After 3 years at school from 86.4% to 93% Target 5 Writing. For those who have been at Te Totara for one year or more lift achievement: Across the school from 94.4% to 95% Maori student achievement from 89.4% to 93% At the end of Year 5 students from 89 % to 93% At the end Year 6 students from 86.5% to 93% Target 6 Mathematics. For those who have been at Te Totara for one year or more lift achievement: Across the school from 90.9% to 93% student achievement from 81.3to 93% At the end of Year 5 students from 83.5% to 93% At the end of Year 6 students from 85.4% to 93% National Standards results in relation to 2015 Charter Goals All Students at Te Totara for one year or more (609 students) Percentage ‘at’ or ‘above’ Reading 92.4% Writing 92.5% Maths 90.7% Maori students at Te Totara for one year or more (70 students) Percentage ‘at’ or ‘above’ Reading 90.0% Writing 88.6% Maths 88.1% Ensure that, Pasifika is valued to ensure students achievement is improved In 2014 Pasifika students (12 in total ) achieved at or above in relation to National Standards Reading 66.6% Writing 91.6% Maths 91.7% Students who are Pasifika and have been at Te Totara Primary School for at least one school year will by 2015 will exceed the Pasifika plan of attaining 85% achieving at or above in relation to National Standards to achieve at: Target 1 Target 2 Target 3 Target 4 Target 5 Pasifika Plan (2013-2017) reviewed, need to continue to set targets 85%, engage with families. Continue programme in place of discussions with families
93% in Reading 93% in Writing 93% in Mathematics Target 6 As outlined All Pasifika Students at Te Totara for one year or more (8 students) Percentage ‘at’ or ‘above’ Reading 100% Writing 87.5% Maths 75.0% Enhance systems, processes and resources to support Teaching, Provision human and physical resources to support a continued focus on student achievement in a happy and safe environment Our school is in a state of growth with 58 students enrolled in 2008 and is likely to reach 800 in 2015 Enhance Systems, processes and resources School Resources to support our school progress, indicated by 90% satisfaction on staff survey in 2015 Ensure that 100% all Teaching meet the Criterion dimensions of the Registered Teachers Criteria Target 1 Target 2 Target 3 Target 4 Target 5 Target 6 As outlined above See specific results and recommendations In 2015 Teacher Appraisals100% all Teaching staff meet the Criterion dimensions of the Registered Teachers Criteria for those with Special Needs Cater for the ever increasing special needs of our students Our school has students identified as having special including 9% of the School roll identifying as ESOL (English Speakers of other Languages) students. There is an on-going need to meet all students learning needs Ensure that all students with identified special needs are catered for through identification, an adapted curriculum and support for them and their families Target 1 Target 2 Target 3 Target 4 Target 5 Target 6 As outlined above See specific Curriculum results and recommendations Raise Levels of achievement in Literacy levels of achievement in Literacy, specifically Reading and Writing Our school has a commitment to lift levels of achievement in these key areas and report these to the Ministry of Education through National Standards Students who have been at Te Totara Primary School for at least one school year will by 2015 achieve in relation to National Standards at: 93% in Reading 93% in Writing 93% in Mathematics Targets 4& 5 As outlined above See specific results and recommendations on of this document Levels of achievement Mathematics Raise levels of achievement in Numeracy Our school has a commitment to lift levels of achievement in these key areas and report these to the Ministry of Students who have been at Te Totara Primary School for at least one school year will by 2015 Target 6 As outlined above See specific results and recommendations on Pages 23-25 of this document
After 3 years at school 1 0.8% 6 4.8% 76 61.3% 41 33.1% 124 End of Year 4 1 0.9% 3 2.8% 59 55.1% 44 41.1% 107 End of Year 5 1 0.9% 2 1.9% 60 56.1% 44 41.1% 107 End of Year 6 1 1.1% 4 4.4% 48 53.3% 37 41.1% 90 ACTION WHO-Lead in Bold Resourcing By When Our Analysis Within classes and support programmes target those identified as needing to move categories in relation to National Standards Anne, Classroom practitioners and those implementing support programmes. Anne for curriculum implementation and Paula for Learning Support Time and Learning Support Budget Ongoing throughout 2015 Supported within classroom practice, teachers focus on the learning needs and support students Implement specific actions from Teachers performance management to support their Teaching of Reading practice Anne, Teachers 0.4 Teaching and Learning time Ongoing throughout 2015 Teaching and learning Time has enhanced Teacher practice and Student achievement, need to continue as we have teachers who are highly reflective Reading Recovery a 0.7 Full time teachers to allow at least 30 students Paula, Nikki, Amie, Teachers .7 teaching time Ongoing throughout 2015 Resourcing in place, with the Board committing 0.3 staffing to support our children, this has seen significant gains for the 30 students involved
Ensure that teachers have reading as a priority in their programmes, and plan, teach, assess and differentiate in their programmes to cater for needs of students, as outlined in school handbook Teachers Full Time Teachers Ongoing throughout 2015 This has continued and has seen very pleasing progress and achievements made by students Continue to moderate internally our judgements on National Standards Anne, Teachers, Leadership, Brian, , Paula, Time Ongoing throughout 2015 Moderation in place through Deputy Principal moderation process working with leaders and also individual teachers Timely now to review our Learning plans in light of workload and also the emergence of MOE moderated tools such as PACT. Look at this to review our reporting and moderation systems in conjunction with E-Tap in 2016 Within to continue to focus on needs of their learners Team Leaders, Teachers Team meetings, each fortnight Ongoing throughout 2015 Reduced staff meetings has enabled a heightened focus on reflections on learning in teams, working collaboratively to support each other yet allowing for individual teachers to use their skills to meet the needs of their learners, this approach enables Teachers to have their ownership to support the children in their care. Purchase high quality literacy materials to support Teaching and Learning Anne, Leadership $30 000 Ongoing throughout 2015 Resources purchased have enabled continued high quality resources for learning needs. Where there are pressure points these are quickly attended to.
End of Year 4 1 0.9% 7 6.5% 98 91.6% 1 0.9% 107 End of Year 5 1 0.9% 17 15.9% 86 80.4% 3 2.8% 107 End of Year 6 0 16 17.8% 60 66.7% 14 15.6% 90 ACTION WHO-Lead in Bold Resourcing By When Our Analysis Within classes and support programmes target those identified as needing to move categories in relation to National Standards Anne, Paula Classroom practitioners and those implementing support programmes. Anne for curriculum implementation and Paula for Learning Support Time and Learning Support Budget Ongoing throughout 2015 Supported within classroom practice, teachers focus on the learning needs and support students Ensure that teachers have writing as a priority in their programmes, and plan, teach, assess and differentiate in their programmes to cater for needs of students, as outlined in school handbook Anne, Teachers Full Time Teachers Ongoing throughout 2015 Continued priority in programmes. With our focus on maths it is important that we continue to monitor and support writing programmes in 2016. A need to enhance teachers knowledge and understanding and a refresher programme in 2016 would be appropriate Implement specific actions from Teachers performance Anne, Teachers 0.4 Teaching and Learning time Ongoing throughout 2015 These were actioned as part of each teachers personal
End of Year 4 3 2.8% 10 9.3% 61 57.0% 33 30.8% 107 End of Year 5 7 6.0% 15 12.8% 71 60.7% 24 20.5% 117 End of Year 6 1 1.0% 12 12.4% 59 60.8% 25 25.8% 97 ACTION WHO-Lead in Bold Resourcing By When Our Analysis Ensure that teachers have as a priority in their programmes, and plan, teach, assess and differentiate in their programmes to cater for needs of students, as outlined in school handbook Anne, Paula, Teachers Full Time teachers Ongoing throughout 2015 Maths continues to be a heavy focus for our Teachers, leadership and Senior leaders Continually moderate with teams and across the school our judgements in relation to national Standards to ensure students have correct judgements made Anne, Paula, Teachers Two staff meetings All judgements moderated by team leader and Curriculum leader. Ongoing throughout 2015 Moderations in place and during the year we looked to refine what we do in this area. Investigate in 2016 this area in light of Leaning plan review, PACT tool form MOE.