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Charter 2015


Introduction

Education Act 1989, Sections 75 and 76

s.75 Functions and Powers of Boards –

(1) A school's board must perform its functions and exercise its powers in such a way as to ensure that every student at the school is able to attain his or her highest possible standard in educational achievement.
(2) Except to the extent that any enactment or the general law of New Zealand provides otherwise, a school's board has complete discretion to control the management of the school as it thinks fit.

s.76 Principals –

(1) A school’s principal is the board’s chief executive in relation to the school’s control and management.
(2) Except to the extent that any enactment or the general law of New Zealand provides otherwise, the principal –
Shall comply with the board’s general policy directions; and
Subject to paragraph (a) of this subsection, has complete discretion to manage as the principal thinks fit the school’s day to day administration.

Governance

  • The Kaikohe East School board emphasises strategic leadership rather than administrative detail, has a clear distinction between board and staff roles, concentrates on the future rather than the past or present, and is pro-active rather than reactive.

Management

  • The board delegates all authority and accountability for the day-to-day operational organisation of the school to the principal.

The School and its Community

  • Kaikohe East School teaches children from Year 0 to Year 6.  All students are taught the New Zealand National Curriculum.
  • The school provides high quality educational opportunities for its students.
  • The school is pleasantly sited and well resourced.  Staff, board members, and parents are very supportive of the work of the school.
  • Kaikohe East School has a number of sporting resources (swimming pool, playing fields, sealed court areas and two adventure playgrounds).

National Education Priorities

  • Kaikohe East School recognizes the government’s National Education Priorities:
  • The school integrates the National Educational Goals at governance and operational levels by giving them full consideration when planning school developments or school/class programmes.

Cultural Diversity

  • The Board takes all reasonable steps to provide instruction in Tikanga Maori (Maori culture) and Te Reo Maori (Maori language). 
  • When developing policies and practices for the school every endeavour is made to reflect New Zealand Cultural diversity and the unique position of Maori culture.

Te Reo

  • Parents may choose to enrol their children in the General classes, or the Bilingual classes.  
  • The General classes have all their instruction in English. They also have some Maori Language instruction covering simple commands and greetings, and basic pronunciation. 
  • Bilingual classes 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 

Annual Goals


Goal One


Improve the literacy level, particularly in writing, for boys.


Rationale


When we look at the percentage of pupils who are achieving below or well below National Standards in writing, there are twice as many boys as girls.

The difference between boys and girls begins right at the start and the gap doesn’t change as the children go through school.


A similar picture is evident when we look at reading but nowhere near as dramatic a difference. Also by year 5 and 6 the gap narrows in reading whereas it doesn’t in writing.


Measurable Target


At the end of 2015 the percentage of boys assessed at below or well below in written language will be less than 40% for each year level.


Actions (what we will do)

Outcomes (what we expect to happen)

  • School wide PLD will be provided by Auckland University

  • Regular meetings planned with Facilitator, Literacy Leaders/Principal meetings at least twice per term
  • The use of resources such as Effective Literacy Practice will be used to show good examples to improve teacher knowledge
  • Effective Literacy teaching needs to be consistent across the school
  • Teachers engaging boys in writing topics that are authentic/ interesting to them
  • Using the various outcomes as outlined in ELP (e.g interactive writing pg 107)
  • Syndicate Meetings will be focussed and embed effective literacy practice through meaningful modelling, discussions, readings
  • Literacy Leaders will have a portion of each fortnightly Syndicate Meeting to embed effective Literacy pedagogy

  • Shared understanding about Literacy as a means to access all Curriculum areas.

  • Minutes shared and monitored to ensure that meetings has a major Literacy focus

  • Spiral of Inquiry template will be used to support Syndicate discussion and Literacy Leaders development and work

  • Walk-throughs will focus on :
    • teacher needs as discussed through the Practice analysis process.
  • Walk-throughs will show an improvement in teachers’ pedagogy.

  • Shared ownership of change will occur

  • Assessment will be moderated as a syndicate aligning with the assessment timetable.
  • All teachers will assess similar work at a similar level.
  • Ensures that school-wide data will be accurate and complete
  • e-asTTle results will be more closely analysed to determine exactly what aspect of writing is hampering achievement (e.g. punctuation, impact, spelling?) and activities to focus on them will be sourced and shared.
  • We will improve pupil achievement in the areas of weakness
  • Documents such as ELP and LLP will be used to strengthen decisions.
  • Modelling will not be whole class and teachers will organise literacy activities linked to student needs.
  • Each class will have a target group whose progress will be monitored.
  • The target group will make accelerated progress.
  • Classrooms will have a ‘What good writers do” chart and/or orally share these skills.
  • Focus on boy’s writing data
  • Teachers will share ideas for motivating writers such as topic choice, presentation and incentives
  • Teachers will use a variety of approaches to motivate writers e.g quick writes (The Writing Book), daily 5.
  • Children, particularly the boys, will be more motivated to write.
  • Boy’s will see value in writing
  • Choice of topics will be flexible
  • Closer link to reading from writing
  • Less time may be needed on motivating writing
  • Planning for writing includes assessment analysis to inform learning intentions.
  • We will improve pupil achievement in
  • the areas of weakness
  • Moderation will happen at Syndicate level and school wide as appropriate
  • Next steps will be more accurate
  • Teachers will bring samples of Literacy to meetings from their class target groups. Connections and comparisons using the rubric will be made and discussions about what you have noticed, what is working and so what? will occur
  • Principal will be involved and will oversee schoolwide picture
  • Principal will attend one Syndicate hui at a time and also visit classrooms to interview students, boys in particular and ask things such as - show me your learning, what do you like about writing, what do you find hard?
  • A clearer school-wide picture, particularly around boys writing engagement.
  • Using student voice to to enhance and support classroom programmes.
  • A school-wide spelling programme will be implemented.
  • Spelling will be taken consistently and in a manner that allows children to move from class to class without changing routines.
  • Spelling, as assessed by the same test, will improve markedly.



Goal Two


To improve the reading level in the first two years of school.


Rationale


6 out of 9 pupils (66%) who will turn 6 in the first half of this year look unlikely to be reading at level 5 at the end of their first year at school. 6 out of 17 (35%) are still below PM Level 8 at the end of their second year at school.


Measurable Targets


60% of children will achieve at stanine 4 or better in the HRSIW/letter id/word/cap section of the observational survey taken as close as practical to their 6th birthday.


Actions (what we will do)

Outcomes (what we expect to happen)

  • Children will be assessed at 4-6 weeks
  • Children will have transition time before any formal assessment is completed
  • Enlist the support of Reading Recovery teacher
  • Train teachers to complete an observational survey
  • Teachers will have a shared understanding and better knowledge of the Observation Survey
  • Teachers will be able to define next steps more accurately
  • Teachers will have more idea about their learner and will see their gaps and next learning
  • The children will have firm foundations in early literacy learning.
  • Re-assess children at 20 weeks
  • There will be improvement




Strategies 2015-2017

2015

2016

2017

Foster te reo me nga tikanga

  • Philosophy  of Ka Hikitia becomes integral to the school culture.
  • Te Aho Arataki Marau ki te Kura Aoraki used in bilingual classes

  • Staff meeting opportunity
  • BOT report – Te Reo Maori / Learning Languages
  • Schoolwide Karakia / Himene daily
  • Using staff as experts
  • Staff pd - Te Ara Reo Maori and Te Ataarangi
  • Sharing of Staff pepeha
  • 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

  • Schoolwide Karakia / Himene daily

  • Using staff as experts

  • Sharing of Staff pepeha

  • Philosophy  of Ka Hikitia becomes integral to the school culture.

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

  • BOT report – Te Reo Maori / Learning Languages

  • Schoolwide Karakia / Himene daily

  • Using staff as experts

  • Sharing of Staff pepeha

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

  • The theme of school programmes will be revised.

  • The inquiry / child-centred approach will become an integral part of teaching programmes

  • Continue to seek, investigate and develop ideas and programmes gained from Reggio Emilio professional development opportunities

  • Continue to investigate and develop ideas and programmes gained from Reggio Emilio professional development opportunities

  • Continue EOTC budget so that classes can visit places of interest

  • Continue to be involved in Triathlon events, camps

  • 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

  • Continue to investigate and develop ideas and programmes gained from Reggio Emilio professional development opportunities

  • Continue EOTC budget so that classes can visit places of interest

  • Continue to be involved in Triathlon events, camps

  • 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

Increased use of Information Communication Technology

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

  • Effective, appropriate resources will be purchased to support all classroom programmes

  • SNUP will be complete

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

  • Effective, appropriate resources will be purchased to support all classroom programmes

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

  • Effective, appropriate resources will be purchased to support all classroom programmes

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

  • Principal will seek funding applications expected to result in extra income to be spent on resources

  • Budget of approx $70k is used for curriculum purchases.

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

  • Budget of approx $70k is used for curriculum purchases.

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

  • Budget of approx $70k is used for curriculum purchases.

Ensure quality professional development is provided to support needs

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

  • PD identified through walkthroughs/ practice analysis, 2014 school goals, nation-wide initiatives 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.

  • 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

  • Whanau Hui

  • Kaikohe Business Association

  • Takiwa Hui

  • Rotary

  • School garden

  • Northtec

  • Facebook page

  • New World

  • Parent involvement encouraged around:

    • Sports

    • Class support

    • Camps

    • Fund raising

    • Whanau Survey

    • Reading Together

    • Term 2 Clubs programme

  • Gala Day

  • Whanau Hui

  • Kaikohe Business Association

  • Takiwa Hui

  • Rotary

  • School Garden

  • Northtec

  • Facebook page

  • New World

  • Parent involvement encouraged around:

    • Sports

    • Class support

    • Camps

    • Fund raising

    • Whanau Survey

    • Reading Together

    • Term 2 Clubs programme

  • Gala Day

  • Whanau Hui

  • Kaikohe Business Association

  • Takiwa Hui

  • Rotary

  • School Garden

  • Northtec

  • Facebook page

  • New World

  • Parent involvement encouraged around:

    • Sports

    • Class support

    • Camps

    • Fund raising

    • Whanau Survey

    • Reading Together

    • Term 2 Clubs programme



Analysis of Variance 2014

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 Goal for 2014: To improve the percentage of pupils working at and above the National Standards at years 4 and 5

Rationale and Baseline Data

The 2013 National Standards Report  told us:

  • 81% of year 4 pupils are either “below” or “well below” expectations.

  • 82% of year 5 pupils are either “below” or “well below” expectations.

  • More boys than girls are “below” or “well below” (74% compared to 55%) particularly in the “well below” category..

  • In 2013 years 4 and 5 fared worse than other year levels. This is the same trend as we found in 2012.

Measurable Target

  • The percentage of year 4 and 5 pupils assessed as “below” or “well below” will drop to 60% or less by the end of the year


Result

  • The percentage of year 4 pupils assessed as “below” or “well below” at the end of the year was  66%

  • The percentage of year 5 pupils assessed as “below” or “well below” at the end of the year was  67%


Variance

  • Year 4 - 6% short of target

  • Year 5 - 7% short of target


Commentary

  • We almost made our goal of 60% at each year level and we are certainly better than the 81% and 82% of 2013.

  • We didn’t take into account our ORRS funded or GSE children. Without them we would have been 59% for year 4 pupils (3 ORRS or GSE pupils) and in year 5, 61% (2 ORRS pupils)

  • To be fair, they were part of the 81% and 82% at the end of 2013 but in 2015 we will remember to take our ORRS children into account when we make our goal.

  • We feel we still have too many “below” despite the improvement on 2013


Data

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Action Plan

Outcomes (what happened?)

Reasons for the variance (why did it happen?)

Evaluation (where to next?)

School wide PLD will be provided by Auckland University

Taught literacy leaders to do observations more effectively

Took two sessions on moderating writing with whole staff

Four meetings with literacy leaders from other schools held in room 11 to discuss progress, sticking points and hot spots

Observed all teaching staff taking literacy sessions and gave feedback.

Two staff meetings to discuss how to lift the Ideas facet of assessing writing

PD on how to use e-asTTle instead of Exemplars.

PD with DP on matching data.

A support programme for the year was worked out between the school and Debbie and Vera.

We found both of them efficient adaptable and easy to work with.

We will continue with Vera and Auckland University’s programme but with a slight change in focus.

Walk-throughs will focus on:

  • Modelling books

  • WALTS understood?

  • Books should show progress over the year.

  • Justified grouping takes place

  • Assessment is consistent and reflected in books

Walk-throughs were modified in terms 3 and 4 after PD from Vera and Debbie with the literacy leaders.

Walk throughs were replaced by planned observations with an agreed focus. These were taken by the literacy leaders Graeme, Ceri and Stevie

The focus was changed to a collegial approach and more emphasis was given to the post-observation discussion during which the intention is to co-create the next steps and suitable pedagogy to develop them.

The points in the previous cell were still covered but the observations and feedback was more about the teacher knowing what they were teaching, WHY they were teaching it, did the children understand the concept, were the DATs relevant etc.

Following input from Debbie and Vera it was recognised that, while the focus of our walkthroughs was on literacy, we were going to get less change of practice if we didn’t change the way we reported back to a more co-constructive approach.

The literacy team still need to become more familiar with the skills in planning observations and giving feedback.

We need another junior school teacher on the team.so one will be appointed at the start of 2015.

Assessment will be moderated

Assessment was moderated twice in the year.

Most teachers assessed similar work at a similar level.

Vera and Debbie helped out with teachers who appeared to assess too generously or too tough.

There was a little difference between the perceptions, say, of level 1 proficient, between teachers although the variation was not major. After discussion, some teachers re-graded some of their pupils’ results.

We are not satisfied that EasTTle (or the exemplars for that matter) are useful for the teachers of year 1 pupils.

We will continue to organise moderation sessions at least twice a year, just before the assessment timetable calls for writing results to be entered.

For some teachers there appears to be an over-reliance on the sample to produce an OTJ. We will explore means of producing OTJs that are not too reliant on the latest e asTTle sample and triangulates aspects of making an OTJ.

We will produce  clear progressions within level “basic level 1” so we can identify progress and next steps in our very young pupils.

Junior school teachers can produce a goal or two more relevant to their pupils’ level. It might be around the SEA or 6 year net e.g. 75% of children will know the sounds of each letter by the end of their first year.

The school timetable will be adjusted so the 9 – 11 am slot is literacy school wide

Writing was taken on a daily basis when appropriate.


This will continue next year but we might need to look at how much of the three hours is used for writing and how much for reading, spelling, handwriting etc.

A school-wide spelling programme will be implemented

The Essential Spelling lists 1-8 were used throughout the school

MacMillan series books D – F were used by most teachers for children who had passed list 8.

While all teachers are using the same lists, the manner in which they are being used varies from class to class.

While the lists were introduced and agreed upon, the manner in which they would be used was not.

We will get together and decide on what the programme looks like. This will include:

How many words per week at each level

Types of activities we find successful

What happens after list 8

When and how we introduce spelling rules e.g. y = ies

eTap results will be more closely analysed to determine exactly what aspect of writing is hampering achievement (e.g. punctuation, impact, spelling?) and activities to focus on them will be sourced and shared.

After consultation with our Literacy facilitators the school swapped to e-asTTle instead of using the exemplars. This meant that teachers had to re-enter data from e-asTTle onto eTap to create a wedge graph showing progress over the years.

Analysis showing which aspects showed strength and which showed weaknesses was only conducted at the end of the year.

Analysis couldn’t take place until we were fully satisfied teachers assessment was consistent across the matrix. Early analysis, for example, showed a wide variation in our understanding of the “Ideas” matrix.

Moderation will continue and, once we are satisfied in the consistency of our assessment we will be able to analyse the various aspects.

Each class will have a target group whose progress will be monitored.

The target group will make accelerated progress.



Teachers will select a target group each.

Teachers will share ideas for motivating writers such as topic choice, presentation or incentives.

All teaching staff (and some support staff) visited two schools in Christchurch that are inspired by the Reggio Emilia philosophy. From these visits most staff came back with ideas to inspire children to write through

Recognising the strength of languages other than writing (oral, art, drama etc)

Allowing the children to be more in charge of their learning.

Integrating writing with other subjects and provocations.

While some individual boys made progress the percentage results of writing for the end of years 4 and 5 are disappointing as the table shows 77% of year 4 boys are below or well below (compared to only 56% of girls) and 88% of year 5 boys are below or well below (compared to 48% of girls)

The end of 2013 results didn’t separate boys from girls at each year level but the overall percentage showed 74% boys below or well below compared to 56% of girls

The boys haven’t caught up.

Perhaps we need to take a closer look at the results analysis of the boys writing to identify exactly which aspect of writing (if any) is dragging their results down. It might not be the choice of topic after all.

We will continue with our Reggio journey



National Standards Report 2014

Spreadsheets

NAG2A - Showing students at Kaikohe East School on 1st Nov 2014  

Reading

Reading All studentsWell BelowBelowAtAboveTotal
Years 1- 8No%No%No%No%No
All students
Male2933%2225%3134%67%88
Female1010%2424%4040%2727%101
Total3921%4624%7037%3318%189
Reading After 1
Well BelowBelowAtAboveTotal
No%No%No%No%No
All students
Male739%844%311%16%19
Female320%640%640%00%15
Total1030%1442%924%13%34
Reading After 2
Well BelowBelowAtAboveTotal
No%No%No%No%No
All students
Male440%220%330%110%10
Female00%655%218%327%11
Total419%838%524%419%21
Reading After 3
Well BelowBelowAtAboveTotal
No%No%No%No%No
All students
Male655%327%318%00%12
Female321%321%736%321%16
Total936%624%1028%312%28
Reading Year Level 4
Well BelowBelowAtAboveTotal
No%No%No%No%No
All students
Male318%424%741%318%17
Female29%626%626%939%23
Total513%1025%1333%1230%40
Reading Year Level 5
Well BelowBelowAtAboveTotal
No%No%No%No%No
All students
Male741%212%741%16%17
Female15%211%842%842%19
Total822%411%1542%925%36
Reading Year Level 6
Well BelowBelowAtAboveTotal
No%No%No%No%No
All students
Male214%321%964%00%14
Female15%15%1368%421%19
Total39%412%2267%412%33

Writing

Writing All studentsWell BelowBelowAtAboveTotal
Years 1- 8No%No%No%No%No
All students
Male2327%4149%1920%34%86
Female1213%3537%4644%66%99
Total3520%7643%6533%95%185
Writing After 1
Well BelowBelowAtAboveTotal
No%No%No%No%No
All students
Male635%529%624%212%19
Female110%330%1160%00%15
Total726%830%1737%27%34
Writing After 2
Well BelowBelowAtAboveTotal
No%No%No%No%No
All students
Male329%329%329%114%10
Female00%214%657%329%11
Total214%321%643%321%21
Writing After 3
Well BelowBelowAtAboveTotal
No%No%No%No%No
All students
Male00%975%325%00%12
Female00%638%956%16%16
Total00%1554%1243%14%28
Writing Year Level 4
Well BelowBelowAtAboveTotal
No%No%No%No%No
All students
Male318%1059%424%00%17
Female626%730%1043%00%23
Total923%1743%1435%00%40
Writing Year Level 5
Well BelowBelowAtAboveTotal
No%No%No%No%No
All students
Male635%953%212%00%17
Female316%632%737%316%19
Total925%1542%925%38%36
Writing Year Level 6
Well BelowBelowAtAboveTotal
No%No%No%No%No
All students
Male643%643%214%00%14
Female211%1263%526%00%19
Total824%1855%721%00%33

Mathematics

Mathematics All studentsWell BelowBelowAtAboveTotal
Years 1- 8No%No%No%No%No
All students
Male1720%2832%3841%67%89
Female66%4241%4847%77%103
Total2312%7037%8644%137%192
Mathematics After 1
Well BelowBelowAtAboveTotal
No%No%No%No%No
All students
Male632%211%842%316%19
Female213%427%960%00%15
Total824%618%1750%39%34
Mathematics After 2
Well BelowBelowAtAboveTotal
No%No%No%No%No
All students
Male220%440%440%00%10
Female00%436%436%327%11
Total210%838%838%314%21
Mathematics After 3
Well BelowBelowAtAboveTotal
No%No%No%No%No
All students
Male110%440%640%110%12
Female16%531%1063%00%16
Total28%935%1654%14%28
Mathematics Year Level 4
Well BelowBelowAtAboveTotal
No%No%No%No%No
All students
Male318%741%741%00%17
Female14%1565%626%14%23
Total410%2255%1333%13%40
Mathematics Year Level 5
Well BelowBelowAtAboveTotal
No%No%No%No%No
All students
Male318%635%635%212%17
Female15%421%1263%211%19
Total411%1028%1850%411%36
Mathematics Year Level 6
Well BelowBelowAtAboveTotal
No%No%No%No%No
All students
Male214%536%750%00%14
Female15%1053%737%15%19
Total39%1545%1442%13%33

NAG2A Report


NAG2A (b)(i) Areas of strength

National Standard subjects: Reading

Discussion:

We believe that we have a strength in teaching reading because of the improvement made from our junior classes to our senior.

Many of our pupils enter school without “book” language and Concepts About Print and  Hearing and Recording Sounds In Words levels are very low even after a year at school.

  • At the end of their first year at school we assess 83% of boys and 60% of girls as reading at below or well below the National Standard
  • At the end of their second year at school we assess 60% of boys and 55% of girls as reading at below or well below the National Standard
  • By the end of years 5 and 6 the number below and well below has dropped dramatically to 53% boys and 16% girls in year 5 and even further to 35% boys and 10% girls at the end of year 6.
  • We acknowledge the gap between girls and boys is a concern.

NAG2A (b)(i) Areas for improvement

National Standard subjects: Writing

Discussion:

Our goal for 2015 is to improve the literacy level, particularly in writing, for boys.

NAG2A (b)(ii) Basis for identifying areas for improvement

Discussion:

Looking at the data for 2014 our 2015 goal is jumping out and staring us in the face.

When we look at the percentage of pupils who are achieving below or well below National Standards in writing, there are twice as many boys as girls.

The difference between boys and girls begins right at the start and the gap doesn’t change as the children go through school.

While the percentage of girls assessed as below or well below is still of concern, the boys assessed at below or well below in writing climbs from 60% to almost 80% between years 1 and 6.

NAG2A (b)(iii) Planned actions for lifting achievement

Discussion:

Our planned actions are available through our 2015 Annual Goals (above)

At the time of writing this is still a work in progress and we are still negotiating with University of Auckland over the assistance they will provide.


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

 


Printing this Charter

  • We think of the environment and have designed this charter to be read as a web page.
  • if you really have to print this charter you will find that there are no page numbers, and some tables will run across pages.
Ċ
Don Edmonds,
5 Mar 2015, 01:02