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Charter 2013


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 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 

Strategies 2013-2015

2013

2014

2015

Foster te reo me nga tikanga

Implement Ka Hikitia

Piki  nga Reo pld

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

Ara Reo available for staff

Staff meeting opportunity

Philosophy for Te Korowai o te Aroha developed.

BOT report – Te Reo Maori / Learning Languages

Appoint new Whanau / Te Reo Maori Curriculum Leader

Attend Engaging Maori Learners Conference

Continue implementation philosophy of Ka Hikitia

Most staff take on Piki  nga reo  or Manawa Pou

Implement Te Aho Arataki Marau kit e Kura Aoraki

Staff meeting opportunity

 

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

Philosophy  of Ka Hikitia becomes integral to the school culture.

Te Aho Arataki Marau ki te Kura Aoraki is used across the school

Staff meeting opportunity

BOT report – Te Reo Maori / Learning Languages

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 inquiry approach revisited

·       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

·       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

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

·       Apple TV’s will be installed

·       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 as appropriate 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

·       Te Ara Reo

·       OTJ development for literacy numeracy - ALIM

·       PD identified through walkthroughs and appraisal meetings.

Sufficient budgeted for teaching staff development and support staff development.

PD identified through walkthroughs 2014 goals, nation-wide initiatives and appraisal meetings.

Foster the partnership between the school and the wider community

Gala Day

Whanau Hui

Parent involvement encouraged around:

·       Sports

·       Class support

·       Camps

·       Fund raising

 

Whanau Survey

Gala Day

Whanau Hui

Parent involvement encouraged around:

·       Sports

·       Class support

·       Camps

·       Fund raising

Whanau Survey

Gala Day

Whanau Hui

Parent involvement encouraged around:

·       Sports

·       Class support

·       Camps

·       Fund raising

Whanau Survey

 


Annual Goals 2013

 

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 2013: To raise the percentage of Years 3 and 4 pupils reading at or above the National Standard

To raise the percentage of years 3 and 4 Maori pupils reading at or above National Standard

Rationale:

The 2012 EOY data tells us that:

·       We will start 2013 with 56% of our  year 3s and 50% of our year 4s below or well below national standards in reading.

·       Years 5 and 6 are on track with 54% of year 5 and 60.6% of year 6 at or above national standards

·       Unlike writing and maths there seems to be little difference in the reading levels of  genders of year 6 pupils and a very small difference in year 5 pupils


Measurable Targets: To increase the percentages of year 3 and 4 pupils reading at or above the National Standard by:

·       10 of the 16 pupils (not counting ORRS funded pupils) assessed at the beginning of 2013 as “well below” will move to “below” or  “at”

·       12 of the 17 pupils (not counting ORRS funded pupils) assessed at the beginning of 2013 as “below” will move to  “at”


Focus:                         Mathematics

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

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

Annual Aim for 2013: To improve the percentage of pupils working above the National Standards at years 2, 4 and 6.

Rationale:

The 2012 EOY data tells us:

·       We looked at the maths data and noted that 16 pupils (9%) were well below expectations and 63 pupils (36%) were “below”.

·       Well below is recognised as two years behind.

·       14 of the 16 pupils well below were boys.

·       The biggest group well below were 2012 year 5 pupils (i.e. 2013 year 6) with 25 of these pupils (70%) below or well below.

·       There are no ORRS funded pupils in year 5.

·       There are no pupils in the bi-lingual unit at stage 6.

 

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

·       Of the 22 year 6 pupils assessed as “well below” at the beginning of 2013, 17 will be moved to the “below” or “at” category and of the 33 pupils assessed as “below”, 20 will move to the “at” or “above” category.

·       Children in the te Korowai o Te Aroha will move at a greater rate than pupils in the general classes.


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 2013: To improve the percentage of pupils working above the National Standards at years 2, 4 and 6.

Rationale:

The 2012 EOY data tells us:

·       63% of our pupils (108 pupils) are either “below” or “well below” expectations.

·       Twice as many boys as girls are “well below” (24 compared to 11) but there is no significant difference in the “below”, “at” or “above” categories.

·       Pupils in 2012 years 4 and 5 fared worse with 21 year 4 pupils (72%) and 32 year 5 pupils (88%) being below or well below expectations.

·       There were only 2 ORRS funded pupils in year 4 and none in year 5.

 

Measurable Target.

·       Of the 28 pupils assessed as “well below” at the beginning of 2013, 18 will be moved to the “below” or “at” category and of the 54 pupils assessed as “below”, 32 will move to the “at” or “above” category.

·       We will have about 10% of our year 5 and 6 pupils achieving “above” expectations.


Focus:                         Children with Special Education Needs

Strategic Aim:             To create an inclusive school community

Annual Aim for 2013: To provide programmes to meet the individual needs of those children requiring specialist intervention.

Rationale:

The 2012 EOY data tells us:

·       We expect to start 2013 with the following children:  1 High Health Needs child, 6 ORRS children, 2 LLI

 

Measurable Target

  • At least two times per year reviews will show that all children are making progress towards their identified goals.

Operational Plan 2013

Strategic Area: Health and Safety

Property

Action Required

Who/When/Cost

Review

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 for Rooms and reroofing will be Jan/Feb. Distribution boards determined once tenders confirmed

 

Maintenance and development of Physical Environment:

·       School gardens

·       Shade structures over playgrounds

·       SRD North Tec Level 2 course

North Tec students and tutor here Wednesdays and Thursdays

Classes care for their garden areas

 

All Staff

Caretaker

Bernadene Kiro Tutor North Tec

See Budget 2013

 

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 action taken as required

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

 ICT Team – Stevie/Tia

$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 – Mrs Jarvis

All staff

Pupils

 

Internet use and EOTC permission

Included upon enrolment and discussed with whanau

Principal

ICT Team

 

 

 

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

 

Identify School wide priorities and learning

Annual Goals shared with staff and the community

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 otj for Literacy and Numeracy

Set date in Terms 2 and 4 for written reports – Mid year use etap format, End of Year use 2012 format

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

Whanau Leader - Stevie

 

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

 

DP – attendance reports

Office Administrator – daily/weekly monitoring

 

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

2013 Budget

Spending occurs as per school guidelines

Staff with responsibility

 

2013 review and 2014 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

Senior Management Team

 

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

All

 

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 2014  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 otj on child’s birthday

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

 

 

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

 


Variance Report 2012

Link to Strategic Plan Goals:  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

 

Historical position

2012 Target

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 pupils in their second year of schooling, 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)

Focus area

Year group

Gender

ethnicity

Reading

Years 2, 4 and 6

Both

All

 

Outcome

Analysis

Evaluation

OTJs were formed by teachers in term 4 based on PM Benchmarks records and teacher judgement.

These were collated at the end  of 2012.

 

Collated results showed:

·       After 2 years of schooling 11 out of 25 pupils (44%) were at or above National Standards

·       At the end of year 4 19 out of 28 pupils (67.8%) were at or above National Standards

·       At the end of year 6 20 out of 33 pupils (60.6%) were at or above National Standards

Analysis of reading shows:

For year 2 pupils

·       The target was not quite met but, at 44%, we came close.

·       Only 3 pupils are classified as “well below” and they are ORRS or GSE funded.

·       Many of those “below” are quite close to the standard.

·       It is possible our 2011 data was a bit skewed as our numbers came from pupils “at the end of year 2” rather than “at the end of their second year”. This confusion has been corrected.

For pupils at the end of year 4

·       The target was exceeded.

·       Data shows more children “well below” (6) than “below” (3) although two of these are ORRS funded.

For pupils at the end of year 6

·       The target was not quite met but, at (60.6%) we came close.

·       2 of the 6 children classified as “well below” were ORRS funded. Taking them out of the equation would have raised the percentage achieving to 65%

Maori pupils

·       The small number of non-Maori pupils makes comparisons irrelevant.

Gendre differences

·       While gender difference was not part of our goal, data shows a big discrepancy between girls and boys with 20 of the 28 pupils achieving “well below” being boys (that’s 71% of non-achievers) and only half as many boys as girls achieving above National Standards.

While we came close to or exceeded our targets in reading, the gap between boys and girls cannot go unnoticed in 2013.

 

In 2013 the emphasis might have to focus more on boys’ literacy including pedagogy, topics, genre and text forms that better engage boys.

 

While the number of pupils “at” or “above” might be on target, we have too many pupils in the “well below” category. Of the 68 pupils not achieving National Standard in reading, 28 (41%) are “well below”. This indicates we need to look more closely at our very low achievers.

 

 

Link to Strategic Plan Goals:  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 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

Historical position

2012 Target

Rationale: 2011 results showed that we need to concentrate our literacy efforts more 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.

·       To improve the percentage of pupils working above the National Standards at years 2, 4 and 6.

Focus area

Year group

Gender

ethnicity

Written Language

Years 2, 4 and 6

Both

All

 

Outcome

Analysis

Evaluation

OTJs were formed by teachers in term 4 based on writing samples moderated and compared to the Exemplars and teacher judgement.

These were collated at the end  of 2012.

 

Collated results showed:

·       After 2 years of schooling 11 out of 25 pupils (44%) were at or above National Standards

·       At the end of year 4, 8 out of 29 pupils (27.6%) were at or above National Standards

·       At the end of year 6, 21 out of 33 pupils (63.6%) were at or above National Standards

Analysis of written language shows:

For year 2 pupils

·       The goal was met but we still have over half our pupils not reaching National Standard .

·       Only 3 pupils are classified as “well below” and they are ORRS or GSE funded.

·       Many of those “below” are quite close to the standard.

·       It is possible our 2011 data was a bit skewed as our numbers came from pupils “at the end of year 2” rather than “at the end of their second year”. This confusion has been corrected.

For pupils at the end of year 4

·       While the goal, “to improve the percentage” was achieved, 27%  “at” or “above” is still lower than we are happy with.

·       Of the 8 pupils, 7 of them are “at” and only one “above”

For pupils at the end of year 6

·       The goal was met but, at only 21.2% we came close to not meeting the goal.

·       Only 7 pupils have reached the National Standard and no pupils are above the standard.

Maori pupils

·       The small number of non-Maori pupils makes comparisons irrelevant.

Gendre differences

·       While gender difference was not part of our goal, data shows a big discrepancy between girls and boys with 11 of the 35 pupils achieving “well below” being boys (that’s 68% of non-achievers) although the number achieving over is about the same.

While we achieved our goal of improving writing standards, we did not make the progress we had hoped.

 

In 2013 the emphasis, as in reading, might have to focus more on boys’ written language including pedagogy, topics, genre and text forms that better engage boys.

 

 

 

 

Link to Strategic Plan Goals:  To create a community of Maori pupils fully engaged in education.

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

 

Historical position

2012 Target

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.

Focus area

Year group

Gender

ethnicity

Attendance

All

Both

Maori

 

 

Outcome

Analysis

Evaluation

End of year attendance figures show the 2013 attendance rate was 82%, short of the goal of 85%.

Analysis of the data shows

·       No difference at all between male and female pupils.

·       Attendance improves as children get older.

·       Bi-lingual classes were a little better than general classes with attendance of 83.5% compared to 81.6%

 

Analysis of attendance shows:

Marking:

·       It is now rare for a class to be unmarked in the morning although most afternoons we need to remind one or two classes

·       By the end of the year we were achieving our target of 100% accuracy in electronic roll marking.

Breakfast

·       On most mornings about 15 targeted pupils had breakfast. (more if it was cold and raining).

·       Hot breakfast (scrambled eggs, baked beans etc) was provided once a week.

·       Of the ten children who had breakfast most regularly, all had attendance rates of over 90% with one on 100%.

·       All “breakfast” children except for one had less absenteeism than in 2011, some improvements were dramatic.

Truancy

·       We contacted Ngapuhi Iwi Social Services when we had truancy concerns :

·       Contact was made regarding 10 pupils of which 2 left, 2 remained a concern and 6 improved significantly.

Acknowledgment

·       58 pupils attended for 90% or more.

·       Children who attended for 100% received a certificate and were honoured at the end of year assembly.

·       For 2013, not all teachers remember to put the cards in, it might be better to create a list through eTap although it would be time consuming for one person to write out the purple cards.

 

While we failed to reach our target of 85% attendance, we still believe that target is achievable and will continue to develop strategies in 2013.

Our endeavour to have more accurate marking of the electronic rolls was successful.

Breakfast club made a significant difference for some families.

 

 

 


National Standards Spreadsheet 2012


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: Link.

 


Printing the Charter

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