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Charter 2011


Introduction

Education Act 1989, Sections 75 and 76

s.75 Boards to control management of schools –

Except to the extent that any enactment or the general law of New Zealand provides otherwise, a school’s board has complete discretion to control the management of the school as it thinks fit.

s.76 Principals –

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

Governance

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

Management

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

The School and its Community

    • Kaikohe East School is a contributing school with a roll of approximately 210, of which approximately 98% are Maori.  Kaikohe East School teaches children from Year 0 to Year 6.  All students are taught the New Zealand National Curriculum.
    • The school provides high quality educational opportunities for its students.
    • The school is pleasantly sited and well resourced.  Staff, board members, and parents are very supportive of the work of the school.
    • Kaikohe East School has a number of sporting resources (swimming pool, playing fields, sealed court areas and two adventure playgrounds)

National Education Priorities

  • Kaikohe East School recognizes the government’s National Education Priorities:

National priorities are:

    • To provide success for all.
    • To provide a safe physical and emotional environment for students.
    • To provide opportunities for success in all the essential learning and essential skill areas of the New Zealand Curriculum.
    • To improve literacy and numeracy.
    • To develop a range of assessment and evidence gathering practices that provides sufficiently comprehensive data to evaluate the progress and achievement of students and to form future teaching and learning programmes.
    • To develop and implement teaching programmes aimed at improving outcomes for students who are not achieving, or who are at risk of not achieving, or who have special needs.
    • To improve the achievement of Maori students.
    • To report to students and parents on achievement of individual students, and to the community on groups of students and the students as a whole.
The school integrates the National Educational Goals and National Education Priorities 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 up to 30-50% of their instruction in Maori. 
  • A Kaiarahi i te Reo is also employed to support Bilingual class programmes.  
  • Due to the high proportion of Maori students our school takes the opportunity to support and practise Maori protocol when appropriate and necessary.

Procedural Information

  • The planning year for the board will be from 1 January to 31 December. The updated charter and annual report will be lodged with the Ministry of Education by July 1 each year along with the consultation plan.

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

    • Foster te reo me nga tikanga
    • Deliver the curriculum through stimulating, challenging, learner focused and enjoyable programmes.
    • Increased use of Information Communication Technology.
    • Ensure the school is staffed and resourced to achieve student’s academic potential.
    • Ensure quality professional development is provided to support needs.
    • Foster the partnership between the school and the wider community.

 


Annual Plan – 2010-2013 Goals

Goal One - Literacy Achievement

Measures and Targets

 

MeasureBaseline - Dec 2009Target - Oct 2011Target - Oct 2012Target - Oct 2013
Percentage of Year 6 students reading at or above their chronological age (PM Benchmarks)20 (60%) children at or aboveAt least 80% of children are at or aboveAt least 85% of children are at or aboveAt least 85% children at or above
Percentage of  Year 6 Maori students reading at or above their chronological age (PM Benchmarks)20 (60%) children at or aboveAt least 80% of children are at or aboveAt least 85% of children are at or aboveAt least 85% children at or above


Actions


 

2010

2011

2012

2013

Curriculum

Referring to The Literacy Learning progressions to effect programmes.


Utilizing other resources such as Effective Literacy Practise

Developing school based curriculum in line with the NZC


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


Refining and reviewing school based curriculum.

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


Refining and reviewing school based curriculum.

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


Refining and reviewing school based curriculum.

 Assessment

 

PM Benchmarks.


Astle and Star.


PM Benchmarks.


Astle and Star.


PM Benchmarks.


Astle and Star.


Professional Development

Attending and organising relevant pd.


Continuing with KPal cluster programme and action plans formulated.


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


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


Appraisal system.


Ensuring ICT component within Literacy as appropriate.


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


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


Continue to refine and review 2010 pd.


ICT Action Plans will focus on Literacy and Numeracy.

 

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


Continue to refine and review 2010 pd.


ICT Action Plans will focus on Literacy and Numeracy

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


Continue to refine and review 2010 pd.


ICT Action Plans will focus on Literacy and Numeracy

Property-Resources

Release time provided.


Teacher Aide support in programmes.


Camera purchases 1 between 2 rooms.


Purchasing relevant and appropriate text and materials to support programmes and pd.

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


Continue to refine and review 2010 property and resources.

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


Continue to refine and review 2011 property and resources.

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


Continue to refine and review 2012 property and resources.

Other

Needs based teaching will occur.


Children will be grouped accordingly.


Modelling will occur.


Exemplars will be used to asses writing and regular moderation occur.


Selection of appropriate texts will occur to motivate and engage children.


Six year net results and next steps will be shared

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


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


As per 2010, refine and review.


Cohort group may change.

 

 

 

 

 

 

 

As per 2010, refine and review.


Cohort group may change.

 

Refine and develop reporting process.

As per 2010, refine and review.


Cohort group may change.

 

 

Goal Two - Numeracy Achievement

Measures and Targets


MeasureBaseline - Feb 2010Target - Oct 2010Target - Oct 2011Target - Oct 2012Target - Oct 2013
Percentage of Year 6 students working at Stage 5 or above in Place Value.8 children(19%) are at Stage 5 EA and 34 children are at Stage 4 or below (81%)50% children at Stage 5 or above75% children at Stage 5 or above80% children at Stage 5 or above80% children at Stage 5 or above
Percentage of Year 6 Maori students working at Stage 5 or above in Place Value.20 (60%) children at or above50% children at Stage 5 or above75% children at Stage 5 or above80% children at Stage 5 or above80% children at Stage 5 or above


Actions

 

 

2010

2011

2012

 2013

Curriculum

Referring to Numeracy teaching books to effect programmes.


Utilizing other resources such as Literacy.


Developing school based curriculum in line with the NZC.


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


Refining and reviewing school based curriculum.

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


Refining and reviewing school based curriculum.

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


Refining and reviewing school based curriculum.

Assessment

 

 Place Value Test.

 

Place Value Test.

Place Value Test.

Professional Development

Attending relevant pd.


Continuing with Maths cluster activities and action plans formulated.


Sharing good practice as a school and visiting other schools/classes to observe Numeracy programmes.


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


Appraisal system.


Ensuring ICT component within Numeracy as appropriate

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


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


Continue to refine and review 2010 pd.


ICT Action Plans will focus on Literacy and Numeracy.

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


Continue to refine and review 2010 pd.


ICT Action Plans will focus on Literacy and Numeracy.


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


Continue to refine and review 2010 pd.


ICT Action Plans will focus on Literacy and Numeracy.


Property-Resources

Release time provided as appropriate.


Teacher Aide support in programmes.


Purchasing relevant and appropriate text and materials to support programmes and pd.

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


Continue to refine and review 2010 property and resources.

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


Continue to refine and review 2011 property and resources.

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


Continue to refine and review 2011 property and resources.

Other

Needs based teaching will occur.


Children will be grouped accordingly.


Modelling will occur.


Regular assessing will occur – place value/basic fact/I can testing.


Selection of appropriate texts will occur to motivate and engage children.


Karen Major expertise and support will be sourced as appropriate.


As per 2010, refine and review.


Cohort group may change.


 

 

 

 

 

 

As per 2010, refine and review.


Cohort group may change.

 

Refine and develop reporting process.

As per 2010, refine and review.


Cohort group may change.

 

 


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

Variance Report 2010

Link to download printable version of Variance Report (PDF 324k)

Goal 1 (literacy)  By the end of the year at least 66% of year 6 children will be reading at or above the school reading age target of PM level 27 – 28 (10 – 11 year reading age)

Rationale
  • We want to know that our children are leaving our school with a level of reading that will allow them to participate at year 7 – 8.
  • We have chosen year 6 because we are aware that, at entry, many of our pupils have limited language skills and few have pre school education. By the end of the 6th year, however, we believe we can overcome the earlier setbacks and attain levels comparable to national averages.
What happened.
  • Systems to gather information were put in place and a calendar developed so the data could be analysed and reported to the BOT. We decided on
    • STAR for year 3 – 6 reading,
    • asTTle for year 3 – 6 written language (recount)
    • running records for all reading
    • exemplars for years 1 and 2 writing
  • At the end of the year it was decided that we didn’t get enough information from STAR so we are changing to asTTle for pupils working at or above level 2b in 2011.
Monitoring and reporting.
  • In February, 50% of our year 6 pupils were reading at or above level 27 (10 – 10 ½ years reading age) using PM Benchmark running records.
  • We took our children for another running record test in late October and early November and made comparisons only between those pupils who were at school for both tests.
  • By November, 31 of the 33 year 6 pupils (93%) were reading with fluency and comprehension at or above our target of level 28.

  • The average year 6 boy began on level 24 and moved 5.6 steps.
  • The average year 6 girl began a bit higher on level 25.7 and moved 4.3 steps.
  • This movement equates to about 2 years progress.
  • By the end of the year the difference between boys and girls was negligible.
Next Steps - Suggest acknowledge shortcomings of Running Records and adjust targets.....comprehension


Goal 2 (numeracy)  By the end of the year at least 50% of year 6 children will be working at or above stage 5 (EA) as measured by the cluster Place Value test.

Rationale
  • It is the school’s belief that understanding of place value is the “skeleton of maths”.
  • Place Value testing in February showed that only 8 year 6 pupils (19%) could work at stage 5 (Early Additive level) in understanding number and that the bulk (81%) were at stage 4 or below..
  • We have chosen year 6 because we are aware that, at entry, many of our pupils have limited number knowledge and few have pre school education. By the end of the 6th year, however, we believe we can overcome the earlier setbacks and attain levels comparable to national averages.

Monitoring and reporting.
  • In February, 19% of our year 6 pupils were working at or above stage 5 (Early additive) according to the results of our cluster place value test.
  • We took our children for another test in early November and made comparisons only between those pupils who were at school for both tests.
  • By November, 17 of the 35 pupils (49%) achieved 10/10 and 9 pupils (26%)scored 9/10. We consider this equates to being able to work at stage5 or early additive.
  • According to the test therefore, 75% of pupils tested are working at stage5 or above. This is better than the goal we set ourselves.

  • Boys were marginally better in the first test with 62% of those scoring 9 or 10 correct being boys but the end of year test was 50- 50. The bottom 10 were also 50-50 boys and girls.
  • While it was not mentioned in our goals, the figures do show a significant drop in very low achievers. 8 pupils correctly answered 6 or less questions in term 1 with some scoring none at all. By term 4 no pupils scored none at all and the lowest scores were from 3 pupils who scored 5 correct.
Next steps - adjust goals to reflect results

Amendment Required by the Ministry of Education


"...[T]arget:


1. Kaikohe East School will collect base-line student achievement data against National

Standards for all year levels

for Reading,

Writing and Mathematics

. ...


2. The board will develop its aims, directions, objectives, priorities and targets for the management of the school’s and board’s capability, resources, assets, and liabilities, including human resources, finances, property and other ownership matters.


3.

The board will develop its aims, directions, objectives, priorities and targets

for meeting general government policy objectives for all schools as set out or referred

to in the National Education Guidelines and specific policy objectives applying

to the school."

 

Note: 
  • In the absence of quotation marks to separate the text of the required amendment from the text of the Ministry letter it has been presumed that the requirement to "include the following target" refers to the italicised parts of the three indented and numbered statements that follow the word "target".

Ministry Letters

  • Link to Ministry of Education letters and Board responses re 2011 Charter.

 


Printing the Charter

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