Charter 2012

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:

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 wuth competency in Te Reo are 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.

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 2012-2014

Variance Report 2011

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 2011: To improve the percentage of Year 6 students reading at or above the National Standard

To improve the percentage of Year 6 Maori students reading at or above the National Standard

Measurable Targets: Using PM Benchmarks as a measuring tool, by the end of 2011 at least 80% of year 6 children will be reading at or above their chronological age.

Baseline Data: (Beginning 2010) 20 (60%) of year 6 children were reading at or above their chronological age.

Actions (what we did?)

At the start of 2011 the school re-organised from being “syndicate” based to being curriculum based.

The philosophy behind the move was:

· A desire to remove senior and junior syndicates to create a whanau atmosphere where tuakana and teina would interact more.

· A desire to create school wide programmes more closely aligned with the pupils’ actual progressions than age-specific expectations.

· To create an opportunity for staff to follow their area of interest and/or expertise and thereby influence the whole school.

Measurable Targets: Using PM Benchmarks as a measuring tool, by the end of 2011 at least 80% of year 6 children will be reading at or above their chronological age

At the end of 2011, 65% of year 6 pupils were reading at or above their chronological age

The literacy team are aware that the 2011 literacy goals concentrated only on the reading level.

We are aware that the National Standard in reading comprises more than just a reading age. We are having PD to cover assessing and moderating OTJs.

In 2012 our measurable targets will cover years 2, 4 and 6 rather than just year 6. A written language goal needs to be included in 2012.

Evaluation (Where to next?)

The literacy team were happy with the structure of Curriculum Teams and felt they were making a bigger contribution to the whole school.

The structure will remain for at least 2012 and we will analyse our contribution early in 2011 so we can improve.

Relevant PD will be sourced and provided for selected teachers.

Staff will be encourage to use either CRT or literacy relief time to visit other classes within our school or schools within our area. We might need to rely on agencies such as TEAM Solutions to point us in the right direction.

Teaching Staff will include at least one literacy goal in their appraisal cycle.

While we really liked Reading Egg, the new owners of the programme have priced it out of our range ($2000 a year) so we will be looking for an alternative.

We will look at the use of flat screen TVs as a alternative to projectors and screens.

$800 has been budgeted for computer programmes.

$3100 has been budgeted to cover listening posts and CDs and texts to go with them.

Continue to provide support staff time for teachers at or above the present rate.

ICT peripherals will continue to be upgraded.

Walkthroughs showed that all teachers group children for reading and that activities are generally appropriate to their needs.

We have identified the reading levels most in need of building up and have budgeted $2220 for texts alone.

Allow more time for 6 year net testing.

One TOD with Bev Shepherd was held before school started and three more are planned for the year.

The Literacy Team leader will refer selected pupils to the RTLit.

The Reading Recovery Tutor will be invited to help with selected pupils in thye junior classes.

Outcomes (what happened?)

Three curriculum teams were created.

The Literacy team met fortnightly and minutes were circulated to all teaching staff as well as being posted on the server.

Meetings covered;

Reason for variance (Why did this happen?)

The KPal programme was discontinued when funding from the ministry ceased.

Appraisal observations and reflection happened.

A couple of rooms underused ICT because they had technical difficulties. The most common being:

· Spending

· Integration of ICT

· Leading staff meetings and workshops on literacy matters

· Examination and analysis of data.

· Evaluation of resources including ICT.

· Beginning an inventory of resources we already have available and beginning to weed out unsuitable resources.

· Provide assistance with report writing.

· Report to BOT

Teacher Aide support in programmes.

Ensuring ICT component within Literacy as appropriate.

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

Release time provided.

Appraisal system.

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

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

· 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

· Attending and organising relevant pd.

Continuing with KPal cluster programme and action plans formulated.

Three teachers attended a two day course by Sheena Cameron at Kohukohu.

One teacher attended the Te Tai Tokerau Reading Association weekend at Kamo.

While the cluster no longer exists, the school continued to encourage the use of formative practice and analysis of data.

We had a staff meeting after each walkthrough where teachers shared an aspect of their programme that was identified as being good teaching practice.

Walkthroughs were completed by the principal and the DP (as literacy leader). Feedback was given both verbally and orally.

All teaching staff had a personal appraisal goal that related to the literacy goal.

We purchased 80 licences for Reading Egg. Rebecca ensured Reading Egg was set up on the class computer for children identified as being most at risk.

Graeme (DP) visited Pakaraka School to check out which programmes they used and felt were successful.

Three teachers went on a 3 school observation day looking at the integration of ICT with literacy

Support staff were employed to allow sufficient help in all classes.

All teachers used the support staff hours during literacy time.

Cameras were purchased

$3000 was spent on reading resources and texts.

We also did an inventory of the big books available to teachers.

Six year nets were taken with about 60% of pupils

We began to plan PD for 2012 to clarify expectations, moderate OTJs and settle on reporting procedures.

9 pupils were referred to RTLit in term 4

· Virtual Networks are very temperamental.

· If too many computers are on line at once, the connection gets too weak to work.

Camera purchases 1 between 2 rooms.

Needs based teaching will occur.

Children will be grouped accordingly.

Purchasing relevant and appropriate text and materials to support programmes and pd.Selection of appropriate texts will occur to motivate and engage children.

Six year net results and next steps will be shared

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

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

An increase in the school roll resulted in an increase in TA hours being provided.

These were mostly used for written language rather than reading.

We had a very large number of children who turned 6 during 2011 (around 50 pupils) and we didn’t allow enough time for all pupils to be assessed.

We met with Ministry representatives but it was almost the end of the year.

Our RTLit was on leave for 2011 and the reliever was only available for part of the year.

Planning for 2012

· The literacy team are aware that the 2011 literacy goals concentrated only on reading and that a written language goal needs to be included in the 2012 Goals.

Focus: Numeracy

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

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

Annual Aim for 2011: To improve the percentage of Year 6 students working at Stage 5 or above in place value. (stage 5 equates to the national standard for year 6 maths)

Targets: Using the Place Value test developed by the numeracy cluster,75% of year 6 children will be working at Stage 5 or above

Baseline Data: (Beginning 2010) 8 children(19%) were at Stage 5 EA and 34 children were at Stage 4 or below (81%)

Actions (what we did?)

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

Refining and reviewing school based curriculum.

Using the Place Value test developed by the numeracy cluster,75% of year 6 children will be working at Stage 5 or above

At the end of year 6 all non_ORRS pupils were at stage 5 or above in place value.

We are aware that the 2011 numeracy goals concentrated only on the pupils’ understanding of place value.

We are aware that the National Standard in maths comprises more than just one aspect of one strand. We are having PD to cover assessing and moderating OTJs.

In 2012 our measurable targets will cover years 2, 4 and 6 rather than just year 6 and include other aspects of numeracy, strategies and the other strands of measurement, statistics, geometry.

Evaluation (Where to next?)

Use of BSM will be revised.

Staff directed workshops will be organised for after school. This might draw on staff strengths and could make use of experts already in the school as well as outside advice.

An informal district maths cluster is starting up to review resources and trends. Our school will be a part of this cluster.

$4000 has been budgeted for 2012 to provide resources to enhance the learning of maths.

Outcomes (what happened?)

The numeracy teams met fortnightly. Minutes are kept on the server Their task was to:

Reason for variance (Why did this happen?)

The numeracy team met most fortnights.

Relevant PD was not always easy to find.

Some classes had technical problems in accessing ICT

· Collect and analyse data

· Purchase resources within the budget

· Organise PD

· Report to the BOT

· Act as mentors and advisors when it comes to maths.

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 property and resourcing.

Continue to refine and review 2010 property and resources

PD was provided to staff at staff meetings.

Numeracy leaders attended numeracy cluster meetings held during the year.

ICT was incorporated into the maths programmes in nearly every class

· Basic maths equipment such as rulers and counters were replaced or upgraded

· $200 per class was allocated for teachers to buy maths games, posters, equipment, consumables etc

· Galaxy Maths CDs were purchased.

· Pearson Maths programme books were purchased.

Planning for 2012

· While we are happy with the percentage achieving “at” expectations, we have virtually none achieving “above” expectations. We would like to lift some of our achievers to high achievers.

· In the last two years we have concentrated our data collection on the understanding of place value. National Standards expect (and we agree) that, although 80% of our teaching will centre on the number strand, assessment must also take other strands such as geometry and measurement into account.

Annual Goals 2012

Kaikohe East School Goals for 2012

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 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

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 year 2, 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: Numeracy

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

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

Annual Aim for 2012: To improve the percentage of pupils working above the National Standards at years 2, 4 and 6.

Rationale:

· Presently the percentages of pupils who are assessed at achieving at or above the National Standard in maths are 19% for year 2, 49% for year 4 and 90% for year 6.

· 2011 results show that while most of our pupils have little or no understanding of maths when they first start school, they catch up in the middle years. While we are happy with the percentage achieving “at” expectations, we have virtually none achieving “above” expectations. We would like to lift some of our achievers to high achievers.

· In previous years we have concentrated our data collection on the understanding of place value. National Standards expect that, although 80% of our teaching will centre on the number strand, assessment must also take other strands such as geometry and measurement into account.

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

· For Year 2 from one pupil in February to 10% at the end of the year (approx. 6 pupils)

· For Year 4 from no pupils in February to 15% at the end of the year (approx. 6 pupils)

· For Year 6 from no pupils in February to 20% at the end of the year (approx. 6 pupils)

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 2012: To improve the percentage of pupils working above the National Standards at years 2, 4 and 6.

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

Measurable Target. To increase the percentage of pupils writing at or above the National Standard:

Writing goal for 2012. To increase the number of pupils writing at or above the National Standard

· For year 2, from 27% in February (12 pupils) at the start of 2012 to 48% (24 pupils) at the end of 2012

· For year 4, from 43% in February (18 pupils) at the start of 2012 to 60% (24 pupils) at the end of 2012

· For year 6, from 36% in February 10 pupils) at the start of 2012 to 70% (20 pupils) at the end of 2012

Focus: Attendance

Strategic Aim: To create a community of Maori pupils fully engaged in education.

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

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.

Operational Plan 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: View Download.

Printing the Charter

We think of the environment, but if you really have to print the charter use the "Print page" command below rather than the Print command from your browser.