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ST JOSEPHS SCHOOL

CHARTER
2015
Mission Statement

Saint Josephs School will provide a range of spiritual, academic, cultural and sporting learning
experiences for all students and through quality teaching will develop life-long learners with a
strong Catholic faith.

AT ST JOSEPHS
OUR GOSPEL VALUES ARE:
Respect, Love, Service, Justice, Hope, Forgiveness, Excellence
for self, others, environment

The School and Community


St Josephs School is one of 2 schools in a rural town and one of 7 in the close surrounding districts. It was
established by the Josephite Nuns to serve the Roman Catholic parish of St Marys. The rural activity
surrounding Taihape is a mixture of sheep and beef. Taihape is a typical mix of socio-economic levels found in
most rural centres throughout New Zealand.
At St Josephs school we believe that everyone is a learner. We support each other in our life-long quest to
gain new knowledge, improve our skills and develop our talents. We have the confidence to give things a go and
innovate in a climate of respect and forgiveness.
Parents have high aspirations for their children. They expect a good education and see this as a means to full
employment. Education is highly valued by the school community. Parents support the school through
fundraising, providing transport for class trips and helping within the classes. There are enthusiastic groups
active within the Board of Trustees, P.T.F.A. and Whanau ensuring that the school is well supplied with
equipment and resources.
The Catholic faith and traditions are evident in all aspects of St Josephs School. We nurture a closer
relationship with God and follow the example of Christ through our core values of forgiveness and love. We
show integrity by serving God and helping others in our daily lives. Prayer life of the students begins and end
each term.

St Josephs School, Taihape


Statutory Requirements
The Proprietor of an Integrated school shall
Continue to have the responsibility to supervise the maintenance of the education with a Special Character provided by the
school;
Continue to the right to determine from time to time what is necessary to preserve and safeguard the Special Character
of the education provided by the school and described in the Integration Agreement.
[Private Schools Conditional Integration Act; Section 3 (3) ]
Schools are required to meet their legal obligations in respect of the Catholic Special Character.

Education Guidelines
The Saint Josephs School Board of Trustees will take full account of the National Education Goals (NEGS), the National
Education Guidelines and the National Administration Guidelines (NAGs) and will meet all statutory obligations.

Procedural Information
Recognising New Zealands Cultural Diversity
St Josephs School, as appropriate to its community, will develop
policies and practices that reflect New Zealands cultural
diversity and the unique position of Maori. If a parent or guardian
requests a higher level of Tikanga and / or Te Reo than is at
present evident in our school Maori programme, the staff and
family will explore possibilities, which could include one or more of
the following:

Advising the parent of the current level of Te Reo and


Tikanga Maori available at the school.
Offering to explore possibilities for extending the current
provision including:
Dual enrolment with the Correspondence school.
Consulting with the School Maori advisor.
Consulting with another school that is able to provide a
higher level of Te Reo and Tikanga Maori.
Other negotiated actions
The Board will meet the request for instruction in and
through Te Reo, to the best of its ability dependent upon
staffing and financial resources.

Supporting Documentation

Curriculum Delivery Plan


St Josephs School policies, procedures
St Josephs School Behaviour Management programme
St Josephs 2015 Budget
St Josephs School 2013 ERO Review
St Josephs School 2014 Special Character Review

Annual Cycle
The Charter /Annual Report will be lodged with the Ministry of
Education each year. The school Charter including St Josephs
School Annually Updated Targets for improvement will be lodged in
1 Mar 2015. The Annual report will be lodged in May.
St Josephs School will report on this years annual plan in
December 2015.

Personnel, Finance and Property


Saint Josephs School board will:
Act as a good employer to teaching and non teaching staff
Prepare a budget to monitor and control school expenditure
Allocate funds to meet the schools priorities so that student
achievement is enhanced
Refine the 10 year property plan to ensure the schools facilities
provide a safe, healthy learning environment.

Consultation
St Josephs School consults with its community, including its Maori
community, as part of the cycle of self review. Consultation may include:
Parent Survey
Board of Trustees
Classroom teachers meeting with parents
Parent, Teacher, Friends Assn meetings
Newsletters
Self review processes including policy review
Meetings with Maori regarding aspirations for their children at school
Curriculum meetings for parents
Advisor Meetings with Community-Numeracy/literacy/ICT PLD

Spirit:

Body:

Strategic Goal 1

Strategic Plan 2015-2017

a) To uphold, maintain and enhance our


unique school culture and Catholic special
character and environment.
b) Students with special learning needs are
supported in their learning so they can
progress in relation to the New Zealand
Curriculum and fully participate in and
contribute to the school and their community
environment.

(NAG 1, 3, 4, 5)

Mind:

Mission
Saint Josephs School will provide a range of
spiritual, academic, cultural, sporting and elearning experiences for all students, through
quality teaching we will develop life-long
learners with a strong Catholic faith.

Strategic Goal 3

a) To ensure the health and safety of


all students where all personnel,
property and financial resources
support improved student learning and
well being.
b) To resource the school so that it is
a safe, stimulating environment where
all students can achieve their personal
best and develop excellence in
teaching, management, leadership and
governance.

(NAG 1, 3, 4, 5)

Strategic Goal 2

a) All students are able to access the New


Zealand Curriculum as evidenced by progress
and achievement in relation to the National
Standards. They will actively progress and
achieve to their full potential across all
areas through excellence in learning and
teaching.
b). Embed e-learning across the curriculum
that guides students to access critically
evaluate and use digital information safely
and reponsively.
c) Teachers are supported to improve
pedagogy, teaching, learning and assessment
practice that will lead to increased student
progress and achievement.

Values
Respect, Love, Service, Justice, Hope,
Forgiveness, Excellence
for self, others, environment

Thinking
Using language, symbols and text
Managing Self
Relating to others
Participating and contributing

Strategic Goal 4

a) To foster positive student


engagement and pride in all aspects of
school life by implementing strategic
self-review processes that comply
with all legislation.
b) To engage with our community and
develop a culture of respect by
building positive, supportive
relationships between all members of
the school, parish and wider
community.

(NAG 1, 2A, 3)

New Zealand Curriculum: KEY COMPETENCIES

Heart:

Emergent Strategic Aim/ Project


1: ICT upgrade
2: Playground/project
3: Painting

(NAG 2, 5, 6)

Teachers

Deliver the National Curriculum


competently, focusing upon Literacy and
Numeracy.
Are enthusiastic, and foster a love for
learning
Communicate the purpose of learning.
Receive appropriate support
Are committed to professional growth
Have high expectations
Demonstrate caring and supportive
interpersonal skills
Provides needs based programmes
Work in partnership with parents
Are positive and professional

Saint Josephs School Vision

Board of Trustees

Saint Josephs School will provide a


range of spiritual, academic, cultural
and sporting learning experiences
for all students and through quality
teaching will develop life-long
learners with a strong Catholic
faith.

Environment

Children

Take increasing responsibility for their


actions and learning
Are respectful, considerate and
confident learners
Are proud of their school
Feel safe and cared for
Are encouraged and challenged
Take pride in their achievements

Are developed through consultation.


Are clearly stated and understood
Facilitate school organisation
Are accessible to everyone
Are regularly reviewed

Is inviting and attractive


Supports learning programmes
Is safe and well maintained

Support Staff

Are supportive of the school and its aims Feel


valued, and part of the team
Care for the students
Are positive and professional

Management Team
Policies and Procedures

Consults effectively with the


community
Meets requirements of NEGS and
NAGS
Is a good employer Stays well
informed?
Works alongside staff
Ensures all resources are effectively
managed
Plans for the future

Gives high quality leadership to the school


Supports, values and empowers others
Maintains effective communication between
home and school
Ensures quality teaching and learning is
paramount
Plans for tomorrow
Monitors progress towards meeting school
goals

Parents

Feel welcomed and included


Are well informed
Encourage children in their schooling
Respect the professional judgment of
the staff and work in partnership with
them
Are supportive of the Board, staff and
school.

Curriculum Programmes
Are delivered in a balanced and
interesting manner
Literacy and Numeracy Meets the
needs of all children
Are regularly reviewed and updated
Fulfill National Curriculum requirements
Prepare our students for tomorrow

Strategic Plan
Spirit- Strategic Goal 1

2015
Continue to strengthen the schools Charism.
Continue to report Strand information to BOT to find
development and opportunities that are required.
Regular review and professional development in all
areas of the school continue.
Continue to display religious symbols and visual aids in
each classroom.
Continue to Participate at Mass
Continue to develop childrens spirituality in all areas
of schooling.
Continue to provide opportunities for parents to give
feedback about the operations of the school
Continue to utilise the extended community farm
visits, river visits, local businesses, etc
Continue to enhance and develop the School Website
Continue to develop the working relationship with
Kindergarten, Paua caregivers and Playcentre.
Continue to seek outside people and resources to help
teachers improve their practice.
Improve student outcomes through appropriate uses
of digital technology.

For Students who are Below and Well Below standard


continue to identify. Teachers will help them to
make accelerated progress. Give appropriate forms
filled out and given to SENCO who contacts agencies
and helps teachers with IEP.
Continue to collect Maori students achievement data
and measure them against the National Standards.
Maori learning styles covered in staff professional
development.
Teachers will use digital resources to develop highly
effective learning environments.
Keep National Standard Individual Assessment data
up to date and collated. All Students achievement
measured and moderated against National Standards.
School Targets set against the National S and put in
charter 2015.
All Orrs funded students will make progress against
the National Standards and in relation to their IEPs.
Students Above the standard will be identified by
teachers and appropriate forms given to SENCO.
Outside resources for GaTE children to be sought and
utilized. GATE PLD
Teacher aides scheduled to work with students,
Enrichment classes to be continued to help boost
student achievement in reading, writing and maths.

a)To uphold, maintain and enhance


our unique school culture and
Catholic special character and
environment.
b) Students with special learning
needs are supported in their learning
so they can progress in relation to
the New Zealand Curriculum and
fully participate in and contribute to
the school and their community
environment

Mind- Strategic Goal 2


a) All students are able to access the
New Zealand Curriculum as evidenced by
progress and achievement in relation to
the National Standards. They will
actively progress and achieve to their full
potential across all areas through
excellence in learning and teaching.

b). Embed e-learning across the

curriculum that guides students to access


critically evaluate and use digital
information safely and reponsively.
c) Teachers are supported to improve
pedagogy, teaching, learning and
assessment practice that will lead to
increased student progress and
achievement.

2016

Continue to strengthen the schools Charism- Hold a


100 year centenary- School opened 14 Feb 1916.
Continue to report Strand information to BOT to find
development and opportunities that are required.
Regular review and professional development in all
areas of the school continue.
Continue to display religious symbols and visual aids in
each classroom.
Continue to Participate at Mass
Continue to develop childrens spirituality in all areas
of schooling.
Continue to provide opportunities for parents to give
feedback about the operations of the school
Continue to utilise the extended community farm
visits, river visits, local businesses, etc
Continue to enhance and develop the School Website
Continue to seek outside people and resources to help
teachers improve their practice.
Engage students in the use of technologies that allow
them to practice, produce, present and publish in
something other than the media of historic failure.
For Students who are Below and Well Below standard
continue to identify. Teachers will help them to
make accelerated progress. Give appropriate forms
filled out and given to SENCO who contacts agencies
and helps teachers with IEP.
Continue to collect Maori students achievement data
and measure them against the National Standards.
Maori learning styles covered in staff professional
development.
Keep National Standard Individual Assessment data
up to date and collated. All Students achievement
measured and moderated against National Standards.
School Targets set against the National S and put in
charter 2016.
All Orrs funded students will make progress against
the National Standards and in relation to their IEPs.
Students Above the standard will be identified by
teachers and appropriate forms given to SENCO.
Outside resources for GaTE children to be sought and
utilized.
Extra Teacher hours will scheduled to work with
students,
Enrichment classes to be continued to help boost
student achievement in reading, writing and maths

2017
Continue to strengthen the schools Charism.
Continue to report Strand information to BOT to
find development and opportunities that are
required.
Regular review and professional development in all
areas of the school.
Continue to display religious symbols and visual aids
in each classroom.
Continue to Participate at Mass
Continue to develop childrens spirituality in all
areas of schooling.
Continue to provide opportunities for parents to
give feedback about the operations of the school
Continue to utilise the extended community farm
visits, river visits, local businesses, etc
Continue to enhance and develop the School
Website
Continue to seek outside people and resources to
help teachers improve their practice.

For Students who are Below and Well Below


standard continue to identify. Teachers will help
them to make accelerated progress. Give
appropriate forms filled out and given to SENCO
who contacts agencies and helps teachers with IEP.
Continue to collect Maori students achievement
data and measure them against the National
Standards. Maori learning styles covered in staff
professional development.
Keep National Standard Individual Assessment data
up to date and collated. All Students achievement
measured and moderated against National
Standards.
School Targets set against the National S and put in
charter 2017.
All Orrs funded students will make progress against
the National Standards and in relation to their
IEPs.
Students Above the standard will be identified by
teachers and appropriate forms given to SENCO.
Outside resources for GaTE children to be sought
and utilized.
Extra Teacher hours will scheduled to work with
students,
Enrichment classes to be continued.

Heart- Strategic Goal 3


a) To foster positive student engagement
and pride in all aspects of school life by
implementing strategic self-review
processes that comply with all legislation.

b) To engage with our community and

develop a culture of respect by building


positive, supportive relationships between
all members of the school, parish and
wider community.

Body- Strategic Goal 4

a) To ensure the health and safety


of all students where all personnel,
property and financial resources
support improved student learning
and well being.

b) To resource the school so that it


is a safe, stimulating environment
where all students can achieve their
personal best and develop excellence
in teaching, management, leadership
and governance.

Community meeting to discuss 2015 targets School


group meets to analyse weaknesses and strengths in
2014 and develop a plan of attack.
Parent/family information evenings.
Provide opportunities for parents to give feedback
about the operations of the school
Utilise the extended community
Develop the School Website interactive with home etc
Use our equipment and ICT as an umbrella to bridge our
teaching as inquiry and QLCs to improve all learning
opportunities for children.
Continue develop the working relationship with
playcentre.
Continue with Peer Mediation
Continue with Restorative Justice
Continue with School Electives
Use Elearning PLD to help us engage families with
student learning.
To continue to develop effective school practice through
further growth, participation and collaboration in the
professional learning community comprised by this
cluster of schools and through collaboration with other
clusters.
Continue to Budget and school technology reviewed .
Principal seeking outside people and resources to help
teachers improve their practice.
Teachers observing each other
Teachers encouraged to analyse class results & own tchg
ICT budget revisited New software purchased to
support learning programmes
New computers purchased.
Further develop the physical visibility of the schoolPainting- Admin/class and stain rest of the school. Tidy
up generally around the school. Do maintainance painting
on the hall.
Tidy and develop garden areas. Plan for a sacrad space
area for children to utilise.
Classroom gardens. Plan what to do with these.
Continue with 10yr plan analysis.

Community meeting to discuss 2016 targets School


group meets to analyse weaknesses and strengths
from 2015 and develop a plan of attack.
Parent/family information evenings.
Provide opportunities for parents to give feedback
about the operations of the school
Utilise the extended community
Continue to develop the School Website interactive
with home etc
Continue develop the working relationship with
playcentre.
Continue with Peer Mediation
Continue with Restorative Justice
Get a 1-1 program implemented from years 3-8 so that
all students can have or have access to a device at
school and at home.
To continue to develop effective school practice
through further growth, participation and
collaboration in the professional learning community
comprised by this cluster of schools and through
collaboration with other clusters.

Continue to Budget and school technology reviewed .


Principal seeking outside people and resources to help
teachers improve their practice.
Teachers observing each other
Teachers encouraged to analyse class results & own
tchg, listen and act on student voice.
ICT budget revisited New software purchased to
support learning programmes
New computers purchased
Further develop the physical visibility of the schoolTidy and develop garden areas
Continue with 10yr plan analysis.
Hall flooring/Carpets and overhaul of classesPaint
Hall?

Community meeting to discuss 2017 targets


School group meets to analyse weaknesses and
strengths from 2016 and develop a plan of
attack.
Parent/family information evenings.
Provide opportunities for parents to give
feedback about the operations of the school
Utilise the extended community
Continue to develop the School Website
interactive with home etc
Continue develop the working relationship with
playcentre.
Continue with Peer Mediation
Continue with Restorative Justice
To continue to develop effective school
practice through further growth, participation
and collaboration in the professional learning
community comprised by this cluster of schools
and through collaboration with other clusters.

Continue to Budget and school technology


reviewed via
Principal seeking outside people and resources
to help teachers improve their practice.
Teachers observing each other
Teachers encouraged to analyse class results &
own tchg, listen and act on student voice.
ICT budget revisited New software purchased
to support learning programmes
New computers purchased/ICT equipment
Further develop the physical visibility of the
schoolTidy and develop garden areas
Continue with 10yr plan analysis.

Annual Plan 2015

Strategic Goals

Annual Aims

That 100% of students with Individual education plans will show


progress and success against their individual plans and goals.

Spirit
Strategic Goal 1
a) To uphold, maintain and enhance our
unique school culture and Catholic special
character and environment.

Spirit
Strategic Goal 1
b) Students with special learning needs are
supported in their learning so they can
progress in relation to the New Zealand
Curriculum and fully participate in and
contribute to the school and their community
environment.

Mind:
Strategic Goal 2

a) All students are able to access the


New Zealand Curriculum as evidenced by
progress and achievement in relation to
the National Standards. They will
actively progress and achieve to their full
potential across all areas through
excellence in learning and teaching.

Mind: Strategic Goal 2

b) Our school will provide elearning opportunities that


will develop the skills and understandings of digital
technologies to meet learners needs and develop digital
literacy.

c) Teachers are supported to improve pedagogy,

teaching, learning and assessment practice that will


lead to increased student progress and achievement.

2015 Targets

To develop the Charism of the Saint Josephs school through its founding

sisters. Evaluate the effectiveness of each strand of the Religious Education


programmed and report annually.

To raise the rate of progress for all students deemed at risk of not achieving
at the level of the National Standards. Students will make progress, achieve
and experience success against goals developed in Individual Education Plans.

To develop communication between home and school so that students


with special learning abilities are supported to extend their learning

To raise student achievement outcomes and improve student engagement by


linking key learnings from Schooling Improvement with developing practices
from the national e-Learning Action Plan over 4 years.
All students who are not achieving at and above the National Standard for
reading and writing will have achieved accelerated progress over the year.
All students who are not achieving at or above the National Standard for
mathematics, reading and writing will have achieved accelerated progress over
the year.
To raise the rate of progress for all students including - Maori students deemed
at risk. Teachers will use digital resources to develop highly effective learning
environments to improve student outcomes.

Teachers develop more effective practice using the direct instruction


and micro- teaching pedagogy of Schooling Improvement followed by
student practice using the media and technologies of e-Learning.
Elearning should have a positive impact on student achievement including
cultural differences and learning needs after negotiation between
teachers and students about the way e-learning is used appropriately.

Teachers explore ways to enhance evidence-based learning, including digital


literacy, using appropriate digital technologies, which will result in significant
change.

Writing
1.
Year 2 Students for 2015 2/5 will make accelerated
progress throughout the year. 8/10 children will continue to
progress and meet the standard.
2.
Year 3 Students for 2015 3/6 50% students will show
accelerated progress to meet the standard.
3.
Year 4 Students for 2015 5/8 students will make accelerated
progress to meet the standard. 3/3 will move from well below
to below.
4.
Year 5 Students for 2015 5/8 students will make accelerated
progress and meet the standard. 3 students will 1 student
will make progress at independent levels.
5.
Year 6 Students for 2015 10/15 students will make
accelerated progress to meet the standard.
6.
Year 7 Students for 2015 2/2 will move from below to at. 1
of 2 children will move from well below to below.
7.
Year 8 Students for 2015 2/4 children will move from well
below to below. 2/4 students will move from well below to
meet the standard. 3/6 children will move from below the
standard to meet the standard.

Reading:
1.

2.

3.

4.

5.

6.

7.

Year 2 students for 2015 8/11 students will make accelerated


progress to move from below to at the standard. 3 out of 11
will make progress at their independent levels.
Year 3 students for 2015 6/8 students will make accelerated
progress to meet the standard. 2/3 students will move from
at-above the standard.
Year 4 students for 2015 5/7 of students will move from
below to at. 2/3 students will move from at/above the
standard.
Year 5 students for 2015 2/3 students will move from below
to at the standard. 3/9 students will move from at/above the
standard.
Year 6 students for 2015 1/2 students will move from below to
at.
Year 7 students for 2015 1/2 student will move from below to
at the standard. 1 will make individual progress at their own
rate.
Year 8 students. 2/3 students will make accelerated progress
to meet the standard. 3/7 students will make accelerated
progress from at to above the standard.

Strategic Goals
Body:
Strategic Goal 3
a) To ensure the health and safety of all
students where all personnel, property and
financial resources support improved student
learning and well being.

Body:
Strategic Goal 3
b) To resource the school so that it is a safe,
stimulating environment where all students can
achieve their personal best and develop
excellence in teaching, management,
leadership and governance.

Heart:

Annual Aims
The school will have a focus of Elearning in their professional
learning for 2015. Digital literacy will be embedded in the curriculum

Development of a new playground area around condorconfidence


course or running equipment.

Work out an ICT plan and goals through E-Learning PLD. Make it possible for
all children to have 1-1 equipment. Apply for grants and implement.

The visibility and entrance of the school including gardens are


maintained.

Ensure that ICT and equipment is up to date and user friendly.


Provide opportunities for teachers to be involved in PLD with ICT.

Teachers will take an active part in the appraisal process with selfimprovement and use of ICT a priority.

Strategic Goal 4
To foster postive student engagement and
pride in all aspects of school life by
implementing strategic self-review
processes that comply with all legislation.

Heart:

Strategic Goal 4
b) To engage with our community and
develop a culture of respect by building
positive, supportive relationships between all
members of the school, parish and wider
community.

Children will use formative assessment practices, peer, self assessment and
teacher knowledge to postively engage in all learning activities.

Teachers and children will develop a school wide approach to setting


out books and school work and will take pride in all tasks. Books will
be set out consistently across the school.
To ensure students, parents, families and whanau are clear about progress and
achievement in relation to the National Standards, and feel comfortable and
empowered to ask questions about how to support next learning steps.

To support and empower families to effectively engage in the use of digital


technologies to have a positive impact on student learning and achievement.

Use technologies to engage with whnau/iwi and hapori in culturally responsive ways. Use
Digital Literacy to Support home-school partnerships. Find ways to make technologies &
DIGITAL LITERACY LEARNING available to support our home-school partnerships.

2015 Targets
Mathematics:
1.
Year 2 students for 2015 2/3 students will make
accelerated progress to move from below to at.
2.
Year 3 students 2015 4/7 will make accelerated progress to
move from below to at the standard. 2/4 will move from
at/above the standard.
3.
Year 4 students 2015 10/12 students will make accelerated
progress to move from below to at.
4.
Year 5 students 2015 3/4 students 80% will move from below
to at. 3/7 students will move from at to above.
5.
Year 6 students 2015. 4/6 students will move from below to
at the standard.
6.
Year 7 students 2015 1/4 students will move from below to
at.
7.
Year 8 students 2014 4/6 students will make accelerated
progress to move from below to at.

Upgrade the senior school computers. Have


new technologies for children to use.
Teachers will actively participate in
professional readings and learning
conversations that lead to personal
reflection and development around the use
of ICT and Teaching as inquiry to improve
professional practice.
Leaders will explore ways and trial how to
Use technologies to engage with whnau/iwi
and hapori in culturally responsive ways.

Hold a meet the teacher evening. Share with


parents useful tips, websites and information
that will help them to provide support at
home. Hold Parent education classes in how to
use ICT equipment. This will help the
community and staff to understand each
others strengths and weaknessess. Run the
reading together program in the junior school
and work on parents understanding the
importance of reading with their children and
doing tasks at home.
Run Writing workshop meetings with families.

10

Saint Josephs School Writing Target


Annual Aims

Strategic Goals:
Strategic Goal 1
b) Students with special learning needs are supported in their
learning so they can progress in relation to the New Zealand
Curriculum and fully participate in and contribute to the school
and their community environment.
Strategic Goal 2
a) All students are able to access the New Zealand Curriculum as
evidenced by progress and achievement in relation to the National
Standards. They will actively progress and achieve to their full
potential across all areas through excellence in learning and
teaching.

Baseline Data:

2015 Targets
1.

1b)To raise the rate of progress for all students deemed at risk of
not achieving at the level of the National Standards. Students will
make progress, achieve and experience success against goals
developed in Individual Education Plans.

2.
3.
4.

2a) All students who are not achieving at and above the National Standard for
reading and writing will have achieved accelerated progress over the year.
To raise the rate of progress for all students including - Maori students deemed
at risk of not achieving at the National Standard for reading and writing and
Mathematics.

5.
6.
7.

Year 2 Students for 2015 2/5 will make accelerated progress throughout
the year. 8/10 children will continue to progress and meet the standard.
Year 3 Students for 2015 3/6 50% students will show accelerated progress
to meet the standard.
Year 4 Students for 2015 5/8 students will make accelerated progress to
meet the standard. 3/3 will move from well below to below.
Year 5 Students for 2015 5/8 students will make accelerated progress and
meet the standard. 3 students will 1 student will make progress at
independent levels.
Year 6 Students for 2015 10/15 students will make accelerated progress to
meet the standard.
Year 7 Students for 2015 2/2 will move from below to at. 1 of 2 children
will move from well below to below.
Year 8 Students for 2015 2/4 children will move from well below to below.
2/4 students will move from well below to meet the standard. 3/6 children
will move from below the standard to meet the standard.

Analysis of school wide writing data OTJs against National Standards in December 2013 identified some concerns across the school. School-wide data shows that year 5-8 year

groups have a significant number of students below and well below standard in their writing which was mainly because we didnt have enough evidence across the curriculum.
Year
0
1

W-Below

2
3
4
5
6
7
8

3
1*
1
2
6
4#
18

Below

5
6
8
8#
15*#
2
4
6
54

At

10
9
2
7
3

5
36

Above

2
1

Total

16
15
15
17
19
4
10
15
111

Overall Analysis of Writing:

% +/=

62.5%
60%
26.6%
47.1%
15.8%
0%
0%
33.3%

Yr 1 Overall writing at/above 62.5%


Yr 2 Overall writing at/above 60%
Yr 4 Overall writing at/above 47%
Trends
100% of Year 6-7 students below
53% of Year 4 students below, 2 students working above
85% of Year 5 students belowWell below students are predominately Male
Below, at above male/female fairly evenly balanced

* Denotes Orrs funded student (2) #Denotes SLS student (3)


Currently some students in the well below and below categories are working with RTLB and or RTLit.

Actions to achieve targets

Led By

Budget

1.

Review assessment data with staff and determine the particular learning needs of all students.

Principal/Literacy Leader

$500

2.

Monthly meetings to discuss progress of target students progress.

Principal/Literacy Leader

Ongoing

3.

Plan a revised programme to meet the learning needs of the all students.

Literacy Leader-teachers

Ongoing

4.

Work with parents, families and whanau around ways to support students learning

5.

Enrichment classes and/or teacher aide support to be given to students below expectations.

Principal/Literacy Leader

6.

School-wide professional development given to teachers on teaching writing and different learning styles.

Principal/Literacy Leader

Ongoing/Staff mtg

7.

Process put in place for teachers to reflect on and improve practice.

Principal

Appraisal-ongoing

8.

Develop further schoolwide moderation and assessment procedures to ensure consistency.

Principal/Literacy Leader

Ongoing

9.

Professional readings and quality professional development put in place to support and guide teachers professional practice.

Principal

Ongoing

10.

School-wide assessment developed so that there is consistency through out the school.

Principal

Term 2-4

11.

Student voice considered in writing topics and genres and all students given time and motivation to write.

Principal,Teachers,Students

Ongoing

12.

Excellent examples of writing shared with students and community.

Teachers & Students

Ongoing

Principal/Literacy Leader

Ongoing

13.
Analyse data at the end of each term to see progress and inform planning for next term & end data to inform progress and planning for the
following year.

Principal-teachers

Timeframe
Term 1

Term 1
$3,000

Ongoing

11

Saint Josephs School Reading Target


Annual Aims
2015 Targets

Strategic Goals:

Strategic Goal 1
b) Students with special learning needs are supported in their learning
so they can progress in relation to the New Zealand Curriculum and
fully participate in and contribute to the school and their community
environment.
Strategic Goal 2
a) All students are able to access the New Zealand Curriculum as
evidenced by progress and achievement in relation to the National
Standards. They will actively progress and achieve to their full
potential across all areas through excellence in learning and teaching.

Baseline Data:
Year
0
1
2
3
4
5

1
2
1*

6
7

1.

2a) All students who are not achieving at and above the
National Standard for reading and writing will have achieved
accelerated progress over the year.
To raise the rate of progress for all students including Maori students deemed at risk of not achieving at the
National Standard for reading and writing and Mathematics.

4.

2.
3.

5.

6.
7.

Year 2 students for 2015 8/11 students will make accelerated progress to move from
below to at the standard. 3 out of 11 will make progress at their independent levels.
Year 3 students for 2015 6/8 students will make accelerated progress to meet the
standard. 2/3 students will move from at-above the standard.
Year 4 students for 2015 5/7 of students will move from below to at. 2/3 students
will move from at/above the standard.
Year 5 students for 2015 2/3 students will move from below to at the standard. 3/9
students will move from at/above the standard.
Year 6 students for 2015 1/2 students will move from below to at.
Year 7 students for 2015 1/2 student will move from below to at the standard. 1 will
make individual progress at their own rate.
Year 8 students. 2/3 students will make accelerated progress to meet the standard.
3/7 students will make accelerated progress from at to above the standard.

Analysis of school wide Reading data OTJs against National Standards in December 2014 identified some concerns

W-Below

1b)To raise the rate of progress for all students deemed at


risk of not achieving at the level of the National Standards.
Students will make progress, achieve and experience success
against goals developed in Individual Education Plans.

Below

11
8
7
3#
2#
2*
3
3
39

At

1
3
5
9
8
2
6
7
41

Above

3
4
2
3
8

5
25

Total

16
15
15
17
19
4
10
15
111

% =/+

25.1%
46.7%
46.6%
70.5%
84.2%
50%
60%
80%

Overall Analysis of Reading:

60% of all students are at/above the standard.


50% of children below are Male.
30% of children below are Female.
High group of Year 1 students identified as below in Year 1. They had progressed by the end of
the school year and judgements were made obviously on their birthdays. Will need to show
acceleration in their next year of school to make progress.
Some of the children identified below in Y2-3 were also nearly at the standard by the end of the
year. Since we have to make the judgement by their birthday this posed its own challenges when
we are reporting at the end of the year not on birthdays.

* Denotes Orrs funded student (2) #Denotes SLS student (3)


Currently some students in the well below and below categories are working with RTLB and or RTLit,
others are being reffered

Actions to achieve targets


1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

1. Review assessment data with staff and determine the particular learning needs of all students.
Monthly meetings to discuss progress of target students progress at class, syndicate and staff mtg level.
Plan a revised programme to meet the learning needs of the all students.
Work with parents, families and whanau around ways to support students learning
Rainbow Reading, Reading recovery and teacher aide support to be given to students below expectations.
School-wide professional development given to teachers on teaching Reading and different learning styles.
Process put in place for teachers to reflect on and improve practice.
Develop further schoolwide moderation and assessment procedures to ensure consistency.
Professional readings and quality professional development put in place to support and guide teachers professional practice.
School-wide assessment/running record practice developed so that there is consistency through out the school.
Student voice considered in reading topics and genres and all students given time and motivation to read.
Lexia programme and other software on apple apps to be used to improve childrens porgress and achievement.
Analyse data at the end of each term to inform the BOT and to see progress and inform planning for next term.
Analyse year-end data to inform progress and planning for the following year.

Led By

Budget

Principal/Literacy Leader

$500

Timeframe
Term 1

Principal/Literacy Leader

Ongoing

Literacy Leader-teachers

Ongoing

Principal-teachers
Literacy Leader/Reading Recovery

Term 1
$1,000

Ongoing

Principal/Literacy Leader

Ongoing/Staff mtg

Principal

Appraisal-ongoing

Principal/Literacy Leader

Ongoing

Principal

Ongoing

Principal

Term 2-4

Principal,Teachers,Students

Ongoing

Teachers & Students

Ongoing

Principal/Literacy Leader

Ongoing

Principal/Literacy Leader

End year

12

Saint Josephs School Mathematics Target


Annual Aims

Strategic Goals:

Strategic Goal 1
b) Students with special learning needs are supported in their learning
so they can progress in relation to the New Zealand Curriculum and
fully participate in and contribute to the school and their community
environment.
Strategic Goal 2
a) All students are able to access the New Zealand Curriculum as
evidenced by progress and achievement in relation to the National
Standards. They will actively progress and achieve to their full
potential across all areas through excellence in learning and
teaching.

Baseline Data:
Year
0

W-Below

1
2
3
4
5
6
7
8

1
2
1*
1*
2
3
2#
12

1b) To raise the rate of progress for all students deemed at risk
of not achieving at the level of the National Standards.
Students will make progress, achieve and experience success
against goals developed in Individual Education Plans.

2015 Targets
1.
2.
3.
4.

2a) To increase the number of all students achieving at and above


the National Standard for Mathematics..
To raise the rate of progress for all students including - Maori
students deemed at risk of not achieving at the National
Standard for reading and writing and Mathematics.

5.
6.
7.

Year 2 students for 2015 2/3 students will make accelerated progress to
move from below to at.
Year 3 students 2015 4/7 will make accelerated progress to move from below
to at the standard. 2/4 will move from at/above the standard.
Year 4 students 2015 10/12 students will make accelerated progress to move
from below to at.
Year 5 students 2015 3/4 students 80% will move from below to at. 3/7
students will move from at to above.
Year 6 students 2015. 4/6 students will move from below to at the standard.
Year 7 students 2015 1/4 students will move from below to at.
Year 8 students 2014 4/6 students will make accelerated progress to move
from below to at.

Analysis of school wide Mathmatics data OTJs against National Standards in December 2014 identified the trends below.
Below

3
7
12
4
6#
1
6
6
45

At

12
4
1
8
7
1
3
36

Above

1
3
4
5
1
4
18

Total

16
15
15
17
19
4
10
15
111

% +/=

71.3%
46.7%
6.7%
70.6%
63.1%
25%
10%
46.7%

Overall Analysis of Maths:

1. The Year 3,5-7 year groups have the lowest data and this is consistent across all areas not just Maths.
2. 48% of all students are +/= the standard.
3. 48% of children below are male.
4. 52% of children below are female
5.

* Denotes Orrs funded student (2) #Denotes SLS student (3)


Currently some students in the well below and below categories are working with RTLB and or RTLit.

Actions to achieve targets


1. Review assessment data with staff and determine the particular learning needs of all students.
2. Monthly meetings to discuss progress of target students progress at Syndicate and or staff meetings.
3. Plan a revised programme to meet the learning needs of the all students.
4. Work with parents, families and whanau around ways to support students learning
5. Enrichment classes and/or teacher aide support to be given to students below expectations.
6. School-wide professional development given to teachers on teaching mathematics and different styles.
7. Process put in place for teachers to reflect on and improve practice.
8. Develop further schoolwide moderation and assessment procedures to ensure consistency.
9. Professional readings and quality professional development put in place to support and guide teachers professional practice.
10.
School-wide assessment developed so that there is consistency through out the school.
11.
Excellent examples of modelling/evidence shared with students and community.
12.
Analyse data at the end of each term to inform the BOT and to see progress and inform planning for next term.
13.
Analyse year-end data to inform progress and planning for the following year.

Led By

Budget

Principal/Numeracy Leader

$500

Timeframe
Term 1

Principal/Numeracy Leader

Ongoing

Numeracy Leader-teachers

Ongoing

Principal-teachers
Principal/Numeracy Leader

Term 1
$3,000

Ongoing

Principal/Numearcy Leader

Ongoing/Staff mtg

Principal

Appraisal-ongoing

Principal/Numeracy Leader

Ongoing

Principal

Ongoing

Principal

Term 2-4

Teachers & Students

Ongoing

Principal/Numeracy Leader

Ongoing

Principal/Numeracy Leader

End year

13

NAG 1: Curriculum: Raising Student Achievement

Our focus will be on what our students need to thrive in the future, moving
from a standardised mass education to a personalised student led approach
that develops the gifts and talents of all our students.
Develop inquiry learning and co-constructed learning throughout the school.
Develop a school wide planning and assessment system that adequately covers
the total curriculum and that meets the needs of both the student and
the teacher.
Staff Professional Development: Formative assessment, Thinking Hats- habits
of Mind. Build on assessment knowledge in line with new curriculum guidelines
& National Standards: Keep staff up skilled in ICT in particular new smart
boards, use of eLearning in Literacy & Numeracy & topic: Early Words
program, Toe to Toe for teacher aides: NIE for senior school teachers:
ELearning resources to be sourced for all curriculum areas in particular
Numeracy & Literacy Numeracy Lead Teachers attend cluster workshopskeep staff up skilled
Continue to keep Reading and Writing linked and incorporate these
skills through out other curriculum areas.
Written Language programme to be reviewed and improved to lift the
achievement through out the school.
Target groups to be identified and Literacy leader to be released to work with
teachers with their writing programmes.
Key Competencies used in combination within units of work and acknowledged in
weekly assemblies.
Physical Activity/Health included in term planning ensuring school swimming,
athletics, cross-country, skiing, winter sports, gymnastics, large small ball skills,
jump jam and jump rope: Selected groups involved in Ski team, Winter sports.
Year 7-8: Mon-Thurs to include Language, Careers, PE & the Arts
Te Reo-Kapahaka 1 hour each week terms 2-4.
Run specialised weekly Numeracy & Literacy programme for at risk students.
Perceptual Motor programmes for juniors.
Enrichment and extension classes to cater for students needs. At first the
emphasis will be on our target students in reading, writing and mathematics.
Schools special character and Values embedded in school planning.
Strong teacher development on all aspects of school programmes to lift teacher
pedagogical knowledge and improve practice in the classroom.
New programmes being sourced to help students with special needs and
abilities.
Parents encouraged to come in and help out with students learning.
Successes celebrated at school wide assemblies; Open evenings to encourage
students and parents to share the good learning taking place at school.
School website provider to be modified and changed so that the school can use
it more interactively as a tool to communicate with parents and students being
able to develop their learning at home.

NAG 2: Self Review: Raising Student Achievement


Continue to revise the Saint Josephs School Curriculum document that was
Constructed in 2010 to ensure the National Standards are embedded within this.
Review curriculum policies and procedures.
Review Staff handbook, reformat & rewrite each year to keep up to date.
New goals, Vision etc for Strategic Plan to be developed and implemented.
Written Language programme to be reviewed with our Literacy leader.
Make the community aware of how National Standards work and keep evidence
folders to contain samples of Writing, Numeracy, Visual Arts,
Science/Technology, Handwriting, Spelling, Basic Facts, and how students
are doing against the National Standards.
Overall Teacher Judgement and moderation being developed so that
Judgments are fair and consistent through out the school and cluster wide
Reflection and review embedded in teacher planning and monitoring. Classroom
Walkthroughs and learning conversations carried out each term.
Staff observations occur across all areas to coincide with the appraisal process.
Principal & Staff Rep report to BOT.
School Operational plan reviewed and developed.
Continue reporting to parents on students progress.
Review roles and responsibility of BOT at beginning of 2015.
Needs of stakeholders noted for future development.
Yearly Targets to be set in Reading, Writing and Numeracy against the National
Standards.
Update E- tap and put new End of year Report on here.
Charter to MOE-March 2015.

NAG 3: Personnel: Raising Student Achievement

BOT to revise their job descriptions


All BOT members will participate in professional development.
BOT Chairperson will undertake some Professional development to understand the
role in which he is involved in.
Staff have signed job descriptions and written goals for year.

14

NAG 4: Finance and Property

Audit 2014 accounts


Monitor 2015 budget
Monthly treasurer reports at BOT meetings
Prepare 2016 budget in line with 2015 school operational
plan.
Fund approved priorities of 2015-refer to 2015 budget
Education Finance used as finance service 10YA
property plan being used for maintenance.
New projects set up for 2015.
Project Group begins raising money for school
playgrounds.
Administration upgrade 2014 was completed.

NAG 5: Health and Safety:

Ensure Health and Safety Plan complies in full with


legislation currently in force to guarantee the safety of
students and employees
Health Community Consultation conducted in February 2015
and sexuality education further addressed later in the
year.
Hazards identified
Pupil attendance monitored-daily beginning of day check
included
Regular monitoring of School Water-Check for new
regulations
School Building Systems and Features Manual kept up to
date
Emergency procedures practiced each term-Fire &
earthquake and the how emergency plan reviewed in 2015
Include cyber safety, sun safety, water safety & road
safety in term unit plans
Electricity contracts to be secured to ensure safety testing
& tagging, annual electrical inspection & 6 monthly checks
Up grade security lighting by hall.

NAG 6: Policies and Procedures


Re-establish compliance list, monitor and
update as required.
Interviews with Maori Families
Regular displays around school
Parent Teacher Conferences
Preschooler visits
SMS reviewed and systems for this
upgraded
Involving Parents in Student Learning
and School
Project Group fundraising for the
playground
Weekly School Assembly
Parent Tutoring
Visiting Shows/Artists
School Prize Giving
Activities related to each term theme
School Skiing T 3
Winter tournament/country 7s T 3
Out of School Visits- Year 7-8 School
Camp Week- T4 Year 4/5/6- CampT3 -
Hunterville interschool Lions School
Speech Finals-October
Saint Josephs Schools Speech
Competition for Y3/8-T4 Lunchtime
clubs-sport/dance/drama/choir/etc.
ANZAC Ceremony involving community
Inter-school sports activities InSchool sport activities-Cross
Country/Athletics/Swimming/etc.
Evening-meet the teacher-week 8 T1
Catholic Schools Cultural festival
Raetihi Cultural Festival T 4
Right Choice day middle and end of each
term. End of year whole school activity
Daffodil day-T3

NAG 6: Policies and Procedures


School reflected Positively in Wider
Community
Promotion in early childhood centers.
Media releases School Brochure,
Montages & School web site start
again 2015
Pre-School/College Visits
Invitations to wider community to
participate in School activities
Friends of School Morning Teas
Information Forums available to
Parents
BOT meetings
Consultation Evening & Curriculum
Meeting
Parent/Teacher Discussions
Parenting Courses
Newsletters-school, class, sports,
clubs, BOT, Project Group, etc.
Promotion of School Values and
Vision
School /House Leaders & Class
Leaders - Student Forum
Peer Mediators - Cool schools
program
Library Leaders
Goal Setting by students
Classroom goals and vision established
yearly
Open evenings for parents and wider
community
Meaning of each value established in
each room
Variety of school wide certificates
continued
End of Year Prize Giving
Themes for 2015-refer to NAG 1
New Entrant Certificate
New children-certificate of welcome
Leaving certificate from class and
staff for those children moving on
School vision displayed in each
classroom.

15

16