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Charter 2018


Introduction

Education Act 1989, Sections 75 and 76

s.75 Functions and Powers of Boards –

(1) A school's board must perform its functions and exercise its powers in such a way as to ensure that every student at the school is able to attain his or her highest possible standard in educational achievement.
(2) Except to the extent that any enactment or the general law of New Zealand provides otherwise, a school's board has complete discretion to control the management of the school as it thinks fit.

s.76 Principals –

(1) A school’s principal is the board’s chief executive in relation to the school’s control and management.
(2) Except to the extent that any enactment or the general law of New Zealand provides otherwise, the principal –
Shall comply with the board’s general policy directions; and
Subject to paragraph (a) of this subsection, has complete discretion to manage as the principal thinks fit the school’s day to day administration.

Governance

  • The Kaikohe East School board emphasises strategic leadership rather than administrative detail, has a clear distinction between board and staff roles, concentrates on the future rather than the past or present, and is pro-active rather than reactive.

Management

  • The board delegates all authority and accountability for the day-to-day operational organisation of the school to the principal.

The School and its Community

  • Kaikohe East School teaches children from Year 0 to Year 6.  All students are taught the New Zealand National Curriculum.
  • The school provides high quality educational opportunities for its students.
  • The school is pleasantly sited and well resourced.  Staff, board members, and parents are very supportive of the work of the school.
  • Kaikohe East School has a number of sporting resources (swimming pool, playing fields, sealed court areas and two adventure playgrounds).

National Education Priorities

  • Kaikohe East School recognizes the government’s National Education Priorities:
  • The school integrates the National Educational Goals at governance and operational levels by giving them full consideration when planning school developments or school/class programmes.

Cultural Diversity

  • The Board takes all reasonable steps to provide instruction in Tikanga Maori (Maori culture) and Te Reo Maori (Maori language). 
  • When developing policies and practices for the school every endeavour is made to reflect New Zealand Cultural diversity and the unique position of Maori culture.

Te Reo

  • Parents may choose to enrol their children in the General classes, or the Bilingual classes.  
  • The General classes have all their instruction in English. They also have some Maori Language instruction covering simple commands and greetings, and basic pronunciation. 
  • Bilingual classes have 51-80% of their instruction in Maori. 
  • Teacher Aides with competency in Te Reo are employed to support Bilingual class programmes.  
  • Due to the high proportion of Maori students our school takes the opportunity to support and practise Maori protocol when appropriate and necessary.


Strategic Plan

Vision

To be:

    • Proud of whom they are and where they come from
    • Prepared for and ready to accept challenges
    • Learners now and in the future

Core Values

We value the 4 Cs:

    • Be Considerate
    • Be Courteous
    • Be Cooperative
    • Use your Commonsense

Goals

To create a community of learners with:

    • High Academic achievement in Literacy
    • High Academic achievement in Numeracy

To create a community of Maori learners with:

    • High Academic achievement in Literacy
    • High Academic achievement in Numeracy 


Annual Goals

Analysis of Variance Report for 2017



School Name:

Kaikohe East School

School Number:

1021


Strategic Aim:

To have 80% of year 2-6 at or above the National Standard in writing

Annual Aim:

To improve the literacy level, particularly in writing for children identified as “below”.

Target:

At the end of 2017 75% of the targeted pupils currently assessed as “below” will be achieving the National Standard in reading and writing.

Baseline Data:

At the beginning of 2017 we targeted 35 children who were Below the National Standard in Writing.



Actions

What did we do?

Outcomes

What happened?

Reasons for the variance

Why did it happen?

Evaluation

Where to next?

  • Target Groups were selected


  • ALL PD occurred


  • Outside Support happened


  • Reading Recovery was undertaken


  • Appraisals commenced


  • Syndicate Meetings were regular and focussed


  • Observations happened regularly

  • Most classes had target groups that were double dosed most days. At the end of the year, 10 of the 35 students were at the standard for Writing and 23 of the 35 students made progress in Reading.


  • This PD guided us through the process of initiating, teaching and reflecting on target group teaching.


  • The support we received from external support backed up our learning and gave us alternative solutions to problems we faced.


  • Two teachers completed their Reading Recovery training


  • Target group teaching was linked to appraisals


  • Syndicate meetings had a major focus on target groups


  • Observations occurred at least twice a term

  • Target groups only started in all classes in Term 3. One 15 week intervention took place in each Middle and Senior class.

  • Assessment for Reading is more defined and teacher moderation is not required


  • In Term 3 only Juniors teachers attended Karakia, this allowed Middle/Senior class teachers to commence teaching target groups without disruption and then follow up in with second teaching during the day.


  • The ALL PD allowed us to set up robust systems in terms of observations, content specific meetings and expert advice from Facilitator to support Literacy leaders


  • The ALL PD allowed us to set up robust systems in terms of observations, content specific meetings and expert advice from Facilitator to support Literacy leaders


  • The children that made the better progress were the younger of the group, the other children were mostly Year 5 and 6 and were closer to well below than below at the start of the intervention.


  • While some children didn’t accelerate as expected samples of work do show the progress made

  • Continue target groups at the beginning of the year so that more than one intervention occurs

  • Shared focus on the strategies that make the most difference in terms of progress in Writing and less focus on minor aspects that do not give the same acceleration


  • Continue to allow this time first thing every morning for undisturbed teaching time for target groups


  • We will continue to utilise these systems this year, with tracking of student progress and sharing of approaches/strategies being a focus.


  • As above, the advice we received will continue to support us next year.


  • Selection of children will be a consideration so that acceleration is more obvious over the 15 weeks


  • Focus on Teaching as Inquiry, so that all interventions involve this approach and are linked to appraisal once again as a measure of success and reflection.

Planning for next year:

Now that we no longer need to report against National Standards we are able to decide on how we report to whanau. Initial discussions lead to reporting on a child’s progress rather than against an expected standard.  Benchmarks will be clearly defined but differentiation will allow us to consider every child’s learning.




2018 Goals

This year our school goals will align with the Achievement Challenges for our Kāhui Ako - Te Arahura


Strategic Aim

Increase the number of students who achieve at or above in writing from 36.4%  to 85% over a three year period.

Increase the number of students who achieve at or above in mathematics from 45.9%  to 85% over a three year period.


Annual Goals

To improve the literacy level, particularly in writing for children    

To improve the numeracy level, particularly in problem solving


Measurable Target

At the end of 2018;

Year 1-2 target students will make progress in regard to 6 Year net data collected at 6 month intervals.

Year 3-4 target groups for writing and maths will have progressed from beginning of Curriculum Level 2 to the end of Level 2

Year 5 and 6 target groups in Writing will have progressed from the end of Level 2 to the end of Level 3


Actions (what we will do)

Outcomes (what we expected to happen)

Target groups:

  • A target group will be selected by each class teacher. The group will consist of pupils achieving in writing and maths at the beginning of the appropriate curriculum level.

  • It is envisaged that the target group will get an extra 15 -30 minutes tuition a day.

  • Each group will have separate planning and a separate programme in addition to that provided in the regular class programme.

  • Detailed data will be kept on each child in each group.

  • A second target group may be selected after 15 weeks or the teacher might carry on with the same group.


  • Pupils in the writing target groups will progress at an advanced rate with 75% making it to the end of the appropriate curriculum level by the end of the year

  • All groups will get extra, focussed tuition in maths, reading and writing.

  • Planning and data will be shared at syndicate level or with the Syndicate Leader.

  • A decision will be made after 15 weeks as to where we go from here. Possible options are:

    • Carry on with the same group

    • Start another group

    • Spread the strategies learned over the whole class.

Outside support:

  • Support will be given to Syndicate Leaders by Diane Ogle

  • Support will be given at staff meetings by the Syndicate Leaders and the Principal


  • Relevant readings and discussions will happen

  • Meetings will occur between Diane and the Syndicate leaders Team to provide advice and support

  • Support and guidance with the Kahui Ako will be utilize as appropriate


Appraisals:

  • All class teachers will have at least one appraisal goal built around their target groups.

  • Teaching as Inquiry will link with appraisals and target groups will be a key focus in their inquiry


  • Teachers will see their target groups as a high priority.

  • The principal and Syndicate Leaders will be aware of the programme being given to target groups.

Syndicate meetings:

  • Progress of the target groups will be a topic in most syndicate meetings.

  • This will be lead by the Syndicate leader, supported by their relevant support team leader.

  • When called upon, class teachers will be expected to come to syndicate meetings with samples, planning, assessment, modelling books etc and present their highs and lows to the syndicate.


  • Class teachers will feel part of a collective and supportive group when it comes to accelerated learning in literacy.

  • Teachers will get ideas and strategies by sharing with other teachers.

  • Regular reporting at syndicate meetings will ensure that the target group remains a focus for the teacher and not forgotten until appraisal comes around (which can happen

  • Readings and any relevant pd will be shared

Observations:

  • At least three observations will be conducted by Syndicate leaders or someone similar during the 15 week period ending at the end of term 2.

  • Observations will be preceded by a discussion on the focus and followed by a discussion on the observation notes.

  • Copies of these notes should be filed in and linked to teachers appraisal documentation as they will be needed at the end of the year.


  • Teachers will follow advice, guidance and support given by observers

  • Teachers will reflect and refine their teaching practise




Strategies 2018-20


2018

2019

2020

Foster te reo me nga tikanga


  • MAC - Maori Achievement Collaborative information and ideas are shared by the Principal and other staff who may attend this pd

  • BOT report – Te Reo

  • Maori / Learning Languages

  • Schoolwide Karakia / Himene daily

  • Using staff, students and community members as experts

  • Sharing of Staff pepeha

  • Annual visits to local marae at the beginning of the year

  • Use of Maori kupu/phrases to be the norm

  • Chicky attending the NATSIPA Principals Conference 2018

  • MLF for teachers who are confident in working towards and or achieving Level 3

  • Introduction of the PB4L Values - Manaakitanga, Whanaungatanga, Rangatiratanga, Kotahitanga

  • Using Kahui Ako experts to assist with Kapahaka

  • MAC - Maori Achievement Collaborative information and ideas are shared by the Principal and other staff who may attend this pd

  • BOT report – Te Reo

  • Maori / Learning Languages

  • Schoolwide Karakia / Himene daily

  • Using staff, students and community

  • Principal attendance at Aka Tokerau Hui

  • MLF for teachers who are confident in working towards and or achieving Level 3

  • Continue to develop the PB4L Values - Manaakitanga, Whanaungatanga, Rangatiratanga, Kotahitanga

  • MAC - Maori Achievement Collaborative information and ideas are shared by the Principal and other staff who may attend this pd

  • BOT report – Te Reo

  • Maori / Learning Languages

  • Schoolwide Karakia / Himene daily

  • Using staff, students and community

  • Principal attendance at Aka Tokerau Hui

  • Principal possibly attending the NATSIPA Principals Conference 2020

  • MLF for teachers who are confident in working towards and or achieving Level 3

  • Continue to develop the PB4L Values - Manaakitanga, Whanaungatanga, Rangatiratanga, Kotahitanga

Deliver the curriculum through stimulating, challenging, learner focused and enjoyable programmes


  • Continue to investigate and develop ideas and programmes gained from previous pd :  inquiry, literacy and numeracy

  • Continue to seek other pd opportunities that will target needs such as oral language development

  • Continue EOTC and Professional Development budget so that classes/staff can visit places of interest and increase knowledge, gather further ideas

  • Continue to be involved in Triathlon events, camps

  • ICT programmes will be sourced for reading, writing and numeracy.

  • Clubs such as gardening club, kapa haka, unicycling, music club and choir will be run

  • Swimsafe programmes will be actioned by Support staff member Mrs Stillwell

  • Walkthroughs will identify areas where teachers can make their programmes more exciting

  • Opportunity for sharing of exciting programmes to encourage others to replicate or trial

  • Sharing expertise, ideas, pd  via Te Arahura Kahui Ako

  • Junior Discovery once a week with an emphasis on Key Competencies

  • Continue to investigate and develop ideas and programmes gained from previous pd : inquiry, literacy and numeracy

  • Continue to seek other pd opportunities that will target needs such as oral language development

  • Continue EOTC budget so that classes can visit places of interest

  • Continue to be involved in Triathlon events, camps

  • Visit local Marae to support Term 1 topic around Whakawhanaungatanga

  • ICT programmes will be sourced for reading, writing and numeracy.

  • Clubs such as gardening club, kapa haka, unicycling, music club, ukulele and choir will be run

  • Summer programmes such as Swimsafe will occur

  • Walkthroughs will identify areas where teachers can make their programmes more exciting and be encouraged to share ideas with others

  • Opportunity for sharing of exciting programmes to encourage others to replicate or trial at appropriate meetings

  • Sharing expertise, ideas, pd  via Te Arahura Kahui Ako

  • Continue to investigate and develop ideas and programmes gained from previous pd :  inquiry, literacy and numeracy

  • Continue to seek other pd opportunities that will target needs such as oral language development

  • Continue EOTC budget so that classes can visit places of interest

  • Continue to be involved in Triathlon events, camps

  • Visit local Marae to support Term 1 topic around Whakawhanaungatanga

  • ICT programmes will be sourced for reading, writing and numeracy.

  • Clubs such as gardening club, kapa haka, unicycling, music club, ukulele and choir will be run

  • Summer programmes such as Swimsafe will occur

  • Walkthroughs will identify areas where teachers can make their programmes more exciting and be encouraged to share ideas with others

  • Opportunity for sharing of exciting programmes to encourage others to replicate or trial at appropriate meetings

  • Sharing expertise, ideas, pd  via Te Arahura Kahui Ako

Increased use of Information Communication Technology


  • The school will keep up to date with developments in ICT as our budget allows.

  • Effective, appropriate resources will be purchased to support all classroom programmes

  • ICT Unit holders will be responsible for ensuring staff queries re apps etc are continued and actioned

  • Syndicate Leaders will agenda as appropriate to share/discuss/action any ICT opportunities

  • The school will keep up to date with developments in ICT as our budget allows.

  • Effective, appropriate resources will be purchased to support all classroom programmes

  • ICT Unit holders will be responsible for ensuring staff queries re apps etc are continued and actioned

  • Syndicate Leaders will agenda as appropriate to share/discuss/action any ICT opportunities

  • The school will keep up to date with developments in ICT as our budget allows.

  • Effective, appropriate resources will be purchased to support all classroom programmes

  • ICT Unit holders will be responsible for ensuring staff queries re apps etc are continued and actioned

  • Syndicate Leaders will agenda as appropriate to share/discuss/action any ICT opportunities

Ensure the school is staffed and resourced to achieve student’s academic potential


  • Staffing of classes is appropriate to need

  • Resourcing is purchased adequately and appropriately to need

  • Senior Leaders are aware of individual Syndicate classroom levels so that staffing and resourcing is being used well and appropriately

  • Planning and programmes will be shared with Syndicate Leaders regularly and shared as appropriate with other team/ staff members

  • Poutama class development  

  • Staffing of classes is appropriate to need

  • Resourcing is purchased adequately and appropriately to need

  • Senior Leaders are aware of individual Syndicate classroom levels so that staffing and resourcing is being used well and appropriately

  • Planning and programmes will be shared with Syndicate Leaders regularly and shared as appropriate with other team/ staff members

  • Staffing of classes is appropriate to need

  • Resourcing is purchased adequately and appropriately to need

  • Senior Leaders are aware of individual Syndicate classroom levels so that staffing and resourcing is being used well and appropriately

  • Planning and programmes will be shared with Syndicate Leaders regularly and shared as appropriate with other team/ staff members

Ensure quality professional development is provided to support needs


  • Sufficient budgeted for teaching staff development and support staff development.

  • PD identified through walkthroughs 2017 goals, nation-wide initiatives and appraisal meetings

  • Schoolwide / Syndicate assessment information informs decisions regarding PD

  • Sufficient budgeted for teaching staff development and support staff development.

  • PD identified through walkthroughs 2018 goals, nation-wide initiatives and appraisal meetings

  • Schoolwide / Syndicate assessment information informs decisions regarding PD

  • Sufficient budgeted for teaching staff development and support staff development.

  • PD identified through walkthroughs 2019 goals, nation-wide initiatives and appraisal meetings

  • Schoolwide / Syndicate assessment information informs decisions regarding PD

Foster the partnership between the school and the wider community

  • Te Arahura Kahui Ako

  • Hangi (23 March)

  • Whanau Hui

  • Kaikohe Business Association

  • Ukulele lessons

  • Dance lessons

  • Takiwa Hui

  • Rotary presentations and attendance

  • School Garden to table

  • Northtec using school garden area for courses

  • Facebook page

  • New World support and sponsorship

  • Parent involvement encouraged around:

    • Sports

    • Class support

    • Camps

    • Fund raising

    • Whanau Survey

    • Rotary Speech Competition

    • Weetbix Tryathlon

    • Clubs programme

  • Te Arahura Kahui Ako

  • Gala Day

  • Whanau Hui

  • Kaikohe Business Association

  • Ukulele lessons

  • Dance lessons

  • Takiwa Hui

  • Rotary presentations and attendance

  • School Garden to table

  • Northtec using school garden area for courses

  • Facebook page

  • New World support and sponsorship

  • Parent involvement encouraged around:

  • Sports

  • Class support

  • Camps

  • Fund raising

  • Whanau Survey

  • Rotary Speech Competition

  • Weetbix Tryathlon

  • Clubs programme

  • Te Arahura Kahui Ako

  • Whanau Hui

  • Kaikohe Business Association

  • Ukulele lessons

  • Dance lessons

  • Takiwa Hui

  • Rotary presentations and attendance

  • School Garden to table

  • Northtec using school garden area for courses

  • Facebook page

  • New World support and sponsorship

  • Parent involvement encouraged around:

  • Sports

  • Class support

  • Camps

  • Fund raising

  • Whanau Survey

  • Rotary Speech Competition

  • Weetbix Tryathlon

  • Clubs programme



Charter Consultation Plan

The Kaikohe East School Board consults annually with the Maori community and wider community.   

Processes for consultation include:

    • School Newsletters
    • Parent and Board Meetings
    • Parent-Teacher-Child Hui
    • Whanau meetings
    • Informal dialogue
    • Home visits
    • Open days
    • Curriculum Evenings
    • School Questionnaires and Surveys

Printing this Charter

  • We think of the environment and have designed this charter to be read as a web page.
  • if you really have to print this charter you will find that there are no page numbers, and some tables will run across pages.