 yearly basis Up-to-date schemes Student Voice Student Voice collection forms of various types Discussion Student Council Principal, Leadership Team Student Leadership MU holder. BOT Student Rep Leadership Team are aware of student understanding of teaching and learning capabilities and staff/student relationships Reports to Board Discussions with staff Yearly Annual Planning Principal Board Leadership All strategic decisions are evidence based and refer to research and current behaviours Planning used to guide/support student learning Timely completion of Annual Planning
Review and develop assessment procedures in Years 1 to 8 Templates Exemplars Principal Syndicate Leader (primary) Classroom Teachers Syndicate meetings Syndicate meeting minutes Agreed procedures are in place Full consultation of community on Vision and Values, plan into charter, monitor and evaluate and review the impact in 2018. Preferred Reality Vision Values Use Liz Clarke STA Board Leaders Leaders/Board use information from monitoring, evaluation and review to support organisation to embed desired reality Evidence is used to inform strategic planning Stakeholder voice informs strategic planning Updated Charter Reading Together Programme Programme Teacher Time Teacher facilitator Leaders Relationship building between learners/parents/school Reports Progress Procedure for Concerns and Complaints to be published on website and sent to school community via newsletter at least twice a year Consultation documents Principal , completed 2017. Staff/students/parents/ community will have a clear knowledge of the appropriate processes and procedures Concerns and Complaints document Recorded concerns and complaints School Restorative Practice process to be clearly understood by all New permanent staff to be trained as appropriate Bullying issues to be addressed and reported to the Board SMS Restorative Practice Workshops Safeguarding Children Seminars Ongoing Principal/Board Leadership Team Student and staff safety is ensured as a result of appropriate behaviour processes SMS records of interventions (KAMAR)
regularly Student surveys to be completed with regard to emotional safety Survey/Questionnaire NZCER Counsellor/ Health and Safety Rep/ MU holder Principal/Board Counsellor/ H&S Rep Extended knowledge gained of issues for students and therefore ability to develop appropriate processes Clear procedures Transitions: Preschool visits scheduled for 4 year olds Continue classes in specialist areas in the secondary school for Year 7/8 Careers education for year 7-13 (special focus for school leavers) Regulat liason vivits with Kindergarten and Play Centre. Classroom timetabling Careers advisor Year 9/10 Social Studies programme Principal/Board Teachers Careers Advisor Students will make transitions to, within and from school in a manner that enables them to remain confident and engaged Timetabling Communication Inclusion - Develop a school culture so all students feel valued for who they are. Embedding school values of: Consideration, Attitude, Respect, Responsibility 3 A’s Values Principal Leadership Team All staff Assemblies Charts Awards Classroom focuses Newsletter Growth Mindset School Vision and Values Charter documentation Restorative Practice Report attendance and comply with minimum school hours/days SMS Principal/Leadership Team leaders Teachers Full accounting and monitoring of attendance Parents/whanau aware of impact of poor attendance on learning Completed roll books and spreadsheets Digital recording of attendance KAMAR Yearly targets set School wide data Jan/Feb 2017 data used to Board Principal Evidence is used to inform strategic planning Stakeholder voice informs strategic Timely completion of reporting to MOE
develop targets for 2018 Leadership team planning Strategic Aim 3: Provide a positive school culture that attracts, retains and develops the best personnel available to support the teaching and learning programmes in the school and to act as a good employer Annual Objective(s): SG 3.1 Effectively support staff SG 3.2 Put robust employment processes in place SG 3.3 Ensure that robust and effective performance management systems are in place for all staff SG 3.4 Provide strategic direction across the school Implementation Evaluation (How will we know if we are succeeding?) Process: (Design and implementation) Resources: By when? By whom? Outcome: (Behaviour, people or communities) Output: (Product, process) Continue to improve staff physical environment and staff morale Board financial commitment – upgrade of staff workroom areas, school office area. Increase of admin staffing. Upgrade to school housing HRV, heat transfer and new windows Semi-regular staff ‘shouts’ Start of 2018 Principal/Board Share staff knowledge and understandings positively Create cohesive staff relationships Improved facilities Outdoor seating Provide professional learning and development that is based on needs of the school and individuals PLD resources – Subject specific courses NZQA Best practice Board/Principal Leadership Team Improved student outcomes Improved educator knowledge and shared understandings. Improved H& S First aid Training. Reports to Board NZQA Reports Teacher Inquiry Records Communicate unfulfilled requirements with staff and ensure staff files are comprehensive and all data is recorded Registers Tracking Staff Files Registration lists Principal/Board E/O & Admin Officer Complete and comprehensive staff files Tracking of teacher registration and licence information for staff Systems for leave, appointments, registration.
with Principal and/or Admin Officer Caretaker Ass Principal H &S Rep Sun Safe – Make sunscreen available Sunscreen Sunshade increased Board Principal Staff Students are ‘safe’ from during school time Policy Promote healthy eating through: Limiting the days on which students can buy unhealthy food for lunch orders Assembly themes and school focuses on healthy eating Healthy choices in 7-10 foods Local cafes International “Day” lists Principal Leadership team Secondary foods teacher Liaison with local cafes Newsletter Assemblies Policy Curriculum documents Integrated learning plan Uniform – ensure that uniform is worn correctly throughout the school Teachers S.L.T Students in correct uniform builds a culture of inclusion and safety. BOT review of uniform 2018 Assembly Newsletter Communication home Annual Targets for 2018 Based upon National Satandard Data from 2017 To raise National Standards % “at or above” in Years 4-8 to 75% minimum. This would be an increase of 14% average and up to nearly 50% in of two year groups. The Year 6 and Year 8 cohorts will need additional focus through our Numeracy PLD contract with Canterbury University and through our CoL “in school” and “Across school” staff members. Based upon NCEA results from 2017 To raise number of endorsements in NCEA Level 2