MELVILLE PRIMARY SCHOOL

Charter Plan

2018

Principal: Dianne Pollard-Williams Date:01 March 2018

Board of Trustees: Melville Primary SchoolAlan Cockle – Board Chair

Date:01 March 2018  

Ministry of Education:

Waikato Region - HamiltonSenior Adviser - Barbara Wenn

Date: 01 March 2018 

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MELVILLE PRIMARY SCHOOL CONTEXT

GEOGRAPHIC SPREAD: Melville Primary School learners come from a wide area in the city of Hamilton.

They do however mainly come from the school community area of Melville, Bader and Kahikatea Drive.

The area is of a hugely rental property nature with a few first home buyers

The area has suffered from the Housing New Zealand’s policy of selling state owned housing to property developers and therefore market rent increases that low socio economic families cannot access. This has resulted in a number of whanau and families leaving Hamilton for places such as Te Kuiti, New Plymouth, Napier, Tokoroa etc.

A significant amount of the new multi housing being built near the school is being aimed at the Waikato Hospital professional short term contract staff.

SCHOOL POPULATION CONTEXT: The school is a Decile 2 D.

The school roll at 1 March 2018 is 163 Learners.

The school transience rate is high with the community very, very, mobile.

Learners at Melville Primary School are called Melvis.

79% of Melvis are Māori therefore 79% of the school population falls into the Government’s priority learner identified cohort.

21% of Melvis are from a multi-cultural ethnic base, including NZ European, Pasifika, South African, Middle Eastern, Asian a number of whom are English Language Learners. There are a significant number of Indian and Fijian Indian children enrolling at the school.

A large percentage of the school population have families who are from lower income or WINZ support families. Even though home adults may have employment they are low income earners “working poor”.

A number of families are solo parent families.

A significant number of Melvis have identified learning and pastoral care needs and therefore are identified in the Government’s priority learners’ cohort.

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At our school ALL Melvis are priority learners.

All learners are included in school achievement data – despite transience and learner need.

SCHOOL ORGANISATION AND STRUCTURE:

The school is organised into three teams:

He Iti Pounamu Roopu = Year 3 – 6 te reo rua bilingual classes,

Junior Team – Year 1 - 3

Senior Team – Year 4 - 6

Each team has an expert teacher Team Leader.

The Leadership Team is the Principal, Deputy Principal Lead Teacher HIP, Lead Teacher of Senior classes, Lead Teacher Junior classes.

The Principal and Deputy Principal are the Executive Leadership.

The Executive Team have specific roles in leading the school in curriculum, assessment, administration (including Property, Finance, Personnel) and community liaison.

Teachers lead curriculum areas with supportive expert teachers from each Team.

Patricia Avenue Special School has a 2 class satellite unit, Manawa Ora on our school grounds for children with special disabilities.

This is a wonderful opportunity for our Melvis to be empathetic, respectful and support these learners.

Our school was first built in 1924 and refurbishing for Innovative Learning is always happening with the very little Five Year Property funding available.

Professional learning development programmes are implemented for all staff as a result of Melvi needs and teachers learning and teaching Inquiry Cycle needs.

This is a rigorous and robust PLD programme and using outside facilitators as well as in house Expert Teachers and Executive Leaders.

REVIEW OF THE CHARTER AND CONSULTATION:

December 2018

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Our school charter is always on view in the Melville Primary School Hall with post it pad pages available for comment.

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BELIEFS and DRIVERS at OUR SCHOOL:

“THE MELVI WAY”

High Expectations, A1 Written Quality Standards, PB4LSW Tier 1 and Tier 2, The Melvi Bullying Knights Code, Virtues, Values and Restorative Practice:

Are modelled and actioned for all and by all in learning and behaviour.

The Treaty of Waitangi:

Overarches our commitment to biculturalism partnerships.

Cultural Diversity:

We highly value our school’s multi ethnic community and the strength and colour this brings to our school’s bicultural context.

Diversity is strength.

Inclusion:

We believe that we are all learners and we all bring different attributes to contribute to our society.

Inclusive practices provides opportunities for developing self-esteem, courage and empathy for others.

Lifelong learners:

We are all learners, we need to be open to opportunities so we can show and practise the “Melville Show 5

1. Look to hook2. Ears to hear3. Zip the lip (at listening times, discuss and question at discussion time)4. Fold and hold (connect the body to focus and concentrate)5. Think to learn – I see, I do, I learn = I CAN.

The Inquiry learning process:

Enviroschools learning is our umbrella - Think Local, Act Global, provides opportunities for personalising learning and developing skills, knowledge and understandings for world-wide citizens of the future = investigating, observing, exploring, hypothesising and gathering information to connect, scaffold and learn more.

Community Engagement – We continually nurture our families and whanau, to be in a true partnership. To strongly paddle the waka of learning for our Melvis. This is an ongoing vital area for encouragement and growth.

Classroom teachers in 2018 will be resourced with a mobile phone specially for the use of instant contacting of parents and caregivers to share positive learning photos and txts, follow up on attendance and allow for communication particularly through txt for our families and whanau.

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In 2018 our school has developed a very active Facebook Page to share with our community the activities, learning and events happening at our school.

MĀORI DIMENSIONS

We strongly support our Melvis to be proud of being Māori, of who they are and where they come from – whakawhanaungatanga.

We value the unique position of our Māori as the tangata whenua and in particular Ngati Wairere and Tainui Waikato in Aotearoa.

Staff over the past two years have had significant learning about the places of historical significance in the Waikato to Māori, to learning the forms of landscape of our school site in Ngati Wairere tribal yesteryear. The Mangakotukutuku Stream, kotuktuku native fuschia, kowhai trees, giant harakeke and the pukeko are flora, fauna and landforms that are part of our thinking and learning at school.

Ngati Wairere stories and Tauhei Marae and their people are important to our learning at Melville Primary School – Tangata Whenua.

We are committed to accelerating Māori learner achievement success by identifying the needs of Māori students and working for and with whānau, iwi, hapū, families and parents.

The school is committed to having a minimum of two bilingual partial immersion te reo Māori classes – He Iti Pounamu.

There is an expectation that all staff are using te reo Māori in all classes integrated through the curriculum.

In 2018 most staff are studying with Te Wananga o Aotearoa the four modules of He Papa Tikanga. This is enhancing the knowledge of te reo and tikanga Māori of staff members so they can share and value even more our Melvi Māori.

We ensure staff have the Professional Learning Development in te reo Māori and the cultural practices and tikanga of biculturalism from our Kaumatua and tangata whenua. A large number of staff have strong Māori whanau connections.

CULTURAL DIVERSITY

Melville Primary School has a significant number of Melvis who come from cultures other than Māori or Pakeha.

Our staff represents this diversity too.

We plan and deliver a culturally responsive and culturally appropriate learning programme throughout the school

We celebrate the opportunity for our “think local, act global” philosophy to learn about each other, respect and value our differences.

We have a strong English Language Learners programme.

We want all Melvis to be proud of who they are, to be valued for where they come from, to celebrate their differences and learn to be global citizens together

MELVI We have a strong focus on learner potential, rather than learner underachievement

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LEARNING

(the learner attending Melville Primary School)

We use evidence-based systems and practices for responding to the individual learning needs of Melvis. These are essential for accelerating Melvis ‘ progress.

Literacy and mathematics are a major focus for our Melvi learners.

Providing experiences and activities to enhance and enrich oral language, active listening, vivid vocabulary and the knowledge of word work and spelling patterns are vital components for our learners in literacy.

A challenge to read and share by discussing 44 books a year, is given to Melvis, the parents and whanau.

The providing of many integrated activities to problem solve and explain the process is vital life learning practice for our learners

Rigorous professional learning ensures our school staff are at the cutting edge of the teaching and learning inquiry cycle therefore giving our Melvi learners every opportunity to work towards driving their own learning and achieving highly

Teachers seek opportunities to link and scaffold all aspects of learning for Melvi learners to make connections

Enviroschools is a major focus and umbrella philosophy for our school – think local, act global – includes classroom gardens, growing food for lunches, Trees for Survival for re planting Mangakotukutuku Steam and Fitzroy Gully system, planting kowhai grove to bring back the tuis, establishing harakeke gardens to bring birdlife and use with correct tikanga for weaving, worm farms, water catchment and recycling, paper/plastic recycling and food for our hens.

Inquiry practice is a driver of all learning – Edward de Bono’s Six Hats questioning, Blooms and Solo taxonomies are some of the structures used for questioning and synthesising information to gain knowledge and grow thinking.

Digital technology is integrated through lessons and learning activities. The school has a good number of learner accessed chrome books in every classroom to enhance learning programmes and to develop the digital curriculum. Teachers use screens, data projectors and other interactive devises to bring 21st learning to life.

We are a Healthy Eating Healthy Activity school – HEHA and work very closely with our Waikato Sport Energiser to enhance Physical Education and Health learning and connecting this with our Enviro Schools learning of Garden to Table.

We nurture sports and physical fundamental skills and development. Low income parents and whanau do not always have the financial ability to pay sports fees so our school is committed to fundraising to support sports team participation and have initiated tournaments run annually from the school so learners have opportunity to play, touch, netball, rugby 15s, football, and sevens rugby.

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A Swimsafe and Swim for Life programme is taught to every Melvi in our large school swimming pool.

NOTE:

The BOT has a moral commitment to supporting the costs of running the school swimming pool to ensure Melvis have coaching and learning in swimsafe survivial. (Many children in our community swim unsupervised in the Waikato River).

LEARNER ENGAGEMENT

Parents and whanau are encouraged to be part of their Melvis learning.

Parents have opportunities to find out how they can help learning at home.

Home and school paddling the learning waka together strongly

Principal personally enrols new Melvis, spending time and building the relationship with each new whanau, family and parent.

New five year old Melvi learners are given a Kickstart Transition to Learning At Melville Primary School and are given a Learning Glo Bag with activities for developing early literacy, mathematics and handwriting skills..

The Kickstart Transition to school for five year olds is in place for parent and child visits to the new entrant classroom before turning five.

School Wide Positive Behaviour for Learning practices means every Melvi learner has support, guidance and opportunity to focus and drive their own learning.

Melvis are supported to develop resilience, use integrity (always doing the right thing, even when no one is watching) and positively accept change.

Attendance at school is monitored very closely.

A minimum of 94% attendance is expected by the Ministry of Education for consistent learning progress

Being at school on time for the first learning session of the day at 8.50 am is a priority, so that every Melvi has the opportunity to be a confident, achieving learner, Striving for the Highest – Whaia ki te Taumata.

Research clearly points to poor learning progress when learners are continually late for school or leave school before the end of the school day.

Pastoral care supports in partnership with several very valuable Melville Champions, are in place so Melvis have every chance to learn – Kickstart Breakfast, Fruit in Schools, Milk in Schools, food for lunch and morning tea foods, support with stationery, uniform

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and fees for LEOTC excursions – support with barriers to learning.

A hand up not a hand out.

Every attempt is made to ensure Melvi learners have the tools for learning and feel a complete belonging /turangawaewae to our school and have every readiness for learning and can take every opportunity provided.

PARENT AND COMMUNITY ENGAGEMENT

Parents are welcome at our school anytime.

Making an appointment to see the class teacher ensures they are not on Duty or have another professional meeting after school.

Our Melville Primary Social Worker in Schools is available regularly all day on Tuesdays but any other day by phone and runs programmes to suit Melvi and parent pastoral care needs.

The BOT Chair, Principal and Leadership Team try to attend Melville Community meetings outside of the school e.g. Hamilton Southnet Meetings, Te Whare Kokanga – The Corner Community House meetings, etc.

The three schools – Melville Primary, Melville Intermediate, Melville High School work together, to ensure transition to school and Community supports and issues can be worked at together. Seven local schools are now part of the Mangakotukutuku Kahui Ako Community of Learning.

Parents receive a newsletter posted home each fortnight. This newsletter is also on our school website and emailed to Melville Primary School Champions and neighbouring schools

The Reading Together Parent programme is held twice each year targeting new five year old parents or new parents to our school.

Bangers and Maths parent and child workshops are held regularly.

Other parent/whanau programmes we can provide are:

Awesome Whanau, Manaaki Mai, a Programme for Grandparents bringing up grandchildren, Incredible Years for Parenting, Friends programme, Rock and Water, Family Therapy, programmes for children who have experienced domestic violence etc can be run at the school or at other venues as often as facilitators are available .

Parents and community persons are welcomed to support classrooms literacy and mathematics learning.

These people are always Melville Primary School trained so they know how to share their valuable knowledge.

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Parents and whanau are welcomed to come and share their expertise with culture, sports, art, music etc. and we welcome their wisdom and support for our Melvi learners.

ACHIEVEMENT REPORTING TO PARENTS

Poutama Ako Learning Conversations - Parents are invited on the last Tuesday of every term to come to a Melvi Learner lead conference.

Their child leads reporting to the parent on their term achievement and setting the next term’s learning goals.

Melvi shares with their parents – looking at their exercise books, learning on wall displays and displays of learning progress and their social interaction.

Each child has a Poutama Ako Steps of Learning Portfolio Clearfile which they share with their parent and whanau. This has their learning goals, their exemplar learning and work they are proud of.

The parent has an opportunity to feedback to their child in writing at each session.

A formal written report is posted to parents and whanau in November.

Whole school achievement is posted in the school newsletter in March/April of each year and posted on the Parent Community Noticeboard in the school Hall.

Melvis who have achieved highly on standardised tests have a personal letter sent home to their parent and their name is highlighted in the school newsletter and on the school Electronic Noticeboard.

Curriculum displays are presented in the School Hall celebrating each term’s learning.

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2018 – 2020 STRATEGIC PLAN – MELVILLE PRIMARY SCHOOLStrategic Goals:1. At the end of 2020 school wide achievement data in curriculum area WRITTEN LANGUAGE will show:100% of Melvi Learners will be at their chronological age and the middle or end of their year New Zealand Curriculum Levele.g. Year 4:June = middle to endDecember end of Level 2

In 2017 63.6 % have achieved at or above National Curriculum Standards an increase of 7.2% from 2016 56.2 % data.

2. At the end of 2020 school wide achievement data in curriculum area READING will show 100% of Melvi Learners will be at their chronological age for reading and the middle or end of their year New Zealand Curriculum Levele.g. Year 4:June = middle to end December end of Level 2

In 2017 63.6 % have achieved at or above National Curriculum Standards a decrease of 4.4% from 2016 68 % data. A significant number of the transient learners who moved to our school came with several school changes already AND some also moved on again. Almost all of these learners were in the below and well below NS category.

3. Oral Language: All Year 6 learners will achieve Record of Oral Language scores of between 35 – 42.

4. At the end of 2020 school wide achievement data in curriculum area MATHEMATICS will show 100% of Melvi Learners will be at their chronological age Stage for numeracy mathematics and at the middle or end of their year National Curriculum Level.

In 2017 63.6 % have achieved at or above National Curriculum Standards an increase of 6.9% from 2016 56.7 % data. STRATEGIC ACTIONS FOR ACHIEVING GOALS 2018 TO 2020

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FOCUSSTUDENT LEARNING:

STRATEGIC GOAL TARGET ACTION – Action and Progression towards the achievement goals

Grow achievement for Melvi Learners with a focus on priority learners

All teachers will target learners who are below their NZ Curriculum Level and we expect, that across the school, that 30% of those learners will show accelerated progress.

Continue to develop further teaching as Inquiry by teachers focussing their own Inquiries based on personal needs, learners needs and the school targets

Principal and Deputy Principal SENCO role will oversee the support for teachers and learning support to accelerate learning for our priority learners

Further develop close personal contacts between teachers and families of priority learners

School Trustees will use achievement information provided to them to evaluate the effectiveness of specific initiatives, programmes interventions, and additional staffing such as Learning Support Staff, in accelerating the progress of priority learners

Leaders and teachers will increase their understanding of approaches that have strong evidence of accelerating progress for priority learners e.g. Accelerating Student Achievement – a resource for schools. Raising Student Achievement Through Targeted Actions and Teaching Strategies that work – Mathematics.ERO Publications.

Ongoing professional development to build teachers’ confidence and understanding of strategies they could use to accelerate progress for professional leaders

Enhance systems and processes to support teacher and learner agency “ Driving my Own Learning” to support school targets in Written Language, Reading and Mathematics

To have all of our Year 3 – 6 learners confidently self assessing and goal setting against the literacy and numeracy NZ Curriculum Levels and their chronological age levels for Numeracy stage, Reading Rocket Benchmark and Racetrack Written Language.

Embedding and consistent use of Learner Agency practices for all Literacy and Numeracy

Implementation of learner engagement surveys for Year 4 – 6 and exit surveys for Year 6

Embedding the consistent owning and driving of the Melvi Learner profile and use of the learning matrix – Reading Rocket, Math Moa, Written Language Racetrack and Spelling Ladder

Ensure that teachers have oral language as

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a priority in class programmes. They need to show that they are planning, teaching, accessing and differentiating in their programmes to cater for the needs of learners, so that our writing and reading is enhanced

Set up MUSAC SMS EDGE assessments to align with termly data collection

Leaders and teachers need to extend opportunities for families and whanau to be involved in understanding and contributing solutions to schoolwide achievement challenges

Ensure that Māori learners are learning engaged and are achieving education success

To improve overall attendance by focussing on the group of learners identified through the data who continue to have attendance that can be linked to poor achievement, ultimately improving engagement and achievement

Further embed teaching and learning practices that have been developed as a result of participating in Positive Learning for Behaviour School wide (PB4LSW)

The Board of Trustees will be actively involved with the development of learner attendance and the engagement of strategic direction

Specific root causes of absences will be addressed. The school will consider individual family and whanau school and community influences on unjustified absence

Data on attendance will be effectively monitored on a frequent basis. The analysis is shared with ALL stakeholders that is staff, BOT, parents and whanau, learners.

FINANCE AND PROPERTY – MANAGING RESOURCING

Continue with the implementation and monitoring of processes that have the school operating within the Ministry Education

operations and funding grants Work within the Five Year Property Plan continuing to refurbish and modernise learning environments, upgrade and

beautify school property, buildings and grounds to enhance Melvi’s learning within a nurturing, positive, environment.

BUDGET Set the budget each year reviewing it regularly twice a term at Board of Trustees meetings and adjust as required Continue to allocate and seek additional funding to replenish, upgrade and renew digital learning tools and

Enviro Schools, property, learning tools or equipmentLEARNING RESOURCES

Identify and purchase within budget: The school has a commitment to employing Learning Support Assistants to target priority learners in our low decile,

transient, diverse school population to help accelerate learning and adding golden learning value

The school is committed to funding the school swimming pool so all Melvi learners have the opportunity to have

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seven + weeks a year of daily Swimsafe/Swim for Life learning as MANY of our Melvis swim in the Waikato River without direct supervision in out of school hours

Major equipment needs Updating and replenishing of literacy and mathematic resources Focus on teacher support resources including PLD texts to grow teacher capability and increase pedagogical

knowledge INFORMATION TECHNOLOGY

Continue to grow the Google Docs platform for staff and Melvi Learner knowledge, process and infrastructure Purchase and upgrade as per budget digital classroom devices Begin to learn about, develop and embed the new Digital Curriculum over the next three years 2018 - 2020

FIVE YEAR PROPERTY PLAN

Priority is the refurbishment of A5 classroom, Junior block toilets, Special Needs Care Room and surrounding deck/covered area – this project because of a lack of adequate funding in the Five Year Property Plan will need to be done in stages

Continue to search for innovative ways to modernise and upgrade property within the small 5YA budget and the needs of

bringing a 94 year old school into the Innovative Learning Environment phase HEALTH AND SAFETY:

Regularly review, manage and minimise risks to staff and Melvi Learners within the 2016 04 April Health and Safety Act

requirements Review all Health and Safety procedures and guidelines each year and attend Health and Safety workshops to

ensure these guidelines are within the Health and Safety Act variations

Have set procedures for monitoring Health and Safety issues and possible solutions at every weekly Staff and Team meeting, a

book to record issues so the Leadership and Caretaker can manage, minimise, or fix Health and Safety issues and risks Provide budget resourcing to ensure all Office staff have current up to date Level 2 First Adie certification and all

other staff classroom teachers and LSAs have opportunity to keep their Level 1 First Aide up to date and currentSafe Environment:

Continue to focus on fostering and building strong, positive relationships with all Melvi learners and their parents, whanau

and family Positive Behaviour for Learning School Wide is embedded in the school and is now actually Positive Learning for

Behaviour however it is constantly revisited and focussed to ensure new Melvi learners enrolling at our school are quickly familiar with the ‘Melvi Way’ and to continually reinforce high expectations and restorative practises for all

Decision making is considered and consultative and is always focussed on a safe, clean, happy and positive environment for

all on our school grounds Regular analysis and monitoring of PB4LSW Tier 1 and Tier 2 behaviour online and through staff dialogue and PLD

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means consistency of systems, staff talk and Melvi needs is constantly highlighted – Team Hui each week discuss the very few 15% and even less 5% Melvi Learners

The fostering of Year 6s and able Year 5s to be Melvi Role Models and ambassadors at our school and to develop leadership

skills empowers and enables Melvis to keep each other safe, secure and valued as leaders The regular identification of hazards through the Health and Safety Officer’s observations and routine checks, plus

weekly Staff and Team hui consultation means Hazards are identified, quickly eliminated, minimised or managed by the Health and Safety Team of Health and Safety Officer (Office Admin), Principal, BOT Vice Chair and Caretaker

LEOTC – ALL LEOTC programmes have robust RAMs and are considered carefully before any event or programme is embarked on

LEOTC – experts to be used on Camp or an excursion need to be Police Vetted viewed and their qualification viewed

LEOTC – parent helpers need to Police vetted for any overnight stay or camp and a fully registered teacher needs to be in

chargeCOMMUNITY ENGAGEMENT

Melville Primary School is always investigating what is happening and building on the successful relationships and activities

to encourage parents, whanau and families into school for learning and achievement collaboration Melville Primary School, Melville Intermediate and Melville High School work together to support our Melville

Community Cultural and Sports events (Aquatics, Cross Country, Netball and Rugby 7s, Athletics, Tabloids, Netball, 13s rugby,

touch rugby, football etc) are held regularly bringing in opportunities for parents, whanau and families to have roles as coaches, Team Managers, umpires and referees, spectators and celebrators

Kiwisport funding is used to pay a sports LSA to manage resources, to mentor and supervise lunchtime physical activities and

to prepare team gear to enable the running of school based tournament events and team participation in outside the school competition

Curriculum events are held to encourage and empower parents to collaborate in the learning partnership – Reading

Together, Bangers and Math, Kickstart to School Transition Visits, Early Childhood Education Centres visiting the school Pastoral Care supports for parents – Grandparents Bringing Up Grandchildren/mokopuna Manaaki Mai, Incredible

Years for Parenting, Awesome Whanau, SWiS programmes especially 9 am Tuesday Coffee and Chat, plus others parents are informed of through RTLB, Parent Noticeboard, Classroom Community Boards etc.

Poutama Ako parent and Melvi learning conversations are held every Term –the last Tuesday of the term 3pm – 6 pm

Parent surveys at sports, cultural or fundraising activities to ensure everyone contributes to the school and have an

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opportunity to be heard Parents and Community are encouraged to help in classrooms with specific roles and for other school activities

e.g. Burgers on Fridays, Kai Festival preparation, Term hangi, Hei Awhina Pukapuka Panui vocabulary and reading support, Enviroschool planting, Fitzroy MAngakotukutuku Stream visits, Arbor Day support, sports training or event support, LEOTC activity supervision etc, etc – training sharing is given and parents know clearly what is expected

BOT Chair and Leadership staff are involved at Committee and governance level for local community groups e.g. Hamilton

Southnet, Te Whare Kokonga, Te Kahui Ako o Mangakotukutuku etc Opportunities for Melvis and parents/Community to share in cultural activities in kapa haka, Pasifika, Indian dance,

second language acquisition, dance, drama, visual art, music, choir, is always sought and as experts are available followed up so Melvi can celebrate all aspects of holistic learning

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MELVILLE PRIMARY SCHOOL – 2018 ANNUAL PLANRaising Achievement For All Learners

Strategic Goal 1: WRITTEN LANGUAGE

Strategic Goal: 2018 - 2020 Annual Target: 2018 Strategic Actions: 2018 BOT Short Report: 2018

At the end of 2020 school wide achievement data in curriculum area WRITTEN LANGUAGE will show 100% of Melvi Learners will be at their chronological age and the middle or end of their year National Curriculum Level

e.g. Year 4, June = middle to end December end of Level 2

All Melvi learners will make significant achievement progress to be working at their chronological age level and within the appropriate band of beginning middle or end of their specific year level Literacy Curriculum Level.

Recount writing assessment exemplar will be taken Term 1 Week 2 and week 9, Term 2, Term 3 and Term 4

These will marked by the classroom teacher then moderated across the Junior or Senior Team.

Leadership Team will then moderateacross the whole school. Trends and specific needs will be referred to SENCOs, Team Leaders and classroom teachers so that consistent accelerated learning is at its optimum

Team professional development on the teaching and planning of genre skills in written language and higher level linguistic skills to raise teacher knowledge and capability will be part of all collaborative planning, Team Hui and PLD facilitator Gaye Byers workshop

Term 1:

Week 3 – 15 February

Week 10 – 04 April

Term 2:

Week 4 – 24 May

Week 8 - 21 June

Term 3:

Week 3 – 09 August

Week 9 – 20

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In 2017 63.6 % have achieved at or above National Curriculum Standards an increase of 7.2% from

2016 56.2 % data.

sessions in Term 2 and 3

New staff will attend the 3 day Written Language PLD with Gaye Byers in April non contact time

In Terms 2 and 3 each teacher will have an hour and half with Gaye Byers WL facilitator to be observed teaching and to discuss WL teaching and learning inquiry into their practise for feedback and feedforward from Gaye Byers Linguist

All staff can email Gaye Byers for discussion and support with teaching and learning advice and guidance

Literacy Leaders to continue to engage in conversation with Gaye Byers to continue to raise consistent teacher effectiveness

Individual teachers will engage in email professional conversations with Gaye Byers to ensure they are using cutting each deliberate acts of teaching

Literacy leaders to work with individual teachers on supporting them with this specific planning

The writing of Learning Intentions and Success Criteria for written language with Melvi knowing fully what their learning is – Learner Agency

Continued support for Learner Agency and listening to Learner Voice from Team

September

Term 4:

Week 3 – 01 November

Week 8 – 06 December

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Leaders and Leadership Team

Regular Leadership and facilitator observations of the teaching of

the written language programme and ensuring that written language is being taught at the appropriate school wide time slot

Maintain the graphing and comparison Charts of assessment data.

Leadership to talk to individual teachers about the progress of their learners and discuss how they are helping them to understand what they need to do to progress in their written language

Learners identified in each classroom and target groups will be set

Individual learners working below the NZ Curriculum Standards for Written Language will have their photos taken and displayed in the Hui room. They will be highly visible to all teachers during staff meetings and team meetings – “it takes a village to raise a child”. The progress of these learners will be discussed regularly

The teacher will monitor these children with regular, rigorous and collaborative discussion about the achievement progress of these target cohorts – odd week Team Hui will be held in the Hui Room to discuss target wall priority learners and look at evidence

Leadership team of Principal, Deputy Principal will moderate together every learners’

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work at the end of each term to check that team moderation is totally accurate

Formative assessment practices will continue to monitor learner progress – weekly spelling, purposeful feedback and feedforward marking of writing daily and the pink to think, blue to do and gold for glory highlighting feedback

Teachers will deliberating link writtenlanguage with, oral language, reading, spelling, vivid vocabulary and literature reading and across the Inquiry integration so that written language scaffolding is connected and strong

Learners will have opportunity to publish and share in a wide variety of ways, drafts of writing

They will have progress celebrated OFTEN to give them belief, confidence and pride in being a Melvi writer

I CAN be a writer, and convey powerful written messages to the world. next?

Strategic Goal 2: READING

Strategic Goal: 2018 - 2020 Annual Target: 2018 Strategic Actions: 2018 Short Report

At the end of 2020 school wide achievement data in curriculum

All Melvi learners will make significant progress to be

Read, read, read = “practise makes perfect” Continue with ECE and Kindergarten

Term 1:

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area READING will show 100% of Melvi Learners will be at their chronological age for reading and the middle or end of their year National Curriculum Level

e.g. Year 4:

June = middle to end

December end of Level 2

In 2017 63.6 % have achieved at or above National Curriculum Standards a decrease of 4.4% from 2016 68 % data.

A significant number of the transient learners who moved to our school came with several school changes already AND some also moved on again. Almost all of these learners were in the below and well below NS category.

A significant number of those learners who moved from our school were in the At and Above

achieving at or above their chronological age on the PM Benchmark Assessment.

Learners will be learning within the appropriate band of beginning middle or end of their NZ Literacy Curriculum Level.e.g. Curriculum Level 3:Year 5 = June Beginning to Middle = December Middle

professional discussion groups to raise awareness and collaborate with Readiness for School Staff professional development on the planning of guided reading groups using the agreed Melville guided planning template - same format, throughout the school Literacy Leaders to work with individual teachers on supporting them with this planning, so it is detailed, specific, differentiated and uses the data analysis so guided deliberate acts of teaching are for the specific learners/group needs Literacy Leaders to upskill the teachers understanding of the skills and connections to all learning that is needed consistently – oral language/written language/reading to at by /spelling /vocabulary /listening etc. Ongoing Professional Development – understanding the Planning writing of the lesson Purpose, Learning Intentions and Success Criteria for reading and where this comes from based on the learner needs (using Reading Rockets as major guidelines)

Continued support from Team LeadersFor Learner Agency unpacking learning intentions and success criteria school-wide – “who owns the learning – what, why and how?” Reading Recovery to continue for four students with a skilled qualified teacher Regular observations of the teaching of the reading programme and ensuring that reading is being taught at the appropriate time school wide time slot Maintain the graphing and comparison charts to identify quickly reading added value and progress or not so questions can be asked why? How come? PLD in comprehension strategies for teachers

Week 3 – 15 February

Week 10 – 04 April

Term 2:

Week 4 – 24 May

Week 8 - 21 June

Term 3:

Week 3 – 09 August

Week 9 – 20 September

Term 4:

Week 3 – 01 November

Week 8 – 06 December

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PLD in asking strong specific questions to Develop meaning and comprehension

Link, connect and scaffold learning across all areas of literacy so learners are aware of how structure, genre, etc. are linked strongly together

Ensure teachers are using Taskboards for independent reading activities and that the reading for reading betterment is used Leadership to talk to individual teachers about the progress of their learners and discuss how they are helping the children understand what they need to do to progress in their reading Learners identified in each classroom and target groups will be set. The teacher will monitor these children regularly Individual learners working below expected reading age levels and the NZ Curriculum Levels for Reading will have their photos taken and displayed in the Hui room. They will be highly visible to all teachers during Staff and Team hui. The progress of these learners will be discussed collaboratively and regularly to share ideas and opinions of how to support these learners Referrals will be made for RTLit support for these learners and for the upskilling of their teachers Collaborate with school leadership to build sustainable practices that support student learning through :

Professional discussions with school leadership about systems and practices supporting literacy

Targeted PLD for teachers to strengthen professional practice

Recommendations for maintaining student accelerated progress

Recommendations sought for the purchasing of appropriate reading learning

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resources for both learners and teachersMore use of IT resources to read for

reading mileage, fluency, purpose and practice Ensure LSA support programmes are Learner and classroom based in Junior classrooms and focussed on the teacher teaching the priority learners Continue to upskill LSA knowledge and practice in the teaching of early reading strategies and phonemic awareness skills Use HPP volunteers to enhance junior and middle learners reading vocabulary and book knowledge

I am a reader – reading is knowledge and knowledge is empowering to be the best

global citizen I can be.

Strategic Goal 3: ORAL LANGUAGE

Strategic Goal: 2018 - 2020 Annual Target: 2018 Strategic Actions: 2018 Short Report: 2018

All Year 6 learners will score between 35 – 42 on the Record of Oral Language

All Year 6 learners will score between 35 – 42 on the Record of Oral Language

Teacher Only Day (January) – Oral Language PLD

PLD Gaye Byers – Term 3 Team and Staff meetings highlight teacher

practise and activities PLD for Junior Teachers – More Than Words PLD – for LSA Literature Success

Term 2 Week 9

Term 4 Week 3

Strategic Goal 4:   MATHEMATICS

Strategic Goal: 2018 - 2020 Annual Target: 2018 Strategic Actions: 2018 Short Report: 2018

At the end of 2020 school wide All Melvi learners will make Two staff members Lead Mathematics And will attend PLD ALiM leading the Inquiry

Term 1:

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achievement data in curriculum area MATHEMATICS will show 100% of Melvi Learners will be at their chronological age Stage for numeracy mathematics and at the middle or end of their year National Curriculum Level.

In 2017 63.6 % have achieved at or above National Curriculum Standards a increase of 6.9% from 2016 56.7 % data.

significant achievement progress to be working at their chronological age stage in numeracy and within the appropriate level of NZ Curriculum Mathematics band of beginning middle or end.

ALiM teachers will inquire:How do we develop effective systems of support that sustain student acceleration and ensure intervention coherence at a school-wide level.

across the school Team Leaders/ Mathematics Leaders toattend Institute of Professional Learning Lead Mathematics Workshops once/twice a term Team professional development on theplanning of guided maths groups using the same school wide template format Math Leaders to work with individualteachers on coaching and supporting staff with this planning Professional Development – understandingthe writing of Learning Intentions and Success Criteria for mathematic Learner Agency = what am I learning, Why? How will I learner this? I can explain what I am doing Continued support for Learner Agency and listening to Learner voice Regular observations of the teaching ofthe mathematics programme and ensuring that math is being taught at the designated school-wide time slot – DP and PrincipalNOTE: In consultation with teachers timeslot has been adjusted school wide for 2018 to 11 am – 12.00 pm daily Principal and DP - Talk to individual teachers about the progress of their learners and discuss how they are helping the children understand what they need to do to progress in their mathematics Learners to be identified in each Classroom and target groups will be set. The teacher will monitor these children regularly and vigorously Individual learners working below the NZCurriculum Level for Mathematics will have their photos taken and displayed in the Hui Room. They will be highly visible to all teachers during staff hui and team hui. The progress of these learners will be discussed regularly. We will all own, coach and mentor to lift learning achievement and success – “it takes a village to

Week 3 – 15 February

Week 10 – 04 April

Term 2:

Week 4 – 24 May

Week 8 - 21 June

Term 3:

Week 3 – 09 August

Week 9 – 20 September

Term 4:

Week 3 – 01 November

Week 8 – 06 December

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raise a child” Continued support of small group math teaching by Learning Support Assistant to be taken in Ako Room and in specific classrooms to support priority learners Focus on teachers planning for guidedmath groups for all mathematical strands – long term plan, weekly plan, daily guided lesson Leadership to ensure all learners arebeing catered for and teachers can explain the needs for differentiated learning programmesEnsure math is taught daily and has a focus on authentic contexts and problem solving PLD for all staff will be ongoing and Math Leaders will continue their upskilling to share with all teachers and LSAs Support learners to develop a mindset of Mathematical thinking and be able to show and explain this Staff to recommend resources,replenishment and renewalCollaborative discussion and planning is a MUST to continue to learn from each other and develop the math mindfulness Celebrate and value all learning progressno matter our small or large Take ALL opportunities to link mathematical thinking to authentic integrated experiences – links and connections

Develop a pride and confidence to be a Melvi Mathematician who can be a problem

solver in the global world.

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