MERRIN SCHOOL CHARTER

2015 2017

MERRIN SCHOOL CHARTER STRATEGIC PLAN 2015-2017

VISION STATEMENT
Inspiring Stars
MISSION STATEMENT
Merrin School, in partnership with home and community, will provide an environment for all students to develop into socially aware
lifelong learners.
Please Note:
A new Merrin School Vision/Mission Statement
is currently under review due to the extensive
changes that have occurred over this time with
learning and delivery of the curriculum.

SCHOOL VALUES

Whilst these community goals have been

effective for 4 years it is timely that the
charter/direction of our school is revisited.

STRATEGIC REVIEW WITH BOARD OF TRUSTEES IN NOVEMBER 2013

PURPOSE: TO STRENGTHEN MISSION STATEMENT LINKS WITH STRATEGIC DIRECTION
PARTNERSHIP = Collaboration, Home/School Values being interchangeable, Better outcomes for students, Approachable Teachers, Effective
Communication
LIFELONG LEARNERS = Inquiry/ Curiosity/Embracing Change/Active Learners vs. Passive Learners/Managing your own learning (21st C
Learners)/Access to Information
COMMUNITY = Advertising/Sports Clubs/Helen OGrady/A more collaborative relationship between teachers and students more emphasis on
self-management/ Sharing Expertise/ICT involving older community members
SOCIALLY AWARE = Values/Key Competencies/Citizenship/Equipping learners with a toolbox to work through challenges that come their
way/Awareness of the world beyond Avonhead/Christchurch

STRATEGIC PRIORITIES
These goals aim to meet Government policy direction as set out in the National Education Guidelines
Student Achievement
Quality Learning Communities (Pedagogy)
Providing Effective School Organisation and
Raise student achievement by improving literacy and numeracy across Provide high quality curriculum programmes that
Structure
all year levels.
reflect best teaching practice
Provide appropriate resources to maintain a safe and
NAG 1
quality environment for its students, which is conducive
NAG 1
Teaching and Learning programmes/ Assessment
to learning
Teaching and Learning programmes/ Assessment
practices/Identification of special needs
NAG 3 Employment and Personnel
practices/Identification of special needs
NAG 2
Strategic Planning/Self-Review/Reporting
NAG 4 Finance and Property
NAG 2a
achievement
National Standards reporting
NAG 4
NAG 5 Safe physical and emotional environment
Finance
NAG 6 Legislative Requirements
Ka Hikitia Education Strategy 2008-2012Ako Culture Counts, Productive Partnerships
STRATEGIC GOALS these goals will be achieved over a 3 year period, broken down annually
We will Provide High Quality Curriculum Programmes by:
We will create and maintain a quality environment for our
We will Raise Student Achievement by:
students by:
Teachers reflecting, engaging with others,
Developing, implementing and reviewing educational programmes
Ensuring the appraisal cycle and programme is robust and
critiquing and challenging their beliefs about
that strengthen students abilities in numeracy and literacy
directly linked to improved outcomes for staff and students
teaching and learning in order to establish teaching (SO/S1)
across all year levels (SA1)

Using a range of evidence in relation to the NZC and the National

Standards to design and implement a broad range of learning
experiences that build on students strengths, address their
individual learning needs, and support them to become engaged
and successful learners, with a particular focus on those at risk
of not meeting the standards (SA2)
Using assessment data to a) illustrate trends and patterns across
the school and b) set goals to improve achievement outcomes for
groups of learners (SA3)
Focussing on assessment practices whereby students understand
their next learning steps, involving whnau in this process (SA4)
Monitoring progress and providing cultural opportunities for
Mori and Pasifika students (SA5)
Empowering Students Learning Choices Student
Voice/Democratic Curriculum/SRL

practices that are known to impact positively on

student outcomes (QLC1)

Ensuring the annual budget is aligned with the goals of the

annual plan (SO/S2)

Empowering students to be active constructors of

their learning through meaningful learning
opportunities (QLC2)

Continuing to develop our partnership with our parents,

community and Learning Cluster to enhance student
achievement and effective communication (SO/S3)

Foster connected and global learners (QLC3)

Strengthening our inclusiveness (SO/S4)

Developing a culture where ICT is naturally

integrated into the teaching and learning process
(QLC3)

Providing a culture that is based on meaningful relationhships;

reciprocal respect; restorative practice, collaboration and
positivity. (SO/S5)

Developing the Key Competencies through planned

programmes with a focus on the Merrin Star Values
and thinking skills (QLC4)

Provide Significant Opportunity for our learners to

participate and succeed within physical activity Pursuits
(SO/S6)

Providing top quality Professional Development

opportunities for staff (QLC5)

Ensuring that effective self-review takes place via a three

year cycle and that all learning environments and activities are
managed safely (SO/S8)

Continuing to encourage individual staff expertise,

interests and passions (QLC6)

Implement Learning Environments that are configured to promote collaborative and future-focussed learning. (SO/S7)
INTRODUCTION OF INFORMATION TECHNOLOGY STRATEGIC PLAN TERM 4 2013 TERM 4 2015
STRATEGIC PRIORITIES SUPPORTED BY THIS PLAN: SA1, SA2, QLC2, QLC4, QLC6, QLC7, SO/ S3

(Reviewed 2015)

Information Technology Strategic Plan

Developed T4 2013 to be renewed 2016
Technology plays an important part in the delivery of inspirational teaching and learning

Vision

Goals

Through technology support Merrin Schools strategic objectives to be a quality provider of relevant, accessible and innovative primary
education

Equip our students and teachers with the digital tools they need to enhance their learning.
Provide a digital experience to all students by naturally integrating technology into the teaching and learning practice.
Teachers work collaboratively alongside students to create personalised, higher-order, real-world learning.
Using technology to support and enhance our communication and engagement with the parents and wider community.

Our vision and goals are focused on delivering against five Key

Focus Areas

Operational Excellence

Staff Empowerment

Student Engagement

Right Information

Safe and Secure

Deliver an IT service that meets the

needs of Merrin school today and in the
future.

Provide quality professional

development opportunities that empower
staff to strengthen their knowledge and
use of IT within their teaching practice

Deliver equitable IT services that are

relevant to the needs of the students
whilst embracing e-learning practices to
expose students to different digital
services and tools.

Develop stronger information

management practices to protect and
safeguard the information that the school
creates, stores, discards and
diseminates.

Deliver a technology experience that is

safe and secure for staff and students

and these

Key Projects and Initiatives

Significant Development 2013-2014

2015 Focus

1.

Ensure our IT communications

infrastructure and services are robust,
cost effective and fit for purpose.

4.

Build the skills and capability of staff to

deliver and embrace technology within
the classroom.

7.

Enable students to bring a device of

their choice to School and access the
educational services they wish from a
location of choice.

10. Information Management practices

are developed to deliver a clear plan
on what information is stored,
retained and when it can be archived
and/or deleted

13. Provide educational support to ensure

that staff and students are aware of the
risks when using the internet and online
digital services.

2.

Provide access to the internet from a

location of choice without compromising
the user experience.

5.

Share experiences with staff to

encourage more digital participation.

8.

Empower students with the ability to

influence how technology is delivered
at the school and within the classroom.

11. Provide a backup solution to ensure

that information is safe in the event of
a disaster

14. Ensure that on-line services are

delivered in a secure, safe way to
safeguard information and the privacy of
staff and students. Digital Citizenship

3.

Reduce the dependency on the physical

IT hardware with a greater emphasis on
cloud based services while maintaining
key functions when external data
connections are not available.

6.

Encourage staff to make decisions on

the technology they wish to use.

9.

Delivery of a personalised e-learning

programme that exposes students to a
variety of digital tools and services.
Professional Development Staff
BYOD enabler.

12. Deliver information to our parents in a

professional way through the internet
based applications of their choice.
Hail, greater use of digital
information sharing

15. Prepare clear policy and standards to

inform staff and students on what is
acceptable and unacceptable practice
when using on-line services. Digital
Citizenship

RECOGNISING NEW ZEALANDS DUAL HERITAGE AND CULTURAL DIVERSITY

Merrin School will develop and implement policies and practices that reflect New Zealands cultural diversity and the unique position of Mori.
In recognising the unique position of Mori, Merrin School will take all reasonable steps to provide instruction in Tikanga Mori (Mori culture) and Te Reo Mori
(Mori language).
For Mori to be successful as Mori we need to have an in-depth look at our values, attitudes and culture within our school. Predicted strategies for success are:

Ensure that elements of Tikanga/Te Reo Mori are planned for within lessons
Include Ka Hikitia Indicators in Teachers Job Descriptions and Appraisals
Welcome visitors with mihi whakatau
Hold specific welcome mihi whakatau in first week of the school year
Principal to speak in Te Reo at Mihi Whakatau
The practice and belief of/in AKO
Having mihi, karakia and waiata as part of daily school life
Personally invite Whnau to events/activities place importance on their attendance
Mori (Te Reo and Tikanga) Professional Development for Staff
Kapa Haka extending this to ALL Mori within our kura
Tikanga/Te Reo importance and value within our school
Provide opportunities to celebrate Mori Culture
Visual reminders/celebrations of Mori around our school
Mori Leadership fostered and grown

Success for Mori as Mori

Identity, Language and Culture

Proudly designed and worn by Merrin

Kapa Haka from December 2013 onward

If Whnau request a higher level of Tikanga and/or Te Reo than is currently available in our schools Mori programme, or they wish to have instruction delivered in
Te Reo Mori, the staff and family will discuss and explore the following options:
v Firstly, contact the Resource Teachers of Mori Service to ascertain how we could best meet the childs needs
Further explain the existing programmes.
Further extend the existing programmes if and as appropriate.
Combine with a neighbouring school for parts of the day/programme.
Dual enrolment with Correspondence School.
Provide school support and resources to further enhance inclusion of Te Reo and Tikanga within the childs classroom.
Explore other schools who may offer programmes close to their expectations.
Other negotiated actions.

ACHIEVEMENT REPORTING 3 YEAR SCHEDULE

2015

Term 1

Term 4

2017

CHARTER

CHARTER

CHARTER

Curriculum Target Reporting

Numeracy Achievement Report

Curriculum Target Reporting

Numeracy Achievement Report

Literacy Achievement Report

Numeracy Achievement Report

Literacy Achievement Report

Literacy Achievement Report

The Arts Music

Technology

Mid-Year Curriculum Target Summary

Mid-Year Curriculum Target Summary

Mid-Year Curriculum Target Summary

Social Sciences

Health & PE

Science

The Arts Dance

The Arts - Visual

The Arts - Drama

Curriculum Target Reporting Analysis of

Swimming

Curriculum Target Reporting Analysis of

Variance Report

Curriculum Target Reporting Analysis of

Variance Report

Reading Recovery Achievement Report

Variance Report

Reading Recovery Achievement Report

Learning Support Achievement Report

Reading Recovery Achievement Report

Learning Support Achievement Report

ESOL/International Achievement Report

Learning Support Achievement Report

ESOL/International Achievement Report

Term 2

Term 3

2016

ESOL/International Achievement Report

Student Achievement and Progress in Relation to

National Standards
Report for the Year ended 31 December 2014
2015 Achievement Targets

Schools with students enrolled in Year 1 8 which use the New Zealand Curriculum to set their teaching and learning programmes are required
to report school-level data on student progress and achievement in relation to National Standards.
Under NAG 2A(b) the Board must report school-level data in the annual report on National Standards under three headings:
I.

School strengths and identified areas of improvement;

II.

The basis for identifying areas of improvement; and

III.

Planned actions for lifting improvement.

Merrin School focused on two key areas to identify the areas of improvement in relation to National Standards (NAG 2A(b)(ii)):

The analysis of school-level and year-level data, broken down by Mori students, Pasifika students, E.S.O.L. students and by
gender on National Standards progress and achievement in reading, writing and mathematics.

The analysis of difference between targets that were set in the annual plan (2014) and what was actually achieved (Analysis of
Variance).

Please Note: The statisical data contained within the report is rounded up or down to reflect whole student numbers and may not add up to 100%

READING
Student achievement in Reading for 2014
Curriculum
Level

National
Standards

After
1
year

After
2
years

After
3
years

End
Year
4

End
Year
5

End
Year
6

End
Year
7

End
Year
8

19
(48%)
15

8
(24%)

End Year 8

21

22
(45%)

End Year 7

21

18
(36%)

End Year 6

18

7
(22%)

End Year 5

12

43
(55%)

End Year 4

12

15
(36%)

After 3 years

18

After 2 years
1

After 1 year

25
(35%)
25
(35%)
22
(31%)

14

46%

4
(10%)

39% 6

25% 2

1
(1%)
4

9%

17%

1
(3%)
6%

41% 8

7
(14%)

49% 9

6
(19%)

4
(5%)

24% 11

4
(10%)
27

30
(38%)

30% 17

19
(45%)

27% 17

22
(44%)

34% 19

18
(56%)

20% 1

3
(6%)

48% 14

22
(45%)

39% 14

11
(33%)
12
(36%)

32% 10

3
(6%)
18% 2

2
(4%)
3%

21%

2
(6%)
5%

At

50%

7
(18%)

30% 5

Above

38%

12
(30%)

45% 20

RED=2013 results for cohort

Below

13%

2
(5%)

Well Below

NAG2A - Showing students at Merrin School on 1st Nov 2014

2014 National Standards Report

MoE #

Name

SMS

Version

Date

Report Name

Excl Mar

Excl No OTJ

3434

Merrin School

eTAP

14.115

2014-11-22

March annual
charter update

46

READING

Well Below

Below

At

Above

Total

All students Years 1-

8

No

No

No

No

No

All students

Male
Female

11
9

6%
5%

31
23

17%
12%

83
68

45%
36%

60
89

32%
47%

185
189

Total

20

5%

54

14%

151

40%

149

40%

374

Maori

Male
Female
Total

1
5
6

8%
29%
21%

2
4
6

17%
24%
21%

6
6
12

50%
35%
41%

1
2
5

25%
12%
17%

12
17
29

Pasifika

Male
Female
Total

0
0
0

0%
0%
0%

1
0
1

13%
0%
11%

3
0
3

38%
0%
33%

4
1
5

50%
100%
56%

8
1
9

Asian

Male
Female
Total

3
1
4

5%
1%
3%

11
9
20

17%
13%
15%

28
19
47

44%
28%
36%

21
38
59

33%
57%
45%

63
67
130

MELAA

Male

0%

33%

33%

33%

Middle Eastern, Latin

American, African

Female

0%

0%

67%

33%

Total

0%

17%

50%

33%

Other

Male
Female
Total

0
0
0

0%
0%
0%

0
1
1

0%
33%
20%

1
0
1

50%
0%
20%

1
2
3

50%
67%
60%

2
3
5

NZ/European

Male
Female
Total

7
3
10

7%
3%
5%

16
9
25

16%
9%
13%

44
41
85

45%
42%
44%

30
45
75

31%
46%
38%

97
98
195

School name and number: Merrin School 3434

NAG2A (b)(i) Areas of strength
National Standard subject: Reading

In 2014 80% of students were working at or above the National Standard.

There were significant shifts after 2 Years and 3 Years. After 2 Years (2014), almost half (45%) the children were working at the National Standard,
whereas the previous year 46% of the same cohort were below the National Standard. In the Year 3 cohort, the percentage of children working
below the National Standard in 2014 (5%), had dropped from 25% in 2013.
In Year 6 (2014), the numbers of students working below the Standard had dropped from 8 (18%) in 2013 to 3 (6%) in 2014. Conversely, the
numbers of children working at the National Standard in 2014 had risen from 14 in 2013 to 22 in 2014.

NAG2A (b)(i) Areas for improvement

National Standard subject: Reading

42% (14/33) Year 7 (2014) students were working below or well below the standard.
23% of male students (42/185) compared to 17% (32/189) of female students were working below or well below the standard.
42% (12/29) of Mori were working below or well below the standard.

NAG2A (b)(ii) Basis for identifying areas for improvement

Achievement data for Year 7 (2014) continues to be of concern. Whilst there were gains with the 2014 target group, with 5 students reaching the
standard, 6 incoming students affected the 2014 data (see table Student achievement in Reading for 2014). 6/12 Year 7 students below the
Standard arrived at Merrin in 2014; 5 of these were E.S.O.L. Of the other 6 students, 2 continue to have additional E.S.O.L. support.
The two children in Year 7 (2014) who are well below the standard have very high needs with their learning.
There continues to be large numbers of junior children who need to be closely monitored for reading. Interventions have had a significant effect,
especially in after 1 Year (2014), 29 children working at or above the National Standard in 2013 increasing to 73 at or above in 2014. Interventions
included Strengthening Families, RTLit.,T/A, Speech, Rising Stars, Time to Talk Programme and Early Words.
Discussion:
In total (2014), 47% of female students were working above the standard, compared to 32% of male students. There is a need for more reading
resources suitable for boys.
The composition of the Year 6 cohort (2014) changes when it moves to Year 7 (2015), therefore not giving us clean data for this cohort. Some
students leave for the local intermediate school; generally, International students arrive in New Zealand and enrol at the Year 7 level. A priority for
Merrin, 2015 onwards, is to track clean data between Year 6 and Year 7.
Improved interventions needed for Mori children and building better relationships with their whnau.

NAG2A (b)(iii) Planned actions for lifting achievement

Focus:

READING

Strategic Aim:

To raise student achievement by improving literacy and numeracy across all year levels, and by students taking ownership of their learning.

Annual aim for

2015

To raise the rate of progress for all students deemed at risk of not achieving at the level of the National Standards for Reading.

Target 2015:

Year 8 students (2015) reading below and well below the standard in 2014 will have made more than one years progress.
The group of Mori students below or well below the standard in Reading in 2014 will have made more than one years progress

Actions to achieve targets

Led by:

Timeframe

1. Classroom teachers review previous National Standards data & identify trends & patterns.
Each team of teachers identify all underachieving students (not only targeted students) in
their team, and record on a shared Google document.

DP

03.02.15 Staff meeting

2. Students identified with needs, will be monitored. Their progress will be discussed regularly at
team level, senior leadership meetings and Learning Support. Involve the ESOL Dept.
An interim achievement report of monitored students outlined to the staff and B.O.T. at mid-year.

Senior Stars Teachers

SLT + LS Coordinator
RTLB

Ongoing

3. Teach students to manage their own learning process.

Classroom teachers direct students to self-regulated learning processes to promote achievement
in the basic skills of reading. These reading processes include clarifying one's purpose,
understanding meanings, drawing inferences, looking for relationships, and reformatting text in
their own words.

Classroom teachers

Ongoing

4. Small Literacy groups in Senior Stars, targeting students specific needs intensive teaching twice
per week.

Senior Stars Teachers

Ongoing

5. Accelerated Literacy Learning Programme: Literacy Programme using Science as a

vehicle to improve achievement in the Year 8 target group.

Senior Stars Teachers

8 weeks Term 3

6. Use digital technologies to support student learning outcomes and their engagement. Increase the
opportunities for students to use e-tools in their learning.

SLT
Classroom teachers

Ongoing

7. Process in place for teachers to reflect on improved practice (self review). Teaching strategies
discussed and amended. Teacher Inquiry included in Teacher Appraisal.

SLT

Ongoing

8. All Mori and Pasifika students are monitored. Working with identified Mori families to build
partnership in their childrens learning.
Reading resources which use a Mori context.
Examine critical factors for Mori success. (Refer Ka Hikitia Accelerating Success 2013-2017).

Classroom Teachers
Toni Germon

Ongoing

9. Analyse end of year data to inform progress and planning for the following year.

All teachers

End of Term 4

10. Investigate the role of the Library in lifting achievement of priority learners, and explore how the library can
support their learning.

Library Manager
All Teachers

Ongoing

11. Investigate podcasting/recording by Year 4 Year 6 students for Junior Readers.

Middle and Senior

teachers to collaborate

Star

End of Term 3

WRITING
Student achievement in Writing for 2014
Curriculum
Level

National
Standards

After
1
year

After
2
years

After
3
years

End
Year 4

End
Year
6

End
Year 5

End
Year 7

End
Year 8

13
(33%)
11

5
(15%)

End Year 8

14

18
(37%)

End Year 7

16

11
(22%)

End Year 6

15

9
(28%)

End Year 5

14
(23%)

End Year 4

4
(7%)

After 3 years
4

After 2 years
1

After 1 year

11
(17%)
31
(47%)
24
(36%)

7% 28

32
(58%)
30

25

51% 15

42% 2

8
(15%)

61% 6

11
(18%)

11
(20%)

6% 16

18
(56%)

2% 24

33
(54%)

33% 2

3
(5%)
4%

27
(54%)

6%

30% 1

5
(10%)

18% 1

1
(3%)

35% 12

2%

27% 2

1
(2%)
2%

36% 12

30% 1

2
(6%)
4%

At

40%

10
(25%)

13
(39%)

34% 14

6
(12%)

7
(14%)

71% 14

4
(13%)

36% 17

24
(49%)

33% 15

13
(39%)

Above

28%

15
(38%)

30% 16

RED=2013 results for cohort

Below

30%

2
(5%)
3%

Well Below

WRITING

Well Below

Below

At

Above

Total

All students Years 1-

8

No

No

No

No

No

All students

Male
Female

16
7

9%
4%

49
30

26%
16%

94
96

51%
51%

26
56

14%
30%

185
189

Total

23

6%

79

21%

190

51%

82

22%

374

Maori

Male
Female
Total

2
5
7

17%
29%
24%

5
4
9

42%
24%
31%

5
8
13

42%
47%
45%

0
0
0

0%
0%
0%

12
17
29

Pasifika

Male
Female
Total

1
0
1

13%
0%
11%

0
0
0

0%
0%
0%

4
1
5

50%
100%
56%

3
0
3

38%
0%
33%

8
1
9

Asian

Male
Female
Total

4
1
5

6%
1%
4%

16
9
25

25%
13%
19%

37
33
70

59%
49%
54%

6
24
30

10%
36%
23%

63
67
130

MELAA

Male

0%

33%

33%

33%

Middle Eastern, Latin

American, African

Female

0%

0%

100%

0%

Total

0%

17%

67%

17%

Other

Male
Female
Total

0
0
0

0%
0%
0%

0
2
2

0%
67%
40%

1
3
2

50%
33%
40%

1
0
1

50%
0%
20%

2
3
5

NZ/European

Male
Female
Total

9
1
10

9%
1%
5%

27
15
42

28%
15%
22%

46
50
96

47%
51%
49%

15
32
47

15%
33%
24%

97
98
195

School name and number: Merrin School 3434

NAG2A (b)(i) Areas of strength
National Standard subject: Writing

Significant shifts were made at the end of Year 6: students working below and well below the standard reduced from 29% in 2013 to
14% in 2014; the group of students working at the standard has progressed from 34% (15 students) in 2013 to 49% (24 students) in
2014.
At the end of Year 5 the group of students who were working at the standard has moved from 35% (16 students) to 54% (27 students).

NAG2A (b)(i) Areas for improvement

National Standard subject: Writing

After 2 years (2014), 19 children (35%) were below or well below the National Standard.
At the end of Year 5, a quarter of the students (12/48) were below or well below the National Standard: 7 (14%) were below and 5
(10%) were well below.
55% of Mori students (16/29) were working below or well below the standard.
At the end of Year 7, 45% (15/33) of students were working below or well below the standard.

NAG2A (b)(ii) Basis for identifying areas for improvement

After 2 years (2014), 8 out of 55 children were well below the National Standard; 11 children were below (Year 3 2015).
In 2014, 3 Mori students made accelerated progress (more than one year) and reached the National Standard; 5 students made
excellent progress and were just below the standard. The remainder made minimal to moderate progress. Common threads of difficulty
continue to be evident in the group of Mori students working below or well below the standard: speechlike structures and colloquial
writing, problems with sentence structure, language and structural features. Three Mori students were disengaged in writing. Some
students had severe learning needs. Time constraints meant that teachers were not as engaged with their Mori families as they would
have liked.
As with reading, achievement data for Year 7 (2014) continues to be of concern. Whilst there were gains with the target group, with 4
students reaching the standard, 7 incoming students affected the 2014 data (see table Student achievement in Writing for 2014). 7/13
Year 7 students below the standard arrived at Merrin in 2014; 6 of these were E.S.O.L. Of the other 6 students, 2 continued to have
additional E.S.O.L. support. National trends indicate that achievement between Year 6 and Year 7 drops by 10%.
Although a large percentage of Year 7 students (2014) were not achieving at expectation, in the professional opinion of the teachers,
these students could be catered for in the reading target group as part of their Literacy learning. Therefore, this made way for the
writing achievement target group to be in the Junior School (Year 3 2015).

NAG2A (b)(iii) Planned actions for lifting achievement

Focus:

WRITING

Strategic Aim:

To raise student achievement by improving literacy and numeracy across all year levels, and by students taking ownership of their
learning.

Annual aim for

2015

To raise the rate of progress for all students deemed at risk of not achieving at the level of the National Standards for Writing.

Target 2015:

Year 3 students (2015) writing below and well below the standard in 2014 will have made more than one years progress.
The group of Mori students below or well below the standard in Writing in 2014 will have made more than one years
progress.

Actions to achieve targets

Led by:

Timeframe

1. As a staff, review previous National Standards data & identify trends & patterns. Each team of
teachers identify all underachieving students (not only targeted students) in their team, and
record on a Google document.

DP

03.02.15 Staff meeting

2. Students identified with needs, will be monitored. Their progress will be discussed regularly at
team level, senior leadership meetings and Learning Support.

DP/AP/Principal
SLT + LS Coordinator
Classroom Teacher

Ongoing

3. Teach students to manage their own learning process. Teach students the importance of
self-regulation in writing. Small Literacy groups, collaborative planning, digital technology and
clear pathways for students.

Year 3 teachers

Ongoing

4. Small Literacy groups in Senior Stars, targeting students specific needs intensive
teaching twice per week for Year 8 group of monitored students (not 2015 target group).

Senior Star Teachers

Ongoing

5. Use of the VLN (Virtual Learning Network) for teachers to get support with their
practice, especially with the Year 3 target group.

Classroom teachers

Ongoing

6. Use digital technologies to support student learning outcomes. Increase the opportunities for
students to use e-tools in their learning.

SLT
Classroom teachers

Ongoing

7. Process in place for teachers to reflect on improved practice (self review).

Teaching strategies discussed and amended. Teacher Inquiry included in
Teacher Appraisal.

SLT

Ongoing

8. All Mori and Pasifika students are monitored. Working with identified Mori
and Pasifika families to build partnership in their childrens learning. Writing
resources which use a Mori context.
Examine critical factors for Mori success. (Refer Ka Hikitia Accelerating Success 2013-2017).
Continuation of Accelerated Literacy Learning (ALL) Programme: high level of interest and
engagement in previous years.

Classroom Teachers
DP/AP
Toni Germon

Ongoing

9. Analysis of end of year data to inform progress and planning for the following year.

All teachers

End of Term 4

MATHEMATICS
Student achievement in Mathematics for 2014
Curriculum
Level

National
Standards

After
1
year

After
2
years

After 3
years

End
Year 4

End
Year 5

End
Year 6

End Year 8
4
End Year 7
End Year 6
3
End Year 5
End Year 4
2
After 3 years
After 2 years
1

After 1 year

9
(15%)
2
4%
11
39
(19%) (65%)
15 25% 29 39%
36
11
20
(62%) (18%)
(25%)
34 58% 11 24%
49
(62%)
10
(13%)

9
1
(16%)
(2%)
10 17% 3
7%
2
(3%)

12
(38%)
3
9%
13
(41%)
24 71%
7
(22%)
7
21%

26
(53%)
16 36%
21
18
(42%) (37%)
21 46% 17 39%
22
3
(44%)
(6%)
20 43% 10 23%
5
2
(10%)
(4%)
4
9% 1
2%
2
(4%)
1
2%

End
Year 7

End
Year 8

22
(55%)
20 50%
14
10
(42%) (25%)
16 34% 9
23%
11
6
(33%) (15%)
22 47% 9
23%
7
2
(21%)
(5%)
7
15% 2
5%
1
(3%)
2
4%

RED=2013 results for cohort

Above
At
Below
Well Below

MATHEMATICS

Well Below

Below

At

Above

Total

All students Years 1- 8

No

No

No

No

No

All students

Male
Female

6
3

3%
2%

25
30

14%
16%

89
96

48%
51%

65
60

35%
32%

185
189

Total

2%

55

15%

185

49%

125

33%

374

Maori

Male
Female
Total

1
3
4

8%
18%
14%

2
6
8

17%
35%
28%

9
7
16

75%
41%
55%

0
1
1

0%
6%
3%

12
17
29

Pasifika

Male
Female
Total

0
0
0

0%
0%
0%

1
0
1

13%
0%
11%

3
1
4

38%
100%
44%

4
0
4

50%
0%
44%

8
1
9

Asian

Male
Female
Total

0
0
0

0%
0%
0%

7
4
11

11%
6%
8%

23
29
52

37%
43%
40%

33
34
67

52%
51%
52%

63
67
130

MELAA

Male

0%

0%

67%

33%

Middle Eastern, Latin

American, African

Female

0%

0%

100%

0%

Total

0%

0%

83%

17%

Other

Male
Female
Total

0
0
0

0%
0%
0%

0
2
2

0%
67%
40%

1
0
1

50%
0%
20%

1
1
2

50%
33%
40%

2
3
5

NZ/European

Male
Female
Total

5
0
5

5%
0%
3%

15
18
33

15%
18%
17%

51
56
107

53%
57%
55%

26
24
50

27%
24%
26%

97
98
195

School name and number: Merrin School 3434

NAG2A (b)(i) Areas of strength
National Standard subject: Mathematics

The percentage of students across all levels of the school, working at or above the standard, was 82%.
Overall, there was little difference between the genders.
There was a significant shift at the end of Year 3 (2014), with 65% (39) of the students working at the standard as opposed to only 39%
(29) in 2013. Also in this year group, the number of children working above the standard increased from 2 to 9 since the end of 2013.
At the end of Year 4 in 2014, 12/32 children (38%) were working above the National Standard compared to 3/34 (9%) in 2013.
In Year 6 (2014) the number of children working above the standard were 26/49 (53%), compared to 16/44 (36%) in 2013.

NAG2A (b)(i) Areas for improvement

National Standard subject: Mathematics

42% (12/29) of Mori students were working below or well below the standard.
12/60 (20%) students at the end of Year 3 (2014) were working below or well below the standard.

NAG2A (b)(ii) Basis for identifying areas for improvement

During professional discussions the teachers were able to identify the Year 3 students (2014), who would most likely progress with
intervention.
This group was comprised of girls. They were also identified as the group during Year 1 and 2, whose Baseline data indicated they were
unable to write many numbers, count to 20 and were able to identify numbers to 10 only (some to only 5), and many were unable to
count backwards. Two children also had problems with joining sets. Difficulty with concentration were contributing factors in the progress
of two children.

NAG2A (b)(iii) Planned actions for lifting achievement

Focus:

MATHEMATICS

Strategic Aim:

To raise student achievement by improving literacy and numeracy across all year levels, and by students taking ownership of their
learning.

Annual aim for

2015

To raise the rate of progress for all students deemed at risk of not achieving at the level of the National Standards for Mathematics.

Target 2015:

The group of Year 4 girls (2015) working below and well below the standard in Mathematics in 2014 will have made more than
one years progress.
The group of Mori students below or well below the standard in Mathematics in 2014 will have made more than one years
progress.

Actions to achieve targets

Led by:

Timeframe

1. Review previous National Standards data & identify trends & patterns.

DP

03.02.15 Staff mtg

2. IXL online programme for every student.

HOD Maths (Shane Barr)

Classroom teachers

Ongoing

3. Discussion of monitored, especially targeted students, in syndicate meetings.

Review of progress monthly. Discussion at SLT re learning support for some of
these students.

SLT

Ongoing

4. Process in place for teachers to reflect on improved practice (self review).

Teaching strategies discussed and amended. Teacher Inquiry included in
Teacher Appraisal. Use of VLN as resource for improved practice.

SLT

Ongoing

5. National trends indicate that achievement between Year 6 and Year 7 drops by
10%.
Cluster Project: Raising Mathematics Achievement Target
Maths Symposium Yr 5 8 teachers within NW Cluster to improve student outcomes.

Laetitia de Vries, Shane Barr

March

6. Use digital technologies to support student learning outcomes.

Laetitia de Vries
Classroom teachers

Ongoing

7. Mathematics resources which use a Mori context.

Examine critical factors for Mori success. (Refer Ka Hikitia Accelerating Success 2013-2017).

Shane Barr (HOD Maths)

DP
Toni Germon

Ongoing

8. Moderation of the National Standards across the school

AP

Ongoing

9. Working with identified Mori families to build partnership in their childrens

learning.

Classroom Teachers
Toni Germon

Begin Term 2

10. Analysis of end of year data to inform progress and planning for the following
year.

All Teachers

End of Year

MERRIN SCHOOL ANNUAL PLAN 2014

Teaching and Learning at Merrin School is Consistent with the NZC Principles of: High Expectations; Treaty of Waitangi; Cultural
Diversity; Inclusion; Learning to Learn; Community Engagement; Coherence; Future Focus
Student Achievement
We will raise student achievement by improving literacy and numeracy across all year levels, and by students taking ownership of their
learning.
WE WILL RAISE STUDENT ACHIEVEMENT BY
Developing, implementing and reviewing educational programmes that strengthen students
abilities in numeracy and literacy across all year levels (SA1)

ENABLERS

Using a range of evidence in relation to the NZC and the National Standards to design and
implement a broad range of learning experiences that build on students strengths,
address their individual learning needs, and support them to become engaged and
successful learners, with a particular focus on those at risk of not meeting the standards
(SA2)

Using assessment data to a) illustrate trends and patterns across the school and b) set
goals to improve achievement outcomes for groups of learners (SA3)

Numeracy focus see Cluster Plan (Y5-8)

Numeracy focus Y0-3 - Teacher content and Knowledge
- Use of Inquiry
Library has a role in lifting achievement of priority learners
Using 2014 data set schoolwide targets in relation to National Standards with
particular focus on those students whose achievement is below or well below the
National Standards for Reading, Writing and Mathematics see Target Plan
High quality ESOL Programme see separate plan attached
Continue to provide a high quality learning support programme

Collaborative plans

Accessing asisstive technology for students who will benefit

Train Teacher Aides to complement learner need

Sound parent communication

o Aware of support and programmes

Strong partnership with RTLB

Positive Choice programme

Rising Stars
Use practical science as a hook to teach transactional writing

Continue with successful ALL programme targeting Y4-8 monitored

students for a block of intensive writing instruction
Monitor students who are under-achieving or at risk of not achieving
Team/Leadership discussions. Pastoral Care meetings
Collaborate with Cluster Principals to raise student achievement (see Cluster Plan
iniatives)
Visible pathways (further develop)
OTJ development. Make time for writing moderation schoolwide
Numeracy moderation schoolwide

Focussing on assessment practices whereby students understand their next learning

steps, involving whnau in this process (SA4)

Monitoring progress and providing cultural opportunities for Mori and Pasifika students
(SA5)

Y7&8 strong relationships with Whnau involving them with their learning
Numeracy professional development (Cluster Plan)
Visible Pathways development
Excellent communication with parents
Learning with Digital Technology
Continued implemenation of and development of systems that empower students
to share their learning with Whnau
Ka Hikitia staff development. Access success for Mori
Value and promote Te Reo Mori and Tikanga. Mori perspective
Collaborative approach to monitoring and ensuring success

QUALITY LEARNING COMMUNITIES

m
F ra

ew

ork

g
nin
l an n g
P
i
ing rofil
ar n
p
nt)
ng
eLe uate
me ogies
nki
e
d
i
g
ar d
a
h
a
Gr gn T och
nol for w
ng
h
E
c
(
i
e
s
g
urd
De
put ital T ookin
h M ity in
g
L
t
i
,
a
D
n
K
ng
mu
ith
oki
Com ning w k, Lo
r
ac
Lea ing b
k
o
Lo

Providing High Quality Curriculum Programmes that Reflect Best Teaching Practice
Co-construct our Draft Vision and present to the Community for input
Design future foused rich curriculum practice and documentation
that complements our newly emerging vision and values

WE WILL PROVIDE HIGH QUALITY CURRICULUM PROGRAMMES BY
Teachers reflecting, engaging with others, critiquing and challenging their beliefs about
teaching and learning in order to establish teaching practices that are known to impact
positively on student outcomes (QLC1)

Empowering students to be active constructors of their learning through meaningful

learning opportunities (QLC2)

Foster connected and global learners (QLC3)

Developing a culture where ICT is naturally integrated into the teaching and learning
process (QLC3)
Developing the Key Competencies through planned programmes with a focus on the Merrin
Star Values and thinking skills (QLC4)
Providing top quality Professional Development opportunities for staff (QLC5)
Continuing to encourage individual staff expertise, interests and passions (QLC6)

ENABLERS

Professional Development for staff that challenges mindsets/beliefs to

ultimately lift student achievement
Kath Murdoch pedagogy of Inquiry development
Quality inquiry based teaching and learning
High quality ESOL programme (see separate plan)
Action Stations Y1
Action Stations Y2-4 (Numeracy focus)
Y4-8 SRL and BYOD
Visible Pathways
Supporting Gifted and Talented learners
Junior SRL
Itinerant Music Co-ordinators Role
Te Kotiritiri Programme

Child centred

Self management
eLearning and blended learning opportunities for all students
Future focussed library programme
Learning with Digital Technologies
BYOD
Community Education
Digital Citizenship
BYOD/Learning with digital technologies
Staff development ongoing. Use of apps and programmes, e.g. Google Docs
Digital Citizenship
STAR, Digital Citizenship, Power of a Merrin Star 2015 foci

Professional development encouraged to support and improve our practice

Budget for Professional Development

Personalised learning
Supporting Gifted and Talented learners

Sport Co-ordinator Role

Itinerant Music Co-ordinatos Role
Differentiated Learning

SCHOOL ORGANISATION AND STRUCTURE

Use Appropriate Resources to Maintain a Safe and Quality Environment for its Students, which is Conducive to Learning

WE WILL CREATE AND MAINTAIN A QUALITY ENVIRONMENT FOR OUR

STUDENTS BY

ENABLERS

Ensuring the appraisal cycle and programme is robust and directly linked to improved
outcomes for staff and students (SO/S1)
Ensuring the annual budget is aligned with the goals of the annual plan (SO/S2)

Continuing to develop our partnership with our parents, community and Learning Cluster to
enhance student achievement and effective communication (SO/S3)
Strengthening our inclusiveness (SO/S4)
Providing a culture that is based on meaningful relationships; reciprocal respect;
restorative practice, collaboration and positivity. (SO/S5)

Provide Significant Opportunity for our learners to participate and succeed within
physical activity Pursuits (SO/S6)

Implement Learning Environments that are configured to promote collaborative and
future focussed learning (SO/S8)
Ensuring that effective self-review takes place via a three year cycle and that all learning
environments and activities are managed safely (SO/S8)

Teacher appraisals must be designed and executed to make the biggest impact on
teaching and learning (Teaching as Inquiry)
Ensure the annual budget addresses identified areas of need and is effectively
managed throughout the year
Implement initiatives from NW Cluster Plan
New administrative systems 2015 better communication and accuracy
Provide processes and systems that are inclusive and welcoming for all students
Positive home/school relationships supported by timely and effective
communication
Restorative professional development with staff
Power of a Merrin Star
STAR values
Digital Citizenship
Canterbury Sport Start iniative schoolwide focus 2015
Sport Co-ordinator Role

Modify existing classrooms into collaborative spaces wherever possible

2015 focus Y4-8
Move to School Docs focus for 2015

NORTH WEST CLUSTER PLAN

2015 INITIATIVES
(Desired Outcomes)
Raise the mathematics
achievement levels of students
in Years 5 8 across cluster
schools

Foster Collaboration across

cluster school teams.

Continue to build cluster

partnership with Gongju
University, South Korea to
enhance cultural understanding
Continue to build a closer
partnership with
parents/Whnau of Mori and
Pasifika students
Improve the transition
processes between ECEs and
schools

ACTIONS

PERSONNEL

TIMELINE

Implement NW Raising Maths Achievement Plan which includes:

Reviewing current teaching practices

Collaborative Inquiry

Co ordination of PLD

Monitoring of Progress

Mathematics Symposium (24/26 Feb)

Assessment and Analysis

Principals
Leadership Teams
Y5 8 Teachers

Term 1 - 2

Use Google Docs for collegiality, collaboration and as a sustainable network for professional
learning

Principals & team leaders

Term 2

Organise professional learning visits to cluster and other schools

Develop more collaborative teaching/learning practices across teams of teachers
Sencos - meeting once per term to share practice
Sport Teachers meetings each term
Regular Principal meetings
Regular meetings with MOE
Science meetings each term
Continue to develop a mutually beneficial relationship with Gongju University
Continue to host Gongju University student teachers for teaching practicum
Review student teachers practicum and host stays

Term 1- 2
Term 1- 2
Term 1
Term 1
Ongoing
Ongoing
Term 1
Term 4, 2013
Term 1
Term 1

Cluster Principals to visit South Korea

Principals & team leaders

Principals
Ngaire (Merrin)
David (Westburn)
Principals
Faye (Russley)
Jane Lennon (Westburn)
School Boards
Cluster schools
Principals, host teachers &
Gongju delegation
Principals

Organise a second cluster Mori Whnau hui

Explore a combined performance opportunity
Explore Pasifika students across cluster schools joining Avonheads Pasifika group

Lisa (Merrin) to co ordinate

David (Westburn)
Charles (Avonhead)

Term 2

Merrin to host ECEs and Cluster Junior Schools to present CAOS

Lisa (Merrin)

Term 1

Representative from each

school chosen to lead the
Mathematics Symposium.

Term 1

Term 1

Explore ways to share

resources/cost-saving measures
Foster Board Collaboration
Collaborate on Professional
Development Opportunities

Strengthen cluster teachers

pedagogy in preparation for the
renewal of learning
environments
Establish a NW Young Leaders
Group
Share school systems and
initiatives across the cluster

Can we bulk purchase resources and/or services?

Charles (Avonhead) to liase

with Jill (Russley) and Erika
(Merrin)

Term 1

Westburn to host Board PD on the Treaty of Waitangi

Fiona Gilmore and

David Brown (Westburn)
Lesley Black (Merrin)
Lisa (Merrin)
Principals/DPs
Leigh (Russley)
David (Westburn)
Principals

Term 1

Lisa (Merrin)

Term 1 - 2

Lisa (Merrin)
Leigh (Russley)
Lisa (Merrin)

Term 1
Term 1
Term 2

Restorative Practice TOD

Kath Murdoch Inquiry
Cluster Collaboration Day
Brainwave Trust
John Parsons to speak with students
Identify and discuss research and readings
Attend MLE PD activities

2 3 students from each of the 4 schools join and elite leadership group to work on community
based initiatives
Merrin to share their work on BYOD
Follow up on timing of Social Work programme funded by the Red Cross
Schools to share their administration processes and in particular the way their administrative
teams work collaboratively

Explore Internet NZ Grant re Comminity partnership to teach Digital Technology Skills to the elderly (Lisa)
Explore Teaching Second Language - ALLiS Intiative (David)

Term 1
Term 2
Term 2
Term 1

ESOL AND INTERNATIONAL STUDENTS ANNUAL PLAN

WHAT
To grow the number of International Students coming
to Merrin by developing strong relationships with
agents, schools and other agencies.

Develop our use of social media and the school website

International section on the school facebook, etc

Relationships with our International Families (include

ESOL families)

Sound communication

Continue to develop the quality and variety of the

education programme provided at Merrin School for the

ESOL student.

HOW
Ju - Busan Market (KAMC)
Jin Korean March
April trip to Korea
IAE Christchurch based agency
Inja Hwang Agent
Christchurch Educated Initiatives
Gangzhou Camp July (China 3-4 weeks)
Mark, Hwang (China) February Camp (1 week)
Japanese visitors sister school (4 days in Christchurch)
AUKI Agency Taiwanese
Confucian Institute
Gongju University x 2
China Camp
Japanese Teachers August
Citizens Delegation to Korea October
AUKI want to bring camps to Merrin
Christchurch Educated Conference re marketing International Education
HAIL use this as an as you go - training session with Stu, David and Mary
FB user
Students will be told about BYOD
Weekly/fortnightly contact with home ESOL newsletter with translations
MJ to look at CBHS reporting to parents
Develop relationship between PTA and International families (Rep)
Afternoon Teas with a topic (decide on time suitability 2 per term
Communication is an issue App for translation
ESOL families email each week
Investigate Adult ESOL
Skype by teachers
Part of TK programme to entertain an International Student
Clear Job Descriptions for each Teacher
Appraisals based on teaching as inquiry (LWDT to include student achievement and
engagement)
Teaching space reorganisation

RESP
Mary
Mary
LDR
Mary
Mary

Mary

Mary

Leadership Team

Continue to develop the quality ad variety of the

education programme provided at Merrin School for all
our students.
Continue to develop Merrins profile as an International
School

Ensure that all Policies and Procedures are reviewed, up

to date and online

Develop IT skills
Investigate apps that are being used by Merrin teachers
E-Reader app
Reading eggs
How do we develop our ESOL programme to best meet the needs? working with
teachers
ELLP progressions
Teachers / Student trip Years 6, 7, 8 Ambassador Programme
Cultural groups and cultural Day. Beginning T3 to fit in with time of largest numbers of
International Students in the school
Groups to perform at Christchurch Cultural Festival

Korean Dancers

Chinese Dancers

Indian Dancers
Pacific Island students offer the opportunity to travel to Avonhead to participate in
Pacifika group
Japanese group to be developed 2015
Filipino inclusion
Role on council Sister-city Committee
International Day
Role on Chch Educated
Develop Parents group as a support network - Relationships
Review School Docs and bring into line with enrolment and camp packages

Mary / David

Mary

Lee

Mary
Mary
Mary

Mary / LDR

NEW OPPORTUNITIES WILL BE FOLLOWED UP Mary J is aware that China is becoming a leading market. Need to accommodate short term students as
many are sampling.