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.
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.
The board delegates all authority and accountability for the day-to-day operational organisation of the school to the principal.
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).
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.
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.
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
We value the 4 Cs:
Be Considerate
Be Courteous
Be Cooperative
Use your Commonsense
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
Strategic Aim: To have 80% of year 2-6 at or above the National Standard in writing
Goal One
Improve the literacy level, particularly in writing, for boys.
Rationale: Why did we chose this as a goal?
This was a continuation of our goal for 2015 which was selected because we had twice as many boys achieving as below or well below the National Standard in writing. We did alter the measurable target though because our previous one was not achievable.
Measurable Target (Goal 1): At the end of 2016 the percentage of boys assessed at below or well below in written language will be less than 60% for each year level (40% “at” or “above”).
How did we get on?
Annual Goal 1 The overall literacy levels have improved a little over 2015 and 2016 including boys’ writing. While some improvement in boys’ writing is evident it is not as much as our measurable target was aiming at.
Our measurable target
The end of year results showed that we didn’t get close to achieving our goal of less than 60% of boys achieving below or well below the National Standard (40% “at” or “above”) apart from year 6 (67%).
At the end of 2015 only 9% of boys were “at” or “above” in writing. By the end of 2016 this had improved to 19.2%. (46.5% of our year 6 girls were “at” or “above”). While doubling the number who achieved is good it still doesn’t get us close to 60% which was our target.
A similar picture is still evident when we look at reading but nowhere near as dramatic. Also by year 5 and 6 the gap in reading narrows..
Goal Two
To improve the reading level in the first two years of school.
Rationale: Why did we chose this as a goal?
Many pupils who were to turn 6 during 2016 looked unlikely to be reading at level 5 at the end of their first year at school. Over 25% were still below PM Level 8 at the end of their second year at school.
We believed that improvements in the areas of Hearing and Recording Sounds in Words, Letter Identification, word identification and Concepts About Print were all areas that could be moved.
Measurable Targets (Goal 2)
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.
Improve the literacy level of pupils selected by teachers as being “below” the National Standard, particularly in writing.
Rationale: Why did we chose this as a goal?
2016 goals also centred around literacy but with an emphasis on writing for boys. This was because we had over 80% of boys not achieving in written language.
The feeling now is that any improvement in our teaching will impact on both girls and boys and, while we have less girls at risk of failure, those that are failing still need to be helped.
2016 end of year OTJs show we still have some room to move in literacy, particularly in writing.
Our main area of concern is still writing as we have only 32% achieving “at” or “above” the National Standard compared to 51% in Reading and 53% in Mathematics.
It is interesting that at year 6, 89% of our pupils are achieving at or above the National Standard in Reading but only 51% in Writing. Almost 40% of our year 6 pupils can read at the National Standard but not write at the National Standard.
2016 end of year OTJs
Strategic Aim: To have 80% of year 2-6 at or above the National Standard in writing
Annual Goal: To improve the literacy level, particularly in writing for children identified as “below”.
Measurable Target: At the end of 2017 75% of the targeted pupils currently assessed as “below” will be achieving the National Standard in reading and writing.
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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
Letter from the Ministry of Education acknowledging receipt of the charter: to come (Maybe - No acknowledgement received in 2016)
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.