Student Achievement

 This policy documents how Greenmeadows Intermediate School will ensure it meets its obligations under: 

1. National Administration Goal 1

which requires the Board to foster student achievement by providing teaching and learning programmes which incorporate the New Zealand Curriculum (essential learning areas, essential skills, attitudes and values) as expressed in National Curriculum Statements.

2. National Administration Goal 2

which requires the Board to report to students and their parents on the achievement of individual students and to the school’s community on the achievement of students as a whole and of groups including the achievement of Maori students against the plans and targets set by the school. 

Greenmeadows Intermediate will meet its obligations by developing and implementing the following plans:

1. A Pedagogy Plan and a Curriculum Plan -

which outlines how the school will deliver a balanced curriculum ensuring that the school: 

a. provides all students with opportunities to achieve success in all the essential learning and skill areas of the NZ curriculum.

b. gives priority to student achievement in literacy and numeracy

c. gives priority to regular quality physical activity that develops movement skills for all students

d. meets its obligations regarding gifted and talented students.

2. A Maori & Pasifika Achievement Plan -

to ensure that in consultation with the schools Maori and Pacific Island community, the Board develops and makes known to the school’s community plans and targets for improving the achievement of these groups of students. 

3. Special Needs Procedures -

that ensure the school implements teaching and learning strategies to address the needs of students identified having special learning needs.

4. A Career Education and Guidance Plan - 

to ensure that the school provides appropriate career education and guidance for all students. 

5. An Assessment, Review and Reporting Plan -

to ensure that 

a. the school gathers information that is sufficiently comprehensive to enable the progress and achievement of students to be evaluated; giving priority initially to:

i. literacy and numeracy; and then to

ii. breadth and depth of learning related to needs, abilities and interest of students, the nature of the school’s curriculum, and the scope of the NZ curriculum. 

b. the school, on the basis of good quality assessment information, identifies groups of students

i. who are not achieving

ii. who are at risk of not achieving

iii. who have special needs; 

or

iv. aspects of the curriculum which require particular attention.  

c. the school reports 

i. to students and their parents on the achievement of individual students, and 

ii. to the school’s community on the achievement of students as a whole and of groups identified through 5b, including the achievement of    Maori and Pacific Island students against the schools plans and curriculum targets. 

6. A Curriculum Review and Development Plan -

to enable the school to ascertain progress and performance so that school direction can be clarified or revised.

7. Classroom Programme Planning and Delivery procedures -

to ensure that classroom programmes reflect the schools curriculum, pedagogy and assessment plans and are based on student needs. 

8. Classroom Management and Administration procedures -

to ensure that classroom management and administration is carried out effectively and consistently across the school to scaffold effective curriculum delivery.