Hedgehope School 2018 Hedgehope RD2, Invercargill, Tel/Fax 03 230 6106 Email: [email protected]MOE School Number 3964 Reaching for Greatness Whaia te iti kahurangi Hedgehope School is a two teacher school situated in farmland, thirty minutes drive north of Invercargill. The school has a park-like setting and is regarded, along with the hall as a focus for our community. The community itself, while changing with the increase in dairy activity is strongly supportive of the school and what is best for student learning.
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Hedgehope School 2018 Hedgehope RD2, Invercargill,
● Creating wonder to delve deep, stretch thinking to achieve
goals
● Collecting resources, tools, strategies, skills and character
● Collaborating widely and resourcefully
● Participating and contributing digitally
Strategic Aims for 2018 - 2019
Inspire students to discover, explore and actively engage in their dynamic learning community.
Reaching for Greatness
Whaia te iti kahurangi
Learning for Life
Nurture relationships through
communication
Collaborate Effectively in
REACHING Greatness
Measure and Reflect Effectively
● Designing cognitively engaging
and contextual learning that
is rich with hands on
experiences
● New Pedagogies, Deep Learning
& Visible Learning
● Accelerating progress for all
learners
● Writing Target
● Developing Digital Citizenship
with Google Suite and student
e portfolio.
● Developing and embedding
REACHING as our Values and
learning powers.
● Develop a Te reo Māori plan
that provides for progression
in learning
● Strengthen the ways that
Māori language and Māori
perspectives are included into
day-to-day learning
● Better gather the views of all
stakeholders, in particular
Māori whānau
● Develop a careers education
programme and resources for
Year 7 and 8 students.
● Increase community
engagement to support and
celebrate learning.
● Ensure that the school’s
targets related to student
achievement are specific and
measurable with cross-school
moderation and standardised
assessment tools.
● Develop longitudinal
assessment tracking for
students to analyse shift.
● Targets are set, based on the
analysis of student and school
data and reflection at the
end of each year.
2017 Writing
2018 Writing
2019
2020
2018-2019 Strategic Aim Overview
Strategic Aims Initiative Measurable
Outcome Current 2018 2019 2020
Learning for
Life Designing cognitively
engaging and
contextual learning
that is rich with hands
on experiences.
New Pedagogies, Deep
Learning & Visible
Learning
Accelerating progress
for all learners
Writing Target
Developing Digital
Citizenship with
Google Suite, Seesaw
and student e
portfolio.
Learning engages the
local community &
environment. Students
can talk about their
learning in real life
contexts & make links
between curriculum
areas.
Students can talk
about their learning
where they are at,
what they are working
on and why & their
next steps.
Longitudinal data
collection & explicit
acts of teaching -
planning and
assessment review.
Target Writing to
accelerate
achievement that is
purposeful for real
audience.
Daily use of Google
account and Seesaw as
a blog site for each
student to interact
with teachers and
whanau
Inquiry learning - 3
units with overarching
theme of Globalisation.
Social Studies Term 1
& 2 = Food
Extravaganza
The Arts Term 2 & 3 =
Kapa haka & Hedgehope
Story Fence.
Science Term 3 & 4 =
Deep Cove & Chickens
Learning links
throughout the
curriculum & 3
community sharing
celebrations.
Students can talk about
current learning - Matrix
introduced for self,
peer & teacher
assessment.
Year 4 Target group all
at by end of Year - will
require continued target
2018.
GLOSS, Running
Records, E Asttle
Writing completed for
start & end of 2017.
End 2017 data
recorded on ETAP
SMS.
Macbooks and Ipads used
with in classroom -
Seniors Google &
Seesaw. Juniors
Seesaw.
School website updated
to Wordpress. Facebook
posts weekly.
Continue to work on
Engaging community -
Local needs and
wants to promote
sustainability.
Develop reception
area & community
use of library. Book
swap & food stall to
connect with local
community.
Students co create
visible learning tools.
Talk about their
learning and next
steps.
Analysis of termly
shift for each
student. Targeting
differentiation.
Explicit integrated
and authentic program
to engage students.
Students
demonstrating
learning on blogs as
digital citizens daily.
Techy wizard role.
Introduce Whanau
workshop sessions and
consultation.
Celebrations of
learning.
Continue to work on
Engaging community -
Local needs and wants
to promote
sustainability.
Encourage whanau use
of reception area &
community use of
library. Weekly
transition session for
PreSchoolers. Book
swap & food stall to
connect with local
community.
Students co create
further visible learning
tools.
Confidently discuss their
learning and set
deliberate goals.
Analysis of termly shift
for each student.
Further developing
Target differentiation.
Embed Explicit
integrated and authentic
program to engage
students.
Students independently
demonstrating learning
on blogs, school website,
google accounts as digital
citizens daily. Techy
wizard role.
Termly whanau
workshops and learning
celebrations.
Actively promote &
work on Engaging
community - Local needs
and wants to promote
sustainability for role &
local environment.
Actively set up
community reading &
learning support in
reception area &
library. Actively grow
participation in Weekly
transition session for
PreSchoolers. Book
swap & food stall to
connect with local
community.
Students co create
further visible learning
tools.
Confidently &
independently discuss
their learning and set
deliberate goals.
Analysis of termly shift
for each student.
Further developing
Target differentiation.
Embed Explicit
integrated and authentic
program to engage
students.
Students independently
demonstrating learning
on blogs, school website,
google accounts as digital
citizens daily. Techy
wizard role.
Termly whanau
workshops and learning
celebrations.
Strategic Aims Initiative Measurable
Outcome Current 2018 2019 2020
Nurture
relationships Develop a Te reo
Māori plan that
provides for
progression in
learning.
Strengthen the ways
that Māori language
and Māori
perspectives are
included into
day-to-day learning.
REACHING values
explicitly taught as
daily classroom
practice.
Explicitly model and
reward positive
communication,
kindness, teamwork,
forgiveness and
integrity
Year 2 to 8 all able to
communicate Level 1
Te Reo Maori.
Inquiry related
vocabulary used
Signage around the
school, classroom
commands, develop
Kapa haka, Jerome
Kavanagh.
Language used by
teachers and
students. Classroom
walls.
Hedgehope dollars
becoming intuitive
reward for the good
of the whole team.
Daily Whakatauki,
general classroom
commands and whole
school Kapa haka.
Some use of topic
specific content.
Hedgehope dollars for
individual reward
incentive at the end of
each term.
Developing focus for
explicit acts of modelling
social skills.
Open door policy -
encouraging community
to visit classrooms.
Fortnightly newsletter.
Facebook updates.
New Wordpress updates
- to be further
developed and updated
weekly 2018.
Seesaw & Google daily
sharing with families.
Survey at Pet Day
2017.
Flexible & approachable
for families to meet &
discuss concerns
Community events &
celebrations.
Remodelled reception
area to welcome
whanau.
Community groups
actively encouraged to
use facilities.
Transition to school
session launched Term
1.
Karakia - daily.
Whakatauki use -
model for leadership
to take on.
Level 2 curriculum
taught - daily session.
Regular Hui.
Engaged local experts
and tikanga
Kapa haka - leadership
position.
Kapa haka team - new
waiata and routine.
School waiata used at
all celebrations.
Develop Hedgehope
dollar reward for
sustainability whole
team reward - e.g.
Kakapo trust.
Introduce workshops
to increase
awareness of current
pedagogy in writing,
reading, maths &
inquiry
Selection of Karakia -
daily.
Whakatauki use -
model for leadership
to take on.
Level 3 curriculum
taught - daily session.
Develop ESOL
signage around the
school (dependent on
cultures present)
Regular Hui.
Engaged local experts
and tikanga through
student voice -
needs, wants and
curiosities.
Kapa haka - leadership
position.
Kapa haka team - new
waiata and routine.
School waiata used at
all celebrations.
Develop whanau
workshops to
increase
understanding of
current pedagogy in
digital technology,
writing, reading,
maths & inquiry
Embed topic specific
vocabulary into
explicit acts of
teaching, learning
walls. Further
develop and promote
ESOL signage around
the school
(dependent on
cultures present).
Termly Hui - run by
students to Engage
local experts and
tikanga
Kapa haka -
leadership position.
Kapa haka team -
new waiata and
routine.
School waiata used
at all celebrations.
Develop student run
whanau workshops to
increase
understanding of
current pedagogy in
digital technology,
writing, reading,
maths & inquiry
Collaborate
Effectively to
REACH for
Greatness
Better gathering of
the views of all
stakeholders, in
particular Māori
whānau
Develop a careers
education programme
and resources for
Year 7 and 8 students.
Partnership
engagement -
Members of the
school (staff/ board
and students) engage
in dialogue with
parents and key
stakeholders.
Partnership
engagement -
measured through
attendance of events,
engagement with
child’s learning and
parent feedback.
Newsletter/
communication
monitoring.
Leadership and
opportunities -
student voice -
community related.
New BOT members -
whanau actively
encouraged to attend
meetings through
newsletter and direct
conversations
Whanau frequently in
and out of school - tea
room communal.
Year 8 survey End of
2016 & 2017.
Community survey T4
2017.
High turnout at Pet
day.
Review assembly time
to 2nd Friday of each
month,
Termly celebrations -
Extravaganza, Arts
& camps
Well sponsored
Newsletter -
fortnightly
Phone tree
Website has been
updated.
Facebook used
regularly to
communicate & share
Seesaw for sharing
in junior room.
Leadership roles
applied for end of
2016 & start 2018
Termly hui organised
to meet & share
stakeholder views.
Termly workshops for
whanau.
Year 8 Leadership
roles developed within
community.
Develop transition to
schools fortnightly
program.
Annual cross schools
event hosted.
Termly Learning
Celebrations to be
further developed so
all students actively
sharing learning with
community.
Website, blogs and
Google classrooms
demonstrate current
learning for all
students. Seesaw
used daily by all
students as their
learning blog.
Research further
opportunities - extend
possibilities with High
School.
Termly hui - specific
curriculum area
pedagogy &
discussion
Termly workshops to
present & discuss
pedagogy/strategies
for each curriculum
area - read, write,
maths, ICT, soft
character skills.
Year 8 Leadership
roles developed within
community.
Annual cross schools
event hosted.
Termly Learning
Celebrations.
Embed daily use of
Website, blogs and
Google classrooms
demonstrate current
learning for all
students and run/led
by students.
Develop further
opportunities - extend
possibilities with High
School.
Students to run
termly hui to
demonstrate &
discuss curriculum
area strategies &
skills.
Year 7&8 leadership
roles embedded into
community
expectation.
Senior students
creating & hosting
the termly learning
celebrations to share
quality learning.
ICT used creatively
& fit for audience &
purpose throughout
curriculum to
demonstrate skills
and strategies.
Continue to develop
further opportunities
- extend possibilities
with neighbouring &
High School.
Strategic Aims Initiative Measurable
Outcome Current 2018 2019 2020
Measure and
Reflect
Effectively
Ensure that the
school’s targets
related to student
achievement are
specific and
measurable with
cross-school
moderation and
standardised
assessment tools.
Develop longitudinal
assessment tracking
for students to
analyse shift.
Targets are set,
based on the analysis
of student and school
data and reflection at
the end of each year
NS data
Moderation discourse
Comparative data
cross school.
Standardised
assessment tools (E
Asttle, PAT, STAR)
Progress and annual
data comparisons.
Expected shift
compared to actual
shift of each student
- teacher discourse.
End of 2016
standardised testing.
NS data recorded mid
& end of year
Longitudinal data
tracking set up on
spreadsheet 2017 -
track shift over
time.
Assembly SMS
replaced with ETAP -
all end of year
assessment data
recorded.
Student matrix
introduced for
writing & reading -
for students to self
and peer assess.
Being modelled with
students 2017
Initiate Termly Cross
School moderation
for agreed
Curriculum area
annually - writing.
Ongoing review of
standardised
assessment tools and
current pedagogy.
Initiate Cluster of
schools to support
moderation for
consistency with
CSC.
Termly analysis of
ETAP and Excel
spreadsheets for
termly, mid year and
end of year tracking
for each student.
Reporting for 40, 80,
120 weeks for
families and analysis.
Maintain and develop
target system for
students below and
well below unless
IEP/ORRS
Focus to extension
and acceleration for
At & Above students
- REAP, workshops,
competitions.
Further develop ESOL
program - 6 hours per
week TA.
Develop Termly Cross
School moderation
for agreed
Curriculum area
annually - writing.
Ongoing review of
standardised
assessment tools and
current pedagogy.
Develop Cluster of
schools to support
moderation for
consistency with
CSC.
Termly analysis of
ETAP and Excel
spreadsheets for
termly, mid year and
end of year tracking
for each student.
Reporting for 40, 80,
120 weeks for
families and analysis.
Maintain and develop
target system for
students below and
well below unless
IEP/ORRS
Develop extension
and acceleration for
At & Above students
- REAP, workshops,
competitions.
Further develop ESOL
program - 6 hours per
week TA.
Further develop
Termly Cross School
moderation for
agreed Curriculum
area annually -
writing.
Ongoing review of
standardised
assessment tools and
current pedagogy.
Further develop
Cluster of schools to
support moderation
for consistency with
CSC.
Termly analysis of
ETAP and Excel
spreadsheets for
termly, mid year and
end of year tracking
for each student.
Reporting for 40, 80,
120 weeks for
families and analysis.
Maintain and develop
target system for
students below and
well below unless
IEP/ORRS
Further develop
extension and
acceleration for At &
Above students -
REAP, workshops,
competitions.
Further develop ESOL
program - 6 hours per
week TA.
Target - Writing
End of Year data (2017): 80% At or Above National Standard. 5% (1 ESOL student) Well Below National Standard, 15% Below National Standard (3 ESOL student). 60%
At and 20% Above National Standard. 2018 Year 5 cohort remain target for writing to maintain and accelerate shift towards Level 3. ESOL students will need further
explicit teaching of vocabulary. The transient nature of our dairy community means that 4 students left Hedgehope School during 2017 and 3 have enrolled.
Observation of New Entrant students this term shows a low level of vocabulary and therefore initial communication. Foci is to integrate writing widely for authentic
purpose and audience to engage and accelerate a love of writing. The target is to accelerate learning so that 85% of core students are at their expected Curriculum
Level and 85% of transitional students progress by at least achieving one sublevel during the year.
Redesigned Junior Room full of
rich and engaging language.
Target of literacy evident in all
aspects of classroom.
Re modelled cloakroom to cater
for Target Year 5 Cohort. Rich
vocabulary and literacy content
for explicit morning teaching.
Redesigned Senior Room full of
rich challenging and engaging
language. Strong differentiation
for ESOL & talented students.
Re modelled reception area to
encourage parent interaction with
each other and to support
students learning.
NAG2A (b)(iii) Planned Actions for Lifting Achievement - Writing
● Planning day prior to start of Term 1 2018 - Writing only with Daphne Lindsay.
● Staff self assessment (Teacher as Inquiry) - reflect on learning needs for high quality explicit acts of writing teaching and learning.
● Weekly reflections and where to next conversations - documented staff meetings.
● PD that suits Teacher As Inquiry - needs based.
● High quality learning walls to model writing at each level and features required to shift.
● Further develop writing matrix for learners (student language) to self and peer assess confidently.
● Further develop integrated inquiry learning so that all contexts for writing have true purpose and audience.
● Further develop understanding that all writing across the curriculum must demonstrate consistent quality.
● Collaborative practice between all teachers to plan, reflect, assess and record longitudinal data.
● Collaborative practice to further develop digital footprint with Seesaw and Google Docs.
● Student voice collated - areas of interest, needs and wants - to further increase engagement.
● PD for ESOL students
● Applications for RTLIT to support well below and dyslexic students.
● Application to Southland Dyslexia Support Trust.
● Additional hours of Teacher Aide to support teachers for one to one dialogue and instruction for ESOL and well below students.
● Additional teacher 1 day per week for Term 1 to set up year with high expectations and collaborative practice from Bank Staffing.
● Further develop community engagement and interaction to support relationships, belonging and safety for transient families (dairy).
● Further develop daily phonics programme - extend from 20 minutes to 30 minutes for all students to include Yolanda Sorrell, Early Years Program, Chunk/Check/Cheer along
with mindfulness/Yoga.
● Writing will have authentic purpose and audience.
● Writing will be celebrated throughout the curriculum.
● Students will co-create visible learning formats to self and peer assess.
● Students will discuss their learning and next steps – Learning and reflection will be scaffolded.
● Expectations will be high.
● Daily writing will be expected across the curriculum.
● Learning will be shared and critiqued to set new goals.
● Progress will be tracked on both SMS and Excel to identify shifts and learning patterns.
● Summative data will be shared with students.
● Three way partnerships between student, home and school will be further developed.
● Teachers will observe each other, visit other schools and undertake PLD.
● Seesaw and Google classroom will be developed as a daily tool for sharing learning.
● Hedgehope School website will be developed as a daily tool for sharing learning.
● Draft and published writing will be displayed and discussed.
● Learning will be fun.
● Student voice will be developed to lead learning and inquiry – wonderings and curiosity.
● Spelling program will be updated to current pedagogy in both junior and senior rooms.
● Links will be scaffolded to create understanding between reading and writing.
As we unpack our Strategic Aims to develop our annual plan we use the ERO “School Evaluation Indicators” to support our thinking.
