Charter 2014

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 Goal 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

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.

Strategies 2014-2016

Variance Report 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

• 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

Baseline data: Rationale

The 2012 EOY data told us that:

• We would 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 were on track with 54% of year 5 and 60.6% of year 6 at or above national standards

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

Target: 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 told 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 National Standards.

• 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 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.

Baseline data / Rationale

• The 2012 EOY data told us:

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

  • Twice as many boys as girls were “well below” (24 compared to 11) but there was 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.

National Standards Report

Spreadsheet 2013

NAG2A Report 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 the Ministry of Education acknowledging receipt of the charter: Link

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.