Student Engagement Maori and/or Pacific students: - that Maori and Pacific Island students achieve at or above national standards and feel valued in our school community Students with special needs, including gifted and talented: that student learning is monitored and goals set that focus on improving achievement for every student Global Connections: that the Board of Trustees explores the opportunities to host foreign students both in groups and as individuals Environmental Education: that the school participates in the enviro-schools programme with a particular on sustainability Results from normed tests (Asttle, PAT, STAR) will be analysed annually and students with specific needs (Learning support, Gifted and Talented) will be identified. Ensure ‘Excellence in Teaching’ which results in a high level of student achievement in all learning areas as well as students who feel safe and happy at school Ensure Te Reo and Tikanga Maori are included in our curriculum. Continue to develop Te Reo and Tikanga Maori Continue GATE teaching and learning programme using Rich Tasks Continue 60 programme and CORE 5 SENCO to continue to work with teachers and students Increase teacher aide support Consultation with parents of Maori students to develop strategies and programmes that promotes Maori achievement. Focus on Inclusive ethos and practices across the school Build on environmental education from 2014 and introduce a garden group Continue garden Group and introduce an environmental project with voluntary participation. Pilot project – 24-7 Primary Project (youth workers) Develop stronger Values programme (Crackerjacks/ School Values) Reading Dog Chinese student visit Project based learning Consultation with parents of Maori students to develop strategies and programmes that promotes Maori achievement. Further develop Values programme Chinese student Develop role Continue project based learning to develop Student voice/student choice Focus on Inclusive ethos and practices across the school Trial
That the BOT, staff and community have a clear understanding of self-review; The purpose The process The outcomes Review pedagogy Ongoing development of collaborative environment Further develop teaching inquiry and attestation Review Dairy Flat pedagogy Review Community engagement Review playground rules Provide a clear visual plan of Teaching and learning in Dairy Flat School and work with the community to ensure broad understanding of the vision and values Continue to review policies and procedures Further develop a self-review Personnel Performance management: That all teachers are supported in pursuing excellence and ‘best practice’ in their teaching and learning programmes Continue to develop clear expectations for performance and appraise teachers against agreed criteria and goals. That staff are provided with opportunities to develop knowledge and skills in assessing and improving student achievement To seek to employ and provide support for teachers and anciallary staff who demonstrate a high level of knowledge and skills as they relate to the school’s strategic goals. Teacher’s appraisal goals will focus on and develop from long term curriculum goals and strategic planning. Embed the PLC (professional learning community) and pastoral procedures in the school Ensure that Employment processes meet good employer requirements. Community engagement Maintain ‘country school’ feel and culture Establish a strong relationship with the community and PTA - Communication Build school community ‘spirit’ Manage the growth of the school Support the relationship with the PTA to ensure a shared vision for fundraising Change the structure of the newsletter Continue to develop relationships with the PTA and wider community including Waste Management April July October November
6. Production 6.1 All students will have the opportunity to participate in the Production” Students given the opportunity to experience a creative arts experience. The “Button Box” production was very successful. Every student participated. Students were able to participate in drama, dance, song and for some the lighting and sound desk and backstage. It was great to have such huge community support for this event. We are not participating in the APPA festival this year due to timetable constraints and commitment issues. The Hibiscus Coast concert was cancelled but we have replaced this with a cultural Arts concert at the end of term 2. 6.2 Provide the opportunity to participate in the Northern Bays Arts Festival, APPA and Word Vision Choirs as well as the Hibiscus Coast Concert. 7. Develop Science as an integral part of the curriculum delivery 7.1 to ensure that our teaching and learning programme delivery in Science is in line with the NZC and is given appropriate coverage Ensure that students have the opportunity for quality learning in Science The STEAM programme gave students many opportunities for learning in Science. They participated in a range of learning experiences. The first term also included a science focus – Mini beasts – Insects in our environments. 7.2 That we develop a strong Enviro- Schools programme that fits with our ‘country’ focus and includes recycling and garden development. That we can engage our school community in the enviro focus This has continued with a focus on insects in Term 1. Students created bug ‘hotels’ and their curiosity and interested was engaged. Students are still searching out skinks and bugs this term. 7.3 To further develop Science by implementing a focus on STEAM subjects (Science, Technology, Engineering, Arts and Mathematics) Focus on STEAM subjects in Term 2 A debrief of the STEAM focus was included in the July BOT meeting. It has been agreed that STEAM will be a focus every year. 8. Provide opportunities for students to develop leadership skills. 8.1 Support the Peer Mediator programme provides opportunities for students to take responsibility for mediating playground issues. Peer Mediator Programme has positive impact on the school This continues to be a very positive programme. Students are on the playground during lunch times assisting students to solve their problems through mediation. The also work in a play area for students with no one to play with so there is always someone to play with.
2. That student learning is monitored and goals set that focus on improving achievement for every student 2.1 Use academic tests and identifying characteritics to identify gifted and talented students and students with special needs. Identify all students with special needs, behavioural, academic, emotional and social as well as students with talents Students were selected to participate in a STEM trip to Mindlab in term 2. The inquiry model allows students to participate in curriculum learning at their own level. The innovative learning model also allows students to be grouped both vertically and with their peers. This programme is popular and is working well. There is always a waiting list. This roll is set up and gives a comprehensive overview of all students that receive additional learning support. This year, as part of the All contract a CAP plan has been begun. All teachers are required to include opportunities for students to use and extend their talents and special capabilities. A register of students with particular capabilities has been set up and shared. Cosmabric Quick 60 RTLB Mathletics Core 5 2.2 In curriculum unit staff need to show planning for gifted and talented students and students with special needs All units planned support the needs of all students 2.3 We will continue to develop the ‘Quick 60’ programme. Quick 60 programme includes more students 2.4 The will maintain a Special Needs Roll and will liaise with teachers and other agencies to provide appropriate support for learners Clear roll that can be seen by all teachers 2.5 Teachers will have a on educating students with gifts and talents through challenge and rich task Gifted and talented students will receive education that meets their needs and will be their talents will be recognised and acknowledged 2.6 The SENCO will investigate other programmes that may enhance learning for others. Other success programmes researched and then considered for inclusion in the school 3. Continue to focus on improving curriculum delivery to meet the needs of students with special needs, particularly students identified as gifted and talented.
Council) is putting a stop on the consent process for the new build. A meeting in October signalled a start to the new build after labour weekend. In term 4, gardens will be set up. The PTA held a garden working bee in September and tidied gardens. Management have donated a number of trees to plant on our school site. The junior playground is completed. We need additional funding to complete the senior playground upgrade. The project was started after labour weekend and is currently supposed to be completed by July 2017. 1.2 Continue to develop school gardens (not part of 5YA) Project completed 1.3 Work with all stakeholders to plan the upgrade of the school playground. Project planned and consented. 2.To allocate to support the school’s long term student achievement goals Work with PTA to explore fundraising opportunities BOT to liaise with PTA in fundraising and funding decisions responsibilities and expectations The Trivia night was very successful. That professional development opportunities be provided for all staff All staff have the opportunity to participate in appropriate professional development Leadership team – Coaching - Fran, Susan, Lenora, Debbie, Julie Literacy and Numeracy cluster meetings - Julie, Lenora/Shayne, Fran, Susan, Senco Course – Julie Beginning Teacher course – Rosie, Hannah Kidslink – Julie, Terry Primary Maths – Susan The Art of teaching inquiry – Lenora, Susan Principal’s conference – Debbie Playbased Learning in Literacy – Jody, Julie, Autism – Teacher Aides Coaching Accreditation - Debbie
That resources are provided so that high quality teaching and learning programmes are provided Resources provided to ensure high quality curriculum Refer to budget Provide a safe physical and emotional environment for students and staff Ensure policies and procedures are adhered to provide a safe environment Staff and students are safe physically and emotionally We have created a health and safety committee and a hazard register. Ensure that all policies are in place to meet the new Health and Safety requirements. Policies and systems upgraded to meet new law The BOT has joined School docs to ensure our policies are kept up to date with legislation. Planned Priorities Self Review Expected Outcome Actual Outcome/ Annual Report 1.Review policies according to a programme of review Policy review up to date 2. Develop strategic goals that reflect the school charter Strategic goals completed and charter forward to MOE once approved 3. Develop the teaching and learning pedagogy to reflect more collaborative practice for teaching and learning in flexible spaces. Review completed