Section 1:Introduction

Our school:

We are a small rural family and community focused school established in 1889 in the settlement of Linton which came into existence as a result of the establishment of the railway. Linton district gained its name from Mr James Linton – although he did not live in this area. Mrs Linton was the second European woman to reach Palmerston North and their little daughter (1 of 12!) was the first white child to arrive in the settlement. They set up home in Terrace End. It is because of his activities as one of the first Directors of the Wellington-Manawatu Railway Company that his name was given to the district. This makes us the oldest school in the area!

We still maintain the original motto, which still holds a lot of mana and relevance in today’s world:

“To Thine Own Self Be True"

Our students and rural/Enviro focus:

Our students come from a mixture of farming, lifestyle blocks, small communities and army families. Our school strives to create a safe and supportive learning environment. Consistent with our rural focus, Linton Country School has made a commitment to Environmental Education and is an Enviro School. Enviroschools integrate environmental education into the whole of school life, with the aim of creating a sustainable environment. Students are involved in taking action through experiences. Our annual pet day also continues to be a major family event for our school, with the first pet day dating back to 1931.

In 2011 we were granted approval by the Ministry to recapitate our school. This enables us to offer our parents the choice of continuity in their children’s education and to assist with building a closer rural community and foster community values within the wider school family, i.e. to return the school to the way it used to be in 1974.

Our community:

Our children enjoy school life and have a positive attitude towards the learning process, and we are well supported by the community. Our parents place a high degree of importance on children’s achievement and they become involved willingly in classrooms, sporting, cultural and social activities involving children. We have a PTA group and very proactive Board of Trustees.

Our facilities:

Linton Country School has extensive grounds with ample shade for the Manawatu sun and fantastic facilities. We have excellent playground, a large swimming pool, tennis courts and a community hall in addition to our paddocks where we raise calves. We have a strong commitment to ICT and all rooms are networked to a server with a range of ICT resources including desktop computers, laptops, tablets and data projectors.

Academic achievement:

We place priority on academic achievement while maintaining a good balance with physical activity (sports) and learning about our environment. We have a high level of academic achievement over the 2012 year. We also received a positive Education Review Office (ERO) report in 2010 highlighting that students are making progress over time, they are positively engaged, and that students are articulate and focussed. We have another ERO review in April this year. They also stated that tuakana teina, where older students actively support younger ones was observable.

Section 2:Strategic Intent

Strategic Intent Vision

To provide an environment where students learn and strive for excellence today to succeed tomorrow

At Linton Country School we aim to provide educational opportunities that encourage students to be confident, connected, respectful, caring, honest, involved, lifelong learners.

Values

  • Honesty
  • Family/ Community
  • Success
  • Integrity
  • Respect
  • Confidence

The Linton Country School Board of Trustees undertakes to take all reasonable steps to achieve the purpose, aims and objectives in this Charter, to take full account of the National Education Guidelines and to meet all statutory obligations. This Charter has been approved by the Board following consultation with the community during 2012/13.

Reporting to parents

Linton Country School has consulted with our community regarding our reporting to ensure we present useful, relevant information to parents, using National Standards as a guide.

We use National Standards as one of the tools for the teachers to make an “Overall Teacher Judgement”. The teachers draw on and analyse evidence at particular points in time from a range of observation-based and standardised assessment procedures.

Overall Teacher Judgement is based on:
  • Examples of class work
  • Descriptors such as exemplars, Literacy progressions, National Standard examples
  • Assessment Tools such as norm referenced PAT, STAR etc.
  • Teacher observations
  • Conferences on explanations of understanding
  • Self/Peer Assessments
  • Tasks/Assignments/Tests

Special education

Linton Country School will identify children’s strengths and learning needs to ensure that the most appropriate support is put in place for our students. We use assessments and teachers’ analysis of data to support our intervention programmes. We work with outside agencies ensuring our children receive the specialised help that is required.

We believe that learners who have been identified as requiring intervention need a structured multi-sensory approach that is tailored to a child’s particular needs. These students will have their programme individualised in the form of an IEP (Individualised Education Programme) to meet their needs and to ensure that there is measurable evidence of progress.

Gifted and talented

Linton Country School is committed to providing resourcing and programmes for this band of recognised learners. Within the NZ Curriculum Framework, students’ talents are recognised and affirmed. We aim to offer a curriculum that engages and challenges learners to achieve personal excellence.

Curriculum for children with special abilities should build upon and extend their unique learning characteristics. They will use advanced thinking skills which involve problem seeking, problem solving and critical thinking processes such as analysis, synthesis, and evaluation. These students with have their programme individualised to ensure that they are working at an appropriate level for their talent.

Strategic Plan

This plan is made up of local goals which set out our goals for the school over the next three years. The goals have been arrived at through community consultation, staff feedback, student feedback, and an extensive Board review. The goals outlined here are intentionally broad; each goal is accompanied by a series of actions that will give direction to the annual planning process. In the coming years the school will focus on sustaining and developing what we have: skilled teachers and support staff, motivated and enthusiastic students and a community committed to seeing the school achieve its goals.

Our Goals:

Goal One:

Ensure the ongoing deliver of high quality literacy (including Te Reo Maori) and numeracy programmes through evidence-based teaching practice.
So that students will achieve against National Standards

Goal Two:

Develop engaging & innovative school curriculum that reflects the aims of the NZC;

  • Integrates inquiry learning, thinking skills, ICT and cultural perspectives (including Tikanga Maori)
  • Encourages student curiosity
  • Caters for the needs of all students
  • Provides the skills to be successful for 21st Century learning
Goal Three

To actively encourage a school & community partnership so that students continue to grow and develop.

Goal Four

Ensure there will be a safe physical and emotional environment that fosters a sense of self-worth and a positive attitude towards learning.

Goal One

Deliver high quality literacy and numeracy programmes through evidence based teaching practice.

  • To develop and maintain focused literacy and Numeracy programmes that have an expectation of success for all students.

  • To develop procedures for the gathering, analysing and reporting of school-wide assessment data.

  • To insure assessment data informs classroom teaching; and learning support programmes.

  • To develop individualised programmes to identify and support student learning. Which ca be measured against National Standards

  • To monitor Maori and Pacifica students achievement in literacy and numeracy and provide support as appropriate.

 

Goal Two

Develop engaging & innovative school curriculum that;
Integrates inquiry learning, thinking skills, ICT & cultural perspectives (including Tikanga Maori)
Encourages student curiosity.

  • Maintain the school-wide Inquiry Process including staff development. Ensure opportunities for students to undertake self- learning and inquiry

  • Ensure all students have access to and training in learning electronic devices including staff training.

  • Staff training in providing for Tikanga Maori.

  • Identify and provide specific opportunities for gifted and talented students, and students with learning needs.

  • Key Competencies are integrated into teaching and learning programmes.
Goal Three

To continue to foster an active school & community partnership with positive outcome for all.

  • Provide an environment where parents, caregivers and visitors are welcome.

  • Offer regular opportunities for families to come into the school to share/celebrate student learning.

  • Ensure regular reporting student achievement processes to parents.

  • Maintain regular communication between school and families, the Board and the wider community.

  • Foster culture that recognises and supports the rural aspects of our school.
  •  
Goal Four

Provide a safe physical and emotional environment that fosters a sense of self-worth and a positive attitude towards work and learning.

  • Foster leadership opportunities for our students to encourage personal growth and self- worth

  • Maintain behaviour management strategies which have an emphasis on positive choices in relation to our school values and the ongoing learning of students.

  • Ensure the school is a “bully” free environment.

  • Continue the teaching of the school values as per the school charter.
Timeline Strategic Plan 2015-2017

Goal One

Deliver high quality literacy and numeracy programmes through evidence based teaching practice.

2015

PD focus: School-wide writing, moderation and assessment programmes.

Complete Curriculum Delivery plan for maths and reading.

Reporting to the BOT on the development of National Standards moderation.

To regularly review practices with peers and review student progress at staff meetings and reporting to the Board.

2016

PD focus: based on analysis of 2014 data.

Review written language matrix.

Embed National Standards process.

2017

PD focus: based on analysis of 2015 data.

Review National Standards process.

Review curriculum planning for integrated curriculum.

Goal Two

Develop engaging & innovative school curriculum that;

Integrates inquiry learning, thinking skills, ICT & cultural perspective

Encourages student curiosity.

Cater for capable students.

Reflect the needs of 21st Century Learners

Review Inquiry Learning across the school. School participates in local Digi awards. Build BOT and staff understanding around Tikanga Maori.

Explore a range of thinking skills. Identify and provide specific opportunities for gifted & talented students.

Explore the use of other forms of ICT for classroom programmes.

Experience School Marae visit and visits to and from other schools.

Continue to develop programmes for gifted & talented students.

Thinking skills.

Review use of ICT’s across the school

School fosters and values relationships with local iwi.

Goal Three

To continue to foster an active school & community partnership with positive outcome for all.

Involvement through; school production, parent evenings, school and community newsletters.

Review reports to parents.

Student Learning Journeys to be sent home on a regular basis. Continue with learning conferences.

Parent curriculum evenings.

School information available online

School production.

Review newsletter.

School information available online

Goal Four

Provide a safe physical and emotional environment that fosters a sense of self-worth and a positive attitude towards work and learning.

Review teaching social skills across the school.

Develop school-wide/ community understanding of the Linton Country Way.

Foster leadership opportunities for our students.

Develop Student Council.

Embed Linton Country Way, school-wide and link into behaviour management.

Review leadership development, leadership opportunities.

 

Review school behaviour management.

Embed- leadership development structure into school culture.

Linton Country School: Annual Plan 2015

Strategic Goal 1:

Deliver high quality literacy (including Te Reo Maori) and numeracy programmes through evidence-based teaching practice.

Strategy

1.1 Continue to develop focused literacy and numeracy programmes that have an expectation of success for all students.

1.2 To use assessment data to inform classroom teaching and learning support

1.3 To maintain a special needs register to identify and support student learning.

1.4 To monitor Maori /Pacifica student achievement in literacy and numeracy and set targets as appropriate.

1.5 To review student achievement annually against Nation Standards in literacy & numeracy & set achievable targets to improve learning.

 

Annual Aim:

To increase the number of students achieving at/above National Standards in writing and maths

Actions:

what we will do to achieve our annual aim

  1. Continue development of school-wide writing programme.

  2. Develop understanding of assessment against National Standards across the mathematical strands.

  3. Professional development focus writing programmes across the school.

  4. Teacher Only Day - school-wide writing programme.

  5. Use of PAT and STAR marking service.

  6. Regular staff meetings for assessment and moderation.

  7. Develop a term-by-term monitoring system for learning support students.

  8. Special Needs Report to the BOT 3 times over the year.

  9. Set targets for those underachieving in relation to National Standards.

  10. Analyse Maori student achievement data 3 times per year.

  11. Continue to develop understanding of assessment against National Standards.

  12. Report against National Standards to parents, the BOT, MOE and the school community.

  13. Continue to develop reporting & monitoring procedures of achievement data at the junior end of the school.
  • Planning, assessment, reporting of reading, writing and maths at Linton Country School is clearly documented in school curriculum delivery plan.

  • Consistent teacher practice of moderation against National Standards in writing & maths

  • Improved student achievement across the school.

  • Assessment data informs teaching programmes.

  • Students who require learning support are identified early and monitored regularly.

  • Assessment data is available for timely analysis and reporting.

  • BOT has regular and up to date information regarding special needs programmes.

  • There is a clear understanding of Maori/Pacifica student achievement across the school.

  • Raised achievement for targeted students

  • Parents are aware of where their children sit in relation to National Standards.

  • Student achievement in relation to National Standards is reported to the BOT and MOE as part of the Annual Report.

Linton Country School:Annual Plan 2015

Strategic Goal 2:

Develop an engaging and innovative school curriculum that….

Strategy

2.1 Continue with the development of a school-wide Inquiry Learning.

2.2 Develop a school-wide thinking curriculum

2.3 Provide resources/teaching expertise that supports the use of ICT’s in classroom learning programmes.

2.4 Support staff in providing Tikanga Maori perspectives in classroom programmes

2.5 Key Competencies are integrated into teaching and learning programmes.

 

Annual Aim:

To extend the use of ICT’s within the school; To extend understanding of Tikanga Maori perspectives

Actions:

what we will do to achieve our annual aim


  1. Review Inquiry learning across the school.

  2. Explore a range of thinking tools-teachers share tools they have been using at Staff Meetings

  3. School participates in local Digi Awards

  4. Extend opportunities for children to use ICT in a real context - Media team to prepare and publish school newsletter.

  5. Build BOT and staff understanding around Tikanga Maori.

  • Teachers have the necessary confidence and expertise to plan, deliver and evaluate Inquiry units of work.

  • Students confident and competent users of ICT, which enables them to extend or enhance their learning experiences.

  • Staff and BOT have a growing understanding of Tikanga Maori and how it influences or may influence learning at Linton Country School.

  • BOT has regular and up to date information regarding curriculum delivery.

Linton Country School:Annual Plan 2015

Strategic Goal 3:

To continue to foster an active school & community partnership with positive outcomes for all.

Strategy

3.2 Offer regular opportunities for families to come into school to share/celebrate student learning.

3.3 Review reporting student achievement processes to parents, align with National Standards requirements.

3.4 Review all communication between the school, families, the Board and the wider community.

 

Annual Aim:

To review communication systems within the school; for parents to access their child’s learning through Learning Journey Folders; to ensure student achievement and progress is clearly communicated to parents/caregivers.

Actions:

what we will do to achieve our annual aim


  1. Celebration opportunities include; school sports days, Ag Day, School Production, Learning conferences, information evenings, assemblies

  2. Survey parents after term two learning conference for feedback around clarity and timing of information provided at the conference.

  3. Student Learning Journeys are to be sent home at the end of terms 2&3.

  4. Review communication systems with in the school.

  5. Ensure regular BOT newsletter goes out to the school community.

  • Clear, open communication across the school community that contributes towards a growing foundation of trust and support.

  • Parents/caregivers have clear and timely information regarding their child’s learning and progress over the year.

  • School community regularly updated regarding BOT work and plans.

Linton Country School:Annual Plan 2015

Strategic Goal 4:

Provide a safe physical and emotional environment that fosters a sense of self-worth and a positive attitude towards work & learning.

Strategy

4.1 Foster leadership opportunities for our students.

4.2 Behaviours management strategies have an emphasis on positive choices in relation to our school values.

4.3 Review teaching of values across the school

4.4 Develop a whole school approach to promoting positive behaviour in consultation with students, family and staff.

 

Annual Aim:

To develop school-wide understanding of the “Linton Country Way”; To extend leadership opportunities for senior students.

Actions:

what we will do to achieve our annual aim


  1. Develop student Leaders. These students encouraged and supported to attend the Young Leaders Day.

  2. Develop school-wide /community understanding of the Linton Country Way.

  3. Continue to develop shared language of the LCW-teachers integrate into classroom talk and awards

  4. Review teaching of social skills across the school.

  • Students have authentic leadership opportunities and opportunity to develop leadership skills.

  • The Linton Country Way guides how we interact with one another within the school environment and supports the development of the school’s identified values.

  • Student Leadership opportunities provides students with an opportunity to be in charge of their own learning and students make the most of this opportunity.

Annually updated target for improvement: Literacy

Student progress against NZ Standards 2013 (includes data for students that have been at LCS for the entire 2013 year) Reading Achievement (2013)
Number of students
Number of students
Below
At
Above
Well Above
At or Above
21
3
7
5
1
5
52%
Writing Achievement (2013)
Number of students
Number of students
Below
At
Above
Well Above
At or Above
21
2
5
5
7
2
67%
Mathematics Achievement (2013)
Number of students
Number of students
Below
At
Above
Well Above
At or Above
21
2
5
6
4
4
67%
STAR Achievement (2013)
Number of students
Number of students
Below
At
Above
Well Above
At or Above
11
2
1
2
2
4
73%

Achievement Targets:

Reading:: 48% of children were achieving below the National Standards.

Writing:: 24% of children were achieving below and 10% of children were achieving well below the National Standards.

Achievement Target: 1 Literacy: By the end of 2015 school year, Year 0-8 children who are “At Risk” or “Causing Concern” in Literacy (Writing) will have made significant progress towards moving at least one step towards achieving At or Above the National Standards.

Target – Literacy (Reading): By the end of 2014 school year, Year 0-8 children who are “At Risk” or “Causing Concern” in Literacy will have made significant progress towards moving at least one step towards achieving At or Above the National Standards.

Students targeted:Students “At Risk” or “Causing Concern” will be identified using testing and OTJs. Years 0-8

Curriculum or essential skill area:Literacy (Reading )

Baseline Data: Analysis of school-wide writing data (OTJ’s) against National Standards in November 2013 identified some concerns across most levels of the school. 2 year 2’s, 1 year 3, 1 year 4, 1 year 5, and 2 year 8’s

Historical data:Data from PAT’s, STAR, Running Records, Numeracy has been gathered since 2008 and reported to parents and the BOT. Professional Development of staff has included ICT 2010-2012. This target will enable us to monitor impact on student learning over time.

Progress reports:The BOT will be provided with progress reports on student achievement and Professional Learning & Development during 2014 with a final report in November 2014

Budget:: $500:00 for resources/equipment and $1000:00 for Professional Learning and Development. Secure funding from RTLB for students with IEPs, and special learning needs.

Actions:

1. Review March (2014) assessment data with staff & determine particular learning needs of students.

2. Meetings to discuss progress of target students.

3. Work with parents/caregivers around ways to support students learning.

4. Teacher aide support in classroom programme/specific learning support programme.

5. School-wide professional development in writing to support and guide teachers professional practice.

6. Process put in place for teachers and students to reflect on and improve practice.

7. Moderation reviewed so there is consistency throughout the school.

8. Work with targeted students to identify what they are struggling with in writing and how it can be addressed.

9. Software/Web 2 tools sought to improve students’ progress and achievement.

10.Analyse year-end data to inform progress and planning for the following

Led By:

Principal and teacher

Timeframe:

February to November with regular reviews throughout the year.

Achievement Target: 2 Mathematics: By the end of 2015 school year, Year 0-8 children who are “At Risk” or “Causing Concern” in Mathematics (Number) will have made significant progress towards moving at least one step towards achieving At or Above the National Standards.

Target – Mathematics - Number :By the end of 2014 school year, Year 0-8 children who are “At Risk” or “Causing Concern” in mathematics will have made significant progress towards moving at least one step towards achieving At or Above the National Standards.

Students targetedStudents “At Risk” or “Causing Concern” will be identified using testing and OTJs. Years 0-8

Curriculum or essential skill area:working two years above their chronological age in one or more areas

Baseline Data: Analysis of school-wide mathematic data (OTJ’s) against National Standards in November 2013 identified some concerns across most levels of the school. 1 year 2’s, 2 year 3, 1 year 4, 2 year 5, and 3 year 8’s

Historical data:: Data from PAT’s, STAR, Running Records, Numeracy has been gathered since 2008 and reported to parents and the BOT. Professional Development of staff has included ICT 2010-2012. This target will enable us to monitor impact on student learning over time.

Progress reports:: The BOT will be provided with progress reports on student achievement and Professional Learning & Development during 2014 with a final report in November 2014

Budget:$100:00 for resources/equipment

Actions:

1. Review March (2014) assessment data with staff & determine particular learning needs of students.

2. Meetings to discuss progress of target students.

3. Work with parents/caregivers around ways to support students learning.

4. Teacher aide support in classroom programme/specific learning support programme.

5. Process put in place for teachers and students to reflect on and improve practice.

6. Review maths assessment across the strands.

7. Work with students to identify what they are struggling with in maths and how it can be addressed.

8. Software/Web 2 tools sought to improve students’ progress and achievement.

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

Led By:

Principal and teacher

Timeframe:

February to November with regular reviews throughout the year.

Achievement Target: 3 Special Needs Students : By the end of 2015 school year, our special needs students who are “At Risk” or “Causing Concern” and are presently working Well below National Standards will continue to make significant progress marked against their ability. They will work towards achieving the next level in the National Standards ladder.

Target – Special Needs: By the end of 2014 school year, our special needs students who are “At Risk” or “Causing Concern” and are presently working Well below National Standards will continue to make significant progress marked against their ability. They will work towards achieving the next level in the National Standards ladder.

Students targeted: Students “At Risk” or “Causing Concern” will be identified using testing and OTJs. Years 0-8

Curriculum or essential skill area:Students “At Risk” or “Causing Concern” will be identified using testing and OTJs. Years 0-8

Baseline Data: Analysis of school-wide mathematic data (OTJ’s) against National Standards in November 2013 identified some concerns across most levels of the school. 1 year 2’s, 2 year 3, 1 year 4, 2 year 5, and 3 year 8’s

Historical data:Data from PAT’s, STAR, Running Records, Numeracy has been gathered since 2008 and reported to parents and the BOT. Report have also been made by RTLB and other government agencies on these students. This target will enable us to monitor impact on student learning over time.

Progress reports:The BOT will be provided with progress reports on student achievement during 2014 with a final report in November 2014

Budget:: $100:00 for resources/equipment. Secure funding from RTLB for students with IEPs, and special learning needs.

Actions:

1. Review March (2014) assessment data with staff & determine particular learning needs of students.

2. Meetings with RTLB to discuss progress of target students.

 

3. Work with parents/caregivers around ways to support students learning.

 

4. Teacher aide support in classroom programme/specific learning support programme.

5. Process put in place for teachers and students to reflect on and improve practice.

6. Work with targeted students to identify what they are struggling with and how it can be addressed.

7. Software/Web 2 tools sought to improve students’ progress and achievement.

8. Analyse year-end data to inform progress and planning for the following

Led By:

Principal and teacher

Timeframe:

February to November with regular reviews throughout the year.

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