HAWERA INTERMEDIATE SCHOOL
Newsletter 21 May 2020
Dear Parents/ Whanau
Autumn colours abound, the Mountain stands proud and Hawera Intermediate is full of very happy students and staff.
Over lockdown we had 80-89% of students engaged in learning ( students who made contact with teachers) and this week we have had 85% of students on site.
All safety measures are in place with staff reinforcing health messages to students every morning. Health advice is that if students are sick they must stay home. We do appreciate your support in enforcing this.
We thank you for assisting us in contact tracing, the few visitors/ parents we have had in school have all used our vistab system to sign in. Thank you.
A big welcome is extended to Emily Davidson and Lania Careswell who share the Room 1 teaching responsibility and to Kylie Surgenor teacher in Room 5. We hope they enjoy their time at Hawera Intermediate.
We look forward to a settled time over the remainder of the term.
Ngā mihi nui
Saturday 25 April: Today is ANZAC day and we walked to the end of the driveway at dawn to remember the soldiers in all the wars. There were a lot of people on our street. We lit our candles and listened to the ANZAC ode. For breakfast we had bacon and eggs. We didn’t do much for the rest of the day except relax as we were tired. We also had homemade McDonald's Big Mac Burgers with shoestring fries for tea.
Sunday 26 April: We just chilled, Charlie and I played on the computer. We had beer can chicken for dinner with home grown potatoes. Yes, we’ve had it before, but we’re spoilt for meals.
Monday 27 April: Today Charlie and I did our chores. Charlie did the lawns and I swept the shed. Me and Reg practised volleyball together after lunch. For dinner we had my favourite meal, SUSHI!
Tuesday 28 April: We woke up to having breakfast of poached eggs, when we realised the power was off in part of the house. There was no hot water and our fridge was off, so we had to ring the electrician. The courier arrived with Scouts new collar and lead. It was blue, but we wanted purple, but that was the only colour available.
Wednesday 29 April: I did P.E today and had to do it with the letters of my name. I also had Visual Art but I didn't get round to it. I made dinner and got to pick what we had and my family thought it was really nice. My mum sent a picture of the dinner I made to Grace, my sister who works in a restaurant and is training to be a chef but doesn't live with us. She said, “Way to go!”
Wednesday 29 April: The best thing about lockdown is spending time with family and pets that you love and why I think that is because you don't get to see them lots because you're either at work or at school.
We have been in isolation for 35 days and 13 hours. I miss seeing my dad and my sister and spending time with them. I can't wait to take Scout for longer walks because she is very bored. I also want to see my dad's cats because they're super cute. The next thing I want to happen is for this virus to stop spreading because then we can go back to normal. I also want to have takeaways for dinner and if we do get takeaways, I want to get pizza magic.
Annie Wolland Room 1
Well- being is a huge focus in classroom programmes and as such it is timely to review our Health Curriculum to ensure whanau have an opportunity to contribute to this through our current review.
At least once every two years, Boards of Trustees are required to produce a written statement about how the school will implement Health Education under the requirements of the Education Act 1989 (Section 60B). In order to do this, schools must:
• Inform the school community about the content of the Health Education components of the curriculum; and
• Consult with members of the school community regarding the way in which the school should implement health education; and
• Describe, in broad terms, the Health Education needs of the school's students.
In health and physical education, the focus is on the well-being of the students themselves, of other people, and of society through learning in health-related and movement contexts.
Four underlying and interdependent concepts are at the heart of this learning area
Hauora – a Māori philosophy of well-being that includes the dimensions taha wairua, taha hinengaro, taha tinana, and taha whānau, each one influencing and supporting the others.
- Attitudes and values – a positive, responsible attitude on the part of students to their own well-being; respect, care, and concern for other people and the environment; and a sense of social justice.
- The socio-ecological perspective – a way of viewing and understanding the interrelationships that exist between the individual, others, and society.
- Health promotion – a process that helps to develop and maintain supportive physical and emotional environments and that involves students in personal and collective action.
The learning activities in health and physical education arise from the integration of the four concepts above, the following four strands and their achievement objectives, and seven key areas of learning.
The four strands are:
- Personal Health and Physical Development, in which students develop the knowledge, understandings, skills, and attitudes that they need in order to maintain and enhance their personal well-being and physical development.
- Movement Concepts and Motor Skills, in which students develop motor skills, knowledge and understandings about movement, and positive attitudes towards physical activity.
- Relationships with Other People, in which students develop understandings, skills, and attitudes that enhance their interactions and relationships with others;
- Healthy Communities and Environments, in which students contribute to healthy communities and environments by taking responsible and critical action.
The seven key areas of learning are:
Mental health, sexuality education, food and nutrition, body care and physical safety, physical activity, sport studies, and outdoor education.
All classes are expected to teach 2 sessions of 45 minutes of Physical Education per-week as well as at least 2 Fitness sessions.
Our Health programme is delivered through 6-8 week units focusing on sexuality education, food and nutrition, body care and physical safety.
Health concepts can be stand- alone units, integrated through inquiry units and through PB4L delivery.
An emphasis is to be placed on a balanced approach when teaching skills and sports knowledge rather than on particular sports.
• Do you agree that the Rationale above accurately reflects the needs of our students and community attitudes and values? If “no”, what changes would you suggest?
• What role do you feel the school should play in the sexuality education of youth?
• What do you like and/or dislike about the Health Education programme that we currently deliver?
• Do you feel there are aspects/topics missing from our programme that should be covered? If so, what would you like included?
• Please add any other comments you would like to make about Health Education at Hawera Intermediate School.
• Do the seven key areas of learning in years 7 and 8 Health Education cover topics and issues that are relevant and essential for students? If not, please comment.
• Do you think that students leaving our school at the end of Year 8 have been offered enough Health Education learning opportunities? If not, please comment.
• Do our units in Health Education address learning needs about health issues/concerns and needs in our community? If not, please comment.
The Board met on Monday evening.Each Board member has a portfolio/ role description, training to further support members in their role is being undertaken by the New Zealand School Trustees Association
Due to strict health guidelines and financial hardship some parents/ whanau may be realising, 2020 Camps have been cancelled this year. We understand this will be upsetting for students, in particular Year 8 students who have now missed out on camps over both years. However Covid 19 and subsequent ramifications are out of our control.
Day trips will be undertaken related to school inquiry later in the year when it is safe to do so.
The Board are now operating on a three yearly and annual review cycle to ensure policies and practices in the school are current and operational. This term we look at our Documentation /Self Review and Employer Responsibility Policy.
Whanau are welcome to log in to “School Docs” at any time and search for relevant policy.
Visit the website https://hi.schooldocs.co.nz/1893.htm
Enter the username (hi) and password (2019hi).
Neryda Sullivan remains as Acting Principal until a permanent appointment is made, this process is currently with the Ministry and is in hand.
re: Future Hawera Schooling Provision
No further discussion has been had from the Ministry regarding this.
2019 ANNUAL REPORT FROM THE CHAIRPERSON AND ACTING PRINCIPAL was presented
Boards of Trustees are required to report to their school community annually on the progress and achievement of students as a whole and in groups, including the achievement of Māori students, on the basis of good quality assessment information.
Following a tumultuous year the Acting Principal and the Board of Trustees prepared this document and presented the same at the May Board Meeting 2020.
Roll: The year 2019 commenced with 324 pupils. 25 new enrolments entered the school during 2019. 55 students left the school over the year. The year ended with a roll of 294. 133 Year 8 students moved on to high school education at the end of 2019.
Sports are an integral part of the Hawera Intermediate operations.
Interschool sport exchanges with North Taranaki Intermediate Schools were undertaken.
Weekend sports saw:
seven netball teams competing in the local competition under the school umbrella
rugby, rugby league and football, were available under the umbrella of local clubs
In School sports:
a variety of winter sports were played, catering to two thirds of our school, including the sports above plus hockey, chess, badminton, basketball, and indoor bowls.
various summer sports were played in Term One including tennis, padder tennis, touch, cricket and nonstop cricket
Hawera Intermediate was also represented in after school cricket in Terms One and Four.
The school cross country was run around the school grounds and some students went on to achieve places in the Taranaki Cross Country event.
Hawera Intermediate had many students participating in various activities over the sporting year.
Our Kiwi Sport Funding Initiative grant was used to promote involvement with a range of sporting codes, and in 2019 we purchased sports equipment for each classroom so teachers could teach the sport curriculum in their classrooms
A change to the structure of the delivery of learning was made. Academies were set up in Term 2 but dissolved at the end of Term 2.
In 2019 we competed in the Lions Junior Speechmaker Competition. Two students represented Hawera Intermediate School. One student went on to win a third place at the event.
Our Kapahaka group grew in numbers with 25% of the school represented. Performances were held at Puanga, Tatarakihi and Ramanui Festivals as well as school events. They certainly were amazing. It was the first time in several years the group entered as competitive, they were recognised for this.
Three groups entered the Barbara Leydon Junior Drama Festival. Student led groups achieved a high standard performing their one act plays.
During December our Prize Giving Ceremony showcased a number of talents across the school. Awards were given to worthy recipients, and a farewell “formal” social function for Year 8 students followed.
In the later half of the year, much negative media publicity reflected the turmoil the school was to find itself in. Wide-spread, poor and unacceptable student behaviour manifested itself in the classroom and outside in the playground settings. Academic achievement and health and safety of students was severely at risk.
The School Board of Trustees requested support and intervention from the Ministry of Education and a Limited Statutory Manager, was appointed to the independent position in September 2019.
The “Future Education Provision for Hawera Schools” became a discussion at Board level in the later part of the 2019 year. Subsequent discussion with all students, staff, parents and whanau and the wider community was undertaken by an independent consultant for the Ministry of Education. A report of the findings from the consultant is to be forwarded to the Minister of Education late April/ Early May.
Visitors to the school throughout the year included Group Specialist Education Services personnel, Truancy Officers, Resource Teachers of Learning and Behaviour, Social Workers, Police, Taranaki Healthcare personnel, curriculum advisors and visitors invited to participate in staff professional development and curriculum activities.
CURRICULUM (NAG 1)
Identified Areas for Improvement
Areas targeted for 2019 were:
Literacy: All Maori boys who are working below their age and stage in writing will make accelerated progress to an age appropriate level unless they have an IEP or IBP or a diagnosed learning difficulty
Maths: All Maori Boys who are working below their age and stage in maths will develop skills in problem solving that they can transfer across the discipline. They will make at least one stanine improvement unless they have an IEP or IBP or a diagnosed learning difficulty
Growth Mindset: The language of Growth Mindset will be the common language of our stakeholders. This will develop a greater awareness and confidence of students.
End of Year Overall Teacher Judgements suggest that performance for both year groups remain at risk with only a third of all learners working within the expected curriculum levels at the end of 2019 in reading, writing and maths.
Maori student achievement reflects the same findings. Only one third of all Maori students are working within expected curriculum levels.
In Maths the 2019 target was not met. “ All Maori Boys will make at least one stanine improvement unless they have an IEP or IBP or a diagnosed learning difficulty”
75% of Maori boys were on lower stanines at the year's start, 69% remained in these stanines at the end of the year.
In Literacy the 2019 target was difficult to quantify due to a lack of data . “All Maori boys who are working below their age and stage in writing will make accelerated progress to an age appropriate level unless they have an IEP or IBP or a diagnosed learning difficulty”
Start and End of Year comparisons were made in PAT Reading Comprehension and Vocabulary, 42% - 43% of students in both year groups made no progress or remained the same.
Planned Actions for Lifting Achievement
Maths and Literacy will be a focus in 2020 as we work to raise achievement levels.
Specific targets will be set in maths as we aim to reach or exceed expected curriculum standards in these areas.
Target groups in 2020
All students who are at risk of underachieving in mathematics will make accelerated progress (i.e: more than a year’s progress with a trajectory of achieving at/above by the end of Year 8)
Increase the number of students achieving at or above the National Curriculum Levels for mathematics. Our aspirational target is to have at least 85% of students achieving at or above curriculum levels.
2020 Annual Targets:
To accelerate Year 8 students achievement levels from below to achieving at:
To have 15% (24/160) Level 3P Year 8 students achieving at Level 4P at the end of the 2020 year. (Accelerate 3 levels)
To have 12% (29/160) Level 3B Year 8 students achieving at Level 4B at the end of the 2020 year. (Accelerate 4 levels)
To have 19% (30/160) Level 3A Year 8 students achieving at Level 4P at the end of the 2020 year. (Accelerate 2 levels)
To accelerate all Year 8 Maori Boys achievement levels from below to achieving at
DOCUMENTATION AND SELF- REVIEW (NAG 2)
The board’s intention was to implement the school’s existing strategic plan by giving priority to maths and literacy development, providing financial resources to promote high levels of staff performance, maintaining and developing a safe physical and emotional learning environment, and continuing to improve the achievement of Maori students.
Student behaviour and personnel issues became front and centre stage and the Board was unable to implement their intention.
A new Board of Trustees took over governance in June 2019 .
Self-review processes were not embedded and Board of Trustees members were uncertain as to where their responsibilities lay in systematic review of portfolios. New Zealand School Trustees Association support was requested to begin the building of knowledge in these areas.
Subsequent review is proving to be successful in helping the board to identify areas working well and those areas that require development.
The board complied fully with the personnel policy on being a good employer including the Equal Opportunities programme.
From 2020 onwards the Board has opted into “School Docs” an on-line portal for housing school policies and procedures. All policies now meet the current regulatory and legislative requirements. The Board also has an Annual and 3 year Self-review Schedule in place.
PERSONNEL (NAG 3)
The year 2019 saw six new teaching appointments made.
Over the year seven teachers resigned their positions.
One teacher took leave without pay for Term 4.
A new Principal started at Hawera Intermediate before taking sick leave from July and subsequently resigned. A recently retired Principal, took over the Acting Principal role from October 2019 and currently remains in this position.
Looking ahead the Acting Principal remains in place until a permanent appointment is made to the Principal role. The Deputy Principal remains in her management role and Assistant Principal remains in her management role too.
A Property Manager/Caretaker and 8 teacher aides worked in the school, assisting class teachers by working with groups and individuals in need of extra assistance.
The school has an experienced school administrator. She is further supported by an office assistant.
The Board complies with the State Sector Act, 1988 and acts in good faith as a good employer.
FINANCIAL AND PROPERTY MANAGEMENT (NAG 4)
The Annual Management Report of Financial Responsibility and Position, compiled by Silks Auditors on behalf of the Controller and Auditor General, is not included at this time of reporting. Recent discussion with our financial service provider shows that the school is in a sound financial position and that we comply with generally accepted accounting practices.
The Board kept the school buildings and grounds in good order. The total effect indicates good management on the part of the Board.
The 5YA/10YPP are currently on hold following a major fire at school on October 13, 2015. The school is currently housed in prefab classrooms that were placed on site after the fire. No new 5YA/10YPP has been resourced by the MOE. The school awaits redevelopment to follow the community consultation process.
SAFE PHYSICAL AND EMOTIONAL ENVIRONMENT (NAG 5)
Well maintained buildings, grounds and play areas ensured that a safe physical learning environment was provided.
The school began its fourth year in the “Positive Behaviour For Learning” contract. This programme was replaced with the Mana Potential but this change of programme was never embedded through the school infrastructure and PB4L thus was reinstated in Term 4.
Term 4 saw very firm behavioural guidelines reinstated and followed consistently by staff. This has ensured a safe and secure environment is provided for all. A sound foundation for a safe emotional learning environment exists.
GENERAL LEGISLATION (NAG 6)
The board complied with the legislation concerning attendance, the length of the school day, and the length of the school year.
The focus for 2020 will be on deepening teacher knowledge in curriculum areas and accelerating student achievement in all areas. Mathematics and Literacy professional development, and understanding curriculum content will take place.
In 2020 the school will have a heightened involvement in the “Positive Behaviour For Learning Contract”. Attending Ministry led development around Behaviour Strategies will also be priority.
We continue as a member school in our “Kahui Ako - Community of Learning” engaging in a project around “Relationship Based Learning” – a programme to further improve learning outcomes and in particular Maori learning outcomes. Excitedly we look forward to seeing where this leads us in 2020 and beyond.
Assessment policies and practices will underpin all curriculum development.
Developing a school culture, underpinned with shared beliefs by both home and school will also be a priority in 2020. Our school charter, vision and values will be revisited.
Hawera Intermediate School has had a very tumultuous 12 months and will continue to evolve with the changes that inevitably take place within the education system of today.
As Acting Principal my sincere thanks is extended to all teaching staff members for their commitment to learning and teaching. Through trying times they focused on trying to make sense of the upheaval they found themselves in, stayed on the pathway, and now have headspace to once again focus on the learning needs of every child in their care.
Thanks to the members of the support staff for their hard work and co-operation. Their input constituted a very important component in assisting in the running of the school.
To the Leadership Team, my sincerest thank you for your support and hard work you have brought to your roles daily. You are a vital cog that makes this school a superb environment and there is a light at the end of the tunnel.
Thanks to the Board of Trustees. Board members are continuing to work to provide the best possible learning and working environment for both students and staff. Priority is being placed on providing curriculum resources and professional development to enable teachers to deliver the curriculum effectively.
To the most important people in the school, the children, thanks for being unique and sharing your uniqueness with us all.
The year 2020 promises to be a progressive year.
Kimiora Te Wiki - CHAIRPERSON, BOARD OF TRUSTEES
Neryda Sulivan - ACTING PRINCIPAL
PUBLIC HEALTH NURSE NOTICE
The Public Health Nurse service is still available to all families for any health related needs. We aim to deliver contactless service where possible. If face to face is needed, we have strict processes to follow to ensure that all involved stay safe.
Referrals or queries can be made as usual through your school class teacher or as a self referral.
If you are unsure whether to refer to our service, call : PHN Mary Poulose on 027 5173 480.