Motto Aim High – Whaia Te Iti Kahurangi – Tauivi Malosi – Visez Haut Mission Statement To inspire children to reach their full potential in a school committed to bilingual pathways and cultural diversity. Vision Statement To be a community that creates a life-long love of language and learning and leads the way in bilingual education. Values 1. Learning: achievement, engagement, participation, independence, critical thinking, curiosity, fun 2. Community: whānaungatanga, aroha, giving, respect, kaitiakitanga, teamwork, fa'aaloalo, tufa'atasi, acceptance 3. Identity: languages, cultures, diversity, belonging, confidence, resilience, honesty, rangatiratanga 4. Creativity: innovation, communication, self expression, problem solving 5. Leadership: service, initiative, mana, courage, responsibility, integrity, empathy, tuakana-teina Strategic Goals 1. To create a community of students who are able and confident communicators in two languages and literacies 2. To design a Richmond Road School curriculum that implements the New Zealand curriculum and Te Marautanga o Aotearoa and sets expected levels of student achievement. 3. To strengthen the relationships with early childhood education centres and intermediate schools. 4. To be an environmentally-aware community school where all children, parents and staff feel welcome, safe, and part of the RRS whānau. 5. To develop Information and Communications Technology (ICT) infrastructure and resources that support learning, communication and administration. 6. To ensure the ongoing financial stability of the school, and the resourcing of each unit to deliver prescribed educational outcomes. Key Objectives (coded to strategic goals) 1a. Introduce a second language to Kiwi Connection. 1b. To support best teaching practice in bilingual education and language learning through action research, publishing articles, formal qualifications and other professional development strategies. 1c. Explore the possibility of special character status for the school. 2a. Consult with the community about what should be in the RRS curriculum 2b. Establish school-wide and ropu-specific achievement expectations 2c. Establish appropriate assessment methods, measures and benchmarks across the school. | 3a. Develop transition, induction and information sharing processes between the school, early childhood education centres and intermediate schools 3b. Monitor the ongoing educational achievement of RRS graduates 3c. Allocate space for a French preschool when sufficient progress has been made to guarantee the construction of a new school hall 4a. Organise opportunities for school-wide community building 4b. Construct a new school hall. 4c. Establish consistent understanding about the role of parent groups. 5. Determine an appropriate ICT infrastructure that supports present and future requirements across the school. 6. To increase revenue through a variety of fundraising avenues |
Richmond Road School’s Charter gives effect to the Government's national education guidelines and the board's priorities, and provides a base against which the board's actual performance can later be assessed. The National Education Guidelines are: 1. National Education Goals a) Statements of desirable achievements by the school system, or by an element of the school system; and b) Statements of government policy objectives for the school system. 2. Foundation Curriculum Policy Statements These are statements of policy concerning teaching, learning, and assessment that are made for the purposes of underpinning and giving direction to - a) The way in which curriculum and assessment responsibilities are to be managed in schools; and b) National curriculum statements and locally developed curriculum. 3. National Curriculum Statements a) The areas of knowledge and understanding to be covered by students; b) The skills to be developed by students; and c) Desirable levels of knowledge, understanding, and skill, to be achieved by students, during the years of schooling. 4. National Standards These are standards, in regard to matters such as literacy and numeracy, that are applicable to all students of a particular age or in a particular year of schooling. 5. National Administration Guidelines (NAGs) These are guidelines relating to school administration and which may (without limitation) - a) set out statements of desirable codes or principles of conduct or administration for specified kinds or descriptions of person or body, including guidelines for the purposes of section 61: c) set out requirements relating to planning and reporting; d) communicate the Government's policy objectives; and e) set out transitional provisions for the purposes of national administration guidelines. Cultural Diversity and Māori Dimension1. How does the school reflect New Zealand’s cultural diversity? · All cultures within the school are valued and accepted through active encouragement of an inclusive school culture and ethos; · Staff members will ensure that students from all cultures are treated with respect and dignity, and will actively work towards maximizing the potential of each student; and · Each child’s cultural heritage and home language will be celebrated and integrated into classroom and school programmes. 2. How does the school reflect the unique position of the Māori culture? · Richmond Road School promotes the concepts of partnership, protection and participation that are embedded in the Treaty of Waitangi, through its relationships with children, staff, parents / whānau and the wider community; · Classroom programmes and school celebrations reflect Māori culture through signage, waiata, pōwhiri and the integration of te reo me ōna tikanga Māori; · The school consults with the Māori community, including kaumatua and kuia, through regular hui and panui; · Through hui parents / whānau are regularly informed about student achievement; and · The school provides the teachers in the Māori unit with autonomy in decision-making about programming and resourcing, within the school’s guidelines. 3. How does the school ensure that all reasonable steps are taken to provide instruction in tikanga Maori (Maori culture) and te reo Maori (the Maori language) for full-time students whose parents ask for it? · The Board provides instruction in te reo Māori through total immersion and bilingual classes; and · All children across the school have the opportunity to learn te reo Māori, at various levels of proficiency. The board and the school’s community will work to ensure that the outcomes identified in Te Tahuhu o te Matauranga / Ministry of Education’s Ka Hikitia - Māori Education Strategy (2008-2012) and its Pasifika Education Plan (2008-2012) are achieved. Richmond Road School: Strategic Plan 2009 - 2012Strategic Goals 1. To create a community of students who are able and confident communicators in two languages and literacies. (Also achieved through goals below) | Intended Outcomes | 2009 | 2010 | 2011 | 2012 | 1. All children have the opportunity to learn at least two languages to a basic / conversational level (oral, written and reading). Those children in heritage language programmes will read, write and speak at an age/stage appropriate level after 6 years in both languages. 2. The language programme/s policies, philosophy, design, content and expected levels of achievement are clearly documented. 3. Staff and parents / whānau have a good understanding of the philosophy, design, content and expected levels of achievement. 4. Heritage / 2nd languages are not only heard in classrooms but in the playground, corridors and informal learning situations, by children, staff and parents /whānau. 5. Children regularly use a wide range of media (including ICT) to support their language learning / learning through their heritage language, and to communicate with others. 6. Children have regular access to speakers of their heritage language or second language, other than the class teacher, e.g. maximised use of tuakana-teina, parents / whānau and wider community members to support heritage / 2nd language development in classroom programmes. 7. That RRS is well-resourced to support programme implementation in all languages 8. Children take up opportunities to continue to learn bilingually after RRS. 9. The Kiwi Connection children’s ability to understand and communicate in te reo Māori increases each year. | · Introduce te reo Māori as a 2nd language in Kiwi Connection. · Review existing documentation, and identify where gaps exist. Start to develop ‘kits’ for staff and parents about our language programmes · In addition to the ‘Transition to School’ meetings, introduce workshops for parents prior to them attending the enrolment interview for the bilingual programmes · Continue to support teachers through professional development and monitor the impact on the quality of programmes and achievement: - sustain and develop writing and formative assessment started prior to 09, - introduce new focus on reading (Action Research – how children make meaning from text / how teachers support this) - support tertiary study e.g. TESSOL /bilingual papers · Start to explore how we can get more speakers of heritage / 2nd languages into classrooms e.g. church groups and secondary schools · Visit programmes in other schools · Start Radio Richmond | · Review progress made with documentation, implementation and achievement outcomes of heritage / 2ndlanguage programmes – make changes as appropriate · Review quality of the home-school partnership with parents in terms of their understanding and commitment to programmes (kits, workshops, reporting etc) and make changes as appropriate · Explore the introduction of te reo Māori as a third language into Mua i Malae and L’Archipel and / or a ‘taster’ programme of several languages (2011?) · Continue to support teachers through professional development and monitor the impact on the quality of programmes and achievement: - sustain and develop writing, reading and formative assessment started prior to 2010, - introduce new focus on oral language (Action Research – question to be developed) - introduce focus on use of ICT to support language learning - support tertiary study e.g. TESSOL /bilingual papers · Explore the possibility of publishing articles and running workshops for other teachers / educators | · Documentation should be complete – little action required · Continue to review the quality of implementation and achievement outcomes of heritage / 2nd language programmes – make changes as appropriate · Continue to review quality of the home-school partnership with parents in terms of their understanding and commitment to programmes - make changes as appropriate · Introduce te reo Māori as a third language into Mua i Malae and L’Archipel and / or a ‘taster’ programme of several languages · Continue to support teachers through professional development: - sustain and develop writing, reading, oral language, formative assessment and use of ICT started prior to 2011, - support tertiary study e.g. TESSOL /bilingual papers · Write articles for publication and organise workshops for other teachers / educators | | 2. To design a RRS curriculum that implements the NZ curriculum and Te Marautanga o Aotearoa, and sets expected levels of achievement. | Intended Outcomes | 2009 | 2010 | 2011 | 2012 | 1. That RRS has a clearly documented curriculum that supports teachers in implementing the NZ curriculum and Te Marautanga o Aotearoa 2. The RRS curriculum meets the needs of its children and supports children to become self-directed learners 3. That the RRS curriculum is well understood by teachers, and is easy for new teachers to follow 4. That parents / whānau have a variety of ways to access information about the curriculum, and their child’s progress and achievement 5. That RRS has clearly defined expectations of achievement, and the curriculum and assessment schedule supports teachers to achieve expectations 6. Teachers are skilled at analysing and evaluating achievement data 7. That RRS has a bottom-up approach to analysing and evaluating achievement data (ie teachers to ropu leaders to deputy principal to BOT / community) 8. That children achieve local and national benchmarks and / or targets set for achievement 9. The school performs well in local and national competitions in both Heritage Languages and English e.g. cluster speech / writing competitions 10. That the school has an archive of success e.g. ex-students who have gone on to be successful in different ways e.g. achievements – academic, sport, the arts, leadership etc | · Review existing documentation related to programme content and delivery, and the expectations in the NZ curriculum and Te Marautanga o Aotearoa · Organise professional support from external providers e.g. Team Solutions · Organise Teacher Only Days so that time can be spent reviewing / developing the RRS curriculum (3 year cycle?) · Start consultation process with parents/ whānau / community so that the curriculum meets children's needs · Establish achievement benchmarks and targets for reading and writing in Heritage Languages and English for both 1st language and 2nd language learners · Establish achievement benchmarks and targets for numeracy · Upskill teachers / ropu leaders in analysing and evaluating achievement data · Analyse and evaluate children’s achievement against benchmarks and targets, and use this information to inform future programmes · Continue to develop and implement strategies that promote children as self-directed learners · Monitor the ongoing educational achievement of RRS graduates and start developing ‘ex-student’ archive | · Complete documentation related to RRS curriculum · Continue with external professional support where needed · Ensure information is easy to access through the prospectus, the staff and school websites, and the ‘reporting to parents’ processes · Establish achievement benchmarks and targets for oral language in Heritage Languages and English for both 1st language and 2nd language learners · Establish achievement benchmarks and targets for remaining curriculum learning areas · Continue to upskill teachers / ropu leaders in analysing and evaluating achievement data · Explore additional opportunities for children to participate in to develop their talents / interests · Explore the introduction of
e-portfolios · Explore the introduction of student-led conferences · Continue to monitor the ongoing educational achievement of RRS graduates and to develop ‘ex-student’ archive | · Review documentation – is it comprehensive, is it implemented in practice, does it deliver the outcomes we want? · Review benchmarks and targets – are they appropriate? How well is information analysed and evaluated? What impact does it have on future achievement? · Review the quality of the information available to parents / whānau and its accessibility · Review the degree to which children are self-directed learners · Continue to develop ‘ex-student’ archive | | 3. To strengthen the relationships with early childhood education centres and intermediate schools. | Intended Outcomes | 2009 | 2010 | 2011 | 2012 | 1. Communication between RRS (class teacher / learning assistant, ropu leader, management team, BOT) & early childhood centres / intermediate schools effectively supports children’s learning and sense of well being 2. The transition between early childhood centres and RRS, and RRS and intermediate school effectively supports children’s learning and sense of well-being / belonging 3. There are opportunities each year for professional sharing between teachers at RRS and the early childhood centres and intermediates 4. There are opportunities each year for children at RRS and the early childhood centres / intermediates to learn from each other (e.g. through ICT) 5. Parents / whānau from early childhood centres are invited each year to information sessions 6. There is a French preschool onsite | · Further develop transition, induction and information sharing processes between the school, early childhood education centres and intermediate schools · Steph / Heather and ropu leaders to visit ECEs - to discuss how to further build relationships - introduce 2-way sharing of achievement information with the early childhood centres e.g. 5 & 6 year net data, learning stories · Steph & Heather to visit local intermediate schools – to discuss how to further build relationships and ask intermediates for data to show how well ex-RRS students are doing · Explore opportunities for professional sharing between RRS staff and staff from early childhood and intermediates · Explore learning opportunities between children at RRS and children from the early childhood and intermediates · Invite parents / whānau from early childhood centres to relevant meetings / events organised for RRS parents / whānau | · Review quality of transition, induction and information sharing processes between the school, early childhood education centres and intermediate schools – include children and parents / whānau views · Include professional sharing opportunities in annual professional development plan · Include learning opportunities between children at RRS and children from the early childhood and intermediates in class / ropu term / annual planning | · Allocate space for a French preschool when sufficient progress has been made to guarantee the construction of a new school hall | | 4. To be an environmentally-aware community school where all children, parents and staff feel welcome, safe, and part of the RRS whānau. | Intended Outcomes | 2009 | 2010 | 2011 | 2012 | Environment1. The school will become an increasingly sustainable community 2. Practices developed / learned at school will transfer to the students’ home life Safety1. Children are safe as they travel to school, and traffic flows and parking in Douglas and Brown Street are improved 2. All children, staff and parents / whānau feel safe at school Community1. RRS has a strong sense of community 2. All children, staff and parents / whānau feel welcome at school 3. There is a clear understanding about the role of parent groups 4. The school has a space where all the community can meet together | Environment· Create a teacher leadership position to drive this initiative (succession planning needed) · Work with the A’oga and Kohanga Reo to use the Nutrition Funding to establish vegie gardens, worm farms and composting · Strengthen systems to reduce rubbish across the school · Develop ways to measure impact of programme on students’ practices at home and school Safety· Introduce TravelWise programme · Continue to measure children’s attitudes to school and use this information to inform programmes / decision making Community· Organise opportunities for school-wide community building · Continue to improve communication and induction processes with new parents · Establish consistent understanding about the role of parent groups. | Environment· Join the Enviroschools programme · Join Health Promoting Schools · Continue to strengthen sustainability initiatives; introduce energy saving programme · Evaluate data on the impact of initiatives and use the information to inform programmes Safety· Continue with TravelWise programme · Continue to measure children’s attitudes to school and use this information to inform programmes / decision making Community· Investigate staff and parents / whānau perception of school community · Review communication and induction processes with new parents · Review the role / understandings of the role of parent groups. | Environment· Continue with the Enviroschools programme · Continue to review and evaluate effectiveness of initiatives Safety· Review impact of TravelWise programme · Continue to review and evaluate children’s attitudes to school and use this information to inform programmes / decision making Community· Use information from staff and parents / whānau to plan next steps · Construct a new school hall (TBC) | | | | | | | | |
5. To develop ICT infrastructure and resources that support learning, communication and administration. | Intended Outcomes | 2009 | 2010 | 2011 | 2012 | Infrastructure 1. Infrastructure is 'future proofed' so that access to server, email, Internet is reliable, with fast connection to support learning and administration. 2. Server has enough storage for school's needs Resources (including professional development) ICT Resources All classes will have: * 6 desktops / tablets (Juniors to use Kidpix as main prog.) * Memory Stick (4GB) * Facility to project and interact with software on a large screen (e.g. flat screen TV or SmartBoard with projector) School-wide / Central Store: * 20 digital cameras * 5 video cameras with tripod * 1 colour and 1 b/w laser printer for every 2 to 4 classrooms * Radio Station / TV equipment * Intercom? Telephone? Professional Development 1. All staff increasingly use ICTs to meet the learning needs of children, including to promote language learning 2. Staff professional development needs are identified through an effective appraisal / quality assurance process Communication & Administration 1. Email is used in an effective and timely manner 2. The staff / school websites and calendars contains relevant information and staff know how to keep them up-to-date. 3. All staff know the procedures for backing-up, storing information, accessing info, returning equipment etc | Infrastructure 1. Review existing action plan of school / student needs (including power) 2. Source quotes for 'future-proofing the school infrastructure (telephone / intercom?) - select appropriate plan and implement, subject to BOT approval 3. Continue to train Lead Teachers in basic technical aspects of infrastructure maintenance. ICT Resources * Memory Sticks * Printer supplies * 1 video camera + tripod (if demand on current video camera requires it) **costings need to be included in the 'school needs' plan PD *Establish ICT leadership, with clear job specifications * Junior Teachers to visit Pt England School - Kidpix * SchoolMaster training * Termly slots in staff meetings and optional meetings (Nerra & Jason to trial / role model use of ICTs to support learning - developing expertise across the school). * Focus through Quality Assurance / Appraisal Communication & Admin 1. Protocols developed for use of email, calendars and websites 2. School website to include student work from all classes 3. All staff are confident in using the website to update/upload new information 4. Centralise all portable ICT resources and develop procedures for accessing these 5. Monitoring & following up with the help desk register 6. Ensure that software is licenced, an up to date inventory, and securely stored. | Infrastructure 1. Review effectiveness of plan and modify 2. Implement any part of the plan not yet complete, subject to BOT approval 3. Continue to train Lead Teachers in basic technical aspects of infrastructure maintenance - and consider succession planning ICT Resources * 1 class fully resourced - teacher to apply * Radio Station equipment PD * Attend eLearning conferences nationally * Termly slots in staff meetings and optional meetings (Nerra & Jason to trial / role model use of ICTs to support learning - succession planning). * Podcasting Communication & Administration 1. Review effectiveness of communication - develop plan to provide additional support 2. Review of effectiveness of helpdesk support | Infrastructure 1. Review effectiveness of plan and modify 2. Implement any part of the plan not yet complete, subject to BOT approval 3. Start to train additional Lead Teachers ICT Resources * +3 class fully resourced - teachers to apply * Printers, digital cameras and video cameras as demand dictates PD * Lead Teachers to present at eLearning conference * Termly slots in staff meetings and optional meetings (Nerra & Jason to trial / role model use of ICTs to support learning). * Podcasting | |
6. To ensure the ongoing financial stability of the school, and the resourcing of each unit to deliver prescribed educational outcomes. | Intended Outcomes | 2009 | 2010 | 2011 | 2012 | 1. The use of MOE operational funding through the school’s annual budget is maximised to achieve the school’s desired educational outcomes. 2. The support of parents / whānau is maximised, particularly in terms of fundraising, parent help and paying school donations. 3. Other avenues of financial support have been thoroughly explored e.g. community grants, Ministry of Education, sponsors, Alumni network | · Review asset register & property plan to improve accuracy of future budgets · To increase revenue through a variety of fundraising avenues (Re-establish ‘Fundraising Committee’ to include parents from all Ropu) · Provide incentives to improve parent contributions through donations · Explore the advantage of becoming a special character school on funding – apply if worthwhile · Explore possibility of a decile review – apply if worthwhile · Utilise ‘community grant’ avenues more thoroughly | · Review 2009 budget to inform 2010 budget – compare with similar schools · Review asset register and property plan to improve accuracy of future budgets · Review quality of home-school partnership, and its impact on fundraising, parent help and level of school donations · Review information about applying for ‘special character’ status or a decile review · Review use of ‘community grants’ · Use the information from the above reviews to inform future planning |
|
|
Richmond Road School: Annual Plan 2009 Strategic Goal 1: To create a community of students who are able and confident communicators in two languages and literacies.(see Goal 2) Action Required | Who | Costs | When | Expected Outcomes (Success Criteria) | Actual Outcomes | Professional Development 1. Continue to support teachers through professional development and monitor the impact on the quality of programmes and achievement. | ·All teachers and Management Team | $4,000 (Relievers) | Term 1-4 | · Data from assessments, classroom observations, teacher questionnaires and action research presentations shows that professional development has had a positive impact on teachers’ knowledge in reading, writing and assessment for learning pedagogy. | | 2. Support teachers to undertake tertiary study e.g. TESSOL /bilingual papers. | ·Jess, Mareta and Shahrane’e | $5,000 + $500 (Resources / Relievers) | Term 1-4 | · Teachers modify own programmes and share new learning with rest of staff. | | 3. Visit programmes in other schools. | ·Ropu Leaders ·Bilingual / immersion teachers | $2,000 (Relievers) | Term 3 | · Teachers modify own programmes and share new learning with rest of staff. | | Programmes (incl links with community) 4. Introduce te reo Māori as a 2nd language in Kiwi Connection. | ·Kiwi Connection Teachers ·DP | ·$1,500 (Relievers) ·0.2 FTTE (DP) | Term 2+ Equivalent of 1 hour per week, per class | · Range of resources used to develop a te reo Māori programme which describes outcomes over a 6 year period · Teachers’ knowledge of and confidence to teach te reo Māori increased · Children’s knowledge of and confidence to communicate in te reo Māori increased | | 5. Review existing documentation, and identify where gaps exist. Start to develop ‘kits’ for staff and parents about our language programmes | ·Principal, DP, SENCO, Ropu Leaders | Nil | Term 2+ | · Information / induction packages (booklets, website, workshops) about biliteracy / literacy programmes and teaching strategies developed for teachers and parents/whānau | | 6. Start Radio Richmond | ·DP | Linked to ICT infrastructure upgrade Need to budget for hardware ‘10 | Term 4 ready for 2010 | · Infrastructure and hardware in place · Group of Year 5s trained | | 7. Start to explore how we can get more speakers of heritage / 2nd languages into classrooms (TWW & MiM) e.g. church groups and secondary schools | ·Principal, DP, Ropu Leaders | $200 (Koha) | Term 2+ | · Children in each class in Te Whānau Whāriki and Mua I Malae have benefited from at least one additional adult heritage language speaker | |
Strategic Goal 2: To design a RRS curriculum that implements the NZ curriculum and Te Marautanga o Aotearoa and sets expected levels of student achievement. Action Required | Who | Costs | When | Expected Outcomes (Success Criteria) | Actual Outcomes | 1. Organise professional support from external providers e.g. Team Solutions | Principal | Nil | Term 1+ | · External support from experts in the NZ Curriculum and Te Marautanga o Aotearoa secured | | 2. Organise Teacher Only Days and PD programme so that time can be spent reviewing / developing the RRS curriculum using existing documentation related to programme content and delivery, and the expectations in the NZ curriculum and Te Marautanga o Aotearoa (3 year cycle?) | Principal Management Team and Teachers | Nil | Term 1+ | · Review and development programme planned, which results in the development of the RRS curriculum | | 3. Start consultation process with children, parents/ whānau / community so that the curriculum meets children's needs | Management Team and Teachers | Nil | Term 2+ | · All students, staff, parents/whānau and community members have had the opportunity to contribute to the development of the RRS curriculum | | 4. Establish achievement benchmarks and targets for reading and writing in Heritage Languages and English for both 1st language and 2nd language learners | Management Team | Nil | Term 2+ | · Achievement benchmarks and targets for Reading and Writing in Heritage Languages and English are developed for both 1st language and 2nd language learners | | 5. Establish achievement benchmarks and targets for numeracy | Principal & Lead Teacher - Maths | Nil | Term 1 | · Achievement benchmarks and targets for numeracy established. | | 6. Upskill teachers / ropu leaders in analysing and evaluating achievement data against benchmarks and targets, and use this information to inform future programmes | Mgt Team, Literacy Facilitator, Teachers | Nil | Term 1+ | · Teachers/Ropu Leaders effectively analyse and evaluate their class or ropu achievement data (literacy and numeracy) each term. · Evaluative information is used to inform future teaching, resourcing, and professional development. | | 7. Continue to develop and implement strategies that promote children as self-directed learners | Teachers | Nil | Term 1+ | · Children are increasingly able to talk about what they are learning (literacy / numeracy) and make decisions about what to learn/do next. | | 8. Monitor the ongoing educational achievement of RRS graduates and start developing ‘ex-student’ archive | Principal & DP | Nil | Term 2+ | · Data (achievement/social/extra-curricular) has been collected about / from 50% of 2008 Year 6 students. · Archive / Alumni developed with a focus on highlighting achievements | |
Strategic Goal 3: To strengthen the relationships with early childhood education centres (ECEs) and intermediate schools. Action Required | Who | Costs | When | Expected Outcomes (Success Criteria) | Actual Outcomes | 1. Further develop transition, induction and information sharing processes between the school and ECEs - introduce 2-way sharing of achievement information e.g. 5 & 6 year net data, learning stories | DP, Ropu Leaders, NE Teachers, Lead Teachers | Nil | Term 1+ | · Teachers are more knowledgeable about programmes and children’s achievements at ECEs · ECE staff receive information in a timely manner · ECE staff and RRS teachers report that transition processes are effective · RRS teachers and children’s parents/whānau report that induction processes are effective | | 2. Further develop transition and information sharing processes between the school and intermediate schools - ask intermediates for data to show how well ex-RRS students are doing | DP, Ropu Leaders and Y6 teachers, Lead Teachers | Nil | Term 2+ | · Teachers are more knowledgeable about programmes and children’s achievements at intermediate · Intermediate staff receive information in a timely manner · Intermediate staff and parents/whānau report that transition processes are effective | | 3. Explore opportunities for professional sharing between RRS staff and staff from early childhood and intermediates | Principal, DP & Ropu Leaders | Nil | Term 3 | · Teachers have been involved in professional learning opportunities with ECE and /or intermediate school teachers | | 4. Explore learning opportunities between children at RRS and children from the early childhood and intermediates | DP & Ropu Leaders | Nil | Term 2+ | · Children have been involved in learning opportunities with ECEs (Y1) and / or intermediates (Y6) | | 5. Invite parents / whānau from early childhood centres to relevant meetings / events organised for RRS parents / whānau | DP & Ropu Leaders | Nil | Term 1+ | · Parents / whānau are given timely invitations to relevant meetings and events organised by the school. | |
Strategic Goal 4: To be an environmentally-aware community school where all children, parents and staff feel welcome, safe, and part of the RRS whānau. Action Required | Who | Costs | When | Expected Outcomes (Success Criteria) | Actual Outcomes | Environment1. Create a teacher leadership position to drive this initiative (succession planning needed) 2. Work with the A’oga and Kohanga Reo to use the Nutrition Funding to establish vegie gardens, worm farms and composting 3. Strengthen systems to reduce rubbish across the school 4. Develop ways to measure impact of programme on students’ practices at home and school | Principal Principal, Lead Teacher (LT) LT, Property Manager Principal, LT | 1x MU for two terms, & 19 x 1.5 hr blocks of release (6 days = $1,500) Nil Nil | Term 1 Term 1+ Term 2 Term 2 | · Teacher leadership position created · Student ‘Green Team’ is active · Staff-wide leadership for the environment enhanced · Vegie gardens, worm farms and composting established, and children engaged in learning through these activities · Waste management systems improved to reduce rubbish, including 2 waste audits · Impact of programme on students’ practices at home and school | | Safety1. Introduce TravelWise programme 2. Continue to measure children’s attitudes to school and use this information to inform programmes / decision making | Lead Teacher Deputy Principal / Teachers | $1,000 Nil | Term 1+ Term 2+ | · TravelWise implemented as per Auckland City Council guidelines · Attitude data shows that children enjoy learning and feel safe at school. | | Community1. Organise opportunities for school-wide community building 2. Continue to improve communication and induction processes with parents / whānau 3. Establish consistent understanding about the role of parent groups. | · Principal / Parents · Principal, DP & Ropu Leaders · Principal | Nil Nil Nil | Term 1-+ Term 1+ Term 2+ | · School-wide community-building events happen each term. · Parents report that communication between home and school has improved, and is effective. · Parents new to the school report that information, communication and induction processes are effective. · The role of parent groups is documented and are there is a good degree of consistency between groups | |
Strategic Goal 5: To develop ICT infrastructure and resources that support learning, communication and administration. Action Required | Who | Costs | When | Expected Outcomes (Success Criteria) | Actual Outcomes | Infrastructure 1. Review existing action plan of school / student needs (including power) 2. Source quotes for 'future-proofing the school infrastructure (telephone / intercom?) - select appropriate plan and implement, subject to BOT approval 3. Continue to train Lead Teachers (LTs) in basic technical aspects of infrastructure maintenance. | Principal & Lead Tchrs Principal & Lead Tchrs Principal / ICT Technician | · $25-60,000 · Lead Tchrs = Ix Mgt Unit (shared) & 38 x 1.5 hr blos of release (13 days = $3,500) · Technician - $8,000 (160 hours) | Term 1+ Term 1 Term 1+ | · The ICT infrastructure is upgraded and meets the learning needs of children, and supports effective communication and administration. · Lead Teachers able to sort out an increasing number of technical / software issues. | | Professional Development 1. Establish ICT leadership, with clear job specifications 2. Lead Teachers to trial / role model use of ICTs to support learning - developing expertise across the school. 3. Termly slots in staff meetings and optional meetings 4. Focus through Quality Assurance / Appraisal 5. SchoolMaster training 6. Junior teachers to visit Pt England School – Kidpix | Principal, LTs Lead Teachers Lead Teachers Ropu Leaders/ LTs (?) Principal / LTs Teachers – Rms 1, 2, 7, 11, 12, 13 | Nil Nil Nil Nil $1,000 7 x 1/2 days release | Term 1+ Term 1+ Term 1- Term 2 & 4 Term 1+ Term 3 | · Lead Teachers are clear about their role, provide good leadership · Lead Teachers role model use of ICTs to support learning and share their growing expertise · Staff have access to relevant and timely professional development and support · Focus on quality ICT integration to support learning commented on through quality assurance and appraisal programmes · SchoolMaster meets schools data tracking needs and teachers know how to use it · Junior teachers integrate Kidpix into term 4 programmes | | ICT Resources 1. Develop purchasing plan from school/ student needs plan | Principal & LTs | Nil | Term 1+ | · Plan written for minor purchases in 09, and major purchases for 2010 budget | | Communication & Admin 1. Protocols developed for use of email, calendars and websites 2. School website to include student work from all classes 3. All staff are confident in using the website to update/upload new information 4. Centralise all portable ICT resources and develop procedures for accessing these 5. Monitoring & following up with the help desk register 6. Ensure that software is licenced and securely stored, and the inventory is up-to-date. | ICT Lead Teachers Teachers Lead Teachers Jason Nerra Nerra | All incorporated into costs mentioned above | Term 1+ Term 1+ Term 1+ Term 1+ Term 1+ Term 1+ | · Protocols and procedures have been developed and shared with staff for use of email, online calendars, school websites, accessing ICT resources · ICT resources (hardware, software and documentation) are catalogued and storage and ICT support systems work effectively · Staff know how to use the staff calendars and website to share information and student work | |
Strategic Goal 6: To ensure the ongoing financial stability of the school, and the resourcing of each unit to deliver prescribed educational outcomes. Action Required | Who | Costs | When | Expected Outcomes (Success Criteria) | Actual Outcomes | 1. Review asset register & property plan to improve accuracy of future budgets. | Principal BOT Finance & Property Committees | $500 | Term 3 | · Asset Register is up-to-date · Property Plan is up-to-date · Information gained is used to inform 2010 budget | | 2. To increase revenue through a variety of fundraising avenues (Re-establish ‘Fundraising Committee’ to include parents from all Ropu, utilise ‘community grant’ avenues more thoroughly). | Principal | Nil | Term 1+ | · Fundraising Committee established · Ongoing applications for community grants made | | 3. Provide incentives to improve parent contributions through donations. | Principal | Nil | Term 1+ | · Percentage of contributions from parent donations is greater than in 2008 | | 4. Explore the advantage of becoming a special character school on funding – apply if worthwhile. | Principal | $? | Term 2+ | · The benefits of becoming a special character school explored | | 5. Explore possibility of a decile review – apply if worthwhile. | Principal | Nil | Term 3 | · The possibility of a decile review explored | |
| RICHMOND ROAD SCHOOL - TARGETS 2009 NUMERACY ACHIEVEMENT TARGETS - (band includes national levels of achievement in red) - Year 1 – 80-84% of students will achieve at or above Stage 2 in numeracy (knowledge & strategy)
- Year 2 – 73-80% of students will achieve at or above Stage 4 in numeracy (knowledge & strategy)
- Year 3 – 80-93% of students will achieve at or above Stage 4 in numeracy (knowledge & strategy)
| |
BASELINE DATA - 2008 Year 1 – 63% (Knowledge) and69% (Strategy) Year 2 – 43% (Knowledge) and29% (Strategy) Year 3 – 93% (Knowledge) and93% (Strategy) | ANALYSIS OF VARIANCE – MID YEAR 2009 Year 1 – __% (Knowledge) and __% (Strategy) Year 2 – __% (Knowledge) and __% (Strategy) Year 3 – __% (Knowledge) and __% (Strategy) | ANALYSIS OF VARIANCE – END OF YEAR 2009 Year 1 – __%(Knowledge) and __%(Strategy) Year 2 – __%(Knowledge) and __%(Strategy) Year 3 – __%(Knowledge) and __%(Strategy) | Assessment Tools: Student Profile (I Can) Sheets, GLOSS (Term 4) and IKAN (Knowledge) as needed | ACTION PLAN: | Who | Costs | When | Expected Outcome | 1. Introduce ‘Monitoring Meetings’ for numeracy at the Ropu level | Prinicpal Ropu Leaders | Nil | Every term | Teachers use this time to discuss children who are ‘at risk’ or ‘of concern’ of not achieving, and share ideas / strategies about how to further improve programmes for them. | 2. Strengthen programme evaluations | Deputy Principal Teachers | Nil | Every term | Teachers use achievement information effectively to evaluate the quality of their programme, and to inform future planning so programmes meet children’s needs | 3. Strengthen ‘reporting to parents’ processes | Deputy Principal Teachers | Nil | Every term | Parents have the necessary information to be able to support their child | 4. To provide in-service support for all new teachers, and teachers in Years 1 & 2. | Tutor Teacher Lead Teacher Team Leader | Nil | All Year Term 2-3 All Year | New teachers are inducted into the process of teaching numeracy. Teachers have easy access to professional support and resources | 5. To review the quality of numeracy programmes in the Junior School | Principal Deputy Principal Lead Teacher | Nil | Term 2 | Information from this review, along with mid-year achievement information, will be used to inform next steps | | | | | | | | | |
|
Ċ ď Stephanie Anich, 22 Aug 2011 21:05 Ċ ď Stephanie Anich, 30 Oct 2011 19:21 Ċ ď Stephanie Anich, 1 Sep 2011 11:03 Ċ ď Stephanie Anich, 1 Sep 2011 10:56
|
