HIGHLANDS INTERMEDIATE SCHOOL
CHARTER
2017
Spectemur Agendo - By Our Deeds We Are Known’
School DescriptionHighlands Intermediate School was first opened in 1955 and a strong sense of belonging and pride is promoted through the wearing of the school uniform.
Highlands Intermediate School is situated in the north-eastern end of New Plymouth city in an attractive park-like environment, with well-maintained grounds and buildings. The majority of the grounds are flat, but sloping banks lead to a large thirty metre heated swimming pool. The large grounds area include an astro turf area for hockey and tennis, a large playing field for football, rugby league, rugby and athletics, concrete areas and adventure playgrounds complement the outdoors facilities available to the students and the wider community.
The school buildings consist mainly of a double storied block containing twelve classrooms, a library, administrative area, specialist technology and art and performing arts rooms, science laboratory classrooms and a hall. Beyond this block are adjoining prefabricated and permanent classrooms, an Outdoor Covered Court (OCC) and a large multi-purpose room (The Hub). All facilities are modern, attractive and well resourced with up to date technology including SMART boards in each room. Considerable redevelopment of facilities in recent years has provided a pleasant learning environment for students.
The school catchment extends over a wide area including students from immediate rural districts. In 2007 the Ministry of Education implemented an Enrolment Scheme. The main contributing schools are Welbourn, Woodleigh, Vogeltown, Fitzroy, Merrilands, Central and Lepperton Primary Schools, with approximately sixteen percent coming from 'out of zone' schools. Highlands Intermediate is a Decile seven with a cross section of students from all socio-economic levels of society attending.
The school currently has a roll of 665 students made up of sixteen percent Maori, seventeen percent Other and sixty seven percent New Zealand European. This roll is made up of 352 male and 313 female students.
The school has a good mix of staff in terms of experience, age, and gender. The staff have a strong spirit of loyalty and co-operation. They support each other in professional and personal terms. With the goals of the school clearly identified, on-going provision is made for staff to be involved in regular professional development keeping them up-to-date with current learning and teaching practices. The staff is organised in various teaching teams under the umbrella of a management team consisting of a Principal and two Deputy Principals. Support staff are employed to clearly differentiate administrative duties from staff with learning and teaching responsibilities.
Highlands Intermediate School sees Values Education, Literacy and Numeracy as important foundation skills. Considerable emphasis is given to student transition to Highlands and being involved in school wide activities. Access to support programmes and programmes for the gifted and talented are promoted each year.
The school promotes and has established a very strong cultural and musical emphasis, with a Kapahaka, Orchestra and Choir. Private music tuition is available and conducted beyond the school day. During alternate years either a musical production or festival is organised that includes all our cultural groups. This major event is always developed to a very high standard and is an activity that is well remembered by the students for many years.
The Specialist Teaching Programme provides all students with a range of 'design and make' learning experiences to equip them with technological skills for the future. The Specialist Programmes include: Visual Arts, Performing Arts (music, dance, drama), Materials and Electronic Technology, Food and Biotechnology, Information Communication Technology (computers), and Science.
Highlands Intermediate School students enjoy considerable success and personal achievement through a strong organisation of sport and physical education. During the year all the Year 8 children have a one-week camp at Turangi.
Social Sciences, Science, Health, Maori and International Languages are all catered for through a weekly programme of instruction. A wide range of extra-curricular activities involving Debating, Speech making, Art, Dance, Drama, Inter-school and weekend sport, Kapahaka, Science and Maths Fairs, and Performing Arts are just some of the many options available.
An incentive scheme aimed at student participation and excellence is a strong feature of the school, with a behavioural management programme designed to encourage students to make good choices. We encourage students to take responsibility for their learning and behaviour, and to know what is right from wrong through strong school and personal values promotion.
The school maintains close contact with outside agencies and monitors and supports ‘at risk’ students through the necessary agencies. The school has a shared RTLB teacher for behavioural and learning support along with the services of agencies such as Group Special Education, CYFS, Police and Truancy Services. ‘At risk’ meetings involving our behavioural team and support agencies are held each term to consider the kinds of support best suited to the needs of particular students.
Local Goals
Goal 1 / To provide a wide and varied range of appropriate learning experiences.Goal 2 / To be independent learners through developing key competency and inquiry learning skills.
Goal 3 / To enhance learning through strong pastoral care and student support programmes.
Goal 4 / To provide quality staff and ensure best practice through a 'teaching as inquiry' approach.
Goal 5 / To ensure that there are appropriate resources to facilitate and support the work of the school.
Goal 6 / To ensure that systems and processes support and enhance learning.
Goal 7 / Provide a partnership between school, families, community and business.
Recognition of New Zealand’s Cultural Diversity and the Providing of Learning Opportunities in Tikanga Maori and Te Reo Maori.
- The school provides regular classesfor students wishing to learn Te Reo Maori. These classes are optional, but encouraged for all students with a Maori cultural background. They are not, however, exclusive to Maori, and students from other cultures may choose to be involved.
- Tikanga Maori / Kapahaka is also provided on a weekly basis for students wishing to participate.
- All classes are expected to integrate aspects of Te Reo Maori and Tikanga Maori in the day-to-day classroom programme.
- On-going professional development for teachers is provided to progressively improve the level of instruction provided.
- Parents requesting instruction in Te Reo Maori will be advised that we consider the request in line with resourcing available.
Strategic Plan 2017 – 2019
Strategies are the means by which we will achieve our goals. The Annual Plan will provide the specific action on how the strategies will be implemented in any given year.
Goal 1 - To provide a wide and varied range of appropriate learning experiences
●Emphasis across all learning areas to include using the local environment and resources within our programmes
●Strong emphasis on student involvement
●Participation in science and maths fairs, writing, speech making, debating, art competitions etc
●To fully utilise our Science Laboratory as a scientific experience
●Regular outdoor education experiences
●Activity based learning systems and resourcing to maximise learning
●Access to specialist tuition in the areas of materials and food technology, visual arts, performing arts and information communication technology (computers)
●Wide range of sporting and recreational activities
●Assemblies that celebrate cultural activities and achievement
●Access to support programmes / high ability programmes / talented and gifted
●Emphasis on literacy and numeracy
●Career guidance/guest speakers
●Consistency of programmes and learning outcomes
●Cultural activities such as Powhiri protocol and Kapahaka
●Emphasis on student physical activity
●Local visits
Goal 2 - To develop independent learners
●Emphasise the development of the key competencies: Relating to Others, Managing Self, Participating and Contributing, Thinking, and Using Language, Symbols and Texts
●Emphasise the development of literacy and numeracy skills
●Accuracy of teacher assessment practices and related programmes
●Awareness of the progress of our Maori students and provide the appropriate programmes to meet individual needs
●Develop inquiry learning skills
●Personal goal setting
●Self assessment opportunities
●Peer assessment
●Student involvement in planning and assessment of their learning and class room programmes
●Personal excellence and achievement
●Promote class and school leadership training opportunities through Honours Badge / Head Boy / Girl, School Councillor / Team Leader
●Develop responsibility for own learning
●Merit Badge system
●Promote quality work
●School Diaries
●Attendance at Parent / Teacher Meetings.
Goal 3 - To enhance learning through strong pastoral care and student support programmes
●Strong emphasis on pastoral care in the classroom and across the school
●Staff allocated pastoral care responsibilities
●To monitor, collate data and promote the involvement of Maori students
●Strong emphasis on transition to Highlands and to secondary school
●School Goals and values to be an in class and school wide emphasis
●Positive reinforcement programmes – fair-play, gold coins, merit system, honours badge, class reward systems
●Assemblies that promote celebration for all students
●School behaviour plan / team management plan/ classroom management plan
●Resource Teacher learning and behaviour support
●Resourcing of pastoral care programmes: School Chaplain / GSE / CYFS
●Safe practices – risk management
●Student 'At Risk' meetings each term with RTLB and support agencies
●Student ‘At Risk’ register
●IEP programmes completed and implemented for ORRS students and any other identified students with special needs
●SENCO to co ordinate special needs programmes
●Inclusion: Progress on every student on the SENCO Roll is regularly reported to the Board of Trustees, Senior Teachers and the Leadership Team.
●Support Teacher to work with low achievers
●Teacher Aides to support in class programmes for special needs students
●International students to work with our students (Japan)
Goal 4 - To provide quality staff and ensure best practice
●Qualified and competent staff with a sound knowledge of the curriculum and pedagogy skills
●Emphasis on teacher skills in the foundation skills teaching of reading, writing and mathematics
●Teachers to have sound knowledge of their students progress against the National Standards
●Emphasis on Pastoral care and peer support
●For teachers to use a 'teaching as inquiry' approach to their teaching
●Emphasis on sound organisational skills for teachers
●Professional development is valued and available to all staff
●Good employment practices
●Value support staff
●Uphold EEO principles
●Affiliations with university research
●Induction of new staff members and training college students
●Tutor Teachers for Beginning Teachers
●Staff computer skills
●Effective programme management systems (PMS)
●Relief Teachers – pastoral care
Goal 5 – To ensure that there are appropriate resources to facilitate and support the work of the school
●Attractive and safe environment
●Quality resources are provided to support programmes
●10 Year Property Plan that is continually reviewed to enhance programmes, learning facilities and the environment
●Health and safety of staff and students a priority
●Covered outdoor facility for sports and large group meetings
●Changing room for visiting sports teams
●Physical Education storage shed for student lunch time equipment
●Caretakers Shed
●Information Centre
●Resource Room
●Field sports shed for viewing sports and storage of field sports equipment
●Astro Turf
●Performing Arts Room
●Assembly Hall – speaker system
●Sports Uniforms
●Science Laboratory
●Adventure Playground
●Swimming Pool
●Asset Replacement Plan
●Property Development Plan
●Communication systems
●Beautification programme
●Laptops and Smart boards available to classroom teachers
Goal 6 – To ensure that systems and processes support and enhance learning
●Management of Information Centre / Library
●Administration systems (teachers up grading in communication systems – Intercom/ telephones etc)
●ICT management - web page, time allocation (server, email)
●Library research computers for students
●Access to Resources
●On-going reviews and evaluation
●Financial management
●Reporting methods Interviews / Report Cards.
●Planning
●Assessment practices linked to learning programmes
●Identify barriers to learning
●Strategic planning
●Team structure and curriculum leadership
Goal 7 – Provide a partnership between school, families, community and business
●Transition and orientation of contributing students
●Parent involvement in the class programme and understanding their child’s learning and welfare
●Parent involvement in sports and arts
●Positive media publicity
●Business partnership
●Support for / from sporting and cultural community groups
●Maori consultation
●Questionnaires covering student welfare and learning
Community Consultation
The school consults with the community through:
●Newsletters
●Classroom teacher meeting with parents and students in February, July and October
●Community questionnaires
●Board of Trustees
●Home and School
Supporting Documentation1 / Annually updated Development Plan
2 / Enhanced Programme Funding Action Plan
3 / Health and Safety Plan
4 / Capital improvement and maintenance of property plans
5 / Budgets and financial policy
6 / Board policies and procedures
7 / Performance management and professional development plans and contracts
8 / Responsibility discipline model
9 / Special Needs Delivery
10 / ICT Plan
11 / Curriculum Delivery Plans
12 / Assessment Statements
13 / Teachers Handbook
14 / Information Booklet/Pamphlets
15 / EOTC Plan
16 / Information Centre / Library Development Plan
17 / Consultation with Community
Highlands Intermediate will follow the National Educational Guidelines that include the National Education Goals, National Administration Guidelines, New Zealand Curriculum and National Standards.
PROFESSIONALLEARNING 2017
TERM 1 / TERM 2 / TERM 3 / TERM 4 / COMPLETEDTASK / Personnel Responsible / ACTION / FEB / MAR / APR / MAY / JNE / JLY / AUG / SPT / OCT / NOV / DEC
CURRICULUM (NAG 1)
KEY AREAS for Professional Learning for Teaching Staff (Staff Meetings)
PB4L / PB4L Team / To implement Tier one of PB4L / A / L / L / Y / E / A / R
Writing
(Link to Nag 2A) / Writing Akoranga / See Writing targets for 2017 / A / L / L / Y / E / A / R
Teaching as Inquiry (NAG 2A) / Senior Staff and Team Leaders / Senior Staff and Team Leaders to be involved in Professional Development to develop TAI structures, with a link to the charter targets. / A / L / L / Y / E / A / R
Special Programmes / Kathryn/Learning Support teacher / To ensure programmes provided cater for students with special needs and those ‘At Risk’ in Literacy and Numeracy. A special emphasis is on the role of both the Teacher Aide and Support Teacher. This includes students identified through National Standards, National Tests and teacher knowledge. / * / * / *
Developing Leadership in school / Senior Leaders / Make performance management more strength based. With reflective feedback / A / L / L / Y / E / A / R
Review of school goals and vision / Senior Leaders / To continue review of school goals and vision. / * / * / * / * / *
Assessment / Evaluation / DPs/Akoranga Leaders / Linking assessment to learning and teaching outcomes. To review our Assessment and collation of data. / A / L / L / Y / E / A / R
PROFESSIONALLEARNING 2017
TERM 1 / TERM 2 / TERM 3 / TERM 4 / COMPLETEDTASK / Personnel Responsible / ACTION / FEB / MAR / APR / MAY / JNE / JLY / AUG / SPT / OCT / NOV / DEC
Specific Teacher Professional Learning Areas (Individual Meetings)
Staff as Leaders in a Professional Learning Community / All Staff / To continue to build the leadership capacity of the staff. To empower staff to take ownership of their class room teaching programmes. To encourage staff collaboration as learners. / A / L / L / Y / E / A / R
Team awareness of priority learners / Team Leaders / For Team Leaders to have greater responsibility for the progress and achievement of the ‘At Risk’ students in Writing. To actively support teachers in developing appropriate programmes leading to student progress with a focus on Writing as per Charter targets. / A / L / L / Y / E / A / R
Support Staff Group Meetings
Teacher Aides / Kathryn Hooper / Have a ‘regular’ meetings weekly with Senior leadership term
Provide PD via Learning Support Teacher for TAs – supporting Literacy and Well Being / A / L / L / Y / E / A / R
Office Staff / Danny O’Donnell / To develop knowledge of Google docs and Google calendar. / * / *
2016 ANALYSIS OF VARIANCE
HIGHLANDS INTERMEDIATE
TE KURA TAKAWAENGA O PUKEKURA
ANALYSIS OF VARIANCE
STRATEGIC AIM: All students at Highlands Intermediate are able to access The New Zealand Curriculum as evidenced by achievementANNUAL OBJECTIVE: To increase the number of students at or above the National Standard for writing
TARGET: To accelerate the progress of year 8 boys who are below the National Standard
BASELINE DATA: Our ongoing longitudinal data on writing at Highlands Intermediate shows that in previous years even with a large amount of professional Development in Writing there had not been significant change in writing results at year end. With the introduction of a new cohort of year 7 children, we targeted the children in year 7, moving into year 8 in 2017.
Nationally Boys Writing is recognised as an area of weakness and that is reflected in our writing data
LONGITUDINAL SCHOOLWIDE DATA
% of children at or above the National Standard / 2013 / 2014 / 2015 / 2016
Term 1 / Term 4 / Term 1 / Term 4 / Term 1 / Term 4 / Term 1 / Term 4
All students / 35% / 65% / 44% / 66% / 37% / 70% / 41% / 70%
Maori / 30% / 58% / 33% / 63% / 29% / 59% / 34% / 59%
Male / 49% / 63% / 55% / 70% / 55% / 74% / 60% / 72%
Female / 50% / 72% / 59% / 74% / 49% / 75% / 55% / 73%
ACTION - What we did / OUTCOMES / REASONS FOR THE VARIANCE / EVALUATION - Where to next
- In term one of 2016, Identify ALL students who were below or well below the National Standard in Writing
- Create documentation tools to track progress termly of targeted children
- The Teacher as Inquiry (TAI) across the school was focussed on writing
- Ongoing internal PD of writing strategies
- Review and development of writing overview
- Writing Akoranga group trial of asTTLe writing as a tool to assess and inform teaching
- Development of a cross school writing project
Included in this were observations across schools and facilitated discussion of programmes, expectations, and expected outcomes / The analysis of the end of year National Standards data showed very positive gains in levels of achievement in writing
SCHOOLWIDE DATA
% of children at or above the National Standard in Writing
T1 / T4 / Diff.
All Students / 41% / 70% / 29%
Maori / 34% / 59% / 25%
Boys / 41% / 63% / 22%
Girls / 49% / 78% / 29%
Yr 7 / 42% / 66% / 24%
Yr 8 / 40% / 75% / 35%
Year 8 Boys data
T1 / T4
n. / % / n. / %
WB / 27 / 17% / 4 / 2%
B / 82 / 53% / 49 / 31%
At/Above / 47 / 30% / 105 / 67%
We began Term 1 with 109 (70%) of our year 8 boys, below or well below the National Standard in writing
In Term 4 we ended the year with 53 boys (33%) below or well below the National Standard in writing / The four children still identified as well below have been identified as Special Needs and during the year had individual programmes developed for them
There were 26 boys out of 49 who were identified as below in Term 1 and were still below in Term 4
-Though these boys did not progress/accelerate enough to be ‘at’ or ‘above’ the National Standard they still made significant progress in writing during the year / Individual students were clearly identified, with teachers using the data in a more defined way
This combined with schoolwide TAI focussed on writing had a significant impact on writing and student achievement in writing - TAI will be strengthened further in 2017 with PD for leaders in leading TAI, and developing further their Coaching abilities
asTTLe writing - this can be a time consuming tool to gather data - there is a positive viewpoint in relation to using this tool and this will be developed across the school, with support in 2017
Continuation of the as needs, sharing of practice across the school will further strengthen writing practice
The review of the schoolwide writing overview has included expectations and some ‘non negotiables’ in writing - as part of the growth of the senior leaders, they will be looking at these non - negotiables as part of their observations /walk throughs and give feedback on these to teachers - Leaders will also have ongoing PD to strengthen their ability to ask reflective questions to drive change on practice
PLANNING FOR NEXT YEAR:
The following points will be built into the planning for next year
-Continue with using TAI as a tool to strengthen Teacher capability
-PD to support leaders tin TAI process
-PD to support leaders in leading reflective questioning and coaching
-Continue with writing as a target in 2017 to ensure practice becomes embedded
-Sharing of Writing Akoranga strategic plan, and writing overview at teacher only day at the beginning of the year
-Successfully apply for PLD money with a focus on writing to develop the use of the asTTLE tool
-Use of PLD funding/facilitator to lead
-Continue and further develop the writing across schools project
-One Secondary School (NPBHS), three contributing school
-Strengthen teacher capability in writing across the school
NATIONAL STANDARDS NAG2A (b) REPORTING