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Charter 2012


Introduction

Education Act 1989, Sections 75 and 76

s.75 Boards to control management of schools –

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 is a contributing school with a roll of approximately 210, of which approximately 98% are Maori.  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 wuth competency in Te Reo are also 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 

Strategies 2012-2014


2012

2013

2014

Foster te reo me nga tikanga

 

Introduce Ka Hikitia

Make Piki  nga Reo available

Begin to implement Te Aho Arataki Marau ki te Kura Aoraki across the school.

15min each staff meeting

Philosophy for Te Korowai o te Aroha developed.

BOT report

Implement philosophy of Ka Hikitia

Most staff take on Piki  nga reo  or Manawa Pou

Implement Te Aho Arataki Marau kit e Kura Aoraki

15min each staff meeting

Philosophy for Te Korowai o te Aroha  continues to be developed and spread to other classes

BOT report

Philosophy  of Ka Hikitia becomes integral to the school culture.

Te Aho Arataki Marau kit e Kura Aoraki is used across the school

15min each staff meeting

BOT report

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

 

·       A travel budget of around $20k set aside so all classes can go on trips and visits

·       School will enter into exciting programmes and events e.g. Tryathlon, LEARNZ, camps

·       The investigative approach will be implemented (Introduced in 2011)

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

·       Voluntary clubs such as gardening club, kapa haka, unicycling, music club and choir will be run

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

The topic focus of school programmes will be revised.

The inquiry approach will become an integral part of teaching programmes

Increased use of Information Communication Technology.

 

School budget to provide each class with

·       A set of laptops or desktops

·       Screens and short throw projector or large flat screen TV

·       Listening posts

·       Cameras and/or i.pads

·       Useful peripherals that might be shared between classes e.g. digital microscope, visualiser.

Individual ICT goals will be negotiated with each teacher and PD will be provided.

Effective digital resources will be researched and provided to support literacy and numeracy programmes.

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

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

 

Staff member given the responsibility of funding applications expected to result in income of around $10 000 this year to be spent on resources

School budget approx $30k - EOTC/Class Activities

Staff member given the responsibility of funding applications expected to result in extra income to be spent on resources

Budget of approx $30k is used for curriculum purchases.

Ensure quality professional development is provided to support needs.

 

$25000 budgeted for teaching staff development and $2000 for support staff development.

·       Incredible Years

·       ICT cluster

·       OTJ development for literacy - Reading Together   and numeracy - ALIM

·       PD identified through walkthroughs and appraisal meetings.

Sufficient budgeted for teaching staff development and support staff development.

PD identified through walkthroughs 2013 goals, nation-wide initiatives and appraisal meetings.

Foster the partnership between the school and the wider community

Computers in Homes Programme followed up.

Reading Together Programme implemented.

Parent interviews.

Parent consultation policy.

Parent involvement encouraged around:

·       Sports

·       Class support

·       Camps

·       Fund raising

Gala Day reinstated

Computers in Homes Programme repeated if we are selected.

Reading Together Programme repeated.

Parent interviews.

Parent involvement encouraged around:

·       Sports

·       Class support

·       Camps

·       Fund raising

Parent consultation policy.

 

Gala Day

Reading Together Programme repeated.

Parent interviews.

Parent involvement encouraged around:

·       Sports

·       Class support

·       Camps

·       Fund raising

Parent consultation policy.

 


Variance Report 2011

Focus:                       Reading
Strategic Aim:          To create a community of learners with high academic achievement in literacy 
                                   To create a community of Maori learners with high academic achievement in literacy
Annual Aim for 2011: To improve the percentage of Year 6 students reading at or above the National Standard
                                      To improve the percentage of Year 6 Maori students reading at or above the National Standard
Measurable Targets:   Using PM Benchmarks as a measuring tool, by the end of 2011 at least 80% of year 6 children will be reading at or above their           chronological age.

Baseline Data:            (Beginning 2010) 20 (60%) of year 6 children were reading at or above their chronological age.

 

Measurable TargetsUsing PM Benchmarks as a measuring tool, by the end of 2011 at least 80% of year 6 children will be reading at or above their chronological age

 

National Standard

After  2 years at school

End of year 4

End of year 6

Above National Standard

16%

32%

18%

At National Standard

13%

12%

47%

Below National Standard

71%

56%

35%

At the end of 2011, 65% of year 6 pupils were reading at or above their chronological age

The literacy team are aware that the 2011 literacy goals concentrated only on the reading level.

We are aware that the National Standard in reading comprises more than just a reading age. We are having PD to cover assessing and moderating OTJs.

In 2012 our measurable targets will cover years 2, 4 and 6 rather than just year 6. A written language goal needs to be included in 2012.

Actions (what we did?)

Outcomes (what happened?)

Reason for variance (Why did this happen?)

Evaluation (Where to next?)

At the start of 2011 the school re-organised from being “syndicate” based to being curriculum based.

The philosophy behind the move was:

·       A desire to remove senior and junior syndicates to create a whanau atmosphere where tuakana and teina would interact more.

·       A desire to create school wide programmes more closely aligned with the pupils’ actual progressions than age-specific expectations.

·       To create an opportunity for staff to follow their area of interest and/or expertise and thereby influence the whole school.

Three curriculum teams were created.

The Literacy team met fortnightly and minutes were circulated to all teaching staff as well as being posted on the server.

Meetings covered;

·       Spending

·       Integration of ICT

·       Leading staff meetings and workshops on literacy matters

·       Examination and analysis of data.

·       Evaluation of resources including ICT.

·       Beginning an inventory of resources we already have available and beginning to weed out unsuitable resources.

·       Provide assistance with report writing.

·       Report to BOT

 

 

The literacy team were happy with the structure of Curriculum Teams and felt they were making a bigger contribution to the whole school.

The structure will remain for at least 2012 and we will analyse our contribution early in 2011 so we can improve.

·       Referring to The Literacy Learning progressions to effect programmes.

·       Utilizing other resources such as Effective Literacy Practise

·       Developing school based curriculum in line with the NZC

·       Attending and organising relevant pd.

Three teachers attended a two day course by Sheena Cameron at Kohukohu.

One teacher attended the Te Tai Tokerau Reading Association weekend at Kamo.

 

 

Relevant PD will be sourced and provided for selected teachers.

Continuing with KPal cluster programme and action plans formulated.

While the cluster no longer exists, the school continued to encourage the use of formative practice and analysis of data.

The KPal programme was discontinued when funding from the ministry ceased.

 

Sharing good practice as a school, visiting other schools/classes to observe Literacy programmes.

We had a staff meeting after each walkthrough where teachers shared an aspect of their programme that was identified as being good teaching practice.

 

Staff will be encourage to use either CRT or literacy relief time to visit other classes within our school or schools within our area. We might need to rely on agencies such as TEAM Solutions to point us in the right direction.

Walkthroughs to provide feedback and feed forward – develop focus areas.

Walkthroughs were completed by the principal and the DP (as literacy leader). Feedback was given both verbally and orally.

 

 

Appraisal system.

All teaching staff had a personal appraisal goal that related to the literacy goal.

Appraisal observations and reflection happened.

Teaching Staff will include at least one literacy goal in their appraisal cycle.

Ensuring ICT component within Literacy as appropriate.

Involvement in Kai-oro-hoki ICT Cluster and progressing individual action plans.

Release time provided.

We purchased 80 licences for Reading Egg. Rebecca ensured Reading Egg was set up on the class computer for children identified as being most at risk.

Graeme (DP) visited Pakaraka School to check out which programmes they used and felt were successful.

Three teachers went on a 3 school observation day looking at the integration of ICT with literacy

A couple of rooms underused ICT because they had technical difficulties. The most common being:

·       Virtual Networks are very temperamental.

·       If too many computers are on line at once, the connection gets too weak to work.

While we really liked Reading Egg, the new owners of the programme have priced it out of our range ($2000 a year) so we will be looking for an alternative.

We will look at the use of flat screen TVs as a alternative to projectors and screens.

$800 has been budgeted for computer programmes.

$3100 has been budgeted to cover listening posts and CDs and texts to go with them.

Teacher Aide support in programmes.

Support staff were employed to allow sufficient help in all classes.

All teachers used the support staff hours during literacy time.

An increase in the school roll resulted in an increase in TA hours being provided.

Continue to provide support staff time for teachers at or above the present rate.

Camera purchases 1 between 2 rooms.

Cameras were purchased

These were mostly used for written language rather than reading.

ICT peripherals will continue to be upgraded.

Needs based teaching will occur.

Children will be grouped accordingly.

 

 

Walkthroughs showed that all teachers group children for reading and that activities are generally appropriate to their needs.

 

Purchasing relevant and appropriate text and materials to support programmes and pd.Selection of appropriate texts will occur to motivate and engage children.

$3000 was spent on reading resources and texts.

We also did an inventory of the big books available to teachers.

 

We have identified the reading levels most in need of building up and have budgeted $2220 for texts alone.

Six year net results and next steps will be shared

Six year nets were taken with about 60% of pupils

We had a very large number of children who turned 6 during 2011 (around 50 pupils) and we didn’t allow enough time for all pupils to be assessed.

Allow  more time for 6 year net testing.

 

Planning and preparation towards National Standards – attending pd sessions organised locally to increase understanding and ensuring effective delivery to staff.

 

We began to plan PD for 2012 to clarify expectations, moderate OTJs and settle on reporting procedures.

We met with Ministry representatives but it was almost the end of the year.

One TOD with Bev Shepherd was held before school started and three more are planned for the year.

RTLit, Reading Recovery tutor expertise and support will be sourced as appropriate.

 

9 pupils were referred to RTLit in term 4

Our RTLit was on leave for 2011 and the reliever was only available for part of the year.

The Literacy Team leader will refer selected pupils to the RTLit.

The Reading Recovery Tutor will be invited to help with selected pupils in thye junior classes. 

Planning for 2012

·       The literacy team are aware that the 2011 literacy goals concentrated only on reading and that a written language goal needs to be included in the 2012 Goals.

 

 

Focus:                            Numeracy
Strategic Aim:               To create a community of learners with high academic achievement in numeracy
                                        To create a community of Maori learners with high academic achievement in numeracy
Annual Aim for 2011:     To improve the percentage of Year 6 students working at Stage 5 or above in place value. (stage 5 equates to the national standard for year 6 maths)
Targets:                            Using the Place Value test developed by the numeracy cluster,75% of year 6 children will be working at Stage 5 or above
Baseline Data:                 (Beginning 2010) 8 children(19%) were at Stage 5 EA and 34 children were at Stage 4 or below (81%)

 

Using the Place Value test developed by the numeracy cluster,75% of year 6 children will be working at Stage 5 or above

 

National Standards for…

End of 2 years at school

End of year 4

End of year 6

Above National Standard

3%

0%

0%

At National Standard

16%

49%

90%

Below National Standard

81%

51%

10%










At the end of year 6 all non_ORRS pupils were at stage 5 or above in place value.

We are aware that the 2011 numeracy goals concentrated only on the pupils’ understanding of place value.

We are aware that the National Standard in maths comprises more than just one aspect of one strand. We are having PD to cover assessing and moderating OTJs.

In 2012 our measurable targets will cover years 2, 4 and 6 rather than just year 6 and include other aspects of numeracy, strategies and the other strands of measurement, statistics, geometry.

Actions (what we did?)

Outcomes (what happened?)

Reason for variance (Why did this happen?)

Evaluation (Where to next?)

Refining and continuing to use resources to support Numeracy programmes and development.

 

Refining and reviewing school based curriculum.

 

The numeracy teams met fortnightly. Minutes are kept on the server Their task was to:

·       Collect and analyse data

·       Purchase resources within the budget

·       Organise PD

·       Report to the BOT

·       Act as mentors and advisors when it comes to maths.

 

 

 

The numeracy team met most fortnights.

Relevant PD was not always easy to find.

Use of BSM will be revised.

 

 

Continue to seek, develop and provide relevant pd opportunities for all staff.

 

Continue to refine and review 2010 pd.

 

ICT Action Plans will focus on Literacy and Numeracy

 

PD was provided to staff at staff meetings.

Numeracy leaders attended numeracy cluster meetings held during the year.

ICT was incorporated into the maths programmes in nearly every class

Some classes had technical problems in accessing ICT

Staff directed workshops will be organised for after school. This might draw on staff strengths and could make use of experts already in the school as well as outside advice.

An informal  district maths cluster is starting up to review resources and trends. Our school will be a part of this cluster.

Continue to seek, develop and provide relevant property and resourcing.

 

Continue to refine and review 2010 property and resources

 

·       Basic maths equipment such as rulers and counters were replaced or upgraded

·       $200 per class was allocated for teachers to buy maths games, posters, equipment, consumables etc

·       Galaxy Maths CDs were purchased.

·       Pearson Maths programme books were purchased.

 

$4000 has been budgeted for 2012 to provide resources to enhance the learning of maths.

Planning for 2012

·       While we are happy with the percentage achieving “at” expectations, we have virtually none achieving “above” expectations. We would like to lift some of our achievers to high achievers.

·       In the last two years we have concentrated our data collection on the understanding of place value. National Standards expect (and we agree) that, although 80% of our teaching will centre on the number strand, assessment must also take other strands such as geometry and measurement into account.

 



Annual Goals 2012

Kaikohe East School Goals for 2012

 

Focus:                         Reading

 

Strategic Aim:              To create a community of learners with high academic achievement in literacy 

To create a community of Maori learners with high academic achievement in literacy

 

Annual Aim for 2012:   To raise the percentage of Year 6 pupils reading at or above the National Standard

To raise the percentage of Year 6 Maori pupils reading at or above National Standard

 

Rationale: 2011 results showed that our children are often slow to make early progress in reading but most (65%) are achieving by the end of year 6. If we could accelerate their progress earlier than year 4 or 5 we should be closer to achieving our aim of creating a community of learners with high academic achievement in literacy.

 

Measurable Targets: To increase the percentages of pupils reading at or above the National Standard to

·       For year 2, from 29% in February(17 pupils) to 50% at the end of the year (29 pupils)

·       For year 4, from 44% in February (19 pupils) to 60% at the end of the year (23 pupils)

·       For year 6, from 65% in February (20 pupils) to 75% at the end of the year (24 pupils)


Actions (what we will do)

Outcomes (what we expect to happen)

The Reading Together Programme will be made available to whanau.

Whanau  members will be actively involved at home with pupils’ reading.

Reading will no longer be seen as purely an “at school” activity.

Release a teacher to work alongside the classroom teacher with groups of pupils identified as being in need of accelerated learning

At least 24 pupils will get extra help, in class, for three sessions a week.

Encourage teachers of identified pupils to make use of selected on-line programmes such as Reading Egg.

Each reading group will be able to spend regular quality time at the computer working at meaningful tasks and activities that will enhance their reading.

·       Community members (parents, grandparents etc) to be invited in on a daily basis to read with children in the classroom setting. Investigate restarting PPP/HPP

·       Teach senior pupils the skills of buddy reading and set up a timetable.

Children will have more practice, reinforcement and exposure to text.

Refer at least 12 of the pupils to RTLit

Refer pupils to RTLB, SLT etc as appropriate

Pupils will have accelerated progress of 2 years during 2012.

Teachers to visit and observe teachers in other schools or classes in KES using their CRT

Walkthroughs by senior staff will show that:

·       Teacher pedagogy will improve

·       Reading lessons will be enhanced.

The Literacy Team will seek out experts such as Vera to walk through and model reading lessons.

The Literacy Team will go on walkthroughs. These will involve reporting back to the class teachers and:

·       Will ensure reading is taught daily and uses appropriate resources.

·       Highlight teachers who have excellent pedagogy and techniques that can be shared.

·       Highlight where and who to target PD.

·       Shared reading, guided reading and independent reading will all be part of the programme

·       Comprehension strategies will be covered

·       The level, activities and teaching topics will be derived from reliable assessment.

·       Reading will be interesting and relevant to the child.

·       An overall picture of how well we teach reading at Kaikohe East School will emerge.

·       Relevant PD for teachers who most need it will be sourced

·       TEAM Solutions or other agencies might need to be employed to carry out some of the PD

·       Teaching strategies will be shared.

·       Teacher driven workshops will be held after school covering specific skills. Walkthroughs and staff requests will dictate the topics covered.

Following the walkthroughs, the literacy team will collate our strengths and weaknesses as teachers.

A booklet will be produced that sets out the school’s expectations for;

·       Progressions and sequencing of skills and knowledge

·       Assessment tools and their use.

·       Exemplars of a quality lesson.

·       Short and long term planning

Professional Development will be organised to explain, clarify, develop and moderate the use of OTJs

All teaching staff will be consistent in their expectations and understanding of what constitutes “on track”

OTJs will become reliable and useful assessment for:

·       Reporting to parents

·       Reporting to the BOT, the MoE and the community

·       Identifying next steps

 

 

 

Focus:                          Numeracy

Strategic Aim:              To create a community of learners with high academic achievement in numeracy

To create a community of Maori learners with high academic achievement in numeracy

Annual Aim for 2012To improve the percentage of pupils working above the National Standards at years 2, 4 and 6.

Rationale:

·       Presently the percentages of pupils who are assessed at achieving at or above the National Standard in maths are 19% for year 2, 49% for year 4 and 90% for year 6.

·       2011 results show that while most of our pupils have little or no understanding of maths when they first start school, they catch up in the middle years. While we are happy with the percentage achieving “at” expectations, we have virtually none achieving “above” expectations. We would like to lift some of our achievers to high achievers.

·       In previous years we have concentrated our data collection on the understanding of place value. National Standards expect that, although 80% of our teaching will centre on the number strand, assessment must also take other strands such as geometry and measurement into account.


Measurable Targets: Move some of our pupils from “at” to “above”  the “above National Standards” category.

·       For Year 2 from one pupil  in February to 10% at the end of the year (approx. 6 pupils)

·       For Year 4 from no pupils  in February to 15% at the end of the year (approx. 6 pupils)

·       For Year 6 from no pupils  in February to 20% at the end of the year (approx. 6 pupils)

Actions (what we will do)

Outcomes (what we expect to happen)

Revision of PD covered in the Numeracy Project.

Teachers will become familiar again with the booklets

The use of BSM will be revised

Teachers will be familiar with the resources available in BSM and how they fit into the school programme.

Staff directed workshops will be organised for after school. This might draw on staff strengths and could make use of experts already in the school as well as outside advice.

·       Be more aware of the sequence and progression of skills and knowledge to be taught. (including maths language)

·       Walkthroughs and staff requests will dictate the topics covered.

Walkthroughs

·       will ensure numeracy is taught daily and uses materials.

·       Ensure non-number strands are incorporated into each class’s programme.

·       Basic facts will be practised daily.

·       Problem solving will be part of the programme

·       The progression of materials / imaging / abstract will be emphasised.

·       An overall picture of how well we teach numeracy at Kaikohe East School will emerge.

·       Relevant PD for teachers who most need it will be sourced

·       Karen Major and/or Diane Ogle could be booked to work with teachers.

Following the walkthroughs, the numeracy team will collate our strengths and weaknesses as teachers.

A booklet will be produced that sets out the school’s expectations for;

·       Progressions and sequencing of skills and knowledge

·       Coverage of the strands

·       Assessment tools

·       Development of maths language

·       Short and long term planning

The inquiry approach will be integrated into the maths programme.

 

We will encourage communication with local pre-schools to improve transition.

Transition from pre-school to our school will be smoother.

Assessment tools will be sought that better improve teacher practice.

Classroom activities will be based on pupils’ next steps derived from reliable formative assessment.

Better use will be made of the information gained through the place value test (either Karen’s or IKAN) and GLOSS

An inventory of quality websites, CDs and activities will be made available classified by the concept covered.

Each pupil will have the opportunity to spend regular quality time at the computer working at meaningful tasks and activities that will enhance their maths.

Professional Development will be organised to explain, clarify, develop and moderate the use of OTJs

All teaching staff will be consistent in their expectations and understanding of what constitutes “on track”

OTJs will become reliable and useful assessment for:

·       Reporting to parents

·       Reporting to the BOT, the MoE and the community

Identifying next steps

 

Focus:                         Written Language

 

Strategic Aim:              To create a community of learners with high academic achievement in writing.

      To create a community of Maori learners with high academic achievement in writing.

 

Annual Aim for 2012To improve the percentage of pupils working above the National Standards at years 2, 4 and 6.

 

Rationale:  2011 results showed that we need to concentrate our literacy efforts on written language. Very few of our pupils are achieving at or above the national standard for writing and this will need to be an area for our staff to focus on in 2012. Presently the percentages of pupils who are writing at or above the National Standard are 18% for year 2, 3% for year 4 and 19% for year 6.

 

Measurable Target. To increase the percentage of pupils writing at or above the National Standard:

Writing goal for 2012. To increase the number of pupils writing at or above the National Standard

·       For year 2, from 27% in February (12 pupils) at the start of 2012 to 48% (24 pupils) at the end of 2012

·       For year 4, from 43% in February (18 pupils) at the start of 2012 to 60% (24 pupils) at the end of 2012

·       For year 6, from 36% in February 10 pupils) at the start of 2012 to 70% (20 pupils) at the end of 2012

 

Actions (what we will do)

Outcomes (what we expect to happen)

Analysis of data:

-        Use the national standards/literacy progressions to identify where our children are and where they should be

-        Make templates for marking writing samples against national standards

-        asTTle

-        Exemplars

-        Writing samples

-        Moderation

Teaching will be informed by data.

Walk throughs  by senior staff

-        Opportunities to walk through each other’s classrooms

-        Host meetings in different rooms

Strengths and weakness of teachers will identified and PD will be targeted to areas of most need.

Feedback will be provided  to help teachers improve their practice.

Resources:

-        Models of authors writing/other students’ writing (journals of young person’s writing)

-        Print rich classroom environment

-        Family words/group words (brother, sister, mother etc) (when, what, why) (day, month, year) etc

-        Writing exemplars

Walkthroughs will show that teachers and pupils will know what good writing / levelled writing looks like.

Children will be more likely to follow a model.

PD

Following walkthroughs, PD will be sourced to target areas, skills etc where management feel it is needed.

Teachers will be able to access PD lo lift areas of interest or need when available.

Management will attempt to bring in “experts” where a need is identified.

PD will be targeted at teachers and areas identified as in need of improvement.

Walkthroughs will identify improved pedagogy and enhanced class programmes.

Topics of interest:

-        Relevant topic – brainstorm interests in classroom, children’s activities and experiences and list them

-        Provide experiences for children to write about

Evidence says this will lift levels

Talk:

-        Talk about words, alternative words

-        Create opportunities for children to talk

-        Foster quality language

-        Speak in a full sentence – extend the sentence

-        Encourage questioning, open questions

-        Small discussion groups/answer a question etc then report back

Specific teaching of writing:

-        Components of a piece of writing e.g hook, structure, introduction, body, conclusion, paragraphs, sentences, surface and deeper features, feeling, emotion, audience interest etc

National standards:

-        Analyse the national standards expectations and identify the steps to reach those standards

-        Have national standards blown up and displayed in class to refer to

OTJs will reflect the writing progressions and be consistent across the school

Organise a hui with our families  to share writing goals, national standards and literacy progressions

The community will be able to better interpret the school wide and individual reports

Cover  different text formats such as poetry, recounts etc

 

 

 

Focus:             Attendance

 

Strategic Aim:  To create a community of Maori pupils fully engaged in education.

 

Annual Aim for 2012To improve the percentage of pupils attending school.

 

Rationale:

·       There is a direct relationship between attendance and achievement.

·       Our 2011 figures showed we had an absence rate of over 17%. This means that on a normal day we have 39 pupils absent. The Ministry, however, had a much lower figure of 72%. We think this came from inaccurate roll marking.

 

MeasurableTarget. To finish 2012 with a whole-school attendance rate of 85% or better.

 

Actions (what we will do)

Outcomes (what we expect to happen)

Ensure the electronic attendance registers are marked with 100% regularity by

·       Having someone check on e.tap each morning and afternoon and send a reminder if the roll is not marked.

·       Ensure rolls are marked when relievers are employed.

·       Organise a system to cover trips, camps etc

100% accuracy in electronic roll marking.

More interesting programmes

·       Advertise events such as: Breakfast in schools, lunchtime sports programmes and music club.

·       Share the exciting things that are happening in classrooms via the school newsletter and on the school website.

Children will attend school more often because they are aware of programmes  being offered

Whanau will be kept informed of these programmes and volunteer to come and help

Whanau  feeling welcome and becoming involved

·       Letting whanau know about justified and unjustified reasons for not attending school

·       Provide food, raincoats and shoes for whanau

·       Provide a warm comfortable school environment

Children will come to school in the wet, the cold and when they are hungry

By 10 every morning the administration officer will phone whanau of children who are away.

Principal to follow up recidivist whanau and utilise Social Worker in Schools if appropriate

Whanau who have a history of poor attendance will start sending their children to school

Whanau will feel supported by the SWIS

 

The system of awarding purple cards each week to pupils who have attended every day will continue. 6 pupils have their cards drawn from the box at assembly and receive a Duffy book.

Children with 99-100% attendance over a term will be acknowledged through the end of term assembly and the school newsletter.

Pupils who attend regularly will be acknowledged and held up as role models.


Operational Plan 2012

Strategic Area: Health and Safety

Property

Action Required

Who/When/Cost

Review

Employ a new Property Consultant via Gets

Begin new 5 year plan and CM Plan

Meet with Brent Stephen (MOE)

Principal/BOT

 

Complete Projects as specified in 5ya

·       Rooms 1,2,5,6 upgrade

·       Reroof R3/4 toilets, R13

·       Upgrade distribution boards

Projects to be tendered, relevant documentation completed.

Contractors identified and works completed

Property Consultant/Brent Stephen/Principal

$230k approx.

Completion will be determined once tenders confirmed

 

Maintenance and development of Physical Environment:

·       School gardens

·       Sandpit

·       Seating outside rooms

Staff member with school garden responsibility work with garden group weekly in Term 1

Classes care for their garden areas

Projects tendered and appropriate contractor employed to commence work

All Staff

Caretaker

See Budget 2012

School Garden hours – End of Term 1

Provide a safe physical and emotional environment for children and staff

Provide learning programmes that incorporate these aspects

Newsletters and upon enrolment discuss with families how we provide a safe physical and emotional place

Principal

Staff

Students

 

Ensure all Health and Safety legislation, policy and procedures are in place

Monitor systems and review policy and procedures in this area as stated in Policy review cycle.

Principal

Caretaker

BOT

 

Minimize the potential for accident/injury by having sound procedures in the event of potential risk

On line hazard register that is regularly checked and actioned

Fire drill once every term

Principal

Caretaker

BOT

As required

 

Provide for the protection of children when using classroom computers

Whanau sign internet use agreement upon enrolment

Install and upgrade appropriate anti-virus/fire wall software

Principal

Teacher in charge of ICT

$600

 

 

Strategic Area: Health and Safety

Pupils

Action Required

Who/When/Cost

Review

Year 6 Transition programme to Kaikohe Intermediate

Plan and implement programme as discussed and directed by Principal at Kaikohe Intermediate

Principals: East, West, Intermediate, Northland College

At Principal Meetings

Education Outside the Classroom

Complete Health and Safety Rams form as appropriate from the school website and forward to the school Principal with trip organisation

Principal to advise BOT Chairperson

All trips to be advertised at least twice in the school newsletter

Overnight trips include a detailed letter and additional approval from whanau

Principal/Staff and BOT Chair

 

Pupil physical and emotional well-being catered for

Teachers in classrooms and on duty tending to issues brought to their attention

All matters followed up and shared with Principal as appropriate

See School website for Health and Safety procedures

All staff

BOT

 

Electronic Attendance Register implementation

Daily attendance tracked using etap

Absences followed up daily by Administration Officer

Children who are late report to the office and are marked as such

All staff

 

Health Promoting Schools

Revise relevant documentation on website by Teacher in charge of HPS

Begin Breakfast Club

Lunch menu reflects and encourages healthy eating

First 10 minutes of lunch is monitored by teachers

HPS Teacher in charge

All staff

Pupils

 

Internet use and EOTC permission

Included upon enrolment and discussed with whanau

Principal

 

 

Strategic Area: Curriculum

Action Required

Who/When/Cost

Review

Develop, recraft and implement Kaikohe East Schools Curriculum

Develop and evolve curriculum plans as on website

Curriculum teams share and develop best practise models

Senior Management

Curriculum Teams

 

Implement ICT as per Cluster Contract

ICT focus goals shared  and developed with Facilitator

ICT Lead Teacher to continue

Commitment to ICT Cluster goals and plans

All staff

ICT Cluster and facilitator

$1600 x2 milestones

$2500 Principals Trans-Tasman Conference September 2012

 

Identify School wide priorities and learning

Annual Goals shared with staff and the community

Specific Strategic Plan developed for Literacy and Numeracy

Senior Management

Deputy Principal – responsible for school wide Assessment

 

Reporting to Parents

Teachers to complete two written reports per year indicating children’s levels in relation to the National Standards

After 1/2/3 years at school the teacher of the current time to create report on child’s birthday, contact whanau to meet and discuss report

Set date in Terms 2 and 4 for other Year Levels

Whanau Hui for all early Term 1

Teachers to meet with whanau or contact whanau as and when required

Whanau aware that all teachers are available to discuss reports/progress of their child/ren

All Teaching staff

Senior Management

 

Develop overarching vision/philosophy re Bilingual Maori classes

Hui with whanau staff/tamariki

Collate survey responses from whanau

Hui with whanau

Formulate document to reflect responses and aspirations

 

Principal

Staff of Whanau classes and whanau members

 

Using Electronic Attendance Register through etap to monitor school wide attendance

All staff to use etap to track daily attendance to create school wide attendance and trends

Monitor class trends

 

 

Review planning requirements and expectation s

Review current practice and adjust accordingly or as required

Articulate expectations on a term by term basis (Holiday Call back days)

Senior Management Team view planning on a fortnightly basis and provide feedback as appropriate

Principal with all staff

Senior Management

 

Strategic Area: Finance

Action Required

Who/When/Cost

Review

2012 Budget

Spending occurs as per school guidelines

Staff with responsibility

 

2012 review and 2013 planning

Review/spending programmes to be completed by early Term 4

Draft prepared which reflect’s the school annual targets and needs

Draft presented to BOT for approval

Principal

Teachers with budget responsibility

 

Prepare Annual Accounts

Office Administrator and Principal prepare relevant documents and complete online survey

Principal

Office Administrator

 

 

Strategic Area: Personnel

 

Action Required

Who/When/Cost

Review

Update Job Descriptions

Identify school wide responsibilities for all staff members

Job descriptions and responsibilities negotiated

JDs signed by Principal/staff member

Principal and staff members

 

Principals Performance Agreement formulated

Principal and BOT negotiate JD

Principal

BOT

 

Identify Professional Development priorities

·       Individual

·       School wide

Teachers seek relevant pd

Personal pd goals achieved

School wide pd organised and executed

Principal

Staff

 

Ensure appraisal systems are articulated

Appraisal begins end of the year for the following year

Principal and SMT

 

Update Personnel policies and procedures as per school policy and self review

Review policy and procedure as required or as per self review cycle

Principal

Staff

BOT

 

Uphold school vision

Sharing of vision with whole school

Whanau surveys

 

 

Follow and promote HPS programme

Teeth brushing programme with Hauora Whanui

Kids Can provisions

Modelling of Health Promotion

Breakfast Club happens

All staff

 

Update Parent Phamplet

New information added as required

Give to all new enrolments

Available on school website

Principal

Office Administrator

 

Strategic Area: Self Review

Action Required

Who/When/Cost

Review

Ensure appropriate budget allocations reflect annual school priorities

Review/monitor budget spending and management of resources

Information shared at each BOT meeting

Principal

Staff with responsibility

BOT

 

Presentation of draft budget for 2013 at final BOT Meeting

Review spending and plan programmes for budget codes

Principal

Staff

BOT

 

Review School Policy, curriculum, annual targets

Follow self review cycle as on school website

Implement, adjust and revise as appropriate

Principal

BOT

Staff

 

Performance Management and Appraisal

All job descriptions available on school website, agreed to and signed

Walkthroughs happen in classrooms and feedback provided to staff

Appraisal documentation completed at the end of one year and following year planned

Principal

BOT

Staff

 

Reporting to Parents

Teachers to complete two written reports per year indicating children’s levels in relation to the National Standards

After 1/2/3 years at school the teacher of the current time to create report on child’s birthday, contact whanau to meet and discuss report

Set date in Terms 2 and 4 for other Year Levels

Whanau Hui for all early Term 1

Teachers to meet with whanau or contact whanau as and when required

Whanau aware that all teachers are available to discuss reports/progress of their child/ren

Reports sighted by SMT/Principal

All staff

Term 1

Teachers of children after Year 1,2,3 as close to their birthdate as possible

 

 

Whanau surveys to occur as much as possible at Parent Reporting times, results collated, analysed and shared.

Information used to help guide future planning and initiatives

Surveys to be completed at Whanau hui or completed at home and returned to school

A prize when possible offered to encourage responses

Principal

Staff with responsibilities




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

Ministry Letter

  • Letter from Ministry of Education approving the charter: View Download.

 


Printing the Charter

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