Charter 2013

Introduction

Education Act 1989, Sections 75 and 76

s.75 Boards to control management of schools –

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

s.76 Principals –

(1) A school’s principal is the board’s chief executive in relation to the school’s control and management.

(2) Except to the extent that any enactment or the general law of New Zealand provides otherwise, the principal –

Shall comply with the board’s general policy directions; and

Subject to paragraph (a) of this subsection, has complete discretion to manage as the principal thinks fit the school’s day to day administration.

Governance

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

Management

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

The School and its Community

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

National Education Priorities

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

Cultural Diversity

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

Te Reo

Parents may choose to enrol their children in the General classes, or the Bilingual classes.
The General classes have all their instruction in English. They also have some Maori Language instruction covering simple commands and greetings, and basic pronunciation.
Bilingual classes have 51-80% of their instruction in Maori.
Teacher Aides with competency in Te Reo are employed to support Bilingual class programmes.
Due to the high proportion of Maori students our school takes the opportunity to support and practise Maori protocol when appropriate and necessary.

Strategic Plan

Vision

To be:

- Proud of whom they are and where they come from
- Prepared for and ready to accept challenges
- Learners now and in the future

Core Values

We value the 4 Cs:

- Be Considerate
- Be Courteous
- Be Cooperative
- Use your Commonsense

Goals

To create a community of learners with:

- High Academic achievement in Literacy
- High Academic achievement in Numeracy

To create a community of Maori learners with:

- High Academic achievement in Literacy
- High Academic achievement in Numeracy

Strategies 2013-2015

Annual Goals 2013

Focus: Reading

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

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

Annual Aim for 2013: To raise the percentage of Years 3 and 4 pupils reading at or above the National Standard

To raise the percentage of years 3 and 4 Maori pupils reading at or above National Standard

Rationale:

The 2012 EOY data tells us that:

· We will start 2013 with 56% of our year 3s and 50% of our year 4s below or well below national standards in reading.

· Years 5 and 6 are on track with 54% of year 5 and 60.6% of year 6 at or above national standards

· Unlike writing and maths there seems to be little difference in the reading levels of genders of year 6 pupils and a very small difference in year 5 pupils

Measurable Targets: To increase the percentages of year 3 and 4 pupils reading at or above the National Standard by:

· 10 of the 16 pupils (not counting ORRS funded pupils) assessed at the beginning of 2013 as “well below” will move to “below” or “at”

· 12 of the 17 pupils (not counting ORRS funded pupils) assessed at the beginning of 2013 as “below” will move to “at”

Focus: Mathematics

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

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

Annual Aim for 2013: To improve the percentage of pupils working above the National Standards at years 2, 4 and 6.

Rationale:

The 2012 EOY data tells us:

· We looked at the maths data and noted that 16 pupils (9%) were well below expectations and 63 pupils (36%) were “below”.

· Well below is recognised as two years behind.

· 14 of the 16 pupils well below were boys.

· The biggest group well below were 2012 year 5 pupils (i.e. 2013 year 6) with 25 of these pupils (70%) below or well below.

· There are no ORRS funded pupils in year 5.

· There are no pupils in the bi-lingual unit at stage 6.

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

· Of the 22 year 6 pupils assessed as “well below” at the beginning of 2013, 17 will be moved to the “below” or “at” category and of the 33 pupils assessed as “below”, 20 will move to the “at” or “above” category.

· Children in the te Korowai o Te Aroha will move at a greater rate than pupils in the general classes.

Focus: Written Language

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

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

Annual Aim for 2013: To improve the percentage of pupils working above the National Standards at years 2, 4 and 6.

Rationale:

The 2012 EOY data tells us:

· 63% of our pupils (108 pupils) are either “below” or “well below” expectations.

· Twice as many boys as girls are “well below” (24 compared to 11) but there is no significant difference in the “below”, “at” or “above” categories.

· Pupils in 2012 years 4 and 5 fared worse with 21 year 4 pupils (72%) and 32 year 5 pupils (88%) being below or well below expectations.

· There were only 2 ORRS funded pupils in year 4 and none in year 5.

Measurable Target.

· Of the 28 pupils assessed as “well below” at the beginning of 2013, 18 will be moved to the “below” or “at” category and of the 54 pupils assessed as “below”, 32 will move to the “at” or “above” category.

· We will have about 10% of our year 5 and 6 pupils achieving “above” expectations.

Focus: Children with Special Education Needs

Strategic Aim: To create an inclusive school community

Annual Aim for 2013: To provide programmes to meet the individual needs of those children requiring specialist intervention.

Rationale:

The 2012 EOY data tells us:

· We expect to start 2013 with the following children: 1 High Health Needs child, 6 ORRS children, 2 LLI

Measurable Target

At least two times per year reviews will show that all children are making progress towards their identified goals.

Link to Charter Goals Action Plan

Operational Plan 2013

Variance Report 2012

Link to Strategic Plan Goals: To create a community of learners with high academic achievement in literacy

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

Annual Aim for 2012: To raise the percentage of Year 6 pupils reading at or above the National Standard

To raise the percentage of Year 6 Maori pupils reading at or above National Standard

Outcome

OTJs were formed by teachers in term 4 based on PM Benchmarks records and teacher judgement.

These were collated at the end of 2012.

Collated results showed:

· After 2 years of schooling 11 out of 25 pupils (44%) were at or above National Standards

· At the end of year 4 19 out of 28 pupils (67.8%) were at or above National Standards

· At the end of year 6 20 out of 33 pupils (60.6%) were at or above National Standards

Analysis

Analysis of reading shows:

For year 2 pupils

Evaluation

While we came close to or exceeded our targets in reading, the gap between boys and girls cannot go unnoticed in 2013.

In 2013 the emphasis might have to focus more on boys’ literacy including pedagogy, topics, genre and text forms that better engage boys.

While the number of pupils “at” or “above” might be on target, we have too many pupils in the “well below” category. Of the 68 pupils not achieving National Standard in reading, 28 (41%) are “well below”. This indicates we need to look more closely at our very low achievers.

· The target was not quite met but, at 44%, we came close.

· Only 3 pupils are classified as “well below” and they are ORRS or GSE funded.

· Many of those “below” are quite close to the standard.

· It is possible our 2011 data was a bit skewed as our numbers came from pupils “at the end of year 2” rather than “at the end of their second year”. This confusion has been corrected.

For pupils at the end of year 4

· The target was exceeded.

· Data shows more children “well below” (6) than “below” (3) although two of these are ORRS funded.

For pupils at the end of year 6

· The target was not quite met but, at (60.6%) we came close.

· 2 of the 6 children classified as “well below” were ORRS funded. Taking them out of the equation would have raised the percentage achieving to 65%

Maori pupils

· The small number of non-Maori pupils makes comparisons irrelevant.

Gendre differences

· While gender difference was not part of our goal, data shows a big discrepancy between girls and boys with 20 of the 28 pupils achieving “well below” being boys (that’s 71% of non-achievers) and only half as many boys as girls achieving above National Standards.

Link to Strategic Plan Goals: To create a community of learners with high academic achievement in writing

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

Annual Aim for 2012: To raise the percentage of Year 6 pupils reading at or above the National Standard

To raise the percentage of Year 6 Maori pupils reading at or above National Standard

Outcome

OTJs were formed by teachers in term 4 based on writing samples moderated and compared to the Exemplars and teacher judgement.

These were collated at the end of 2012.

Collated results showed:

· After 2 years of schooling 11 out of 25 pupils (44%) were at or above National Standards

· At the end of year 4, 8 out of 29 pupils (27.6%) were at or above National Standards

· At the end of year 6, 21 out of 33 pupils (63.6%) were at or above National Standards

Analysis

Analysis of written language shows:

For year 2 pupils

Evaluation

While we achieved our goal of improving writing standards, we did not make the progress we had hoped.

In 2013 the emphasis, as in reading, might have to focus more on boys’ written language including pedagogy, topics, genre and text forms that better engage boys.

· The goal was met but we still have over half our pupils not reaching National Standard .

· Only 3 pupils are classified as “well below” and they are ORRS or GSE funded.

· Many of those “below” are quite close to the standard.

· It is possible our 2011 data was a bit skewed as our numbers came from pupils “at the end of year 2” rather than “at the end of their second year”. This confusion has been corrected.

For pupils at the end of year 4

· While the goal, “to improve the percentage” was achieved, 27% “at” or “above” is still lower than we are happy with.

· Of the 8 pupils, 7 of them are “at” and only one “above”

For pupils at the end of year 6

· The goal was met but, at only 21.2% we came close to not meeting the goal.

· Only 7 pupils have reached the National Standard and no pupils are above the standard.

Maori pupils

· The small number of non-Maori pupils makes comparisons irrelevant.

Gendre differences

· While gender difference was not part of our goal, data shows a big discrepancy between girls and boys with 11 of the 35 pupils achieving “well below” being boys (that’s 68% of non-achievers) although the number achieving over is about the same.

Link to Strategic Plan Goals: To create a community of Maori pupils fully engaged in education.

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

Outcome

End of year attendance figures show the 2013 attendance rate was 82%, short of the goal of 85%.

Analysis of the data shows

· No difference at all between male and female pupils.

· Attendance improves as children get older.

· Bi-lingual classes were a little better than general classes with attendance of 83.5% compared to 81.6%

Analysis

Analysis of attendance shows:

Marking:

Evaluation

While we failed to reach our target of 85% attendance, we still believe that target is achievable and will continue to develop strategies in 2013.

Our endeavour to have more accurate marking of the electronic rolls was successful.

Breakfast club made a significant difference for some families.

· It is now rare for a class to be unmarked in the morning although most afternoons we need to remind one or two classes

· By the end of the year we were achieving our target of 100% accuracy in electronic roll marking.

Breakfast

· On most mornings about 15 targeted pupils had breakfast. (more if it was cold and raining).

· Hot breakfast (scrambled eggs, baked beans etc) was provided once a week.

· Of the ten children who had breakfast most regularly, all had attendance rates of over 90% with one on 100%.

· All “breakfast” children except for one had less absenteeism than in 2011, some improvements were dramatic.

Truancy

· We contacted Ngapuhi Iwi Social Services when we had truancy concerns :

· Contact was made regarding 10 pupils of which 2 left, 2 remained a concern and 6 improved significantly.

Acknowledgment

· 58 pupils attended for 90% or more.

· Children who attended for 100% received a certificate and were honoured at the end of year assembly.

· For 2013, not all teachers remember to put the cards in, it might be better to create a list through eTap although it would be time consuming for one person to write out the purple cards.

National Standards Spreadsheet 2012

National Standards Spreadsheet 2013

Charter Consultation Plan

The Kaikohe East School Board consults annually with the Maori community and wider community.

Processes for consultation include:

- School Newsletters
- Parent and Board Meetings
- Parent-Teacher-Child Hui
- Whanau meetings
- Informal dialogue
- Home visits
- Open days
- Curriculum Evenings
- School Questionnaires and Surveys

Ministry Letter

- Letter from Ministry of Education approving the charter: Link.

Printing the Charter

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