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Charter 2016


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

Analysis of Variance Report for 2015


Goal One


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


Rationale: Why did we chose this as a goal?


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.


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  • The end of year results showed that we didn’t get close to achieving our goal of less than 40% of boys achieving below or well below the National Standard.

  • For our boys at the end of 2015:

Y2 we had 94% below or well below.

Y3 we had 100% below or well below.

Y4 we had 86% below or well below.

Y5 we had 80% below or well below.

Y6 we had 94% below or well below.


  • The differences between girls and boys narrowed a little bit

  • It is possible we are marking more appropriately rather than the children are getting worse at writing. We spent some time on moderating our assessment.

  • The changes in years 5 and 6 seem less marked.

  • We stopped using year 1 data as, by its very nature, a child cannot be considered two years below when they have only been to school for 9 months.


Actions (what we will do)

What we did.

Outcomes (what we expected to happen)

What worked or didn’t  and why/what next

  • School wide PLD will be provided by Auckland University


  • Vera has met twice with the literacy leaders. They have been working on being effective leaders in literacy and monitoring teachers practise in order to raise achievement across the entire school

  • Vera has helped teachers moderate

  • 8 teachers attended a Murray Gadd course in Auckland during the April holidays


  • 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)

  • Built up leadership, Literacy meetings were regular, it raised teacher knowledge, teachers were using documents at syndicate meetings, talking about individual children, looking at data together , teachers started to look at writing topics, teacher practise changed in terms of looking at a child’s next step, progressions for classrooms were developed

  • Teacher Aide’s were more aware of writing in classrooms they were working in



  • Syndicate Meetings will be focussed and embed effective literacy practice through meaningful modelling, discussions, readings

  • Syndicate meeting minutes show that literacy has been a major topic every fortnight looking at target groups and how teachers are changing their practices and setting goals to raise achievement.

    • 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 (is an evaluative tool) will be used to support Syndicate discussion and Literacy Leaders development and work-Teachers planning their next steps having gone through the evaluation process

    • Clearer direction about where we are all going, moderation was cohesive, vertical moderation occurred, perseverance with eAstle tool was worthwhile

    • PAC will focus on :

      • teacher and student teaching and learning needs as discussed through the Practice analysis process.

  • Literacy leaders have received professional development in practice analysis observations

  • The first walkthrough of the year did not follow the practice analysis format but feedback was related to written language wherever possible

  • Another PAC has been done with all teachers.  New goals have been set and most are beginning to action.  Shift is occurring in our target students.

    • Walk-throughs will show an improvement in teachers’ pedagogy.

    • Shared ownership of change will occur


    • Shared with teachers gave teachers more ownership and a chance to be more reflective of their own practise


    • Given Literacy Leaders practise in having professional conversations


    • Many teachers are beginning to engage with their own evidence based  inquiry -there has been a  transition from facilitator-to leaders and leaders to teachers with more teachers taking ownership of their data-leaders need to facilitate and monitor progress towards this goal.

    • Assessment will be moderated as a syndicate aligning with the assessment timetable.

  • Assessment was moderated in March. Syndicate meetings and Vera oversaw the procedure.

  • Nearly 100% of all children have accurate writing data.


    • All teachers will assess similar work at a similar level.

    • Ensures that school-wide data will be accurate and complete(moderation)


    • Full set of data achieved, moderation at syndicate meetings were closer than before

    • Can the literacy team evaluate our moderation process through a plenary with staff-what we feel confident in and we still need and this is what we will do about it.

    • We need to develop a clearer understanding of the  progressions and how these tie in with levels and then moderating and using the progressions to inform planning. this is particularly true in the senior school.

    • We need to ensure there is a concept that data is owned by all parties

    • leaders should be analytical as a team and work out  how are they as leaders having a greater effect on teaching and learning-

    • 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.

  • e-asTTle results have been collated by the Literacy Team and transferred to eTap.

    • 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.

    • Analysed data usually informed teaching to follow although we need to spend more time looking closely at the progressions, not just at e-Asttle or running records

    • We need to know what a “step up” in writing is, getting the biggest bang for our buck

    • Learning needs to be acclerated, progress in reading and writing is too slow

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

    • All Target groups are monitored at a syndicate level and are a focus for discussion every fortnight at our Literacy syndicate meetings

    • The target group will make accelerated progress.

    • Classrooms will have a ‘What good writers do” chart and/or orally share these skills.  

    • Absences, withdrawals of children and chn changing class made this difficult for some.

    • Some classes had the charts in operation but generally all classes talked about that’s what good writers do

    • Target groups need to be “accelerated” and syndicates need to talk about what will get the step up and accelerated progress required


    • Focus on boy’s writing data

    • Teachers will share ideas for motivating writers such as topic choice, presentation and incentives

    • New Literacy resources have been ordered in order to try and engage boys more during Literacy time.

    • 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

    • We need to check out class data to see which classes made the most shift?

    • This year’s ALL pd is focussed on “accelerated learning” This pd should support us with improved data and gains for all children.


    • Closer link to reading from writing

    • New PM texts have been ordered which focus on all genres.

    • Less time may be needed on motivating writing

    • Big change about looking at the links, using planning templates to support link

    • Planning for writing includes assessment analysis to inform learning intentions.

    • Planning is being monitored by Literacy Leaders to make sure teachers are using appropriate data and childrens books to plan for next steps etc.

    • We will improve pupil achievement in

    • the areas of weakness   

    • Beginning to see a change in planning, more discussion, sharing and collaboration is needed

    • Moderation will happen at Syndicate level and school wide as appropriate

    • Syndicates have moderated samples

    • 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

    • Teachers had already moderated at

    • Syndicate level and whole school moderation occurred more successfully

    • Principal will be involved and will oversee school-wide 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?

    • Chicky has attended a syndicate literacy meeting for all syndicates.

    • A clearer school-wide picture, particularly around boys writing engagement.

    • Using student voice to to enhance and support classroom programmes.

    • More intent needs to happen and student voice noted when Principal is in classes during Literacy time.

    • Sharing with colleagues may happen at ALL pd

    • A school-wide spelling programme will be implemented.

    • All teachers are using essential List for spelling.

    • 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.

    • Well underway




    Planning for next 2016

    Looking at the data for 2015 it is obvious we need to continue with this as a goal. We believe that last year’s goal was a good one and that the attainment of boys in writing is still an issue that needs dealing with. It is not the goal that was the problem in 2015, we did not realise the impact of assessment and needed to  ensure our assessment process and practice was robust. We were probably over-confident in what we thought we could achieve and made unrealistic measurable targets. We need to refine teacher practice and ensure we are choosing the most appropriate step up for children, one that will give the biggest pay off.

    A similar picture is still evident when we look at reading but nowhere near as dramatic. Also by year 5 and 6 the gap narrows.


    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)

    What worked or didn’t  and why/what next

    • Children will be assessed at 4-6 weeks

    • Teachers to have a better idea of where to base children’s Literacy needs when first starting school

    • School entry assessment is taken when a child first enter school.  It gives teachers a good foundation of where children’s literacy needs need to be based when first starting school.

    • Again taken at 6-8 weeks to see what is working, what needs to be changed and if any acceleration needs to be put in place such as phonics.

    • Both work well in terms of children’s needs, teacher practice and acceleration of children.

    • 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.

    • All junior teachers attended a one day workshop on taking and Observation Survey. Teachers now test their own children when they turn 6.

    • Teachers not really using the information provided in an Observation Survey for future planning.  Need to work on where to next from here.



    • Re-assess children at 20 weeks

    • There will be improvement

    • Stanines are still low in most areas with the highest Stanines being in Concepts about Print.

    • Syndicate meetings looking at ways to improve this through using our observation surveys for future planning.

    • Had the Reading recovery tutor in to help with planning based on Reading levels and observation survey focus of HRSIW.


    Planning for 2016

    Looking at the data for 2015 we also feel we need to continue with this as a goal. We believe that last year’s goal was a good one but that the year needed to be spent clarifying whether HRSIW was such a high priority, checking data to ensure it is robust and developing teacher skills and knowledge so we are able to make the difference needed.  



    Goals for 2016


    Goal One


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


    Rationale: Why did we chose this as a goal?

    This is a continuation of our goal for 2015 which was selected because we had twice as many boys achieving as below or well below the National Standard in writing.

    Looking at the data for 2015 it is obvious we need to continue with this as a goal. We believe that last year’s goal was a good one and that the attainment of boys in writing is still an issue that needs dealing with. It is not the goal that was the problem in 2015, we did not fully realise the impact of moderating assessment and needed to ensure our assessment process and practice was robust. We were over-confident in what we thought we could achieve and made unrealistic measurable targets.

    • The end of year results showed that we didn’t get close to achieving our goal of less than 40% of boys achieving below or well below the National Standard.

    • For our boys at the end of 2015:

    Y2 we had 94% below or well below.

    Y3 we had 100% below or well below.

    Y4 we had 86% below or well below.

    Y5 we had 80% below or well below.

    Y6 we had 94% below or well below.

    • Only 9% of boys are at or above the National Standard



    A similar picture is still evident when we look at reading but nowhere near as dramatic. Also by year 5 and 6 the gap in reading narrows.

    Because of the evidence shown by our data we intend to set our 2016 goal as:


    • Strategic Aim: To have 80% of year 2-6 at or above the National Standard in writing

    • Annual Goal 1. To improve the literacy level, particularly in boys, for writing.

    • Measurable Target:    At the end of 2016 the percentage of boys assessed at below or well below in written language will be less than 60% for each year level.


    Actions (what we will do)

    Outcomes (what we expected to happen)

    • 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 (is an evaluative tool) will be used to support Syndicate discussion and Literacy Leaders development and work-Teachers planning their next steps having gone through the evaluation process

    • PAC will focus on :

      • teacher and student teaching and learning needs as discussed through the Practice analysis process.

    • Walk-throughs will show an improvement in teachers’ pedagogy.

    • Shared ownership of change will occur

    • Teachers will be more aware of how to implement accelerated learning in writing


    • 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(moderation)

    • 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.

    • The literacy progressions will be unpacked and used in planning.

    • staff will have a more consistent  understanding of what constitutes levels 1,2 and 3 in writing

    • progressions will become an integral part of the planning / assessment cycle

    • pupils will also be aware of the literacy progressions and where they sit and what is their next step.

    • Teacher knowledge will improve and be part of Staff /Syndicate and Senior Staff meetings

    • ALL will be implemented.

      • not only boys will be targeted but teachers will be asked to select groups of children who can make progress and it is envisaged that many of these will be boys.

      • groups of 6 will be tutored every morning for 35 minutes by a trained ALL teacher.

    • One staff member to undergo ALL training and take groups of 6 for 15 weeks at a time

    • To ensure sustainability, at the end of this period we will decide how best to spread any improved pedagogy and planning to other classes and/or levels

    • The target groups will make accelerated progress.

    • The strategies used in ALL will be carried over and influence normal classroom practice.

    • 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

    • Readingtexts will sometimes be used to exemplify aspects of writing.

    • Planning for writing includes assessment analysis to inform learning intentions.

    • We will improve pupil achievement in the areas of weakness   

    • Areas of strength will also be used to lift children’s writing

    • 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 and the SIT will be involved and will oversee school-wide picture

    • The SIT will consist of the principal, syndicate leaders, literacy leader and the ALL teacher.

    • 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?

    • We will have a clearer school-wide picture, particularly around boys writing engagement.

    • Using student voice to to enhance and support classroom programmes.

    • Resources such as funding and PD will be allocated appropriately

    • A schoolwide picture will be developed ensuring student voice is valued, shared and used appropriately to make change if required.

    • Around six year 3-4 pupils will be referred to RTLit

    • RTLB will provide help by supplying Rainbow Reading and Lexia programmes.

    • While RTLit, Rainbow Reading and Lexia  focus is on Reading, there should be improvements in writing as well.

    • Children chosen for these interventions will all be well below the National Standard


    Goal Two


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


    Rationale


    Many pupils who will turn 6 during this year look unlikely to be reading at level 5 at the end of their first year at school. Over 25% are still below PM Level 8 at the end of their second year at school.

    We believe that improvements in the areas of Hearing and Recording Sounds in Words, Letter Identification, word identification and Concepts About Print are all areas that can be moved.



    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 close to their 6th birthday

    • Teachers will have a more accurate data of where the children are at and next steps based on the Observation Survey.

    • Enlist the support of Reading Recovery teacher

    • 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

    • Reading Recovery will be implemented for 8 Children

    • Two Junior Teacher’s will be training for Reading Recovery

      • Training Teachers will share teaching practices in syndicate meetings


    • Two junior teachers will be training in Reading Recovery

    • The selected 8 children will make accelerated progress.

    • The strategies used in Reading Recovery will be carried over and influenced in  normal classroom practice.


    Strategies 2016-18



    2016

    2017

    2018

    Foster te reo me nga tikanga

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

    • Te Aho Arataki Marau ki te Kura Aoraki is in bilingual classes

    • 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

    • MAC - Maori Achievement Collaborative information and ideas are shared by the Principal and other staff who may attend this pd

    • BOT report – Te Reo

    • Maori / Learning Languages

    • Schoolwide Karakia / Himene daily

    • Using staff, students and community members as experts

    • Sharing of Staff pepeha

    • Annual visits to local marae at the beginning of the year

    • Use of Maori kupu/phrases to be the norm

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

    • 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

  • 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

  • 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

    • 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.

    • Staffing of classes is appropriate to need

    • Resourcing is purchased adequately and appropriately to need

    • Senior Leaders are aware of individual Syndicate classroom levels so that staffing and resourcing is being used well and appropriately

    Ensure quality professional development is provided to support needs

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

    • PD identified through walkthroughs 2015 goals, nation-wide initiatives and appraisal meetings.

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

  • PD identified through walkthroughs 2016 goals, nation-wide initiatives and appraisal meetings.

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

  • PD identified through walkthroughs 2017 goals, nation-wide initiatives and appraisal meetings

  • Schoolwide / Syndicate assessment information informs decisions regarding PD

  • Foster the partnership between the school and the wider community

    • 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

  • 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

    • Rotary Speech Competition

    • Weetbix Tryathlon

    • Clubs programme



    National Standards Report 2015

    Spreadsheets

    Link to Spreadsheets

    NAG2A(b) Report

     

    NAG2A (b)(i) Areas of strength

    National Standard subjects:

    Discussion: A school literacy team has been established, one member from each Syndicate who will be leading school wide Literacy over the next year following our initial year working with MOE PLD Literacy.  We now recognise and acknowledge the large amount of work required around assessment so are prepared to ensure this knowledge building occurs so that all staff are familiar with assessment and what accelerated learning in Literacy looks like.


    NAG2A (b)(i) Areas for improvement

    National Standard subjects:

    Discussion: All staff need to recognise the importance of careful assessment and what next steps are in order to gain the most effective and productive results from students. Staff noticing areas in their own practise that require additional support is being co-constructed between teacher/Literacy/Syndicate Leaders.

    While our strategic goal is To have 80% of year 2-6 at or above the National Standard in writing

           Our annual goal is. To improve the literacy level, particularly in boys, for writing.

           This year’s Measurable Target is:    At the end of 2016 the percentage of boys assessed at below or well below in written language will be less than 60% for each year level.

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

    Discussion: Previous year’s pld with Literacy Facilitator Vera Unka and continuing that learning this year through the involvement in the ALL Programme. The use of PAC with staff prior to Literacy observations, observations of Literacy Lessons and programmes following assessment

           The end of year results showed that we didn’t get close to achieving our 2015 goal of less than 40% of boys achieving below or well below the National Standard.

           For our boys at the end of 2015:

    Y2 we had 94% below or well below.

    Y3 we had 100% below or well below.

    Y4 we had 86% below or well below.

    Y5 we had 80% below or well below.

    Y6 we had 94% below or well below.

           Only 9% of boys are at or above the National Standard

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

    Discussion: Attend and be totally involved in ALL Programme ensuring that new learning/knowledge is shared in Syndicates.  Train two Junior Teachers to become Reading Recovery teachers and attend any relevant pd offered. 2016 Goals clearly articulate our planned actions for lifting achievement.

    See 2016 goals

    NAG2A (b) (iv) Progress Statement

    Discussion:

     



    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 the Ministry of Education acknowledging receipt of the charter: to come

     


    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.