Woodhill School - Principal Report

August 2016
Our Mission & Vision
Together We
Care

Learn

Grow

for

to be

by

Curious
Self
Creative
Each other
Our community Collaborate
Critical &
reflective

Dreaming
Daring
Doing

August 2016 - Page 1 of 13

Our Major School Focuses - 2016:

Goal 1

To develop self-motivated, self-managing, independent leaders of their own learning.

1.1
1.2
1.3

Goal 2

To provide a balanced, differentiated learning and teaching programme focussed on achievement.

2.1
2.2

Goal 3

3.2
3.3

To provide professional development to support our school goals and identified needs with emphasis on the new curriculum
and m-Learning tools.
To implement a consistent performance management system that focuses on accountability and professional growth.
To build leadership capacity and influence.

To build an informed community focussed on student achievement and engagement.

4.1
4.2

Goal 5

To raise students literacy and numeracy achievement.

To improve teacher effectiveness through feed back and feed forward enriched by evidence.

To build a team of effective and motivated educators.

3.1

Goal 4

For children to lead their learning supported by best teaching practice.

To provide an authentic future-focused approach to learning.
To improve teacher effectiveness through focus on Digital Thinking.

To effectively communicate both the vision and student achievement.

Support, consult, track and report on the achievement of Maori.

To improve our facilities, resources and operations.

5.1
5.2
5.3
5.4

To continue operational efficiency.

To implement property and environmental improvements.
To provide a safe environment for all.
To involve the environment in learning, and learning in the environment.

August 2016 - Page 2 of 13

General Administration
School
roll

29 Children / 11 families

Term
Dates

Term 1: 2 Feb - 15 April

Term 2: 2 May - 8 July
Term 3: 25 June - 28 Sep
Term 4: 10 Oct - 15 Dec

Senco

IZ
in-zone

OZ
out of
zone

On Friday 5 August a child was asked to eat his lunch, as requested by his parent. The child refused and became aggressive - yelling and threatening his
teacher. He then proceeded to attempted to throw a car tyre and a wooden broom handle at his teacher. His father was contacted and asked to take the
child home. In the meantime the release teacher was able to clam the child down and he was escorted to the principals office to meet his father. After
further discussion with the teacher it was agreed to stand the child down on Monday 8 August, for one day, to provide the school time to meet with the
parents to put in plan in place. This included strategies for his safe return and for him to better deal with his frustrations should he become angry. The
letter was sent to the parents on Friday afternoon and an email received on Sunday stating that the family were withdrawing the child from Woodhill
School. the school acknowledged and respect the family decision and wish them the best.
One high ORRs child who is unable to participate in a normal class programme. TA works with him with a special programme. Parents are supportive and adapts
school assessments to cater for the childs ability. According, the child appears to be understanding math concepts, reading and communicating at a higher than
expected level. The class program supports his socialisation and motor control. (IZ)
On-going - aspergers child in the senior school needs careful and close monitoring. He lacks social skills and tolerance of others. He can be extremely unpredictable and
volatile at times. (O.Z)
One child exhibits competitive behaviour than can turn into aggression in the playground. Staff are aware and monitors the playground activities closely. (I.Z)
One child receiving RTLB support. (I.Z)
One child who exhibits signs of asperges and requires constant managing in class and out of class. Parents refuse to have him diagnosed. (O.Z)
NB: One new entrant child on our waiting list. He is highly autistic, and with behaviour needs. He can not toilet himself and will have limited teacher aide time (one
hour per day). Meetings need to be organised with the parents and the MOE, to transition this child to school. We may need to recommend he stay at preschool until
the age of six or until he can toilet himself. Teacher do not toilet-train children or toilet children. We have yet to received any further communication. (I.Z)
Our fortnightly newsletter offers insights and regular updates to our teaching and learning programme, events and celebrations.
This BOT report provides a big picture of goals, outcomes and where we are heading to next.
We are trialling new ways to show what we are teaching and learning, how we are teaching and learning, and reporting this to our parent community via our school
website, Class Blogs, digital portfolio (SeeSaw) and Facebook.
Children share Care Learn Grow at Woodhill School -

August 2016 - Page 3 of 13

General Administration
Up
coming
events

August

Septemer

October

2-3 : Conferences

2: Woodhill Speeches

10: First day term 4

16: BOT meeting

4: Fathers Day

12: TOD - Staff PD

19: Kaipara Cross Country

12: NZEI union meeting - school closes at 12.00

24 Labour Day

25: MindLab trip $12 per child

23: Last Day term 3

Finance

Income

Report

We have received 3 out of 4 Operation Grant deposits so far this year.

Our next Operating Grant instalment is due in October.
As at 31 July 2016 we note Grant Income is 74% of what was budgeted for.
Our Local Funds and Interest are 331% of what was budgeted for.
Our Trading and Other Accounts have contributed a surplus of $311 for the year to date.

July 16
DRAFT

Expenditure
As at 31 July 2016 we have spent 47% of what we had budgeted for the year. This compares with 58% of the calendar year gone.
Financial Position
Actual Available Funds as at 30 June 2016 are $14,658
Budgeted Available Funds at 30 April 2016 are ($16,248)
Staff Banking
Staff Banking as at Sue Report Number 0617 is over used by 0.73 ($1,852).
Property

NB The funding for the caretaker simply disappeared with the decrease of the school roll and the decrease of the operations grant provision by $40K in 2015.
The school has undergone maintenance, including repairing the fire alarms, fire exit signs and the elevator emergency phone. The Argest Building Report has
been approved. NB: These repairs are in addition to the budget and therefore will show as a expenditure not budgeted for. After negotiation with the MOE they
have agreed for us to use our 5YA as Compliance Issues. A further 2K was needed to address the unforeseen alarm issues since its upgrade.
The school water filtration system has been reviewed and repaired. This was addressed through our school 5YA.
Evening Te Reo Maori classes began in term 3 and will run for 36 weeks.

August 2016 - Page 4 of 13

Goal 1: To develop self-motivated, self-managing, independent leaders of our own learning.

Goal - Action
1.1
For children to
lead their
learning
supported by
best teaching
practice.

1.2
To provide an
authentic
future-focused
approach to
learning.

1.3
To improve
teacher
Effectiveness
through focus
on Digital
Thinking.

Continue to build independent,

self directed learners.
Continue to investigate and
modify our teaching and
learning as required to support
students with their learning.
- recommended best practice
schools
Continue daily karaka and
increase waiata in preparation
for Matariki.
Increase daily notices.
- Ask students for feedback
and feedforward on specific
items.

Outcome / Impact
Increase shared Ownership - staff, students and community.
Extend Tuakana - Teina opportunities, collaborative opportunities.
Continue to use our literacy, numeracy and inquiry rubric with students to guide next steps
in teaching and learning program.
Practice Analysis Conversations (PAC) with children regularly to support individual learning.
These happen in the form of conferencing ad video interviews about their learning - on how
they feel, what they can do and where to next, supported by evidence.
Our whole school continues to show and demonstrate Care for our school every Friday with
our Enviro-School slot.
Tm 2 - Senior whanau investigated Growth Mindset and how their brain can grow.
Tm 2 - Junior whanau were introduced to Howard Gardners Multiple Intelligences with a
focus on the many ways we can be smart - i.e word smart, number smart, nature smart etc.
We than made connections to the Maori Guardians Myth and how are they smart, relating
these to ourselves.

- Involve children in the

debriefing of events and
specific learning
opportunities.

Staff have assessed Inquiry against the Inquiry Matrix Assessment. We are looking at more
ways to involve children in being able to self assess against this.

Parents to connect with

student SAMR accounts.

Staff enjoyed attending the Google Summit and have implemented some of their new
learning with students.

Increase parent connection

with school using online tools.

Seesaw is an app we are using to share what children are learning at school. It is multi
platform and has the ability to include photos, videos, text, audio, and uploading links.

Children have been learning to self assess and can demonstrate what they are doing well
and where to improve by using high lighter making.

Staff are trialling Seesaw as an online portfolio this year. Jax is studying her way to becoming
a Seesaw Ambassador.
Continue to add to our SAMR model. Investigate whether we can use this in the class with
children as part of our Inquiry Matrix.
More acknowledgement and celebrate is needed of the journey we have made with our 21st
century approach to learning, what we have and where we have come from.

Where to next
Continue to build
independent, self directed
learners.
Continue to investigate and
modify our teaching and
learning as required to
support students with their
learning.
On-going
Investigate more ways to use
the Matrix Assessment and
identify what success looks
like and how to achieve this.
Children to learn to provide
appropriate and relevant
feedback and feed forward
about their work and their
peers.
Children setting smaller steps
to achieve their goals.
Parents to continue to
connect with student SAMR
accounts.
Use SAMR to promote
learning and art work through
QR code videos.
Integrate these with our
Inquiry through our art
exhibition as a show and tell
to our community.

August 2016 - Page 5 of 13

Goal 2: To provide a balanced, differentiated learning and teaching programme.

Goal - Action
2.1

On going

To raise
student
literacy and
numeracy
achievement

BC to guide and PD senior release teacher.

Jax continue to lead literacy & implement whole
class Daily 5 Literacy.
JM to guide and PD junior release teacher.

Outcome / Impact

Where to next

Our literacy programme is being modified as we go to

continue to meet the needs of our children.

Continue modifying and adapting groups as

needed, based on data and assessment.

Extra writing sessions have been a big focus in the senior

school.

Ensure children are goal focused and

understand and are able to achieve their
goal.

Sampled modelled lessons are being implemented in the

junior school.

Regular check in and cross checking.

Continue to implement Practice Analysis

Conversations: with children and staff.

Children are aware of what success looks like and what

they can do and need to do get achieve this. They are able
to access and compared examples of their work with the
Progress and Consistency Tool (PaCT) will be used
as a data base, when needed, to help teachers
N.Stds examples.
keep up to date with mid year reporting.
Small groups enables teachers to focus one to one with
tailored learning support.
2.2

Continue to

To improve
Teacher lead discussions assisted by data, enabling
teacher
clear pathways and next steps for children.
effectiveness
through feed Use data to analyse and report more transparently.
back and
feed forward Use data to target small and specific target groups
of children - cohorts - and track interventions and
enriched by
data.
progress over time.

There has been a noticeable improvement in staff use of

data and monitoring of students work.

Clear displays and goal setting have been

established by the lead teacher of curriculum
teachers:

Specific feedback and feed forward is now a common feature

within childrens google docs and books.
staff to explain these to the children

Children are able to identify success criteria and comment on build an understanding of how these
each others work and say what they have done well and
displays can be used to self assess and
what they need to improve on.
plan next steps
Language and comments used by teachers within the class Children to add examples at each level of
is Growth Mindset focused. This supports the children to
the matrix.
develop perseverance, a positive attitude towards
themselves and their ability to improve with small steps, and
develop the confidence to have a go.
To continue and consolidate in 2016

August 2016 - Page 6 of 13

Goal 3: Our staff will be knowledgeable in effective teaching & learning strategies and be inspirational in their implementation.

Goal - Action

Outcome / Impact

3.1

On-going

To provide professional
development to support
our school goals and
identified needs with
emphasis on the new
curriculum and mLearning tools.

Teachers to work with students

with an approach to Growth
Mindset.
The aim is to utilise staff and
student expertise and plan
activities naturally through our
everyday classroom
programmes.
Teacher Reflection to be
timetabled and reviewed.

3.2
To implement rigorous
performance
management systems
that focus on
accountability and
professional growth.
3.3
To build leadership
capacity and influence.

On-going BC will continue to lead the staff through a planned series

of Growth Mindset workshops each term. These planned workshops
will be accredited to her NAPP requirement.
BC has been invaluable for leading, sharing and providing
resources for Growth Mindset.
Staff will apply their Growth Mindset learning with their class and
our community.
BC has taken responsibility for updating the road sign notice board.
She began with a Growth Mindset message.

Children appear more willing to try new things, have a go and

persevere.

BC has made good networks

with her NAPP peers.

On-going

Kaipara principal network have

decided to collaborate and
create a Community of
Learning. Jax has attended
four meetings in term 2 and the
details have yet to be decided.

On-going
Continue to review current practices
and reflect on the relevance and
purpose of these given the nature of our
small school, our single teaching space
and our team teaching approach.
Our teaching team to continue to
collaborate to reflect needs of the
school and children.

Junior children will look more closely at neurology, how the brain
works and the connection to Growth Mindset.

The school will support BC with

her National Aspiring Principal
Program (NAPP).

BC to attend uLearn
conference during term 3
break.

Where to next

Regular teacher reflection on teaching and learning have provided

valuable feedback and feedforward to support and enhance
teaching practice.
Staff have regular and improved learning conversations as and
when required. Suggestion are reflected on and changes
implemented in a timely manner.
Regular and informal peer appraisals have been established to
build teacher capability, increase leadership expertise and
leadership opportunities.
Staff appear to be in tune with each other, supportive and use
their initiative to ensure the school runs smoothly and efficiently.

August 2016 - Page 7 of 13

Goal 4: To build an informed community focussed on student achievement and engagement.

Goal - Action
4.1

Mid-year (progression)
reports issued.

To effectively
communicate both Mid-year conferences
the vision and
completed early term 3.
student
Well Being feedback
achievement.
completed and compiled.

Outcome / Impact

Where to next

ParentSurvey Responses
What does your child/ren enjoy about their learning?
Playing games on the iPad.
The playground and the school environment - gained confidence to make friends.
Inquiry learning - chickens and enviro schools programme.
The hands on work and academic opportunities.
Social interaction - having friends - the kids are brilliant with each other.
How is your child/ren GROWing at Woodhill. How do you know?
My child is much more confident.
Developing confidence and is motivated and happy.
My child is progressing as well as can be
My child feels important in the school as he has responsibilities - he is happy when creative.
Socially - The school has identified that he is capable and his learning behaviour has improved now the work is interesting and
relevant to him.
The Teacher shows an interest in him personally and he feel comfortable and safe in the school.
What does your child/ren enjoy about Woodhill School?
Writing own stories.
Loves the school as small as it is. It is a great bonus in one way being small - more opportunities, relaxed and safe
atmosphere.
Getting involved, enviro schools, the Jeff Thompson art work, has friends at school and the practical nature of some of the
work.
Feels comfortable and safe and will communicated with the students and staff.
Are you happy with the school communication?
Really good communication
I am happy
Great communication
I am happy
How is your child/ren Cared for at Woodhill? How do you know?
They come home happy.
Really well - the kids are happy and I see the effort the teachers put into giving the children opportunities.
Gets extra help for reading.
They are given responsibilities and the environment is nice.
The teachers care about the kids.
Kids and staff care - I see it happening, and my son trusts them.
August 2016 - Page 8 of 13

Goal 4: To build an informed community focussed on student achievement and engagement.

Action
4.1
To effectively
communicate both
the vision and
student
achievement.

Outcome / Impact

Where to next

When you come to school are you made to feel welcome by the school
Environment - very welcome
Children - very welcome
Staff - very welcome
BOT - moderatley welcome
Office - moderately welcome
Telephone manner - welcome
Other parents - welcome
Do you feel you are listened to by Woodhill staff? - Yes
How do you think the community feels about the Woodhill School? - Negative
How do you feel about the Woodhill School? - Positive
What do you like about Woodhill School?
Its small - teachers know the children well.
Good quality teaching and learning.
I feel relaxed as a parent.
I feel grateful kids are in a small school.
Long history as a school.
Close to home.
Community connections.
Activities they do
The staff and the inclusiveness - I love Jax's approach - the teachers need to change to meet the needs of the child not the other way around!
No major behaviour problems.
More learning happens and more 1- 1 with each student.
List your suggestions about increasing Woodhill Schools' presence positively in the community?
Visit kinds.
Keep on with the Information in the newsletters.
Make life for kids enjoyable so good news spreads.
Already doing it.
Any further comment.
Jax is doing a great job. Don't really have much to do with the Board so difficult to answer that question.
I am not really aware of how the community feels about the school now - I know they wanted strong leadership - a man. I like that all the politics have
gone.
I worry about whether the Ministry will keep the school open now it is so small.
I don't like the Maori stuff.
I would like more homework as it is an insight into what is happening. The children need to be pushed more and if given reading to do at home there
needs to be some accountability. I miss the events that made us a rural school -calf club day, ag days, book fairs - feel our identity is getting lost.
The negative you hear is from past parents. The community is different now.
August 2016 - Page 9 of 13

Goal 4: To build an informed community focussed on student achievement and engagement.

Goal - Action

Outcome / Impact

4.2

Western Heights invited Woodhill School to participate in a collaborative Matariki Celebration.

Support, consult, track

and report on the
achievement / of Maori.

Matariki is a time of new beginnings, and this workshop allowed our children an opportunity to learn
and grow, to experience and appreciate traditional but now rare Maori arts forms.
This opportunity also provided an authentic opportunity for both students from both schools to
collaborate andparticipate in a day of activities, including shared food and an opportunity for both
schools to practice a powhiri within a safe and encouraging environment.
A specialist, Jerome Cavanagh, took our children on a journey from Maori origins through the
Taonga Puoro (over 40 different Maori musical instruments) and the most recently created collection
of Karetao (eight contemporary Maori puppets).

Where to next
Track and report on Maori achievement as
required.
Support and plan Te Reo with staff in the
classroom.
Find innovative ways to access expertise to
support Te Reo and Maori students.
Continue to incorporate Te Ao Maori into our
curriculum
Pepeha is a focus for term 3. Teachers are
scaffolding this approach daily. One line at a
time.
Some children withdraw from these
activities and it was noted in the parent sure
by one particular comment.
It is important for children to understand that
pepeha and mihi were and still used as a
mental mind map. Maori use the landmarks
and ancestor names to make personal
connections with people.
Children need to be aware that this was a
process used 100s of years prior to Maori,
when pen and paper was scarce. Told
through stories, ancient people were able to
build mental maps of the world and connect
with other tribes; Cavemen, Vikings,
Mongolian, Chinese, Japanese, Native
Americans, Africans, Nomads etc

August 2016 - Page 10 of 13

Goal 5: The school environment will demonstrate a continual improvement of facilities, resources and operations.

Goal - Action
5.1
To continue
Operational efficiency.

Outcome / Impact

Operation review
- finance
- staffing
Property update
Organise and attend BOT PD inorder for them to understand their
role and responsibility.

5.2

Continue

To implement property Involve the children in Caring for

and environmental
our environment.
improvements.
Plan a Friday afternoon Caring for
our environment, and involve our
children in
- Simple weeding
- Litter and rubbish collection

Where to next

Due to roll decrease our total daily operations grant is $40k

less than 2015.
Staffing is catered for by the MOE within a seperate budget.
5 YA is catered for but he MOE with a seperate budget.
Early term 4 the school will need to review all areas of
operations cost to make further cut backs. As it is we have
no funds in reserves due to our declining roll.

Continue to share inquiry and rationale for

2016.

Our children have increased their responsibility and Care for

the environment through purposefully planned actions guided
by their teacher.

Continue to

Glasshouse building has begun and will be used to plant and

raise seedlings to sell / replant in our class gardens.
A stand has been purchased and will be used to market our
garden produce to raise funds to sustain and grow further
enviro-school projects.

Student voice will be collected to maintain and

support the direction and methodology that
leads towards a 21st century pedagogy.

Involve the children in Caring for our

environment.
Plan at lest two Friday afternoon a term to
show care for our environment. This is to
include parents and our children.
Acknowledgement of thanks to our volunteer
Lawn Mowing service will need to be planned.

Our Friday PD worker has ceased due to relocation. During

the winter season there is little to do, however in term four a
group of PD workers will need to be organised to support the
school in maintaining our grounds.
5.3
To provide a safe
environment for all.

Ensure staff and student follow

through
Ongoing monitoring and follow
through with staff.

On-going
Continue to Walk the Talk - Care Learn Grow - daily

Provide opportunities for the new BOT and

staff to get to know and understand each
other.

Continue to ensure our Senco children are a priority and are

monitored, with fortnightly updates at our staff meetings.

Induction process for new BOT.

Continue to focus on accelerated learning which was

introduced through Leadership and Assessment in 2015.
5.4
To involve the
environment in
learning and learning
in the environment.

Parents Survey

Parent survey results listed in point 4.1

Students Surve

Student survey created as a video and published in our

newsletter. This is available to view for future use and review.
Care video, Learn video, and Grow video links. Click the blue.

Organise BOT PD in-order for them to

understand their role and responsibility.
Continue to build on our country values and
lifestyle within our curriculum plan, provide
opportunities for EOTC and similar, and
express the culture of our school in our
environment.
August 2016 - Page 11 of 13

2016 Mid Year data - progress toward

Year OTJ Reading Progress

OTJ Wri;ng Progress

OTJ Mathema;cs Progress

At Standard

At Standard

At Standard

Below Standard

At Standard

At Standard

Below Standard

At Standard

At Standard

At Standard

At Standard

At Standard

Above Standard

Above Standard

Above Standard

At Standard

At Standard

At Standard

na

na

na

At Standard

At Standard

At Standard

At Standard

At Standard

At Standard

Above Standard

Above Standard

At Standard

Below Standard

Below Standard

Below Standard

At Standard

Below Standard

Below Standard

Below Standard

Below Standard

At Standard

Above Standard

At Standard

At Standard

Above Standard

At Standard

At Standard

Above Standard

At Standard

At Standard

At Standard

At Standard

Above Standard

At Standard

At Standard

At Standard

AB

27.8

5 out of 18

11.1

2 out of 18

11.1

2 out of 18

44.4

8 out of 18

66.7

12 out of 18

72.2

13 out of 18

16.7

3 out of 18

11.1

2 out of 18

11.1

2 out of 18

WB

5.6

1 out of 18

5.6

1 out of 18

0.0

0 out of 18
August 2016 - Page 12 of 13

Analysis - 2016 Mid Year data - progress toward

Year OTJ Reading Progress

OTJ Wri;ng Progress

OTJ Mathema;cs Progress

AB

27.8

5 out of 18

11.1

2 out of 18

11.1

2 out of 18

44.4

8 out of 18

66.7

12 out of 18

72.2

13 out of 18

16.7

3 out of 18

11.1

2 out of 18

11.1

2 out of 18

WB
AB/A

5.6
72.2

1 out of 18
13 out of 18

5.6
77.8

1 out of 18
14 out of 18

0.0
83.3

0 out of 18
15 out of 18

B/WB

22.2

4 out of 18

16.7

3 out of 18

11.1

2 out of 18

Our reading mid-year data indicates:

72.2 % (13 out of 18) children are working

Our wri;ng mid-year data indicates:

toward Above and At by the end of 2016.

22.2 % (4 out of 18) of our children need

77.8 % (14 out of 18) children are working

Our math mid-year data indicates:

toward Above and At by the end of 2016.

16.7 % (3 out of 18) of our children need

83.3 % (15 out of 18) children are working

toward Above and At by the end of 2016.

11.1 % (2 out of 18) of our children need

accelerated learning strategies in order to meet

accelerated learning strategies in order to meet

accelerated learning strategies in order to meet

the standard by the end of 2016.

the standard by the end of 2016.

the standard by the end of 2016.

Two year 1 students receiving 1:1 support.

Two year 5 students - RTLB support /

undiagnosed ADHD / self condence issues

condence issues students. Classroom teacher

undiagnosed ADHD students. Classroom teacher

students. Classroom teacher is working closely

is working closely with these students to

is working closely with these students to

with these students to support their learning.

support their learning.

Three year 5 students - RTLB support /

Two year 5 students - undiagnosed ADHD / self

support their learning.

ORRs Child work's closely with TA and parent. Through support and adapted assessments he his able to demonstrate:
Comprehension through cloze acWviWes, mulW

Comprehension through cloze acWviWes, mulW

choice and close quesWons and RPM methods.

choice and close quesWons and RPM methods.

Is working toward motor control to hold a pen

Comprehension and number sense through

cloze acWviWes, mulW choice and close quesWons
and RPM methods.

and touch point a specic object.

August 2016 - Page 13 of 13