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Curriculum Reviews
1) Review of student achievement 2011 – recommendations a) Kowhai b) Pohutukawa c) Kahikatea d) Totara 2) Review of student engagement 2011 - recommendations a) Kowhai b) Pohutukawa c) Kahikatea d) Totara
 * That participation in HPP and Reading Recovery programmes be continued
 * That clear routines continue to be established and maintained as a basis for good learning
 * That parent help be utilised to ensure children develop ‘reading mileage’
 * That guided writing sessions be implemented and individual targets be set for writing
 * That within syndicate professional development in numeracy be developed
 * That ability grouping be practised
 * That learning through play be a feature of Kowhai teaching & learning practise
 * Continue PD in National standards as appropriate.
 * Allow time for moderating assessments.
 * Provide extra support for target children
 * Establish a buddy reading system within the classroom for those for whom the home reading programme is not working.
 * Provide more regular opportunities to share and view examples of others work.
 * Explore the possibility of numeracy grouping across the syndicate for outliers
 * Improve teaching of Writing through professional development on quality teaching of writing.
 * Actively practice the teaching strategies recommended by the maths advisers during the Maths PD contract last year.
 * Provide target teaching to students achieving below the expected levels for reading writing and maths.
 * That IWB software be utilised to increase student engagement
 * That home/school partnerships be maintained. Challenging activities.
 * That specific children and families be targeted for support.
 * That Ruth Wells, Family Support worker be invited to support families where necessary.
 * Maintain high interest and relevant lessons based on children's needs.
 * Children continue to set personal goals at start of year. Regular reviews and reflection on these.
 * Continue sharing LIs and Success Criteria with children.
 * Ongoing Social Skills and RRR programme explicitly taught.
 * That there be a review of procedures around handling attendance and lateness
 * Seek strategies for engaging boys
 * Align across the syndicate collection of student work in student folders
 * Whole syndicate to adopt use of student yellow highlighting and teacher green highlighting of evidence for the success criteria
 * Teachers to be more proactive communicating with the office about regular student absences
 * Increase use of class blogs as a communication tool by ensuring every class calendar is on the class blog

3) Review of student progress 2011 - recommendations a) Kowhai b) Pohutukawa c) Kahikatea d) Totara
 * Maintain high staff expectations across our key focus areas, literacy and numeracy.
 * Monitoring target children and provide extra learning opportunities for those who need them.
 * to follow assessment map and use MUSAC for data.
 * Ongoing PD in National Standards, especially to ensure consistency across and between schools.
 * Continue to develop explicit teaching goals for students in relation to the National Standards
 * Provide target teaching to all students achieving below the expected levels in Reading, Writing and Mathematics to increase student progress.

Team Leaders’ Reviews

 * 1) Kahikatea Report on Engagement, Progress and Achievement - recommendations
 * 2) Kowhai Report on Engagement, Progress and Achievement - recommendations
 * 3) Pohutukawa Report on Engagement, Progress and Achievement - recommendations
 * 4) Totara Report on Engagement, Progress and Achievement - recommendations
 * Targeted teaching of Writing with the aim of engaging the Y6 cohort, more specifically the Y6 boys
 * All classes in syndicate to initiate regular use of student reflections in Reading, Writing & Maths
 * Whole syndicate to adopt use of student yellow highlighting and teacher green highlighting of evidence for the success criteria
 * Awhi to be provided to teachers with limited confidence/skill in Te Reo by Chanel
 * Chanel to use syndicate assemblies and syndicate sports as opportunities to increase syndicate knowledge of Te Reo and Tikanga Maori
 * Use email to send electronic notices to as many families as possible.
 * 1) Review of diverse groups of Students – recommendations

Special Interest Reviews
a) Kowhai b) Pohutukawa c) Kahikatea d) Totara 2) Review of Maori Students - recommendations a) Kowhai b) Pohutukawa c) Kahikatea d) Totara 3) Review of Pasifika Students - recommendations a) Kowhai b) Pohutukawa c) Kahikatea d) Totara 4) Review of Reporting to Parents, Whanau and Community - recommendations a) Kowhai b) Pohutukawa c) Kahikatea d) Totara 5) Review on Quality Data and Analysis - recommendations a) Kowhai b) Pohutukawa c) Kahikatea d) Totara 6) Report on Reading Recovery – recommendations 7) Report on Specific groups and Programmes - recommendations
 * 1) Review of diverse groups of Students - recommendations
 * Interchange time in literacy and numeracy has been beneficial for students and classroom management.
 * Make early referrals to the RTLB and RTLit
 * That more children have access to Reading Recovery, Fine motor skills and HPP Programme as appropriate.
 * Would be good to implement a Transient Student programme. More information to be shared between schools, especially regarding children with special needs. *
 * Update register of children with special abilities and needs. *
 * In depth reporting on children's progress to parents ( for children with special needs) as National Standards doesn't really cover this.
 * Seek professional development aimed at meeting the needs of gifted children within our classrooms
 * Provide fine motor skills support.
 * Increase access to an HPP programme.
 * Ensure access to testing for hearing and sight at the start of the year.
 * Continue HPP reading programme - this was very beneficial last year and some children could do with consolidation.
 * Continue to collect data on Maori students' achievement data
 * Explore the new ministry resource of teaching Maori students in mainstream
 * Continue to provide opportunities for these children to share their culture.
 * Continue to provide parent information sessions while pre-enrolled children are visiting the school.
 * Continue to provide 6 week reporting to parents.
 * Te Pouahi potiki to continue moderation in alignment with Kowhai syndicate.
 * That assessment tasks be modified to fit appropriate age group.
 * That assessment to inform next teaching steps be continued.
 * That an easy overview of National standard levels across the whole school be provided.
 * Reflect on the means and quality of collecting and recording anecdotal notes.
 * That more children be able to access a Reading Recovery Programme.
 * That provision be made to allowing staff to have professional development on Reading Recovery ‘tips and tricks’.

General Reviews
a) Kowhai b) Pohutukawa c) Kahikatea d) Totara 2) Accelerated Learning in Mathematics (Alim) Report - recommendations 3) Summary of group interview with children - recommendations 4) Maori education strategy for mainstream - recommendations a) Kowhai b) Pohutukawa c) Kahikatea d) Totara 5) Year Six Leavers - recommendations
 * 1) Review of Reporting to Parents - recommendations
 * Continue to refer to samples of work, reading graphs and reports.
 * That motivation to families that are not achieving be provided by showing them samples of work that demonstrate a child's progress.
 * That Kowhai build on their repertoire of waiata.
 * That teaching programmes align with examples Maori children can relate to.
 * That resources such as the Museum, Mana Maori and he tupu, he Reo Ora be used in the syndicate.

 3 Provide professional development for effective teaching of writing  3 Actively practice the teaching strategies developed with the maths advisors during the maths PD contract last year.  3 Provide target teaching to all students achieving below the expected levels in Reading, Writing and Mathematics to improve student achievement.