Charter and Annual Plan 2017

Arahunga Special School and Outreach Service Charter

Including the Strategic and Annual Plan for

2017 -20

Position	Signature	Date
Principal
Board of Trustees Chairperson

Arahunga Special School and Outreach Service 2017 - 20

Introductory Section - Strategic Intentions

Vision	Empowering students through education to become active, confident members of society.
Values	Integrity – honest and trustworthy interactions with others Independence and Autonomy - making choices and having an expectation that those choices will be respected Personalised Learning – individual people’s abilities and needs are recognised Manaakitanga and Whanaungatanga - (Safety, Striving, Sharing)
Principles	High Expectations	Every person can learn
	Coherence	Pathways to successful life beyond school
	Inclusion	Actively contributing and being accepted in society
	Personal Worth	Each individual is unique and invaluable
Māori Dimensions and Cultural Diversity	We value the cultural diversity that all of our students bring to our school. Their unique backgrounds and interests enable the learning to be adapted to foster creativity and awe in learners. The Maori culture in particular provides a focus for understanding our wider New Zealand society, both historically and in the present. It creates an opportunity for our classrooms to draw upon rich traditions and knowledge which can help students to gain empathy and contribute to our multicultural society. If a parent wishes their child to receive instruction in Maori the school will do their best to accommodate this.
Special Status	We are a special school, educating students from Year 0 to 15 who are ORS verified or enrolled under a Section 9 agreement for a limited period of time.

Baseline Data or School Context
Students’ Learning	Students at our school have special learning needs and Year 1 to 8 students generally work within the first level of the New Zealand Curriculum, from Year 9 onwards we are striving for level 2 because that is the level of functional literacy and numeracy we have identified as necessary for our students to participate in identified occupations within industry. We are a special school that increasingly offers a regular education experience to all our students. Our learning centres are located at host schools with whom we have a close working relationship allowing for student interaction and where possible co-learning with the students of these schools.
Student Engagement	All our students have Individual Education Plans and these are jointly created with students and whanau to specifically tailor the education received to the individual’s needs and Individual Learning Journeys. A considerable amount of work has been done in creating a thematic curriculum which we use to teach students within the context of the New Zealand Curriculum, taking into account students’ needs and interests. This curriculum has been developed in connection with our school community.
School Organisation and Structures	Students can attend our school from New Entrants level till the end of the year in which they turn 21 provided they are eligible for Ongoing Resource Scheme funding or are the subject of a Section 9 agreement for a limited time. Our school is structured towards preparing students for life after school and so our curriculum, while based in the New Zealand Curriculum, has a focus on functional skills and specific knowledge which will allow our students to participate more fully in the workplace and social settings after they leave our school. Satellite learning centres at primary, intermediate and secondary schools provide a regular school setting for our students to be educated in while allowing for specialist teaching and resourcing through Arahunga. For students 18 years and older we offer a transition to work programme where students experience work, gaining the skills and experience needed to participate in employment. Our organisation is structured around the importance of our students’ Individual Learning Journeys.
Review of Charter and Consultation	We are doing considerable work to create individual learning journeys to careers for our students through the structure of the school. This is increasingly being reflected in our discussions as a staff, board, parent and caregiver community. We are constantly working towards our vision of, ‘Empowering students through education to become active, confident members of society’. Our interpretation of this is that our students will become more independent and more autonomous in their decision making, they will be people who make their own choices and have an expectation that those choices will be respected by others. We do not just want our students to be in their local community, we want them to be able to contribute to their local community.

Strategic Section

Strategic Goals

Core Strategies for Achieving Goals

2017 - 2020

Learning

To develop students into active confident members of our society

Use of New Zealand Curriculum measured data and the following documents to inform further learning and teaching:

New Zealand Curriculum

NCEA Unit Standards

The Arahunga Development Plan

Industry Training Organisation standards

The NZ Disabilities Strategy

National Transition Guidelines

Enabling Good Lives documentation

Creation of linked learning journeys for individual students connecting Primary, Secondary and Transition classes. Including:

Continued development of thematic planning and functional learning across primary and intermediate classes.

Employment focused education plans for transition to work classes.

Consultation with both current and past parents, whanau and caregivers as to what is relevant to include in the Individual Learning Journeys of our students.

Introduction of Teaching Mentors

To increase teacher ownership of learning and teaching.

1.)

Allow teachers more control of how they achieve the goals and targets set by BoT and Senior Management and therefore get their specific students to the destination appropriate for each individual learner.

2.)

Provide specific mentoring and support for teachers - primarily through the Heads of School/Team Leaders and Line Managers.

To develop our Outreach Service infrastructure and support for schools and their learners in the regions we serve.

Three dedicated Senior Management members for the regions we serve (one for each of the following regions: Taranaki, Whanganui, Manawatu/Horowhenua).

We have now appointed people to two of these positions (Taranaki, Manawatu/Horowhenua) and plan to appoint a third (Whanganui) towards the end of 2017, depending on the continued growth of the service.

Developing of relationships with organisations in the three regions we serve (e.g. schools, Ministry of Education, social services, social and cultural groups, etc.).

Targeted support and continued professional development for our teachers in the Outreach Service.

Student Engagement and Transition

To continue to raise student achievement through the development of satellite classes, curriculum based learning, and individual learning journeys across the school.

Integration of appropriate Information Computer Technology in our satellite services.

Actively participate in school life and events at host schools.

Recognise our satellite classes as having ‘home room’ status at host schools.

Integration of Te Reo and Kaupapa Maori across the school, led by the curriculum leader for Maori Studies. (This position will be allocated a management unit.)

Involvement of local Whanganui iwi and appropriate kaumatua.

Update the Values and Principles of our school, as listed in this charter, to reflect Maori tikanga.

Actively market our school as a provider of specialist tailored and supported regular education for students with special learning needs.

Purchasing digital devices and participating in professional development related to teaching with those devices. (These need to be appropriate devices for our individual student’s needs and abilities.)

Deployment of Storypark across the school, led by the curriculum leader of Future Focused Education.

Integration of ICT for teaching and learning across the school, led by curriculum leader of Future Focused Education.

School Finance and Property

Operate within annual grants

Upgrade/move Base site

Establish the new learning hub at Whanganui City College

Complete the year’s budget with a focus to achieving our stated goals for the next 3 years.

Continue making common sense changes to transition and administration base as needed.

Look for opportunities to move base site to a more appropriate environment.

Continue to catalogue and audit whole school resources, to improve accuracy of resource management.

Improve online access and professional development on how to access resources online through the existing Koha system.

Establish the new learning hub at Whanganui City College.

Health and Safety

Review & minimize risks to students and staff

Install hygienic cooking facilities

Continue the health and safety committee work towards improving worksite health and safety across our organisation

Health and Safety Committee continue to focus on common sense approaches to improving worksite health and safety.

Install hygienic cooking facilities at the most suitable location.

Review NAG 5 policy and procedures against current needs.

Continue to foster student independence, student voice and individual choice.

Continue to be involved in school life and events at all host schools.

Personnel

Review people management procedures.

Increase staff ownership of the learning and teaching process.

Staff collaboration regarding facilitating student’s achievement of their individual learning and achievement.

Allow teachers more freedom in how they get students to achieve within the parameters set by the Principal and as required by the students’ Individual Learning Journeys.

Continue to develop teacher appraisal cycle for all teachers in the satellites, with the aim of gaining more teacher ownership of the process.

Continue to allow the student needs, and common sense to determine the Principal’s placement of staff and allocation of appropriate suitable Professional Learning and Development.

Transfer SMS to a system more appropriate to our use.

To develop our Outreach Service infrastructure and support for schools and their learners in the regions we serve

Continued development of regional Team Leader roles within the Outreach Service.

Consideration of appropriate succession planning, so that knowledge stays in the service when employees move on.

Community Engagement

Promoting employment of students in the workforce as an end result of students’ Individual Learning Journeys.

Active communication and liaison with potential employers.

Active building of Individual Learning Journeys across school with career attainment as an end goal for individual students based on their interests and own choices.

Annual School Improvement Plan – SUMMARY

Domain	Strategic Goal	Target
Learning	To develop students into active confident members of our society.	Junior School	For all ORS funded students in Years 1 - 8 to move one or more curriculum sub-levels in both English (Reading and Writing) and Mathematics.
			Refine and finalize Literacy and Numeracy development goals for students who are in the first three years of our school.
		Senior School	For all ORS funded students in Years 9 - 11 to move one or more curriculum sub-levels in both English (Reading and Writing) and Mathematics.
			Increase the amount of NCEA credit based units and NZQA approved training being completed by students in Years 9 - 15.
		Whole School	Complete a portfolio collecting evidence of student voice influencing and directing learning.
	To develop our Outreach Service infrastructure and support for schools and their learners in the Manawatu/Horowhenua area.	To increase the number of students supported by our service in Manawatu/Horowhenua area by 50% of the number using the service in 2016.
Student Engagement and Transition	To continue to raise student achievement through the development of curriculum based learning across the school and the emphasising of ‘experience of work’ for transition students.	Increase the amount of ‘experience of work’ options for students and the amount of time students participate in these options.
		Continue to develop thematic planning across the junior school, with a focus on both the New Zealand Curriculum and the functional literacy and numeracy skills our students will need in life.
Personnel	Staff collaboration regarding facilitating student’s achievement of their individual learning journeys.	N/A (Although is a critical factor in achieving the above targets.)
	To develop our Outreach Service infrastructure and support for schools and their learners in the regions we serve	Establishment of the Team Leader role for the Manawatu/Horowhenua regions in the Outreach Service.
		Appointment and development of the Team Leader role for Whanganui region in the Outreach Service.
Outreach Service	Promote the inclusive teaching of ORS verified students in our service area.	Actively promote the outreach service and network to schools, principals and teachers in our service area with support from the Ministry of Education.

Improvement Plan - Domain: Learning
Strategic Goal To develop students into active confident members of our society
Annual Goal		Annual TargetsWhere do we want to be at the end of 2016? The focus is on student outcomes. 1.) For all ORS funded students in Years 1 - 8 to move one or more curriculum sub-levels in both English (Reading and Writing) and Mathematics. 2.) Refine and finalize Literacy and Numeracy development goals for students who are in the first three years of our school. 3.) For all ORS funded students in Years 9 - 11 to move one or more curriculum sub-levels in both English (Reading and Writing) and Mathematics. 4.) Increase the amount of NCEA credit based units and NZQA approved training being completed by students in Years 9 - 15. 5.) Complete a portfolio collecting evidence of student voice influencing and directing learning.
Baseline dataWhere are we now? Students have made striking progress in 2016 against our sub-levels of the New Zealand Curriculum. This is a marked improvement on previous years. The average percentage of students in Year 1-12 who have achieved one or more sub-levels in 2016 is 77.4% (compared to 11% in 2015). This means that 7 x as many students within the school achieved sub-levels in 2016 than achieved sub-levels in 2015! The year level percentage break downs for achieving sub-levels in 2016 are as follows: Year 1 Students = 50% have achieved one or more sub-levels (compared to 0% in previous years) Year 2 Students = 100% have achieved one or more sub-levels (compared to 0% in previous years) [1] Year 3 Students = 100% have achieved one or more sub-levels (compared to 50% in previous years) Year 4 Students = 100% have achieved one or more sub-levels (compared to 0% in previous years) [2] Year 5 Students = N/A (no students in this year group in 2016) Year 6 Students = 60% have achieved one or more sub-levels (compared to 0% in previous years) Year 7 Students = 66.66% have achieved one or more sub-levels (compared to 20% in previous years) Year 8 Students = 100% of students have achieved one or more sub-levels (compared to 100% in previous years) [3] Year 9 Students = 60 % of students have achieved one or more sub-levels (compared to 0% in previous years) Year 10 Students = 88% of students have achieved one or more sub-levels (compared to 0% in previous years) Year 11 Students = 66.6% of students have achieved one or more sub-levels (compared to 0% in previous years) Year 12 Students = 60% of students have achieved one or more sub-levels (compared to 0% in previous years)
Key Improvement Strategies What do we have to learn? What will we do? When? Who is responsible for ensuring this is done? 1) Use of National Standards data and the following documents to inform further learning and teaching: · New Zealand Curriculum · NCEA Unit Standards · The Arahunga Development Plan · Industry Training Organisation standards · The NZ Disabilities Strategy · National Transition Guidelines · Enabling Good Lives documentation 2) Creation of linked Individual Learning Journeys for students connecting their journey through Primary, Secondary and Transition stages. Including: · Continued development of thematic planning and functional learning across primary and intermediate classes. · Pursuit of increased worksite opportunities for transition students. · Increased participation in NCEA credit based and NZQA approved courses, etc. 3) Consultation with parents, whanau and caregivers as to what is relevant to include in the Individual Learning Journey of their tamariki. 4) Introduction of Teaching Mentors
When	What (examples) Consider goal clarity and communication; strategic resourcing; PLD; routines that need changing; assessment practices	Who	Indicators of Progress What will we see?
Starting Term 1	Establishment of a teaching and leadership team for the Hub at Whanganui City College	Hub Team with support from Senior Management	Teachers have ability to support both Arahunga and City College students.
Starting Term 1	Targeted visits to schools from a different area with a focus on specific professional development	Satellite teachers	Teachers see good practice in a different environment and provoke comparative discussion regarding Arahunga’s current practices.
Term 3	A satellite wide understanding of the typical stages of Literacy and Numeracy development our students experience.	Curriculum Leaders	Teachers are able to understand the student’s learning patterns and help students to improve their understanding of the subjects taught.
Term 3	Use the above information to set school wide Development Goals for students moving through the first three years of school life.	Curriculum Leaders	Teachers are able to measure student’s progress more accurately and with more relevant to the students of our school.
Ongoing	Increase the use of Effective Literacy and Numeracy Practice in the classroom.	Classroom Teachers	Students curriculum based achievement data continues to improve.
Ongoing	Establish a growing portfolio of evidence that student learning is inflecting and directing learning in the classroom.	Classroom Teachers	Teachers will have considered how students are able to express influence over the learning and collected evidence to show this is happening.
Monitoring The Heads of School positions allow Senior Management to provide more mentoring and greater communication capacity to the teaching team. These are also key roles in providing accountability and monitoring capacity in our multi-site school. Teachers will review progress at staff meetings both at the whole of satellite level and the junior and senior school levels. The appraisal process will focus on inquiry into teaching practice and will help teachers to identify which of their practices are being effective in the classroom learning situation.
Resourcing · The most significant cost increase in this year’s plan is personnel, which will be covered through Teacher’s Salaries funding. · Professional Development will also require targeted funding – travel and accommodation in particular. · There will need to be funding allocated for purchasing targeted professional resources - in general professional publications are issued for the teacher to keep, this is in order to encourage teachers to use the publication as a working document (e.g. writing notes in, highlighting, etc.).

Other 2017 Key Improvement Strategies to Achieve Strategic Vision
Property	Short Report	Finance	Short Report
· Common sense responses to needs that arise · Continue to catalogue school resources.		· Operate within annual grants. · Budget in accordance to strategic goals.
Personnel	Short Report	Community Engagement	Short Report
· Staff collaboratively facilitating individual student achievement. · Staff placements and PLD determined by the Principal in response to student needs. · Development of new staff roles (i.e. Hub Leader, Team Leader Manawatu/Horowhenua). · Develop the satellite teacher appraisal cycle.		· Continue to develop students’ Individual Learning Journeys with career attainment for students as an end goal. · Active communication with potential employers. · Parent information evenings. · Improve links with Early Childhood Education Providers in our regions.

Improvement Plan for Outreach Service
Outreach Service Support of Student Learning Goal To develop our Outreach Service infrastructure and support for schools and learners in the regions we serve.		Outreach Service Annual Support of Student Learning TargetsWhere do we want to be at the end of 2016? 1.) To increase the number of students supported by our service in Manawatu/Horowhenua by 50% of the number using the service in 2016. 2.) Development of the Team Leader role for Manawatu/Horowhenua region in the Outreach Service. 3.) Appointment of a Team Leader for the Whanganui region in the Outreach Service.
Baseline data (Dept. or Syndicate etc) In December 2016, the Manawatu/Horowhenua Outreach Service was working with: 21 Students at 13 Schools 7 Students at Te Kura (Total 28 Students at 14 Organizations)
Key Improvement Strategies 1.) Three dedicated Senior Management members for the regions we serve (one for each of the following regions: Taranaki, Whanganui, Manawatu/Horowhenua). 2.) Developing of relationships with organisations in the three regions we serve (e.g. schools, Ministry of Education, social services, social and cultural groups, etc.). 3.) Targeted support and continued professional development for our teachers in the Outreach Service.
When	What	Who	Indicators of Progress *What will we see? When?*
Term 1	Appoint a Manawatu/Horowhenua based Team Leader for the Outreach Service with a teaching load of 0.7 FTTE and a management release of 0.3 FTTE. (This position attracts two management units.)	Senior Management and Board of Trustees	A Senior Manager appointed to the Taranaki Outreach Service.
Term 1	Clarify the role of the Team Leader	Senior Management	All Outreach Service staff will have a shared understanding of the Team Leader’s role.
Ongoing	Promote the Outreach Service to schools and organizations.	Team Leader	Schools and organizations in Manawatu/Horowhenua will have an increased awareness of the Outreach Service and what it does.
Ongoing	Liaise with the Ministry of Education to provide the best service possible in Manawatu/Horowhenua.	Senior Management	Regular communication with the Ministry of Education in Manawatu/Horowhenua.
Ongoing	Targeted support and professional development for Outreach Service team members.	Senior Management/Outreach Teachers	Teachers continue to have regular professional development targeted on a needs basis.
Term 3/4	Appointment of a Whanganui based Team Leader for the Outreach Service with a teaching load of 0.7 FTTE and a management release of 0.3 FTTE. (This position attracts two management units.).	Senior Management/Board of Trustees	A Senior Manager appointed to the Whanganui Outreach Service.
Monitoring The addition of the Team Leader position in Manawatu/Horowhenua will allow Senior Management to provide additional mentoring while increasing communication within the Outreach Team. This is also a key role in providing accountability and monitoring capacity in our cross region organization. Senior Management will review the progress of inter-organizational communications, at regular meetings and via e-mail and phone communication. Opportunities will be provided, for teachers to pass on the knowledge they have gained from their professional development, to the wider team.
Resourcing How much money and time is needed? Who will help us? · The most significant cost increase in this year’s plan is personnel. This will be covered through staffing transferred from the lender schools at which the Team Leaders will be teaching and if necessary a small amount of the Teacher’s Salaries funding. · Professional Development will also require targeted funding. · There will need to be funding allocated for purchasing supporting professional resources. · Funding for advertising the Outreach Service in the regions we serve.

[1]

This piece of data should be taken with caution as there was only one student in Year 2 in 2016.

[2]

This piece of data should be taken with caution because there were no students in Year 4 in 2016.

[3]

This piece of data should be taken with caution because there was only one student in Year 8 in 2016.

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