Charter 2016

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INTRODUCTION
He waotu tahi na rakau. Tall bush that stands alone. When Taupo erupted in 186 AD a hill prevented the ash cloud from destroying an area of bush and it is from this that
our area got its name.
Rongowhitiao Arekatera Te Wera a Te Puni, A Waotu Maori chief, wanted to do something for children in the district so he applied to the Inspector General of Schools to
open a native school at Te Waotu. After site visits, the present location was chosen because of its centrality and also because it had the largest Maori population due to the
milling of timber. In November 1886 Te Waotu Native School opened with a roll of 31 children with all but one being of Maori decent. Clara Haszard was the first teacher
of the school. The house system we have recognises our past links with Rongowhitiao, Haszard, Barnett and Simmonds.
Te Waotu is a school that prides itself on its long history. Our school is an important part of our rural community and as such we are well supported. The surrounding area
offers plenty. The local agricultural scene is complemented by natural and recreational features such as native bush, the Waikato River trails, Lake Arapuni, Waikato river
and Maungatautari.
We cater for students up to Year 8 and over recent years have had a school roll that lies somewhere between 120-130 students, and employing 6 teachers. Our school roll
includes students of NZ European, Maori, British/Irish, Cook Island Maori, Filipino and Indian ethnicities. We have a skilled and stable Board of Trustees who take a very
proactive role in the governance of our school. With a unique local environment surrounding us we take pride in our enviroschools status.
VISION What we aspire to
To be a confident and resilient lifelong learner.
MISSION How will we achieve this?
Through thinking and inquiry.
By providing authentic learning opportunities.
By fostering confident, reflective learners who work for a sustainable environment.
By providing learning experiences that emphasise basic numeracy and literacy skills.
By developing programmes and an environment that builds the Key Competencies.
VALUES We believe in
Respect, responsibility, honesty, leadership, independence, humour, creativity, teamwork, motivation, environmental awareness

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CULTURAL DIVERSITY
We will endeavour to incorporate te reo and tikanga at Te Waotu School by:
Acknowledging the history of the school and those who have gone before us.
Providing opportunities for all students to connect with Pikitu Marae and participate in local cultural events.
Considering Maori protocol when meeting, welcoming or fare welling visitors to the school.
Consulting and involving whanau in strategic planning.
Developing te reo programmes across the school.
Providing professional learning for teachers.
The board will take every opportunity to acknowledge and consult with Maori through:
Possible representation on the Board of Trustees.
School reporting on Maori achievement.
Community surveys.
If a parent request a higher level of te reo Maori and tikanga Maori the staff and family will explore opportunities that may include one or more of the following:
Dual enrolment with the correspondence school.
Accessing Maori language resources or computer programmes.
Using local people who are willing to assist or who have the expertise.
Seeking support for the teacher and/or whanau from the local Kura Kaupapa.
Consultation with other schools that offer greater levels of Maori medium education.
Consultation with external Maori advisors for guidance and support.
On-going professional development for teachers.

GRADUATE PROFILE

This is something we will need to develop

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STRATEGIC GOALS FOR 2016-2018

Goal 1: Organisational capability
We have systems and procedures that allow us to function efficiently and provide autonomy to staff
Performance indicators:
Policies and procedures that reflect the character of the school.
The vision, mission and values reflect the current educational landscape and the thinking of our community.
The school curriculum provides breadth and depth of curriculum coverage, is future orientated and reflects best practice.
Our IT infrastructure will allow us to grow with future demands.
New Board of Trustee members are inducted and have access to relevant professional development opportunities.
The school regularly undertakes self-review and acts upon findings to improve.
Teachers are able to efficiently use musac edge for organisational and learning tasks.
Future focused property plan is developed that enhances the school environment.
Goal 2: Instructional capability
We use approaches that facilitate learning and positively impact student achievement
Performance indicators:
Best practice is evident in all classes, across all curriculum areas. This includes:
a. Physical learning environments
b. Facilitating learning and student agency
c. Information communication technology
d. Boys education
e. Cultural diversity
Students that require additional learning support are identified and plans created to improve learning outcomes for them.
Teachers are familiar with National Standards and are able to make reliable and informed teacher judgments.
Assessments are conducted, they are analysed and data is used to inform class programmes.
Annual curriculum targets are set that reflect the achievement priorities of our school.
Goal 3: Connecting with parents, family and whanau
We welcome and support all people associated with our school
Performance indicators:
Our transition to school programme supports both students and their parents.
Relationships are established and fostered with the wider community through social, business and learning opportunities.
Effective dialogue exists throughout the year between the school and parents about student achievement and wellbeing.
Opportunities to gather socially as a school community are a regular feature of our school year.
Parent learning opportunities are provided with a focus on how to help at home. Target areas are identified through community consultation.
Parents can access a variety of information in ways that work for them, e.g., newsletter, website, musac edge parent portal.

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Performance indicators:
Policies and procedures reflect the
character of the school.

The vision, mission and values

reflect the current educational
landscape and the thinking of our
community.

The school curriculum provides

breadth and depth of curriculum
coverage, is future orientated and
reflects best practice.

Our IT infrastructure will allow us

to grow with future demands.

ANNUAL PLAN 2016

Goal 1: Organisational capability
We have systems and procedures that allow us to function efficiently and provide autonomy to staff
Actions to achieve this:
Who is responsible:
On-going review of school policies in conjunction with the BOT. An annual
BOT
review cycle is set in place.
School self-review using STA support and areas of development identified and
BOT, Principal
actioned.
School procedures updated throughout the year during staff meetings and
Principal, teachers
complied into a handbook.
Development of new staff induction handbook.
Principal
Health and Safety legislation and the Vulnerable Children Act are reflected in
school policies and procedures.
Create a plan for the review of our vision, mission, values. In doing so, consult
with people who have been through this process for advice and guidance.
Consultation with children, parents, staff and community to gather and refine
ideas.
Presentation to community upon completion.
Review of current school curriculum to identify strengths and areas for
development.
Consult with our community about curriculum areas of primary importance.

Timeframe:
2016

BOT, Principal,
teachers
Principal
Principal, teachers
BOT, Principal,
teachers
Principal, teachers
Principal

Establish inquiry groups to lead the development of various aspects of our

curriculum, e.g., inquiry learning, ICT intergration, assessment.
Visit other schools to view the implementation of curriculum that aligns with our
thinking.
Draft a curriculum that reflects our findings and aligns with our vision, mission
and values.
Presentation to community upon completion.

Principal, teachers

Ensure appropriate documentation exists: contracts for leased equipment, BYOD

policies and contracts for staff and students, network details and passwords.

Principal, IT
consultant

Install server grade hardware.

Principal, IT
consultant

Principal, teachers
Principal, teachers
Principal, teachers

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 Get internet filtering up and running using a suitable provider.

Install back-up system in location beyond the administration area.
Configure school network to allow off site maintenance work to take place.
New Board of Trustee members are
inducted and have access to relevant
professional development
opportunities.

The school regularly undertakes

self-review and acts upon findings
to improve.

Teachers are able to efficiently use

musac edge for organisational and
learning tasks.
Future focused property plan is
developed that enhances the school
environment.

Information pertaining to upcoming elections is made available to the

community.
Governance handbook is current and BOT are familiar with this.

Principal, IT
consultant
Principal, IT
consultant
Principal, IT
consultant
BOT, Principal
BOT, Principal

Induction of new board members is planned and implemented.

BOT, Principal

Board training is undertaken prior to and after the elections. This could involve
training around roles and responsibilities, school visits or other area of
professional learning such as health and safety and the vulnerable children act.
School self-review cycle is established initially based on areas of need and in the
long term, using a more cyclical approach.
Findings of self-review shared with appropriate groups.

BOT, Principal

Plans implemented to strengthen areas identified in the self-review.

Principal, teachers

Undertake a skills audit/needs analysis.

Principal

Access appropriate training using more experienced musac edge users or by

organising online training or support.
Property plan is developed in consultation with Derek Devoy that reflects
Ministry priorities and the future learning needs of our school.

Principal

Principal
Principal

Principal

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Goal 2: Instructional capability

We use approaches that facilitate learning and positively impact student achievement
Performance indicators:
Actions to achieve this:
Who is responsible:
Best practice is evident in all classes, a. Physical learning environments
Principal, teachers
across all curriculum areas. This
Purchase new furniture with break out spaces, learning styles in mind.
includes:
Visit new and redeveloped schools to develop an idea of possibilities.
a. Physical learning environments
Incorporate future orientated learning spaces into the development of the new
b. Facilitating learning and student
property plan.
agency
b. Facilitating learning and student agency
Principal, teachers
c. Information communication
Through professional development, staff meetings, and teaching as inquiry;
technology
teachers will investigate future orientated approaches towards delivering
d. Boys education
learning.
e. Cultural diversity
Teaching staff will develop a philosophy towards facilitating learning and
implement these beliefs and strategies within their classroom.
c.

All students with learning needs are

identified and plans created to

Information communication technology

Allocate a management unit towards the development of ICT within learning.
Trial the use of google docs and blogs across the school.
Share information via staff meetings or school visits around how technology can
be used to enhance and extend learning.

Timeframe:

2016

Principal, IT unit
holder, teachers

d. Boys education
Access professional development to improve teaching practises that would
engage boys.
Ensure during our curriculum redevelopment, we have taken boys learning into
consideration.
Review boys data throughout the year and report this back to teachers and the
BOT.
e. Cultural diversity
Access professional development to improve teaching practises that would
engage Maori.
Introduce Tataiako to staff and explore the cultural competencies.
Visit local schools who are having success with Maori to strengthen our own
practise.
Ensure during our curriculum redevelopment, we have taken Maori learning into
consideration.

Principal, teachers

A register is constructed showing all students not meeting expectations.

Deputy Principal,
Principal

Principal, teachers

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improve learning outcomes for them. Interventions are planned to improve the achievement of these children. This
could include the development of individual learning plans, outside support, inschool withdrawal programmes.
These students are identified on musac so their data can be closely monitored by
teachers and management.
Teachers are familiar with National
Explore the process of making an overall teacher judgement to ensure teachers
Standards and are able to make
are aware of how these are made.
reliable and informed teacher
Develop criteria for each curriculum areas that will help teachers identify the
judgments.
attributes of students working at the standard.
Allocate meetings for the purpose of getting together to moderate data.

Assessments are conducted, they are

analysed and data is used to inform
class programmes.

Annual curriculum targets are set

that reflect the achievement
priorities of our school.

Principal, Deputy
Principal, teachers
Principal, Deputy
Principal, teachers
Principal, teachers
Principal, teachers
Principal, teachers

Introduce the PaCT tool to help improve the reliability of overall teacher
judgements.
When appropriate, host a parent information evening around National
Standards.
Review assessment protocols for each tool being used and also how the results
are interpreted to ensure reliability of data.
Develop templates for class teachers to analyse data and gather information to
inform future programmes.
Data analysed by teachers, presented when appropriate, to the BoT.

Principal

Reading:
To lift the achievement of those
students achieving below and well
below the standard in 2015.
This means:
o Accelerating the progress of
Y2 boys working well below
the standard in 2015
o Accelerating the progress of
Y3 students working below the
standard in 2015
o Accelerating the progress of
Y7 students working below the
standard in 2015

Principal, unit holders,

teachers

Actions to achieve this:

Review literature about best practice
in reading and attend possible PD
opportunities. Possible PD could
include Joseph Driessen, literacy
symposium, clarity of learning
(Evaluation Associates).
Align assessment procedures with
National Standard requirements to
ensure we are getting reliable data.
Use data to develop reading
programmes that are based on the
learning needs of students.
Ensure we know all children who
are below standard and what they
need to be doing in order to meet the

Principal, teachers
Principal, teachers
Principal, teachers
Teachers

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standard (SENCO). Ensure we have

a plan for students not meeting
expectations.
Ensure all teachers are familiar with
National Standards.

Writing:
To lift the achievement of those
students achieving below and well
below the standard in 2015.
This means:
o Accelerating the progress of
boys working below or well
below the standard in 2015.
o Accelerating the progress of
Maori who are working below
or well below the standard in
2015.
o Accelerating the progress of
students in Y2, Y6, Y7, Y8
who were below and well
below the standard in 2015.

Mathematics
To lift the achievement of those
students achieving below and well
below the standard in 2015.
This means:
o
Accelerating achievement of
students in Y3, Y7, Y8

Actions to achieve this:

Diagnose barriers through
consultation with staff.
Review literature about best practice
in writing and attend possible PD
around boys and writing. Possible
PD could include Joseph Driessen,
literacy symposium, clarity of
learning (Evaluation Associates).
Visit schools with innovative and
successful writing programmes.
Co-construct with staff a school
wide philosophy behind the teaching
of writing, writing curriculum and
assessment rubrics.
Ensure we know all children who
are below standard and what they
need to be doing in order to meet the
standard (SENCO). Ensure we have
a plan for students not meeting
expectations.
Ensure all teachers are familiar with
National Standards and are part of
regular moderation meetings.
Actions to achieve this:
Review literature about best practice
in mathematics and attend possible
PD opportunities.
Visit schools with innovative and
successful maths programmesGordonton School, Hamilton?

Principal, unit holders,

teachers

Principal, unit holders,

teachers

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working below the standard in

2015.

Co-construct with staff philosophy

behind the teaching of maths and
chart curriculum coverage.
Ensure we know all children who
are below standard and what they
need to be doing in order to meet the
standard (SENCO). Ensure we have
a plan for students not meeting
expectations.
Ensure all teachers are able to
triangulate evidence (data, work
samples, learning conversations) in
order to make reliable overall
teacher judgements.

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Goal 3: Connecting with parents, family and whanau

We welcome and support all people associated with our school
Actions to achieve this:
Procedures are in place to keep us informed of new enrolments.

Who is responsible:
Principal, NE teacher

Strong relations establish with local early childhood providers.

Principal, NE teacher

Resources are available for new parents to help with preparing their children for
school.

Principal, NE teacher

Relationships are established and

fostered with the wider community
through social, business and
learning opportunities.

Wider community are kept informed via newsletters.

Principal

Wider community are invited to participate in school events-to support learning,

social occasions or fundraising.

BOT, Principal,
teachers

Effective dialogue exists throughout

the year between the school and
parents about student achievement
and wellbeing.

Teachers are informed of National Standards and are able to have honest and
constructive dialogue around the achievement of students.
All parents are involved in discussions around learning on at least two occasions
during the year.
School reports are easily interpreted by parents and contain information they are
seeking.
Historical community and social occasions are maintained and improved where
possible.

Principal, teachers

Areas to explore with parents are identified through community consultation.

Principal

Information evenings around our national standards and mathematics are held.

Principal, teachers

School website is overhauled.

Principal, IT unit
holder

The newsletter is adapted as required to meet the needs of the school and
community.
Musac edge parent portal is investigated as another option for keeping parents
informed.
Classes will trial the use of blogs to open up further communication with
whanau.

Principal

Performance indicators:
Our transition to school programme
supports both students and their
parents.

Opportunities to gather socially as a

school community are a regular
feature of our school year.
Parent learning opportunities are
provided with a focus on how to
help at home.
Parents can access a variety of
information in ways that work for
them, e.g., newsletter, website,
musac edge parent portal.

Timeframe:
2016

Teachers
Principal, teachers
Principal

Principal
Teachers

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NATIONAL STANDARDS RESULTS FOR 2015

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Page | 13

Page | 14

NATIONAL STANDARDS NAG2A(B) REPORTING

Analysis of 2015 results
Areas of strength:
Mathematics
Our National standards data in mathematics shows 79.4% of students working at or above the standard. There is little difference between the achievement of boys and girls
across all of the National Standard levels. Our Maori students are performing very well (with 11/12 students working at or above the standard).
Reading
Like mathematics, we have a high percentage of students (77.7%) working at or above the expected standard. What is pleasing to see is the proportion of students working
above the standard (range of 27-41% of students in Years 3-8).
Areas for improvement:
Mathematics
21-36% of students in Years 6-8 are working below the standard. It is vitally important we address this to ensure children leaving Te Waotu School are in the best possible
position to make the most of their next educational step. There are many possible reasons for this pattern: the quantity and complexity of content as a child moves higher
through the school, approaches used to teach mathematics, how assessment data is used to inform programming, and even content knowledge of teachers. This is something
well need to explore further in 2016.
Reading
Our reading data shows boys stretched across all levels, and with 21.3% working well below or below the standard. We have 23.9% of girls below the standard. Aligned
with these is 33.3% of Maori students working below the standard. A significant number of these students lie at the Year 1 and 2 level (16/25 students). As a school we are
aware of the slow achievement rates for many of our pupils starting school and we will need to ensure we have procedures in place to turn these results around as quick as
possible. Historical data shows that by Year 3 their results have significantly improved.
Writing
We only have 62.5% of student working at the standard. Within the 34.5% not meeting the standard we have 33.4% (4) of our Maori population, 42.4% (28) of boys, 30.4%
(14) of girls. This equates to 3-8 students in each year level. Writing is clearly our area of urgent need, and in particular, accelerating the achievement of boys who are
working below the standard.
Assessment
As a school we have work to do around the moderation of data in reading, writing and maths. We need to develop a more thorough understanding of National Standards at
each level of the school, and implement ongoing and robust moderation meetings using assessment tools and rubrics aligned with National Standard criteria.

Basis for identifying areas for improvement:

Improving the achievement of students not meeting expectations will always be an educational priority. In addressing the needs of our most vulnerable students it is highly
Page | 15

likely that all other students will benefit as well. Behind this data is a necessity to develop a shared understanding about the way we facilitate learning and implement the
curriculum at Te Waotu School. This goal is reflected in the strategic direction planned for 2016 and beyond.
Planned actions for lifting achievement:
Create non-negotiable beliefs based on best practice about the way that we implement reading, writing and mathematics programmes.
Develop familiarity of National Standards amongst all teachers via staff meetings and moderation.
Schedule moderation meetings to improve the reliability of our data. This must involve aligning student work, assessment results and National Standard criteria and/or
rubrics.
Use professional learning opportunities to strengthen our teaching practice and content knowledge. This could include boys education, PaCT, writing programmes, ALL
or ALIM, clarity of learning.
Ensure all teachers know the achievement levels of all students within their room and that they have a plan for those not meeting expectations. There will be an
expectation that teachers will develop programmes that respond to assessment findings.
Ensure that learning is the focus of reporting to parents.
All students not meeting expectation will be tracked in an online space with information maintained by our SENCO.
Regularly present data to the Board of Trustees so that they can maintain a focus on learning and align resources towards our strategic goal of instructional capability.
Align teaching as inquiry goals with class and school wide needs.
Progress statement:
The coming years will be a time of transition as the school shifts towards applying National Standards more rigorously. Some achievement data is already changing and as
teachers professionally develop our data will become more reliable and accurate.
Our school vision is to build confident and resilient learners. In order to do this we need to ensure as a school we have the right foundations in place. This means closely
examining our school procedures related to learning, improving our ability to use data to inform programmes, improving teacher content knowledge and teaching capability,
and increasing the level of student agency.

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ANALYSIS OF VARIANCE 2015

Progress against targets set for 2015
Maths
Strategic aim:
All students will learn to their full potential within a rich and balanced curriculum that monitors, supports and extends each individual. Teachers will strive for excellence in
their teaching and will continue to develop and expand their professional capabilities.
Annual aim:
Maximise achievement in literacy and numeracy through effective, on-going formative assessment, analysis of data, deliberate teaching of priority learners, high quality
teacher practice and through engaging students in their learning journey.
Target:
Raise the achievement of students below National Standards in each cohort. Partially achieved.
Baseline data:
Number of students well below or below for National Standards:
Y1 cohort in 2014
Y2 cohort in 2014
Y3 cohort in 2014
Y4 cohort in 2014
Y5 cohort in 2014
Y6 cohort in 2014
Y7 cohort in 2014

4
2
0
1
1
1
4

Y1 as Y2 in 2015
Y2 as Y3 in 2015
Y3 as Y4 in 2015
Y4 as Y5 in 2015
Y5 as Y6 in 2015
Y6 as Y7 in 2015
Y7 as Y8 in 2015

2
4
4
0
3
4
4

National standards judgments should rely on learning conversations and bookwork as primary sources of evidence. Assessment results should be used to confirm judgements.
Moderation meetings should occur to improve the reliability of data.
Actions
What did we do?

Outcomes
What happened?

MST intervention for students in

Years 2, 5, 6, 7, and 8.
Use of Mathletics to support
curriculum delivery.
Maths lead teachers attended termly
workshops.
Targeted teaching-use of groups,
analysis of assessments etc.

Mixed success according to National

Standard results in the areas of
intervention. These children may
well have made progress with the
support given but not enough
accelerated progress to move to the
expected standard.

Reasons for variance

What would a great school be doing that
we arent?
Have an embedded school
philosophy about best practice in the
teaching of mathematics.
Ensuring all teachers know National
Standards thoroughly and implement
robust moderation meetings.
Assessment tools selectively used to
assist with judgements, e.g., PaCT or
e-asTTle.

Evaluation
Where to next in 2017 and beyond?
Professional development for all staff
around the teaching of mathematics.
This would include developing a set
of school wide non-negotiables
around the teaching of mathematics.
Develop familiarity with National
Standards and clear guidelines about
where assessments sit according to
National Standards.
Page | 17

 Providing professional learning

opportunities in maths.
Have a plan for every child not
meeting expectations and regularly
monitoring their progress.

Establish robust moderation

procedures within the school that
happen mid and end of year.
Increase the level of student agency,
student dialogue.
Document all children not meeting
expectations and implement
programmes that cater for students
struggling with mathematics.
Parent information evenings to help
parents support their children.

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ANALYSIS OF VARIANCE 2015

Progress against targets set for 2015
Reading
Strategic aim:
All students will learn to their full potential within a rich and balanced curriculum that monitors, supports and extends each individual. Teachers will strive for excellence in
their teaching and will continue to develop and expand their professional capabilities.
Annual aim:
Maximise achievement in literacy and numeracy through effective, on-going formative assessment, analysis of data, deliberate teaching of priority learners, high quality
teacher practice and through engaging students in their learning journey.
Target:
Raise the achievement of boys below National Standards. Not achieved.
Ensure 25% of the school are achieving above the expected standard. Achieved.
Baseline data:
In 2014 12 boys were working below the standard. According to 2015 results 14 boys were working below their expected standard. Within this amount, four students were
well below and over half of the students were in Years 1-2.
According to 2015 data 26.8% of students (30 children) are achieving above the standard in Reading. From Year 3 onwards, approximately 33% of students sit in this
category. For 2014 20.2% were working above the standard.
Actions
What did we do?

Outcomes
What happened?

Implemented programmes such as

STEPS, daily five, reading rockets.
Provided teacher aide support for
target students.
Continued with reading minutes
homework programme.
Some teachers had a reading focus as
part of teaching as inquiry.
Class teachers given budget to
purchase books suited to the interests
and needs of their students.

There is plenty happening about the

school but possibly without a coordinated approach the achievement
of our boys below standard has not
improved.
While most of our struggling readers
lie at the junior end of the school data
shows that once they are Year 3 or 4
the results improve.

Reasons for variance

What would a great school be doing that
we arent?
Have embedded school philosophy
about best practice in teaching
reading.
Ensuring all teachers know National
Standards thoroughly, are able to
evidence work in student workbooks,
and implement robust moderation
meetings.
Assessment tools selectively used to
assist with judgements, e.g., running
records, PaCT or e-asTTle.
Have a plan for every child not
meeting expectations and regularly
monitoring this.

Evaluation
Where to next in 2017 and beyond?
Professional focus for all staff around
the teaching of reading. This would
include developing a set of school
wide non-negotiables around the
teaching of reading.
Develop familiarity with National
Standards and clear guidelines about
where assessment results sit
according to National Standards.
Establish robust moderation
procedures within the school that
happen mid and end of year and
ensure our data is reliable.
Implement programmes that cater for
students struggling with reading.
Page | 19

 Parent information evenings or

learning programmes such as
Reading Together.

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ANALYSIS OF VARIANCE 2015

Progress against targets set for 2015
Writing
Strategic aim:
All students will learn to their full potential within a rich and balanced curriculum that monitors, supports and extends each individual. Teachers will strive for excellence in
their teaching and will continue to develop and expand their professional capabilities.
Annual aim:
Maximise achievement in literacy and numeracy through effective, on-going formative assessment, analysis of data, deliberate teaching of priority learners, high quality
teacher practice and through engaging students in their learning journey.
Target:
Raise the standard of boys writing in Years 3-8 to at or above the standard. Not achieved.
Raise the top 25% of writers in Years 4-8 to above the National Standard. Partially achieved.
Baseline data:
I was unsure of how to interpret these targets and therefore the angle to come from when presenting data.
Boys working at or above the standard in 2014: 80.6% (54/67 students).
Boys working at or above the standard in 2015: 57.6% (38/66 students).
Percentage and actual number of students working above the standard:
2014
0%
11.1% (1)
0%
0%
7.7% (1)

2015
20% (3)
25% (2)
16.7% (2)
27.3% (3)
27.3% (3)

Actions
What did we do?

Outcomes
What happened?

Professional development-Jeff
Anderson.
Some teachers had a writing focus as
part of teaching as inquiry.
Introduction of a writers notebook
across the school.

Our National Standards results have

dropped significantly from last year.
We have gone from 80.7% in 2014 to
63.2% in 2015 working at or above
with boys achievement being an area
of urgent need.

Reasons for variance

What would a great school be doing that
we arent?
Ensuring all teachers know National
Standards including the levels either
side.
Encouraging teachers to back plan to
ensure they are covering all aspects
of the National Standards and that

Year 4
Year 5
Year 6
Year 7
Year 8

Evaluation
Where to next in 2017 and beyond?
Professional learning focus for all
staff around the teaching of writing.
This would include developing a set
of school wide non-negotiables.
Develop familiarity with National
Standards and ensuring overall
Page | 21

 Some group based teaching within

classrooms.

they can evidence achievement in

student books.
Using a school wide rubric for
assessing writing that aligns with
National Standards and running
regular writing moderation meetings.
Implementing a school wide
philosophy about best practice in the
teaching of writing-our school wide
non-negotiables.
Using assessment tools selectively to
assist with judgements, e.g., PaCT or
e-asTTle.
Have a plan for every child not
meeting expectations and regularly
monitoring there progress.

teacher judgements can be backed up

with evidence.
Establish robust moderation
procedures within the school that
happen mid and end of year.
Implement programmes that cater for
students struggling with writing and
reporting on student progress.

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