Charter 2015

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

Goal One

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

Rationale

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.

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.

Strategies 2015-2017

Analysis of Variance 2014

National Standards Report 2014

Spreadsheets

NAG2A - Showing students at Kaikohe East School on 1st Nov 2014  

Reading

Writing

Mathematics

NAG2A Report

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: 

  • • Although we received Confirmation that Charter and Planning and Reporting Documents had been lodged, no other feedback has been received from the Ministry of Education regarding the 2015 Charter.

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.