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
- 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
- Be Considerate
- Be Courteous
- Be Cooperative
- Use your Commonsense
Annual GoalsAnalysis of Variance Report for 2019
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 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 |
Outcomes What happened? | Reasons for the variance Why did it happen? | Evaluation Where to next? | Year 1 & 2 100% of Year 1’s at expectation in Writing and 98% Year 1’s at expectation in Maths 43% of Year 2’s at expectation in Writing and 100% Year 2’s at expectation in Maths
Year 3 & 4 Maths 62% of Year 3’s at expectation in Maths 95% of Year 4’s at expectation in Maths
Writing 51% of Year 3’s at expectation in Writing 83% of Year 4’s at expectation in Writing
Year 5 & 6 Maths, 76% of Year 5’s at expectation in Maths 81% of Year 6’s at expectation in Maths
Writing, 64% of Year 5’s at expectation in Writing 57% of Year 6’s at expectation in Writing | We followed our plan consisting of: professional conversations and collaboration experts visiting and challenging our thinking and practice 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 Syndicate Meetings focused around building teacher knowledge and capability
| 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.
We will initiate the RBL PLD and observe teachers in relation to their discursive practices and their relationships with the students.
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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. |
2020 Goals
This year our school goals will align with the Achievement Challenges for our Kahui Ako - Te Arahura
Achievement Challenges:
For all Te Arahura learners to know and value Ngpuhitanga, to be proud of their identity. For all Te Arahura learners to know and be able to use the language of learning, for all leaders and teachers to deliver learning opportunities that are planned and organised, engaging, and ensure learner progress and achievement.
By preserving the integrity of each school's context and commitment to raising achievement we aim to continue collecting Writing and Maths data to check whether our refocusing has had an impact on student achievement.
Strategic Aim To have 80% of year 2-6 at or above their Curriculum Level in Writing To have 80% of year 2-6 at or above their Curriculum Level in Maths
Annual Goal To improve the literacy level, particularly in writing for children in Year 5-6 To improve the numeracy level, particularly in Problem Solving for children in Year 5-6
Measurable Target At the end of 2020: Year 1-2 target students will make progress in regard to 6 Year net data collected at 6 month intervals. Year 3-4 80% writing and maths will have progressed from beginning of Curriculum Level 2 to the end of Level 2 Year 5 and 6 80% in Writing will have progressed from the end of Level 2 to the end of Level 3
Baseline Data Writing 100% of Year 2’s at Level 1 51% of Year 4’s at Level 2 64 % of Year 6’s at Level 3 | Maths 98% of Year 2’s at Level 1 62% of Year 4’s at Level 2 76% of Year 6’s at Level 3 |
Actions (what we will do) | Outcomes (what we expect to happen) | 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
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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 |
| Syndicate meetings Progress of the target students will be a topic in most syndicate meetings. This will be lead by the Syndicate leaders 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. Readings and any relevant pd will be shared
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Class teachers will feel part of a collective and supportive group when it comes to building capability Teachers will get ideas and strategies by sharing with other teachers. Regular reporting at syndicate meetings will ensure that the target students remains a focus for the teacher and not forgotten until appraisal comes around (which can happen)
| Observations- Relationships Based Learning One observation each term, either by Syndicate Leaders or through using iRis to collect RBL evidence. RBL tool and profile will be used during post-observation meetings, where we will co-construct goals Follow up discussions during syndicate meetings focused around teacher knowledge and capability.
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Teachers will follow advice, guidance and support given by observers Teachers will reflect and refine their teaching practise
| Targeted students 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.
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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
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Strategies 2020-22
| 2020 | 2021 | 2022 | Foster te reo me nga tikanga | 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 School Trip to Waitangi
| 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
| 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 RBL Observations will help teachers to identify areas where they 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 RBL Observations 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 RBL observations 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 Outside Provider to support technical difficulties to allow programmes to continue 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 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 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
| 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 RBL Observations, 2020 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 RBL Observations 2021 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 RBL Observations 2022 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 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:
| 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:
| 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:
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Charter Consultation PlanThe 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
- Whānau meetings
- Informal dialogue
- Home visits
- Open days
- Curriculum Evenings
- School Questionnaires and Surveys
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.
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