Robertson Road School Charter · Web viewProactive earlyinterventions raise student identified...
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;lllll 1 Robertson Road School Charter & Strategic Plan 20 21 Goal Goal
Transcript of Robertson Road School Charter · Web viewProactive earlyinterventions raise student identified...
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Robertson Road School Charter & Strategic Plan 2021
Goal 1
Goal 2
Goal 3
Goal 4
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Mission Statement - AIM HIGH, TOGETHER WE FLYWHĀINGA TIKETIKE TAHI RERE TATOU
The Key Message of our New CurriculumThe birds represent a significant part of our Robertson Road School journey, which is to Aim High. Together we fly.
TITLE MEANING
HIKOI Because kura is one of the most important stages of a child’s journey in life, this mural entitled HIKOI explains the importance of staying focused, digging deep, knowing who you are, and being yourself on your journey.
TOREAPied Oyster Catcher
A Mangere local and inhabitant of Manukau Moana. We expect to see the key traits of the Torea in our students on their HIKOI.3 Key Strengths:
1. Focused when flying 2. Digs deep for Kai 3. Very protective
TE PANE O MATAOHOMangere Mountain
A land mark which all people of Mangere call home and a sacred Maunga to the tangata whenua Te Akitai Waiohua.
Learning Priorities
Four strands of learning
Values
Creativity- students and teachers are being creative in their thinking and are able to think outside the square.
Critical thinking –students and teachers making reasoned judgements that are logical and well-thought out. It is a way of thinking in which you don't simply accept all arguments and conclusion, but rather have an attitude involving questioning such as arguments and conclusions.
Community minded – being culturally responsive in terms of planning and delivering our learning programs to students, and encouraging families, whanau and the community to engage with the school and with the curriculum.
Inclusiveness – Providing a welcoming and inclusive environment for all learners and their families that is emotionally, socially and physically safe for all. We ensure that curriculum recognises and affirms the identities, languages, abilities and talents of all students.
Pedagogy PartnershipProgressPrograms
The values are the roots of our learning which are respect, relationship, service. These provide the foundation for our learning.
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Robertson Road Targets for 2021
By the end of 2021 70% of all students will be at or above expected curriculum level for Writing.
By the end of 2021 70% of all students will be at or above expected curriculum level for Maths.
By the end of 2021 75% of all students will be at or above expected curriculum level for Reading.
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Strategic Goal 1High Achieving Students
‘Staying focused, digging deep, knowing who you are and being yourself on your journey’
Goals Indicators of Success 2021 Indicators of Success 2022 Indicators of Success 2023Data Analysis Student achievement outcomes are raised using
whole school and classroom data.
Action plans are developed from patterns in syndicate data discussions.
Evaluative practices and assessment for learning capabilities effectively raise achievement.
Students who have been at RRS for 8 years are successfully entering High School at and above expectations.
Bilingual classes lead culturally competent programs that accelerate achievement.
Percentage of mainstream Pasifika students, Tongan, Samoan and Cook Island Māori at or above curriculum expectations increases.
Data is used proactively as part of teaching and learning planning for acceleration.
Proactive early interventions raise student identified outcomes.
Graduate profiles of students who have been at RRS Y0-8 show an academic ascending journey.
Percentages of Y8 leavers who are below curriculum expectations is reduced.
Interventions are put in place for students early in their education journey.
80% of students at RRS are at or above curriculum expectations for reading, writing and maths.
Accelerate learning in Mathematics through culturally responsive pedagogy.
Student voice is evident (teacher observations and noticing) and acted upon within the teaching program.
Number knowledge supports successful strategies therefore achievement levels are raised.
Student achievement is accelerated via school participation in DMIC teaching and learning.
70% of students are achieving at or above NZ curriculum expectations for Maths.
DMIC programs and practices accelerate student self-efficacy within their classrooms and across the school.
Student understand their strengths and actively contribute to their own learning goals.
75% of students are achieving at or above NZ curriculum expectations for Maths.
Lead teachers are able to coach/ mentor teachers across the school to build robust teacher practice.
Learners are actively involved in their Mathematical learning.
80% of students are achieving at or above NZ curriculum expectations for Maths.
Accelerate Learning in Writing
Literacy learning is integrated into authentic contexts.
Assessment for learning practices accelerate writing
Teaches are confident and competent teachers of writing for acceleration.
Robust evidence-based strategies are embedded in the teaching of writing.
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levels.
Aspect of TLIF Project are present and active within Level 1 learning throughout the Bilingual Literacy program.
Spelling improvements are evident from CODE teaching and learning.
70% of students are achieving at or above NZ curriculum expectations for Writing.
Students are developing their ability to self and peer assess for improvement through Assessment for Learning practices.
75% of students are achieving at or above NZ curriculum expectations for Writing.
80% of students are achieving at or above NZ curriculum expectations for Writing.
Accelerate learning in Reading
Structured Literacy is visible and consistent approach to teaching the English alphabetical code in Years 0-8. This is part of high-quality teaching practise.
All teachers know that the Structured Learning key principles are forged in scientific evidence (The Science of Reading). Structured Literacy teaching is diagnostic, systematic, cumulative and explicit. Structured Literacy supports ALL learners
Student achievement in Reading and Spelling is accelerated with daily Structured Literacy (The Code) teaching and learning in Years 0-3.
Student achievement in Reading and Spelling is accelerated with daily Structured Literacy (The Code) teaching and learning in Years 4-8.
Samoan bilingual teaching and learning is. supported by the development of a daily Structured Literacy (The Code) approach in Samoan
75% of students are achieving At or Above NZ Curriculum expectations for Reading.
All teachers will have the opportunity to develop their Structured Literacy knowledge and skills to support explicit teaching.
Phonetic process to develop a systematic approach to Spelling is evident throughout Y0-Y8.
78% of learners are achieving At or Above NZ curriculum expectations for Reading.
Structured Literacy spelling approach if embedded across Y0-Y8
80% of learners are achieving At or Above NZ curriculum expectations for Reading.
Implement Local Curriculum to build agentic learners.
An increase in student, parent, Whānau contribution to learning through the RRS Curriculum.
Student increasingly drive the learning through the RRS curriculum.
Student centred RRS program embedded within the school. Students are actively involved. Te
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Te Ao Māori and Ako aspects are reflected in Syndicate Inquiry planning.
Y0-Y8 students can explain what an ‘e-portfolio’ is.
Students can identify how their identity and involvement are strengthened through the student led inquiry process.
Integration of writing program within RRS Increased use of local context. Strengthen the integration of Te Ao Māori.
Students can take increasing responsibility for their own learning by recording and reflecting on their learning in an e-portfolio. Years 0-8
Ao Māori is fully integrated.
Co-construction with Teachers and Students on the development of e-portfolios to track process of learning. Years 0-8.
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Strategic Goal 2BUILDING EVALUATIVE PRACTICE
‘Staying focused, digging deep, knowing who you are and being yourself on your journey’
Goals Indicators of Success 2021 Indicators of Success 2022 Indicators of Success 2023
Develop and implement a whole school approach to Teaching as Inquiry. Focus on Writing
Inquiry phases are discussed as a ‘way of being’ as an evaluative model to improve teaching practices that accelerate achievement.
Teachers are active participants within across level, collaborative inquiry PLGs within Robertson Road School.
Teachers use a range of Assessment for Learning practices in writing lessons.
Teacher evaluation on practice leads to responsive and adaptive teaching practices in Writing.
Teaching of Writing to accelerate is evidence throughout the school.
Consistent collection and analysis of evidence to generate robust OCJs.
Termly robust assessment practices include moderation for consistency and validity.
Syndicate Leaders lead learning discussions using data gathered for Reading, Writing and Math.
80% accuracy through moderation of writing rubric.
Confident and consistent discussions are held when analysing assessments to ensure responding effectively to identified student needs.
Data is used effectively to improve and accelerate practice across the school.
Evidence drives practice across the school.
Develop a whole school ‘Critical Thinking’ assessment pathway as part of the ‘3C’s and I’.
A ‘Critical Thinking’ pathway from Y1-8 is developed and implemented.
Implement a ‘Critical Thinking’ pathway from Y1-8
Review and Refine ‘Critical Thinking’ pathway.
Leadership of Learning Collective efficacy beliefs are evident across the leadership team.
Team Leaders and syndicates hold discussions regarding acceleration of teaching and learning.
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Strategic Goal 3Well Being and Engagement
‘Staying focused, digging deep, knowing who you are and being yourself on your journey’
Goal Indicators of Success 2021 Indicators of Success 2022 Indicators of Success 2023The RRS well-being survey shows significant improvement in school culture each year.
Students understand the growth mindset journey and can identify two strategies to support new learning.
Relationships across year levels are strengthened and student agency shows students solving problems.
Incidents of student behaviours are reduced throughout the year, based on etap and MAC data gathered.
Students wellbeing is increased and reflected in their attendance.
Incidents of inappropriate use of Social Media is reduced through restorative practices and HSP.
Teachers and students can explain Teu le va, Tausi le va, Soli le va structure as an embed restorative practice within RRS.
RRS Te Ara Hou (a new way) COVID response procedures support staff and student wellbeing.
Kohika Mai intervention engages senior students to reflect on and enjoy school.
Students increasingly use appropriate language and behaviour.
Well-being survey indicate positive shifts in attitudes.
Students actions reflect Le Va structure independently.
Hauora survey shows significant improvement.
Develop and extend Tuakana Teina relationships with students.
Stronger relationships across year level students through increased Tuakana Teina opportunities.
Embed Tuakana Teina opportunities. Increased boys’ involvement in leadership opportunities.
Boys actively participate in Tuakana Teina opportunities.
Improve punctuality and attendance of students.
Attendance data shows an improvement by 10% in targeted group.
Whānau are visible within the school as connections with school and outside agencies deepen.
Increased attendance of students from identified families.
Data analysis of attendance reflects positive improvement in attendance.
Improved punctuality and attendance result in accelerated progress and achievement.
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Teachers value and integrate students’ cultures, language and identities into learning programs.
Students’ languages, cultures and identities are visible and valued in classrooms.
Student led inquiry outcomes build on student cultural capital.
3 Turu of Tapasa document are evident in classroom unit planning.
Learning outcomes of Ka Hikitia Education strategy (Learners at the Centre, Barrier-Free Access and Quality Teaching and Leadership) are identified through high expectation teaching and learning and Māori access to education.
Culturally responsive and relational practice is demonstrated across the school.
Students’ languages, cultures and identities are an integral part of the RRS program.
Students’ languages, cultures and identities are visible and valued in all aspects of the school.
Student and Staff Well being
Reduced student behaviour issues are recorded on Etap.
Students can articulate and demonstrate Robertson Road Values and Vision and the 3Bs – Be Safe, Be Kind, Be You.
Students can articulate and demonstrate Respect, Relationship and Service school values and how they link to Le va.
Students are fit and well and participate in school wide events.
Students are settled with high expectations around behaviour.
Students demonstrate Be Attitudes.
Student solve problems using Le va.
RRS student voice data reflects an increase Be Attitudes.
Student and Whānau Engagement
Responsive curriculum and lessons respond to identity, language and culture of students.
Syndicate home school partnerships are evident as well as planned school events.
Samoan Bilingual classes hold PTA meetings and include parents in teaching and learning planning.
Samoan Bilingual students are successful in heritage language events across schools.
Students engagement is evident throughout the day which in turn raises achievement.
Students are actively leading their learning.
Students lead learning within the inquiry planning process.
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Strategic Goal 4Te Tiriti o Waitangi
‘Staying focused, digging deep, knowing who you are and being yourself on your journey’
Goal Indicators of Success 2021 Indicators of Success 2022 Indicators of Success 2023
Continue to strengthen understanding and application of Te reo Māori me ngā tikanga in classrooms and school wide practices.
Te reo Māori me ngā tikanga is strengthened within the school and is visible within the classrooms.
Kapa Haka is attended by all interested students, all NZ Māori students are encouraged to attend, each week (Fully released for 1 block).
Student involvement is increased via Te Ao Māori in inquiry through Turangawaewae overarching construct.
Signage schoolwide in both Te Reo Māori and English
There is an increase of teachers and students using Te Reo Māori language throughout their teaching and learning.
Teachers apply the learning of Te Reo Māori and Tikanga Māori into their practice.
Kapa Haka attendance at Cultural Festivals is increased.
Te reo Māori me ngā tikanga are visible and valued and embedded in classrooms and across the school.
Leaders and teachers actively engage Māori learners in their learning (ako)
Teachers can identify aspects of Ako within their pedagogy and planning.
Ka Hikitia domains are evident in planning.
Māori students are active partners in their learning.
Māori students show leadership by way of Ako within their learning.
Ako practices are embedded consistently within classrooms. Māori students are connected and engaged and succeeding with their learning.
Leaders and teachers’ partnerships with parents and whānau enable success for Māori learners.
There is an increase in whānau connection and communication with the school.
Māori whānau are supported involved within school initiatives.
Whānau are comfortable coming into school to participate/experience the teaching and learning within the class.
Leaders and teachers continue to strengthen learning partnerships with parents and whānau.
Leaders and teachers work collaboratively with parents and whānau to support tamariki to achieve.
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Ka Hikitia Education strategies
Māori learners are recognised for their identity, language and culture.
Māori learners and Whānau have a strong sense of belonging at RRS.
Quality teaching and learning builds whānau culture in classrooms.
Attendance of Māori students is increased.
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Robertson Road School – Reading
OCJ – Reading Curriculum level T4, 2020 - Whole School
Robertson Road School -ReadingStudents with Assessments in Both.Reading T1 End T1 2020Whole School (excl. Rm14, Rm9y2) 2020
12874Early
Curriculum Level 1
AT Level 1Early
Curriculum Level 2
AT Level 2Early
Curriculum Level 3
AT Level 3Early
Curriculum Level 4
AT Level 4
Early Curriculum
Level 5
AT Level
5 Well
Below Below At Above Total
Y0 0
Y1 100% (33) 100% (33) 33
Y2 97% (37) 3% (1) 97% (37) 3% (1) 38
Y3 32% (18) 63% (36) 5% (3) 95% (54) 5% (3) 57
Y4 7% (5) 35% (25) 30% (21) 28% (20) 7% (5) 65% (46) 28% (20) 71
Y5 4% (3) 11% (8) 13% (9) 41% (29) 21% (15) 10% (7) 15% (11) 54% (38) 21% (15) 10% (7) 71
Y6 3% (2) 13% (9) 37% (25) 25% (17) 21% (14) 1% (1) 16% (11) 62% (42) 21% (14) 1% (1) 68
Y7 8% (5) 11% (7) 19% (12) 34% (21) 19% (12) 8% (5) 19% (12) 53% (33) 19% (12) 8% (5) 62
Y8 3% (2) 7% (5) 15% (11) 35% (25) 26% (19) 14% (10) 25% (18) 61% (44) 14% (10) 72
Totals 20.8% 98 14.8% 70 10.4% 49 18.2% 86 11.7% 55 14.2% 67 6.8% 32 3.2% 15 12.1% 57 62.3% 294 22.9% 108 2.8% 13 472
OTJ – Reading Curriculum level T4 2020Whole School (excl. Rm14, Rm9y2) 2020
12880Early
Curriculum Level 1
AT Level 1
Early Curriculum
Level 2AT Level 2
Early Curriculum
Level 3AT Level 3
Early Curriculum
Level 4AT Level
4Early
Curriculum Level 5
AT Level 5 Well
Below Below At Above Total
Y0 0
Y1 100% (33) 100% (33) 33
Y2 66% (25) 32% (12) 3% (1) 66% (25) 32% (12) 3% (1) 38
Y3 19% (11) 21% (12) 42% (24) 18% (10) 40% (23) 42% (24) 18% (10) 57
Y4 1% (1) 14% (10) 20% (14) 45% (32) 18% (13) 1% (1) 1% (1) 34% (24) 45% (32) 20% (14) 71
Y5 3% (2) 14% (10) 18% (13) 32% (23) 24% (17) 8% (6) 3% (2) 32% (23) 32% (23) 32% (23) 71
Y6 3% (2) 6% (4) 12% (8) 16% (11) 43% (29) 15% (10) 6% (4) 9% (6) 28% (19) 43% (29) 21% (14) 68
Y7 2% (1) 6% (4) 13% (8) 26% (16) 29% (18) 23% (14) 2% (1) 8% (5) 39% (24) 29% (18) 24% (15) 62
Y8 1% (1) 6% (4) 18% (13) 21% (15) 40% (29) 10% (7) 4% (3) 7% (5) 39% (28) 40% (29) 10% (7) 72
Totals 15.3% 72 7.6% 36 11.4% 54 14.4% 68 12.5% 59 16.1% 76 10.4% 49 10% 47 1.7% 8 0.6% 3 4% 19 35.2% 166 42.4% 200 17.8% 84 472
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Robertson Road School - Mathematics
OCJ – Mathematics Curriculum level T4, 2020 – Whole School
Robertson Road School - MathematicsStudents with Assessments in Both.
Mathematics End T1 2020Whole School (excl. Rm14, Rm9y2) 2020
12890Early
Curriculum Level 1
AT Level 1
Early Curriculum
Level 2AT Level 2
Early Curriculum
Level 3AT Level 3
Early Curriculum
Level 4AT Level
4Early
Curriculum Level 5
AT Level
5 Well
Below Below At Above Total
Y0 0
Y1 100% (33) 100% (33) 33
Y2 97% (37) 3% (1) 97% (37) 3% (1) 38
Y3 18% (10) 72% (41) 9% (5) 2% (1) 89% (51) 9% (5) 2% (1) 57
Y4 8% (6) 45% (32) 27% (19) 17% (12) 3% (2) 8% (6) 72% (51) 17% (12) 3% (2) 71
Y5 14% (10) 8% (6) 38% (27) 25% (18) 14% (10) 14% (10) 46% (33) 25% (18) 14% (10) 71
Y6 1% (1) 4% (3) 18% (12) 25% (17) 25% (17) 22% (15) 4% (3) 24% (16) 50% (34) 22% (15) 4% (3) 68
Y7 5% (3) 15% (9) 25% (15) 41% (25) 10% (6) 5% (3) 20% (12) 66% (40) 10% (6) 5% (3) 61
Y8 7% (5) 15% (11) 39% (28) 19% (14) 19% (14) 22% (16) 58% (42) 19% (14) 72
Totals 18.5% 87 18.5% 87 9.6% 45 15.1% 71 13.4% 63 16.6% 78 4.9% 23 3.6% 17 12.7% 60 61.1% 288 22.1% 104 4% 19 471
OTJ – Mathematics Curriculum level T4 2020Whole School (excl. Rm14, Rm9y2) 2020
12896Early
Curriculum Level 1
AT Level 1Early
Curriculum Level 2
AT Level 2Early
Curriculum Level 3
AT Level 3Early
Curriculum Level 4
AT Level 4
Early Curriculum
Level 5
AT Level
5 Well
Below Below At Above Total
Y0 0
Y1 100% (33) 100% (33) 33
Y2 53% (20) 39% (15) 8% (3) 53% (20) 39% (15) 8% (3) 38
Y3 11% (6) 32% (18) 46% (26) 11% (6) 2% (1) 42% (24) 46% (26) 12% (7) 57
Y4 4% (3) 13% (9) 34% (24) 42% (30) 7% (5) 4% (3) 46% (33) 42% (30) 7% (5) 71
Y5 4% (3) 14% (10) 17% (12) 34% (24) 21% (15) 10% (7) 4% (3) 31% (22) 34% (24) 31% (22) 71
Y6 4% (3) 6% (4) 13% (9) 21% (14) 37% (25) 12% (8) 7% (5) 10% (7) 34% (23) 37% (25) 19% (13) 68
Y7 5% (3) 18% (11) 33% (20) 31% (19) 13% (8) 5% (3) 51% (31) 31% (19) 13% (8) 61
Y8 10% (7) 18% (13) 19% (14) 40% (29) 13% (9) 10% (7) 38% (27) 40% (29) 13% (9) 72
Totals 13.2% 62 10.2% 48 14.2% 67 12.7% 60 13.2% 62 15.5% 73 10.2% 48 8.9% 42 1.9% 9 4.9% 23 38.2% 180 42.7% 201 14.2% 67 471
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Robertson Road School - Writing
OCJ – Writing Curriculum level T4, 2020 - Whole School
Robertson Road School - WritingStudents with Assessments in Both.
Writing T1 End T1 2020Whole School (excl. Rm14, Rm9y2) 2020
12882Early
Curriculum Level 1
AT Level 1Early
Curriculum Level 2
AT Level 2Early
Curriculum Level 3
AT Level 3Early
Curriculum Level 4
AT Level 4
Early Curriculum
Level 5
AT Level
5 Well
Below Below At Above Total
Y0 0
Y1 100% (33) 100% (33) 33
Y2 97% (37) 3% (1) 97% (37) 3% (1) 38
Y3 25% (14) 74% (42) 2% (1) 98% (56) 2% (1) 57
Y4 4% (3) 46% (33) 35% (25) 14% (10) 4% (3) 82% (58) 14% (10) 71
Y5 1% (1) 14% (10) 15% (11) 41% (29) 21% (15) 7% (5) 15% (11) 56% (40) 21% (15) 7% (5) 71
Y6 1% (1) 3% (2) 9% (6) 31% (21) 26% (18) 26% (18) 3% (2) 13% (9) 57% (39) 26% (18) 3% (2) 68
Y7 5% (3) 13% (8) 15% (9) 55% (34) 8% (5) 5% (3) 18% (11) 69% (43) 8% (5) 5% (3) 62
Y8 3% (2) 13% (9) 15% (11) 29% (21) 21% (15) 19% (14) 31% (22) 50% (36) 19% (14) 72
Totals 18.9% 89 18.6% 88 10.2% 48 16.3% 77 11.2% 53 16.5% 78 4.7% 22 3.6% 17 11.9% 56 65.5% 309 20.6% 97 2.1% 10 472
OTJ – Writing Curriculum level T4 2020Whole School (excl. Rm14, Rm9y2) 2020
12888Early
Curriculum Level 1
AT Level 1Early
Curriculum Level 2
AT Level 2Early
Curriculum Level 3
AT Level 3Early
Curriculum Level 4
AT Level 4
Early Curriculum
Level 5AT
Level 5 Well Below Below At Above Total
Y0 0
Y1 100% (33) 100% (33) 33
Y2 34% (13) 61% (23) 5% (2) 34% (13) 61% (23) 5% (2) 38
Y3 14% (8) 25% (14) 58% (33) 4% (2) 39% (22) 58% (33) 4% (2) 57
Y4 3% (2) 11% (8) 28% (20) 48% (34) 10% (7) 3% (2) 39% (28) 48% (34) 10% (7) 71
Y5 1% (1) 6% (4) 15% (11) 15% (11) 37% (26) 17% (12) 8% (6) 7% (5) 31% (22) 37% (26) 25% (18) 71
Y6 1% (1) 3% (2) 4% (3) 13% (9) 18% (12) 44% (30) 13% (9) 3% (2) 9% (6) 31% (21) 44% (30) 16% (11) 68
Y7 2% (1) 5% (3) 13% (8) 39% (24) 27% (17) 15% (9) 6% (4) 52% (32) 27% (17) 15% (9) 62
Y8 1% (1) 7% (5) 24% (17) 26% (19) 31% (22) 8% (6) 3% (2) 8% (6) 50% (36) 31% (22) 8% (6) 72
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Totals 12.3% 58 10.8% 51 14.8% 70 12.7% 60 12.3% 58 17.6% 83 10.8% 51 7% 33 1.3% 6 0.4% 2 4.9% 23 36.9% 174 46.2% 218 11.7% 55 472
Our Annual Targets for 2021 – Target 1 – High Achieving StudentsAim: To accelerate the achievement levels for all students across the curriculum through effective practice using inquiry, culturally responsive practice and digital tools as the keys to transformation.
Actions Responsibility Timeframe Resourcing Ongoing Evidence & Evaluation
Reflect and Review
Data AnalysisClassroom data is collected and tracked on tracking sheets. Interventions are put in place based on identified needs.
Team Leaders, teachers
Term 1, 2, 3, 4 Nil Teachers are tracking students and actively monitoring for interventions
Team Leaders identify patterns in syndicate data results and lead learning conversations to identify needs and develop action plans.
Team Leaders, teachers
Term 1, 2, 3, 4 Nil Syndicate meetings identify interventions and resources based on data results.
Assessments are fully analysed, and results are used to inform teaching and learning to accelerate achievement.
Teachers Ongoing throughout the year
Nil Assessments are used for teaching and learning planning.
Teachers and team leaders evaluate their teaching and learning daily and adjust their program based on observations and outcomes.
Team Leaders, teachers
Daily ongoing practice
Nil Plans are evaluated and written on to inform the next steps in teaching and learning
SLT, Team Leaders, and teachers closely track students to ensure interventions are put in place early to support achievement.
Teachers, team leaders, SLT
Ongoing throughout the year
Nil Discussions are active in Team Leader meetings. Accelerated achievement levels are evident in the classroom, team and whole school tracking.
Bilingual classes plan culturally competent programs that build and support identity, language and culture.
Teachers Ongoing throughout the year
Bilingual budgetTILF budget
Planned activities and teaching and learning involved cultural practices.
Mainstream Pasifika students, Tongan, Samoan and Cook Island Māori are tracked closely within the classroom to identify progress. Cultural events for
Teachers, team leaders
Ongoing throughout the year
Social Science budget Student cultures are evident in the classroom through displays and events.
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these students are celebrated and acknowledge through planned activitiesMath2020 Summary: 56.9% of All Students met or exceeded the expected curriculum level. 2020 Target for Maths was 70% The target of 70% will continue for 2021.
Student voice is collected via observations and noticing. Teachers are responsive and make changes to programs based on student voice
Teachers Ongoing throughout the year
Nil Evidence is collected via discussions with AP/DP/ Team leaders. Programs are responsive to feedback.
Number knowledge is explicitly taught daily and supports successful strategies
Teachers Ongoing throughout the year
Maths Budget Students use knowledge to support strategies. Maths data accelerates.
DMIC programme is how maths is taught at RRS through Y1-Y8.
Teachers Ongoing throughout the year
Maths Budget Student achievement is accelerated via school participation in DMIC teaching and learning.
Writing2010 Summary: 57.9% of All Students met or exceeded the expected curriculum level. 2020 Target for Writing was 70%. The target of 70% for Writing is set for 2021.
Teachers design rich literacy programs that link to inquiry. Literacy learning is integrated into authentic contexts.
Literacy Leader, team leaders, teachers
Ongoing throughout the year
PLD Budget Observation by AP/DP/ Team Leaders and expert teachers
Teachers commence quality assessment for learning feedback and feedforward through their writing process.
PLD Coach, team leaders, teachers
Ongoing throughout the year
PLD Budget Evidence on appraisal connector and sharing in team meetings.
Spelling is taught via daily Structured Literacy teaching and learning.
Teachers Daily Literacy Spelling results improve
Digital literacy is integrated into daily teaching and learning
Teachers, Students Daily Literacy e-portolios are updated and used daily across the school by students and teachers.Access to school intranet is proactively used by teachers
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Reading2020 Summary: 60.2% of All Students met or exceeded the expected curriculum level. 2020 Target for Reading was 75%. The target of 75% for Reading is set for 2021. Structured Literacy is taught in Years 0-8 as part of everyday practice.
Teachers, team leaders, literacy leader
Ongoing throughout the year
Literacy Budget Structured Literacy lessons are taught daily from Years 0-8 and Reading achievement levels are accelerated.
Samoan bilingual teaching and learning is supported by way of daily use of a translated English to Samoan structured literacy program.
Teachers, team leader
Ongoing throughout the year
Literacy Budget Student engagement in their learning and discussions.
Digital literacy is integrated into daily teaching and learning
Teachers, Students Daily Literacy e-portolios are updated and used daily across the school by students and teachers.Access to school intranet is proactively used by teachers
Strengthen community partnership for each RRS curriculum through an exhibition of learning.
Curriculum team, teachers
HSP Budget Involvement of parent group in the planning and school wide events related to our learning.
Implement Local Curriculum to build agentic learners.Te Ao Māori and Ako activities are planned and reflected on in Syndicate Inquiry planning.
Teachers, team leaders
Ongoing throughout the year
Science, Social Sciences budgets
Te Ao Māori is evident in planning.
HSP is planned throughout the year and parents and Whānau contribute to learning through the RRS Curriculum.
SLT, teachers, team leaders
Terms 1, 2, 3, 4 HSP Budget Planned activities happen throughout the year. Termly focus will be planned.
Y0-Y8 students are active in the building of their e-portfolio and can explain what an ‘e-portfolio’ is.
Teachers Ongoing throughout the year
ICT budget Students participate weekly in e-portfolios.
Students plan and contribute through the student led inquiry process.
Teachers, students Ongoing throughout the year
Nil Students are active in their inquiry learning.
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Our Annual Targets for 2021 – Target 2 – Building Evaluative PracticeAim: To accelerate progress and achievement levels for all students across the curriculum by building teachers’ capacity to implement sustained evaluative practice.
Actions Responsibility Timeframe Resourcing Ongoing Evidence & Evaluation
Reflect and Review
Teaching as Inquiry/Growth CycleInquiry is discussed as a ‘way of being’ as an evaluative model to improve teaching practices that accelerate achievement.
SLT, Team Leaders and Teachers
Ongoing throughout the year
Nil Involvement in PLD Groups within RRS. Teachers review the weekly, termly impact of their teaching and learning.
Teachers are active participants across level, collaborative inquiry PLGs within Robertson Road School.
Teachers, in school CoL leaders, students, SLT
Term 1, 2 and 3 Nil Collection of a range of data through observation, walk through and discussion
Provide PLD in providing target feedback and feedforward for student acceleration through Vision and CoL Leaders.
Teachers, students, in school CoL leaders, Evaluation Associates
Term 1, 2, 3, 4 Release time for AFL Leaders,
MOE, PLD
Feedback and feedforward in books and student conference.
Teachers use a range of Assessment for Learning practices in writing lessons.
Teachers, Evaluation Associates
Ongoing throughout the year
Nil Planning and teaching
PD on Growth Cycle process will be structured to enable teachers to be responsive to student interest/ engagement and progress.
SLT, Teachers Ongoing throughout the year
Nil Appraisal Connector is updated.
Consistent collection and analysis of evidence to generate robust OCJsDevelop and model the use of exemplars with teachers to develop common and robust assessment practices.
SLT, Teachers, students, In School CoL Leaders, Evaluation Associates
MOE, PD Budget Exemplars are used to moderate student work.
Utilise Writing Rubric to identify next steps to accelerate achievement.
Team Leaders Ongoing throughout the year.
Rubric is used to identify next steps in learning.
Team leaders attend external PD initiate open to Learning conversations around the data analysis.
Team Leaders Ongoing throughout the year.
PD Budget Team data analysis and discussions are held every syndicate meeting.
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E-portfolio is used by students to reflect learning process and progress.
Digital team Term 1, 2 and 3 E-portfolios are completed on a regular basis.
Develop a whole school ‘Critical Thinking’ assessment pathway as part of the ‘3C’s and I’Curriculum group to use current research and collaboratively develop critical thinking progressions across the school.
Curriculum team Ongoing throughout the year.
Release time, PLD Budget
Integrated inquiry plan
Leadership LearningTeam leaders apply their learning to lead data analysis conversations that have action plans to accelerate learning.
Team leaders, SLT Ongoing throughout the year.
PD budget Learning is tracked and acceleration of achievement is evident.
Team leaders participate in PD around building team collective efficacy.
Team Leaders Ongoing throughout the year
PD Budget Teams identify what it is to be a high performing team.
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Our Annual Targets for 2021 – Target 3 – Wellbeing and EngagementAim: To have a school climate, which promotes, facilitates, and safeguards the physical and emotional well-being of students. Students are able to promote and practice RRS school values – (Respect, Relationship and Service) within and outside school.
Actions Responsibility Timeframe Resourcing Ongoing Evidence & Evaluation
Reflect and Review
Well-being/CultureDevelop growth mindset process across year 0-8 and implemented.
Teachers Ongoing throughout the year.
Nil NZCER (Y4-8) Wellbeing survey shows significant improvement in school culture each year.
Appraisal Connector (Y0-3) survey shows significant improvement in school culture.
Embed Tuakana Teina relationships with students through the buddy system.
Teachers, SLT Ongoing throughout the year
Students are visibly working constructively with other year groups across the school.
Culturally responsive classroom practices encourage Hauora practices.
Teachers, team leaders
Ongoing throughout the year
Nil Incidents of student behaviours are reduced throughout the year, based on etap data gathered throughout the year.
Students learn about and can explain Teu le va, Tausi le va, Soli le va structure and it is used as a format for restorative practices within RRS
SLT, SwiS, Teachers
Ongoing throughout the year
NIL Incidents of inappropriate use of Social Media is reduced through restorative practices and HSP.
RRS Te Ara Hou (a new way) COVID response procedures support staff and student wellbeing.
Teachers, SLT Ongoing throughout the year
NIL Staff sick days are reduced
Kohika Mai Programme is implemented across year 7 and 8 to engage senior students to reflect on and enjoy school.
SLT, SwiS, Teachers
Ongoing throughout the year
MOE Funding Incidents of student behaviours are reduced throughout the year, based on etap data gathered throughout the year.
Develop and extend Tuakana Teina relationships with students
Teachers Ongoing NIL A culture of ‘our’ students
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Buddy classes continue to strengthen across the school using the Tuakana Teina model.
throughout the year and our school is evident.
Improve punctuality and attendance of studentsWhānau are encouraged to come into school and participate in classroom and school wide activities.
Teachers, SLT Ongoing throughout the year
HSP Budget Attendance improves.
Teachers value and integrate students’ cultures, language and identifies into learning programsTeachers utilise the PD they were involved in during Term 4 and plan for activities that acknowledge different cultures within their classroom.
Teachers, team leaders
Ongoing throughout the year
Tapasa and Ka Hikitia practices are in class.
Unit planning incorporates 3 Turu of Tapasa and Learning outcomes of Ka Hikitia Education Strategy
SLT Ongoing throughout the year
PD Budget Tapasa practices – Turu 1, 2 and 3 are evident in classroom practice.
Student Well BeingThe ‘Be Attitudes’ are reflected on and clarified in the classroom setting in Term 1
Teachers Term 1 NIL Student conflict is reduced.
Students unpack what Respect, Relationship and Service means to students of RRS
Teachers Term 1 NIL
Student and Whanau EngagementStudent identity, language and culture activities are planned for and reflected in the classroom environment
Teacher Ongoing throughout the year
NIL Displays show cultural diversity.Class portals display cultural diversity practices.
Engagement observations are completed throughout the year
SLT, Teacher, Students
Ongoing throughout the year
NIL Percentage of students who are disengaged reduces.
Bilingual classes plan for parent PTA meetings to gather feedback on planning
Teachers Ongoing throughout the year
NIL
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Our Annual Targets for 2021 – Target 4 – Te Tiriti o WaitangiAim: As Robertson Road School we will ensure Māori students enjoy and achieve education success as Māori.
Actions Responsibility Timeframe Resourcing Ongoing Evidence & Evaluation
Reflect and Review
Continue to strengthen understanding and application of Te Reo Māori me ngā tikanga in classrooms and school wide practices. Te Reo Māori me ngā tikanga is strengthened within the school, is planned for and visible within the classrooms.
Curriculum leaders, teachers, students
Ongoing throughout the year.
Nil Students and teachers use Te Reo knowledge daily.
Turangawaewae as the overarching construct for the year immerses Te Ao Māori in the planning.
Teachers Ongoing throughout the year
Students can articulate how they impact the world they live in.
Kapa Haka is attended by all NZ Māori each week (Fully release for 1 block).
Curriculum Teacher Ongoing throughout the year.
Release Kapa Haka performances are planned throughout the year.
Te Reo Māori is valued as an official language and signage is evident around the school.
SLT Term 1 Operating Budget Signage is installed
Leaders and teachers actively engage Māori learners in their learningTeachers plan for activities that support Ako and Ka Hikitia Education strategies.
Teachers Ongoing throughout the year
Māori Curriculum Budget
Planned activities are run by classroom teachers.
Leaders and teachers’ partnerships with parents and whanau enable success for Māori Learners.Whānau are encouraged to attend school learning exhibitions and school initiatives.
HSP, Teachers Ongoing throughout the year
Attendance of Māori students increases.
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