whangaia ka tupu ka puawai that which is nurtured blossoms … · 2019-05-19 · ngakonui valley...

Ngakonui Valley Charter 2019

Our Vision “If you are working on something that excites you and you really care about, you don’t have to be pushed- the vision

pulls you.” Steve Jobs

Whangaia ka tupu ka Puawai That which is nurtured Blossoms and Grows

Our Values

“Values are like fingerprints. Nobody’s are the same, but you leave them all over everything you do.”

Elvis Presley

We REAP what we Sow Respect and Responsibility

Effort towards Excellence

Achieve with Attitude

Participate to persevere

Our Whakatauki Noo wenei pakiakaka tupu e rakau kaha “From these roots do strong trees grow”

Our Pedagogy “Education is the most powerful weapon which you can use to change the world.” Nelson Mandela

Our School Philosophy Our Health and Wellbeing Our 3 Pillars

Simon Sinek- Start with Why James Nottingham- Learning Pit Analogy and “Feed back Heaven” John Hattie- 8 Mind Frames and “Know Thy Impact” Carol Dweck- Growth Mindset Sir Ken Robinson- Creativity Nathan Wallis- Action Learning Guy Claxton- Our Guiding Principles- The 8s Cs, NVS BFG Matrix, NVS Way

Te Whare tapa wha- Mason Druie Te Taha Hinegaro- mental well being Te Taha Wairua- Spiritual well being Te Taha tinana- physical well being Te Taha whanau- family well being Abraham Maslow-

The NVS Thinker The NVS Learner The NVS Citizen The Guiding Principles- Buddy Mindsets NVS Graduate- NVS BFG Buddy REAP Values

Our Strategic Goals 2019- 2021

“Vision is a destination- a fixed point to which we focus all our efforts.

Strategy is a route, an adaptable path to get us where we want to go.”

Simon Sinek

Strategic Goal 1 Nurture and Grow Our learners

Strategic Goal 2 Nurture and Grow our Learning relationships

Strategic Goal 3 Nurture and Grow Our Learning Environment

Learners will have the competencies (knowledge attitudes and skills) to become lifelong learners We are committed to;

v Ako- being a community of learners

v Achieving personal excellence through high expectations and resilience

v Providing engaging and holistic quality teaching and learning.

We will: By the end of 2020 our students will be better able to manage their learning. Knowing where they are and what they need to do next and where they need to be. (A4L strategies, visible learning) Through NVS: Providing authentic engaging and diverse learning opportunities based in visible learning pedagogy and practice. This will be evidenced by: 100% of our students leading learning conversations at Parent interviews and when conferencing with teachers 100% of teachers consistently incorporating A4L strategies and e learning tools into core focus areas and demonstrating these practices from planning through to evaluations, acknowledging visible learning pedagogy.

Relationships will support learners to value their own identity and that of others and understand their role as a thinker, learner and citizen. We are committed to:

v Whanaungatanga- belonging v Wanaga- communication v Taangata- citizenship v Whakaaro-thinking v Akoranga- Learning

We will: By the end of 2020 NVS will have established connections and enhanced relationships with whanau, the community and other educational providers. Leading to: Learning that is more relevant to students and expertise within the community being utilized. This will be evidenced by: Authentic learning experiences with our Waihanga and passion projects; with strong connections to our community.

21st century learning environments that are reflective of our heritage and location and will facilitate new learning opportunities and experiences. We are committed to:

v Providing future focused curriculum that encourages learners to explore their world.

v Improving access to technologies in order to engage learners and enable connections to be made.

v Creating learning spaces and developing teacher practices that are reflective of best evidenced approaches.

We will: By the end of 2020 NVS will have embedded a personalized school curriculum that is based on visible learning pedagogy, which will be reflected in physical environments and practices and includes blended e learning approaches. Leading to: Students developing skills and competencies to contribute to their world. This will be evidenced by: Growing our school financially, physically, pedagogically and academically- always maintaining our uniqueness and ties to the community and our vision.

Our Strategic Goals 2018-2020

Strategic Goal One Nurture and Grow Our learners

Strategic Goal One 2017-2020

Initiatives 2018 2019 2020 Other indicators

Learners will have the competencies (knowledge attitudes and skills) to become lifelong learners We are committed to:

v Ako- being a community of learners

v Achieving personal excellence through high expectations and resilience

v Providing engaging and holistic quality teaching and learning.

We will: By the end of 2020 our students will be better able to manage their learning. Knowing where they are and what they need to do next and where they need to be. Through NVS: Providing authentic engaging and diverse learning opportunities based in visible learning pedagogy and practice. This will be evidenced by: 100% of our students leading learning conversations at Parent interviews and when conferencing with teachers

1.1 Assessment 4 learning is unpacked and professional learning for staff provided. Learning becomes visible and students develop the abilities to co construct next learning steps.

Build upon A4L by embedding visible learning across all core-learning areas with a focus on writing and spelling. Continue with mindsets being referred to and progressions. Constant references to be made to NVS progressions, mindsets, learning pit, and learning process.

Visible learning practice embedded with all teachers. NVS BFG is referred to in planning and with the children. Use Connected Consultants to help developthe BFG

Pedagogy is well embedded into NVS way and the teachers are confidently using the strategies. Induction of new staff in use of A4L strategies continues Digital progressions are being used regularly part of teachers tools.

Ø Dylan Williams workshop 2018

Ø Pedagogy to continue Ø Introduce writing learning journeys Ø NVS WAY Ø NVS BFG Ø Spelling progressions Ø Digital technology progressions

1.2 Assessment tools reviewed and data analyzed at school, team, class and individual level. Excel database used to better track student achievement. Data feedback into Teachers’ planning.

Continue framework for analysis of data. All excel sheets set up and comparison data shared at school and BOT level. Application to use PACT tool to assist with writing moderation.

Consolidate analysis of data. Continue feeding back into the class. Orchestrate and evaluate all assessment tools. Making particular note of the Prime maths and tools to help support the using or prime

Reviewing of tools

Ø Pact tool – Writing Ø Assessment Capable teachers

pyramid (or BLT) Ø Review assessment tools Ø Expectations written

1.3 Review of Target programme making sure that it is evidence based and responsive to changing needs of our pupils.

Programme reviewed and developed to meet student needs. Focus remains on writing target students. Te Toi Tupu to support teachers in Reflective chats around target children. Data analysed monthly and feedback into the programme. Maori children, especially target, are tracked closely

Regular review and developed to meet student needs. Continue with the surface features target programme. Continue with ALL programme to support our target children

PLD continues Application for ALIM programme Reading recovery set up in the school

Ø Te Toi Tupu- part of MOE PLD funding until 2018.

Ø Reading recovery training for2018/ 2019

Ø A4L strategies to continue Ø Apply for ALiL Ø Apply AliMØ Trial Buddy excel group in writing

and mathsØ Maori Achievement planØ Unpack culturally responsive at

NVS- what looks/ sounds/ feels like

1.4 Regular class boschers to continue develop and be used for teacher as inquiry practice with on going self-review, goals and next steps. Student voice to be optimized.

Establish peer coaching and a framework for using growth model and seek student voice regularly and deliberately. Focus areas will be targeted eg writing, spelling, inquiry.

Peer coaching embedded Continue seeking student voice. Use coaching language to support class boschers

Mentor continues to be used for senior leader team.

Ø Coaching PLD to be sourced for senior leadership team

Ø Mentor sourced for senior leadership team

1.5 Professional learning culture deepened to be proactive in meeting student needs. Teaching as inquiry and A4L underpins the ethos behind ongoing self-review.

Personal inquiries based on teacher as inquiry framework and evidenced based through appraisal. Money to be made available to support individual focus.

Collaborative inquiry continues around Maths. Arinui to support online e portfolios for teaching staff. Mid term break for WPA and road trip to Hamilton.

Road trips continue to be good use of teacher inquiry and reflections/ PLD WPA and Core breakfast All PLD supports our school WHY.

Ø Teacher Only Day continue Ø Road trip continues Ø Conference- principal Ø WPA Days Ø Core breakfast workshops Ø Using data to plan PLD

1.6 Community of Learning action plan implemented to raise achievement of learners and provide opportunity for professional networking and collaborating.

Participate in a community of learning: to be adaptive and responsive to the changing educational landscape and which develops professional network of learners.



Ø COL beginning Term 4 2017

Strategic Goal Two Nurture and Grow Our Learning Relationships

Strategic Goal Two 2017-2020


Relationships will support learners to value their own identity and that of others and understand their role as a thinker, learner and citizen. We are committed to:

v Whanaungatanga- belonging

v Wanaga- communication

v Taangata- citizenship v Whakaaro-thinking v Akoranga- Learning

We will: By the end of 2020 NVS will have established connections and enhanced relationships with whanau, the community and other educational providers. Leading to: Learning that is more relevant to students and expertise within the community being utilized. This will be evidenced by: Authentic learning experiences with our Waihanga and passion projects; with strong community connections.

2.1 Establish connections between local iwi and the school connections also with kohanga at the Marae and our local Marae.

Cultural diversity leader will investigate how connection can be made.

Whaea Chubby to help support our Marae Noho Also, to employ a male kapa haka tutor for the senior school

To have a strong connection with our Marae and to be part of the festivals held locally and in Hamilton or Taupo.

Ø Tuwharetoa festival Ø Te Reo speeches Ø Elite Kapa haka Ø Marae noho Ø Powhiri beginning of the year Ø Kohanga Reo ties

2.2 Reflect cultural diversity in our NVS Way and offer all students the opportunity to acquire knowledge of Tikanga Maori

Houses set up with connections to the areas. Signs in Te Reo and school values. Celebrate language weeks

Set up House afternoon Friday and House polo shirts organize Also talk to Cathy about sculptures for house icons

Houses are well established in the school. Continue focusing on how best to represent our houses and the area.

Ø Cartoon house characters on our posters Ø Learning posters displayed around the

school Ø Winning house to have celebration end of

term Ø Change end of term play time Ø Wow weeks focus on the community/ area Ø Embedding karakia into morning/ lunch/

end of day- REAP assembly.

2.3 Explore use of parent portal within e tap to improve communication, links found on new school website

PLD for teachers in use of portal: Portal set up School website becomes base for information

Review use of portal for our context with a view to establish an online parent access supported by education for parents in use. School website continues to be updated and added too.

Portal is being used by our parents they find it a good source of information. Teachers are beginning to use it more regularly and with confidence. School has investigated an app for our parents to use along with the portal.

2.4 Continue to developing a transition to school programme and establish connections with ECEs

Continuing establishing connections with local preschools Te Whariki unpacked with the junior school Welcome to school packs updated Explore transition to High schools

Schedule visits to ECE, explore alignment to Te Whariki. Continue adding to our pre-enrolment list Hold PM afternoon tea with year 8s. SY to contact HS with what else we could do.

Preschool programme continues to grow at NVS Transition class set up in either Taringamotu room or Library.

Ø Cohort policy Ø Waihanga aligned with Te Whariki Ø Open evenings and open Kowhai class Ø Junior teachers to maintain contact with

the preschools Ø Senior teachers to contact High school Ø Acorns programme updated Ø SY to contact and join ECE group if can

NOTE- Our BFG- Graduate profile – being updated in 2019 to align with our digital curriculum.

Strategic Goal Three Nurture and Grow Our Learning Environments

Strategic Goal Three 2018-2020


21st century learning environments that are reflective of our heritage and location and will facilitate new learning opportunities and experiences. We are committed to:

v Providing future focused curriculum that encourages learners to explore their world.

v Improving access to technologies in order to engage learners and enable connections to be made.

v Creating learning spaces and developing teacher practices that are reflective of best evidenced approaches.

We will: By the end of 2020 NVS will have embedded a personalized school curriculum that is based on visible learning pedagogy, which will be reflected in physical environments and practices and includes blended e learning approaches. Leading to: Students developing skills and competencies to contribute to their world. This will be evidenced by: Growing our school financially, physically, pedagogically and academically- always maintaining our uniqueness and ties to the community and our vision.

3.1 Staff develops inquiry learning linked to NVS Way curriculum around authentic learning in our unique setting. Tools for thinking and learning introduced to help development of a critical thinker.

Unpack NVS thinker through de bono hats, blooms and solo- evident throughout the school. Develop personal curriculum with 3 inquiries per year, and WOW weeks woven in each term.

NVS thinker- hats, blooms, solo, back pack of tools, are evidenced in planning. Personalized school curriculum reviewed and adapted ensuring they are action based. Connected consultants to help drive this.

Ø Visit wellington school for inquiry

Ø James Anderson and Andrew Fuller and Kath Murdoch PLD

Ø Learning posters around the school (similar to Lemington)

Ø

3.2 Work with consultant to develop 10 year property plan that is reflective of our vision and is future focused. Ensure 5YA projects are undertaken and maintenance programme developed to ensure buildings are well maintained on a scheduled basis

5YA projects underway -Kowhai/ Kahikatea -Decking -Hot water in the cleaners room -Heat pump in Ruapehu Room Gate and Fence for ORRS

Undertake 5YA review top up for growing roll. 10YRPP to be done by 1/7 Identify and use new modernizing fund for the school. Continue with 5 YA projects

Ø School pool- pump Ø Sandpit- shading

and sand Ø Playground- matting

needed Ø Fitness track to be

built Ø Recycling area

3.3 Waihanga and passion projects are learning opportunities guided by the principles from NZC and Te Whariki

Waihanga developed and linked to NVS Way and Te Whariki

Continue to develop Waihanga time Jodie to receive PLD from Longworth Education

Ø Visit to ECEs Ø Invite ECE teachers

for staff meeting Ø Pedagogy continues Ø Visits

3.4 Develop e learning plan and review annually and adapt to meet changing technologies

Introduce computer science and investigate google docs. School website to develop with links to portal.

Use Jordan’s expertise in training us in goggle docs and introducing new apps. Plus, SAMAR model for e learning New digital expectation/ implementation plan to be set by end of year. NVS Way- begin to add to goggle docs.

Ø Parent portal Ø New website Ø Computer science

introduce Ø Introduce new

digital curriculum Ø Update technology Ø SAMAR model Ø Update IT assets Ø PLD for technology/

goggle docs.

3.5 Funding is maintained and the school is vigilant with the money making sure it is well managed and used in the correct areas for what is best for the school and the children.

Livestock policy, new accountant and vigilance used with the school resources. School roll maintained at 145-151. Fundraisers continued to top up gaps. PTA growth continues with wish list

Continue with close eye on finances and livestock. School roll continues to be stable with open evenings PTA continues

Ø Mid and end of year reviews

Ø Livestock regular check ins

3.6 Keep the uniqueness of our school- our history and our location.

Develop a school song and schedule events that include family and whanau. Review Pet day and organization

Continue to develop connections with our families- review what we do and adapt.

Ø 2019 centenary Ø eotc camps Ø folders- events/

expectations and behaviour

3.7 A personalized school curriculum plan- NVS Way- is developed based on the vision, values and guiding principles

Teachers trial the localized curriculum plan and feedback gained from all students

Leaders to review plan to ensure it is inclusive and meets our uniqueness. Implementation plans are developed in all areas. NVS Way Tweaked and reviewed. School Purpose plan added to docs. BFG profile developed

Ø Progressions- spelling

Ø Tweak progressions Ø Mindsets embedded Ø Goal setting across

the school Ø Hyperlinks on NVS

Way Ø Feedback on NVS

Way Ø Feedback on NVS

BFG Ø Feedback on NVS

BLT Ø T sticks updated Ø Expectations

documents tweaked

OUR Hedgehog Concept/ Our Why

What are we passionate about at NVS? (Our Crusade)

Delivering an education that would be on par with the top schools in any city across NZ. Just because we are in Taumarunui does not mean we deliver an average education. We want the absolute best for our children. And we will work hard to ensure it is of a high standard, pedagogically driven and always with the child at the heart of what we do.

What can we be the best in the world at? NVS will focus on putting the child in the driving seat of their education. Using A4L strategies and the pedagogy behind it.e want to be known as a visible learning school. What drives our economic engine? (Why the parents will come) High standards, values driven, excellent behaviour, country atmosphere.

Our Annual Plan Goals 2019

Ngakonui Valley Annual Plan 2019

Strategic Goal One Nurture and Grow Our learners

Initiative Actions Who To be Completed

by Indicators of success

Status delivery

Assessment 4 learning is unpacked and professional learning for staff provided. Learning becomes visible and students develop the abilities to co construct next learning steps.

Visible learning practice embedded with all teachers. NVS BFG is referred to in planning and with the children. Use Connected Consultants to help develop the BFG

Scott Maria Morgan Andy

December 2019 • Document developed of the BFG

• BFG is found displayed in the classrooms

Assessment tools reviewed and data analyzed at school, team, class and individual level. Excel database used to better track student achievement. Data feedback into Teachers’ planning.

Consolidate analysis of data. Continue feeding back into the class. Orchestrate and evaluate all assessment tools. Making particular note of the Prime maths and tools to help support the using or prime

Maria Scott Teachers Morgan Maria

December 2019 • Prime maths is embedded in the school

• Being used in the classroom

• Pukawa state of Nation reflect on tools used

• Regular staff meetings on data and whole school analysis

Review of Target programme making sure that it is evidence based and responsive to changing needs of our pupils.

Regular review and developed to meet student needs. Continue with the surface features target programme. Continue with ALL programme to support our target children

Senior leaders Scott

December 2019 • Regular monthly chats on target children using the visual boards

• Target data shared regularly

• Scott to attend ALL programme and work with Alison crooks

• 1.5 years accelerated progress has been made in our target programme

Regular class boschers to continue develop and be used for teacher as inquiry practice with on going self-review, goals and next steps. Student voice to be optimized

Peer coaching embedded Continue seeking student voice. Use coaching language to support class boschers

Maria Scott

December • Maria to attend coaching workshop number 2

• Coaching questions to be written on end of boschers

• All appraisal and check in will be coaching conversations

Professional learning culture deepened to be proactive in meeting student needs. Teaching as inquiry and A4L underpins the ethos behind ongoing self-review.

Collaborative inquiry continues around Maths. Arinui to support online e portfolios for teaching staff. Mid term break for WPA and road trip to Hamilton.

Morgan/ Maria Maria Maria

December • To continue recording thoughts into scrapbook on our progress in maths

• Maths to be mentioned and checked in regularly at staff meetings

• Arinui to be used for portfolio and reflections

• WPA go and see James Anderson.

• Visits to schools for Digital technology

Community of Learning action plan implemented to raise achievement of learners and provide opportunity for professional networking and collaborating.


Maria


Strategic Goal Two Nurture and Grow Our Learning Relationships



Status delivery

2.1 Establish connections between local iwi and the school connections also with kohanga at the Marae and our local Marae.

Whaea Chubby to help support our Marae Noho Also, to employ a male kapa haka tutor for the senior school

Natalie Natalie Whaea Chubby

March 2019 February 2019 Begin March

Well attended Marae Noho Powhiri held at the Marae for our school with Year 3 and 4 welcoming us on Attendance at Tuwharetoa Festival and The Hui in Town Centenary presentation Teachers using more Te Reo around the school Elite Kapa haka group set up.

2.2 Reflect cultural diversity in our NVS Way and offer all students the opportunity to acquire knowledge of Tikanga Maori

Set up House afternoon Friday House polo shirts organize Also talk to Cathy about sculptures for house icons

All teachers Midge Kevin and Liz- uniform suppliers Cathy

Term 1 2019 March 2019 Term 3 2019

2.3 Explore use of parent portal within e tap to improve communication, links found on new school website

Review use of portal for our context with a view to establish an online parent access supported by education for parents in use. School website continues to be updated and added too.

Mr T Cathy All teachers Teresa Maria Mr T

Term 2 2019 March 2019

* Looking at Linc Ed- use this SMS for our parents’ app/ online reporting/ finance too a lot happier teachers using the SMS more effectively updated photos for our cards and class pages on website.

2.4 Continue to developing a transition to school programme and establish connections with ECEs

Schedule visits to ECE, explore alignment to Te Whariki. Continue adding to our pre-enrolment list Hold PM afternoon tea with year 8s. SY to contact HS with what else we could do.

Jodie Jodie Maria Scott High School Maria

Twice a Term Ongoing December 2019

Continue with our links to the preschools and visiting them. Look at ways to sustain our roll for further years Send invites out to link our Year 9 with our Year 8s. To provide a platform to feel confident about high school


Strategic Goal Three Nurture and Grow Our Learning Environments



Status delivery

3.1 Staff develops inquiry learning linked to NVS Way curriculum around authentic learning in our unique setting. Tools for thinking and learning introduced to help development of a critical thinker.

NVS thinker- hats, blooms, solo, back pack of tools, are evidenced in planning. Personalized school curriculum reviewed and adapted ensuring they are action based. Connected consultants to help drive this.

Jordan MR T Scott Maria All teachers to help embed it into our school Andy- Connected Consultants.

December 2019 Check in points end of each term

Organise and plan long term the new digital curriculum and how it will look at NVS Apply for PLD Work with Andy from connected learning to help with our curriculum. To have a curriculum on our google drive along with the school T stick of documents To transfer our documents to google drive

3.2 Work with consultant to develop 10 year property plan that is reflective of our vision and is future focused. Ensure 5YA projects are undertaken and maintenance programme developed to ensure buildings are well maintained on a scheduled basis

Undertake 5YA review top up for growing roll. 10YRPP to be done by 1/7 Identify and use new modernizing fund for the school. Continue with 5 YA projects Gardens up keep in time for centenary

Education services will do our 10 YPP Work with TTPM to complete the verandah and hot water systems Chase up the surface grip with MOE Dave/ Jacki

Term 1 – end 2019 March 2019 March 2019

10 YRPP is completed- perhaps with the new board’s help staff are consulted on new projects around the school

3.3 Waihanga and passion projects are learning opportunities guided by the principles from NZC and Te Whariki

Continue to develop Waihanga time Jodie to receive PLD from Longworth Education To see what level 1 of digital curriculum needs to embed

Jodie December 2019 We have embedded Waihanga into a consistent timetable at NVS The digital curriculum in level 1 has been unpacked with the staff

3.4 Develop e learning plan and review annually and adapt to meet changing technologies

Use Jordan’s expertise in training us in goggle docs and introducing new apps. Plus, SAMAR model for e learning New digital expectation/ implementation plan to be set by end of year. NVS Way- begin to add to goggle docs.

Jodie Scott Mr T Maria End of term 1 to develop expectations around use of digital and goggle docs.

December 2019 Regular check ins at end of term and during the term to see if we are on track

3.5 Funding is maintained and the school is vigilant with the money making sure it is well managed and used in the correct areas for what is best for the school and the children.

Continue with close eye on finances and livestock. School roll continues to be stable with open evenings PTA continues

Maria/ Cathy Maria/ Scott/ Jodie

3.6 Keep the uniqueness of our school- our history and our location.

Continue to develop connections with our families- review what we do and adapt. Develop a Leadership Programme for our year 7-8- include badges and links to all parts of the curriculum

3.7 A personalized school curriculum plan- NVS Way- is developed based on the vision, values and guiding principles

Leaders to review plan to ensure it is inclusive and meets our uniqueness. Implementation plans are developed in all areas. NVS Way Tweaked and reviewed. School Purpose plan added to docs. BFG profile developed

What Makes us Unique at NVS- Images that Make NVS!

N

VS

Thin

ker

These three koru depict our 3 pillars of our school- The NVS thinker, NVS learner, The NVS citizen.

“Whangaia ka tupu ka puawai” “That which is nurtured blossoms and grows.”

School Purpose Statement

Ngakonui Valley School’s educative purpose is to: • Cause learning • Serve each learner

Developing each learner holistically is critical in creating curious learners who think and relate well to others. There are three pillars at NVS that are important for individuals to acquire during their NVS years: The NVS Thinker, Learner and Citizen. How do we Cause Learning?

• High expectations of success • Desire to achieve success • Assessment capable learners • Shared Language of learning • Learning dispositions – Buddy Mindsets, BFG, NVS Values • Learning processes – Learning Pit, NVS Progressions, NVS Quest • Strong personal connections

How do we Serve Each Learner?

• Learning is visible • Teachers and School Leaders are inspired and passionate • Teachers and School Leaders are fundamentally evaluators of their practice – Know Thy Impact • Teachers and School Leaders see learning through the eyes of their students • Teachers and School Leaders have Visible Learning mindframes – John Hattie’s 10 Mindframes

What are Our BIG 5 Focus Areas?

1. To see all students and teachers use the learning pit as part of their learning journey at NVS 2. To see all students and teachers embedding learning strategies, Buddy Mindsets and the NVS Process in their

learning 3. To be a NVS visible learner 4. To use Waihanga and Quest as part of our learning journey at NVS. 5. To be great citizens- to help all our students grow socially, emotionally and spiritually.

Our school purpose statement- found on all implementation documents and NVS Expectations.

Our Achievement Objectives 2019 Our Raising Writing especially surface features with Target Children 2019

Our Capp Plan for Raising Progress

Our Target Number 2 2019- Raising Reading Achievement in Year 3

Target Number 3 2019- Raising Student Achievement in Maths- year 7 and 8

Analysis of variance- 2018 Results – How we got on!

Our Reading OTJ Results Comparisons 2018 with other years....

Our Writing Results 2018 Compared to other years....

Our Maths Comparison 2018 Compared to other years...

Target Children Programme Results 2018

Our Year group Progress and results

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Year 7

Year 8

Overall Our strengths.... • Our Target programme and diaries...very in-depth and very reflective • Our reflective nature at the school • Our consistency and how we make sure we are all on the same page • Our excel data sheets that we made to align with our assessments • Our progressions in the school • Our children are progressing! • Our senior leadership team in constant reflection and tweaking and raising of the bar.

Overall Our Improvements.... • Need to focus on Maths collaborative inquiry 2019 • Introduce Prime maths to help raise the achievement levels and to plug the gaps. • With new staff 2019 making sure our vision and mission is understood • To continually work at how to engage our Maori boys • To develop our BFG so that we can use this in the classroom.

Our NVS Data expectation grid that help us analyse our data and use to work our 1.5 years accelerated progress.

Planned Actions at NVS for 2019

HOW WE PLAN TO IMPROVE TEACHING & LEARNING, IMPROVE ACHIEVEMENT AND

MEET OUR TARGETS -

Current research informs us that there are a number of ways to improve student achievement. In 2019 using research to guide Ngakonui Valley School, we will focus on these key areas:

� TEACHER STUDENT RELATIONSHIPS

This has a major influence on the achievement of each child and is therefore a focus for Restorative Practise at NVS. This demand building relationships with the student, respecting what the child brings to the class (from home, culture, peers), and allowing the experiences of the child to be recognised in the classroom. Building relationships with the child requires that the teacher listen, be empathetic and caring, and have a positive regard for others, showing that they value each cultural perspective within the class. EFFECT SIZE - 0.72

� PROFESSIONAL LEARNING AND DEVELOPMENT

Focusing professional learning on key areas as identified in the AV 2017/2018. Ensuring the outcomes of all professional learning concentrates on the impact on student achievement, rather than the change in teachers (at times these cannot be separated). This is illustrated in the focus of our TEACHER ACTION INQUIRIES and INSTRUCTIONAL ROUNDS where the focus is on WHAT IMPACT WILL THIS HAVE ON STUDENT ACHIEVEMENT. The focus is on improving practice, not proving it. KNOW THY IMPACT! EFFECT SIZE - 0.62

� FORMATIVE ASSESSMENT PRACTICES (FEEDBACK)

Feedback is one of the most powerful influences on achievement. At NVS the primary purpose of assessment is to improve students’ learning and teachers’ teaching as both student and teacher respond to the information that it provides. Effective assessment practices:

BENEFITS STUDENTS 1. What am I learning? INVOLVES STUDENTS and enables students to answer the following questions: 2. Why am I learning this? SUPPORTS TEACHING AND LEARNING GOALS 3. How do I know I have achieved this? ARE PLANNED AND COMMUNICATED 4. I can show you this by... ARE SUITED TO THE PURPOSE 5. My next steps in learning are... ARE VALID AND FAIR

EFFECT SIZE - 0.73

� PROVIDING FORMATIVE EVALUATION OF PROGRAMMES Evaluating teacher programs through different methods of assessment so that teachers can ask the questions:

- How are my students going in achieving the WALTs and SC I have set for them? - Where to next for my students?

In developing a Teacher Action Inquiry , teachers will contribute to their online reflective portfolio alongside their “critical friends” (Team). They will evaluate and highlight snapshots/evidence of learning which informs teaching and learning and improves student outcomes with a close tracking of priority target groups. EFFECT SIZE - 0.90

These teaching strategies apply across all curriculum area as they are identified as best practice.

Hattie, J. (2009). Visible Learning. A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.

MAORI ACHIEVEMENT (111 STUDENTS) - from NOVEMBER Data 2018

For teachers of our Maori students particular attention must be given to BUILDING POSITIVE RELATIONSHIPS WITH STUDENTS. Tataiako (Cultural Competencies for Teachers of Maori Students) alongside Ka Hikitia (Managing for Success) emphasise the importance of teacher-learner relationships ensuring that teachers relate with and engage Maori learners, their whanau and iwi.

“Evidence shows that high-quality teaching is the most important influence the education system can have on high-quality outcomes for students with diverse learning needs. Evidence also shows that effective teaching and learning depends on the relationship between teachers and students and students’ active engagement” (Ministry of Education, 2011, TATAIAKO).

One focus at NVS for 2019 will be the embedding of our Maori Student Achievement Plan along with using our Tataiako Rubrics and backward mapping

tool aligned to performance management.

Inclusive Education at Ngakonui Valley School

For teachers at NVS, students are central to all decisions made that enhance full participation and achievement of ALL. Planning and reporting frameworks at a school, Team and class level will embed outcomes for learners with special education needs as one of the four priority groups at NVS. The provision of support to learners with special education needs at NVS is centered around Success for All - Every School, Every Child. This will focus on enhancing the presence, participation, learning and achievement of learners with special education needs through:

1. Welcoming learners with special educational needs into our school. 2. Programmes in place for individual/groups of learners with special education needs. 3. Providing professional learning for BOT, Leadership Team and teachers regarding the inclusion of teaching and

learning for learners with special education needs.

PROFESSIONAL LEARNING 2019

Guided by the Analysis of Variance in March 2016, the focus for Professional Learning in 2016 will be:

• To enhance teacher knowledge and pedagogy in collaboratively co - teaching. • To enhance formative assessment practices. • To enhance student engagement through the implementation of Restorative Practices and

the HPM drivers of 21st Century Learning Environments, Learner Agency and Cognitive challenge.

• To use high quality Assessment Data to improve teaching and learning. Professional Learning will be underpinned by our NVS Job Descriptions which bring together THE REGISTERED TEACHER CRITERIA and PROFESSIONAL STANDARDS. Performance Management will focus on improving teacher competency through Teacher Action Inquiry. The focus for the inquiry is based on student needs identified by high quality data highlighting a shift in teacher pedagogy and practice and a great importance will be attached to accelerating the impact on student achievement Eg.

Where are the students at? What needs do they have? What needs do I have to improve my practice? What impact do I expect my teaching to have on student achievement in my class?

Financial Commitment 2019

Guided by the Analysis of Variance in March 2018, the financial commitment to Professional Learning in 2019 will be: - Aligned to collaborative co teaching and the associated coaching and mentoring in the is area. - All SPD aligned to needs in Strategic goals listed in 2019 Charter and / or identified through TAI. - Release for teachers to observe, appraise and inquire into their TAI (Teacher Action Inquiry). - Resources purchased aligned to TAI and school wide goals.

whangaia ka tupu ka puawai that which is nurtured blossoms … · 2019-05-19 · ngakonui valley...

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