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Charter 2019


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 are at Level 3 - 31-50% - Between 7.5 and 12.5 hours 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.


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


Annual Goals

Analysis of Variance Report for 2018

School Name:

Kaikohe East School

School Number:

1021


Strategic Aim:

To have 80% of year 2-6 at or above expectation in writing

To have 80% of year 2-6 at or above expectation in maths

Annual Aim:

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

To improve the numeracy level, particularly in problem solving

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 and maths will have progressed from the end of Level 2 to the end of Level 3

Baseline Data:

Year 1&2 students

In 2017 very few 6 year nets were completed, no comparison can therefore be made.

Little knowledge as children begin school.


Year 3&4 students

Maths

There were 21% of Year 3&4 students at Level 2 and 3

Writing

There were 28% of Year 3&4 students at Level 2 and 3


Year 5&6 students

Maths

There were 21% of students at the end of Level 3

Writing

There were 5% of students at the end of Level 3



Actions

What did we do?

Outcomes

What happened?

Reasons for the variance

Why did it happen?

Evaluation

Where to next?

See table below

Year 1 & 2

All children moved very strong in hearing and recording sounds and letter identification.


Year 3&4 students

Maths

45% of students at beginning of Level 2 moved to the end of Level 2

There are now 41% of Year 3&4 students at Level 2 and 3.


Writing

42% of students at beginning of Level 2 moved to the end of Level 2

There are now 50% of Year 3&4 students at Level 2.


Year 5&6 students

Maths,

35% of students at end of Level 2 moved to the end of Level 3

There are now 45% of Year 5&6 students at Level 3.


Writing,

30% of students at end of Level 2 moved to the end of Level 3

There are now 30% of Year 5&6 students at Level 3.

We followed our plan consisting of:

  • professional conversations and collaboration

  • experts visiting and challenging our thinking and practice

  • target group teaching most days with carefully selected small groups

  • clarification, conversations and more understanding around levels and stages in maths/writing

  • co-teaching

  • regular observations to provide feedback and feedforward

  • providing more support for beginning teachers

  • team teaching approach in Juniors

  • smaller classes for Juniors in particular, a new class established in Term 2.

Continue to work the way we have been with an emphasis in Junior Maths on basic facts.  Support for Beginning teachers needs to continue. Two team teaching classrooms will commence in 2019 because of the success of the one classroom in 2018.


We will continue to learn about transition points for Maths and Writing and be sure that children are learning at the appropriate level/stage and that teachers are familiar with level/stage strategies/knowledge  


Senior Leaders will continue to focus on and discuss Maths/Writing at Syndicate level and monitor planning and programmes.


Smaller classes are planned for 2019 and plans for new classrooms established if numbers increase.




Planning for next year

We are going to offer another team teaching opportunity in the Middle Syndicate, teaming an experienced teacher with a beginning teacher, the New Entrant class will continue to team teach, pld within Te Arahura will continue with a Maths/Writing focus, maths pld with Cognition facilitators, the leadership team will continue to focus at SLT and Syndicate level  programmes, planning, target groups, collaboration and guidance. Any opportunity to share best practice and learn from each other will be a priority. Appropriate resourcing will support this.




2019 Goals


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


Achievement Challenges


By preserving the integrity of each school's context and commitment to raising achievement we aim to:


  • Increase numbers of students who achieve NCEA Level 1 in Year 11 from 58.3% to 85% over a three year period.


  • Increase the number of students who achieve at or above in tuhituhi / writing from 60% (tuhituhi) / 53.4% (writing) to 85% over a three year period.


  • Increase the number of students who achieve at or above in pāngarau / mathematics from 69% (pāngarau) / 55.3% (mathematics) to 85% over a three year period.



Strategic Aim

Increase the number of students who achieve at or above in writing from 53.4%  to 85% over a three year period.

Increase the number of students who achieve at or above in mathematics from 55.3%  to 85% over a three year period.


Annual Goal

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 2019:

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


Baseline Data


Writing

5% of Year 2’s at Level 1 (19% at expectation)

25% of Year 4’s at Level 2 (42% at expectation)

18% of Year 6’s at Level 3 (44% at expectation)

Maths

64% of Year 2’s at Level 1

20% of Year 4’s at Level 2

41% of Year 6’s at Level 3


Actions (what we will do)

Outcomes (what we expect 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 and Ali Robinson in Maths

  • Relationship based learning pd to commence with Core Cognition facilitator Jenna Crowley

  • Te Arahura PLD will happen

  • 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.

  • The Senior Leadership team will be focussed on target group progress


  • 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 2019-21



2019

2020

2021

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

  • 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

  • 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

  • Encouraging experts within Syndicates to encourage, promote and inspire others by sharing their mahi

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

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

  • Sharing and collaborating with Te Arahura

  • 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 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

  • 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 support from New Era IT will be rcontinued 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

  • 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 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

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

  • PD identified through walkthroughs 2020 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

    • 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

  • 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.