Charter 2013

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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.

Link to Charter Goals Action Plan

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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Kaikohe East School

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Charter 2013

Introduction

Education Act 1989, Sections 75 and 76

Governance

Management

The School and its Community

National Education Priorities

Cultural Diversity

Te Reo

Strategic Plan

Vision

Core Values

Goals

Strategies 2013-2015

Annual Goals 2013

Operational Plan 2013

Variance Report 2012

National Standards Spreadsheet 2012

Charter Consultation Plan

Ministry Letter

Printing the Charter