P & P No: 2.0
Part A. The legislation says:
Each board of trustees, with the principal and teaching staff, is required to:
- develop a strategic plan which documents how they are giving effect to the National Education Guidelines through their policies, plans and programmes, including those for curriculum, National Standards, assessment and staff professional development;
- maintain an on-going programme of self-review in relation to the above policies, plans and programmes, including evaluation of information on student achievement; and
- report to students and their parents on the achievement of individual students, and to the school’s community on the achievement of students as a whole and of groups (identified through NAG 1(c) above) including the achievement of Māori students against the plans and targets referred to in Nag 1(e) .
Where a school has students enrolled in years 1-8, the board of trustees, with the principal and teaching staff, is required to use National Standards to:
- report to students and their parents on the student’s progress and achievement in relation to National Standards. Reporting to parents in plain language in writing must be at least twice a year;
- report school-level data in the board’s annual report on National Standards under three headings:
- school strengths and identified areas for improvement;
- the basis for identifying areas for improvement; and
- planned actions for lifting achievement.
- report in the board’s annual report on:
- the numbers and proportions of students at, above, below or well below the standards, including by Māori, Pasifika and by gender (where this does not breach an individual’s privacy); and
- how students are progressing against the standards as well as how they are achieving.
Part B. Our policy is:
NAG 1, the learning and achievement of our particular group of students, is the core business of the school. It is imperative; therefore, that the school develops systems, pedagogy, networks and culture that regularly review its practice to ensure that students are achieving academic standards as defined by the New Zealand Curriculum (NZC). The school provides evidence of measurable outcomes in accordance with the schools stated beliefs and principles.
In order to carry out self-review, the school has identified that there are a number of levels of reflection that need to occur. Each level targets a slightly different audience. Five levels of review exist inside Arahunga:
- Student review by the individual themselves, supported by their class teacher.
- Class review by the teacher, supported by the appropriate Team Leader.
- Team review by the appropriate Team Leader, supported by the Regional Manager.
- Regional review by the appropriate Deputy Principal (Regional Manager), supported by the Principal.
- Whole school review by the Principal and the Board of Trustees.
The focus of all reviews is to improve student learning outcomes with a particular focus on life after school. To carry out a review we need to ask reflective questions such as the following which are adapted from Teaching as Inquiry, NZC, p. 35:
- What evidence do we have to identify what is important and therefore worth spending time on, given where the students are at?
- What evidence are we using to guide the development or selection of strategies, systems, and resources that are most likely to help the students learning?
- What evidence shows us what happened as a result of the teaching or leadership, and what are the implications for future teaching and leadership?
These questions need to be asked both by the school as a whole, and by individuals such as Board and staff members. It is important to be reflective and think critically about our own performance. It is equally important to go outside the school and talk to and consult with the wider community, particularly in view of the expanding number of partnerships that the school is involved with.
Note: The next major round of community consultation is planned to occur in the first half of 2019.
As part of the process of self-review, it is important that parents, the Board and the Ministry are provided with good quality information about student achievement
Student success in life beyond school is our core focus and it is the belief of the school that NAG 2 is intended by the Government to assist the school to improve the quality of the education offered to our students, and to be accountable for this through good quality co-operative teaching, learning, management, leadership and opportunity creation for our students. Along the way reflecting on our practise and working with our community in order to further improve our student’s lifelong outcomes, ultimately empowering our students to become active, confident members of society.
Review schedule: Within 3 years