Enriched learning NAG 1 – student achievement All staff at BAS are teaching collaboratively (for some if not all not their programmes) and implementing new practises aligned to FFTL. Priority learners are identified and programmes are in to support their needs. The Future focused strategic team will develop a specific action plan linked to needs. This will be reviewed each term and reported on twice a year Collaborative teaching Build a shared understanding of Future Focused Learning Investigate & develop principles and practises informed by our evolving beliefs about quality teaching and learning. Establishment of a FFTL – development of an action plan Staff meetings run by staff for staff - - first week 2 term 1 Collaborative teaching trialled across school Shared readings as part of on-going PD Teachers trialling new initiatives as part of TRIP Building our own beliefs based on Sinek’s golden circle Whole school trip to Melbourne to look at schools. Google plus site created to share resources Establish and build on collaborative teaching practises across the school. Google docs used for planning Ways of gathering and storing data investigated and trialled Continue to consult and communicate with our students and parent community building understanding and acceptance of changes in education. Parent evenings Surveys Ongoing tip bits in newsletter PD website visible to all FFTL page on school website Foster teachers’ professional development as we maintain and grow as a collaborative adult learning community. Teachers reflection and inquiry into practice (TRIP) will be aligned to an aspect of future focused learning -term 1 and 2 Teachers will their new learning with other staff Teachers will have opportunities to provide PD to other teachers. TRIP to be aligned to registered teachers criteria E-learning opportunities through cluster initiatives Priority learners Main focus of PD for the whole year Overseen by principal and DP’s but led by our strategic future focused team headed by Becks. PD sourced .e.g CORE, Grow waitaha initiatives July – trip to Melbourne – pre and post PD attached to it led by CORE. All teachers completing a TRIP – linked to registered teachers criteria
People Matter BAS nurtures and provides a safe and caring environment for students, and whanau. School values are embedded across the school. Initiatives are in place to care for and monitor the well-being of staff, students and the environment. At BAS our practices and attitudes reflect NZ’s multi-cultural heritage; we act and respond in culturally responsive ways. NAG 3 – personnel NAG 5- health and safety Well-being team to develop a specific action plan linked to needs. This will be reviewed each term and reported on twice a year Developing relationships and wellbeing across the school – staff, students and whanau. Promote and foster positive relationships amongst all Address staff relationship issues on the first TOD – co develop some expectations and strategies to address these needs. Address head on any issues that arise during the year with the individual or the group. Each team to organise staff functions. Encourage giving out of HEART tokens by staff to staff. Monitor and foster students well being In 2015 a student survey (NZCER) of wellbeing was undertaken – some needs arose which need to be addressed. Well-being team to develop an action plan to address needs. on school wide values HEART- build student celebration days into school culture Informally during the year monitor student well-being with the intent that the NZCER survey will be redone in 2017. A playground survey was completed in 2015 – act on needs that it highlighted, e.g. more sports equipment needed in playground. Continue with school initiatives that were begun in 2015 to support student well-being, e.g. BAMP ( school mentoring programme) and ABL (adventure based learning) Successfully transition children into our school who have come from schools that have closed or merged. # EDI funding application for support Monitor and support family and community needs Consultation with families Pastoral care initiatives Establishment of a whanau room Monitor well-being Appoint school EEO officer who will undertake a survey of the whole staff on their workplace well being Organise and administer the NZCER staff well—being survey reporting findings and putting an action plan together. Cultural Responsiveness Cultural Responsiveness team to develop a specific action plan linked to needs. This will be reviewed each term and reported on twice a year A responsibility unit for 2015 has been given for this goal and a well-being team has been established. Ongoing over year.
NAG2A (b) (iv) Progress Statement Discussion: Writing Targets 2015 Analysis of Writing data at the end of 2014 identified 51 (Year 4-6) students achieving below the National Standard for writing and 5 students achieving well below. Our Aim Our aim for 2015 was to accelerate the achievement and engagement levels of 50% of these students. Our Target 26 of our Year 4-6 students who were assessed as below the National Standard in writing at the end of 2014 will be achieving at the National Standard by the end of 2015. 3 of our Year 4-6 students who were assessed as well the National Standard in writing at the end of 2014 will be achieving below the National Standard by the end of 2015. End Year Results for Writing Y4-6
Our aim for 2015 is to accelerate the achievement and engagement levels of 50% (12) of these students. Our Target 10 of our Year 6 students who were assessed as achieving the National Standard in mathematics at the end of 2014 will be achieving at the National Standard by the end of 2015. 3 of our Year 6 students who were assessed as achieving well below the National Standard in Mathematics at the end of 2014 will be achieving below the National Standard by the end of 2015. End Year Results for Mathematics Overall Data Results for Mathematics From a total of 24 students 8 students met the target, 15 did not meet the target and 1 student left the school. Māori Achievement From the target group of 24 children, 6 of these students identify as Māori, 2 have met the target and 3 have not and 1 student has left the school. Looking Closer at Gender 10 boys and 9 were part of the math target group. 1 boy has left the school = 9 boys and 9 girls.
Board Overview 2016 Banks Avenue Board of Trustees Overview 2016 Board Meetings Feb. March April May June July August Sept. October November December Finance Final Budget Draft annual acc/ Auditors recommendations Sign off sue reports Community Trust application Prepare draft budget Present draft budget Sign off sue reports Audit/ Check in place Policy Reviews, audits and reports Audit medication International students Audit police vetting hazard’s – report Steve Audit evacuation and emergency kit Audit hazard’s – report Steve cyber safety Audit hazard’s – report Steve Audit evacuation and emergency kit appraisals Police vetting Audit hazard’s – report Steve Length of year Action Strategic plan / analysis of variance Electrical compliance Fire drill Fire drill Fire drill Lock down Fire drill Earthquake drill Audit evacuation procedure Review Alcohol and drugs Emergency planning Health welfare and safety Performance management Crisis management Sun protection EOTC Report Check in place and short report to BOT Length of school year Separated parents Abuse responding Attendance report Principal appraisal Recognition of cultural diversity Salary units Attendance report Attestations Appointments Reading recovery Personnel Election of BOT chair Support staff job descriptions Job descriptions teachers and leaders Principal appraisal Staff appraisal - Class observations EEO survey Class observations Support and principal appraisal Attestations teachers Reporting to parents Learning conversations Reports Learning conversations End of year reports Assessment schedule STAR listening class profile e-asttle reading and maths writing e-asttle reading and maths writing End of year assessments Moderation National Standards Assessment reporting to BOT NS report e-asttle reports SENCO report to Bot Report against targets e-asttle reports RR report Targets NS report Curriculum review TBC TBC Strategic goal review Goal 1 Goal 2 Goal 3 Goal 4 BOT self-review Consultation Pre-school community Year 7 students Future focused education EEO Parent survey Hui- Maori consultation BOT Leadership team self-review PTA Roster
Review and Reporting Cycle Year 2016 2017 2018 2019 2020 Class Observations/ Review Reading Maths Writing School Curriculum Document Reading Curriculum Review Social studies Technology Te Reo/ Languages Health Social studies Science Physical Education The Arts Key Competencies Science Schoolwide Development Future Focused Learning Future focused learning Writing Maths Reading School Reports To the BOT How are we What’s working? What do we change? 2016 Targets Curriculum review Social studies review Interim data Curriculum National Standards Review of targets 2017 Targets Curriculum review technology review Interim data Curriculum National Standards Review of targets 2018 Targets Curriculum review Te reo review Interim data Curriculum National Standards Review of targets 2019 Targets Curriculum review health review Interim data Curriculum National Standards Review of targets Focus Report Self-review – how are we meeting our annual goals? Strategic goal 1 Enriched learning for all Strategic goal 2 Strategic goal 3 People matter Strategic goal 4 Looking back looing ahead Strategic goal Strategic goal Strategic goal Strategic goal Strategic goal Strategic goal Strategic goal Strategic goal Strategic goal Strategic goal Strategic goal Strategic goal
Action Plan / Timeline January February March May June July August September October November December Data reviewed by team leaders and class teachers Target groups identified and action plans developed New needs assessed e.g. using of easttle Resources allocated Programme implementation Mid –year review End of year OTJ’s January February March April May June July August October November December