Charter 2015 - 2017
School No: 2971
Rapaura School Community
Rapaura School is a full primary school situated amongst the vineyards of
Marlborough, north west of Blenheim. The well-kept grounds and rural
location provide students with a pleasant environment in which to learn and
play. Positive relationships between school staff, students and the wider
community are evident and the Board of Trustees works diligently to cultivate
an open and sharing relationship with parents. Students and parents say they
appreciate the family atmosphere at the school and the professional and
caring attitude of the staff.
The school is staffed by a Principal, 7 teachers, 3 teacher aides, a part-time
receptionist/secretary, a part-time administration officer, a part-time library
assistant and a cleaner / caretaker. A wide range of outside agencies also
support the school and these include a Public Health Nurse, School Dental
Service, Advisory Services, Property Maintenance Services and Group
Special Education Services.
There are 4 teaching blocks, with 6 teaching spaces and an administration
area. The school has a large library and a multipurpose room. The school also
has storage sheds, a caretaker’s shed, a PE shed, a swimming pool, a court
area, an adventure playground, a sand pit and a large grassed play area.
The school is the focal point for the community.
Special features of the school include:
Supportive school community, BOT and Staff
Community Centre / School Library
Community Swimming Pool
Attractive rural setting
Networked computers and a pod of laptops
A bus service
Achieving
, confident children,
learning
and growing together within a
healthy,
active environment
.
Our pupose/mission:
The school community will work together to develop a quality learning evironment that is learner-centred, welcoming, supportive, challenging, exciting rewarding and:! Encourages each learner to strive for individual excellence
! Develops the skills, knowledge, attitudes and values needed to be life-long, self-motivated learners, able to meet their needs now and in the future
! Nurtures environmental and cultural awareness, self-esteem, responsibility, tolerance sensitivity to all.
Our Values:
RESPECT:
Rapaura School is a
caring, inclusive, non-discriminatory
and cohesive environment where
students, staff, board and parents are
valued as active, visible members of
the learning community. All school
community members demonstrate
respect for themselves, other people,
property and the environment.
INTEGRITY:
Personal integrity is
demonstrated by school community
members fulfilling their roles by
accepting their responsibilities, being
honest and acknowledging the rights
of others. All members take pride in
their school and contribute positively
to the school’s reputation by
celebrating their talents and
achievement in the wider community.
TEAMWORK:
Students, staff,
board & parent work cooperatively,
respectfully and with integrity
towards the agreed school goals
thereby maximizing the success of
our school mission. Individual
strengths and interests are engaged
and lifelong learning fostered for all,
in a supportive learning community.
EXCELLENCE:
Personal excellence
is fostered by high expectations, goal
setting, taking into account
community needs, student and
teacher interests and careful
preparation and planning for
learning, with insightful, regular and
effective governance.
Success at Rapaura School:
Our students will graduate:
1. With strong literacy and numeracy skills
2. Knowing how to ask questions and find
answers linking to their learning.
3. Knowing how to think critically,
logically, systematically and creatively
4. Being creative and innovative problem
solvers
5. Knowing group skills and how to
cooperate and function effectively with
others
6. Knowing how to reflect, set goals and
plan strategies to improve their learning
7. Knowing how to apply technology in a
changing world.
8. Respecting themselves, others, property
and the environment
9. Acting with integrity
10. Having a sense of belonging and pride
and contributing to their community
11. With communication skills that welcome
inquiry and honest dialogue.
12. With relationships skills that foster
inclusiveness, empathy and caring.
13. Holding high expectations and self belief
as learners and leaders
14. With a sense of wonderment as lifelong
independent learners.
15. Having a sense of humour and find fun
in learning.
16. With the skills to locate information to
enhance their learning to create a
difference for themselves, their school
and/or their community.
SUCCESS AT RAPAURA SCHOOL
OUR STUDENTS GRADUATE –
1.
With strong literacy and numeracy skills
2.
Knowing how to ask good questions and find their own answers
3.
Knowing how to think critically, logically, systematically and creatively
4.
Being creative and innovative problem solvers
5.
Knowing group skills and how to cooperate and function effectively
with others
6.
Knowing how to reflect on their performance, set goals and plan
strategies to improve their performance
7.
Knowing how to apply technology in a changing world
8.
Respecting themselves, others, property and the environment
9.
Acting with integrity
10.
Having a sense of belonging and pride and contributing to their
community
11.
With communication skills that welcome inquiry and honest dialogue.
12.
With relationship skills that foster inclusiveness, empathy and caring
13.
Holding high expectations and self belief as learners and leaders
14.
With a sense of wonderment as lifelong independent learners
15.
Having a sense of humour and find fun in learning
National Education Priorities
The School will determine its priorities by focussing on national priorities and identifying local priorities.
The National Priorities are articulated in the National Administration Guidelines. They are:
NAG 1
Each board of trustees is required to foster student achievement by providing teaching and learning programmes which incorporate The National Curriculum as expressed in The New Zealand Curriculum 2007 or Te Marautanga o Aotearoa.
Each board, through the principal and staff, is required to: (a) develop and implement teaching and learning programmes:
i. to provide all students in years 1-10 with opportunities to achieve for success in all areas of the National Curriculum;
ii. giving priority to student achievement in literacy and numeracy, especially in years 1-8;
iii. giving priority to regular quality physical activity that develops movement skills for all students, especially in years 1-6.
(b) through a range of assessment practices, gather information that is sufficiently
comprehensive to enable the progress and achievement of students to be evaluated; giving priority first to:
1. student achievement in literacy and numeracy, especially in years 1-8; and then to 2. breadth and depth of learning related to the needs, abilities and interests of students,
the nature of the school's curriculum, and the scope of The National Curriculum as expressed in The New Zealand Curriculum or Te Marautanga o Aotearoa;
(c) on the basis of good quality assessment information, identify students and groups of students:
i. who are not achieving;
ii. who are at risk of not achieving;
iii. who have special needs (including gifted and talented students); and iv. aspects of the curriculum which require particular attention;
(d) develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified in (c) above;
(e) in consultation with the school's Māori community, develop and make known to the school's community policies, plans and targets for improving the achievement of Māori students; and
(f) provide appropriate career education and guidance for all students in year 7 and above, with a particular emphasis on specific career guidance for those students who have been identified by the school as being at risk of leaving school unprepared for the transition to the workplace or further education/training.
NAG 2
Each board of trustees, with the principal and teaching staff, is required to:
(a) develop a strategic plan which documents how they are giving effect to the National Education Guidelines through their policies, plans and programmes, including those for curriculum, National Standards, assessment and staff professional development;
(b) maintain an on-going programme of self-review in relation to the above policies, plans and programmes, including evaluation of information on student achievement; and
(c) report to students and their parents on the achievement of individual students, and to the school's community on the achievement of students as a whole and of groups (identified through NAG 1(c) above) including the achievement of Māori students against the plans and targets referred to in 1(e) above.
NAG 2A
Where a school has students enrolled in years 1-8, the board of trustees, with the principal and teaching staff, is required to, in alignment with requirements set in NAG 1 use National Standards to:
(a) report to students and their parents on the student’s progress and achievement in relation to National Standards. Reporting to parents in plain language in writing must occur at least twice a year;
(b) report to the Secretary for Education by 1 March school-level data on National Standards under four headings:
i. school strengths and identified areas for improvement; ii. the basis for identifying areas for improvement; iii. planned actions for lifting achievement; and
iv. how students are progressing in relation to National Standards (c) report to the Secretary for Education by 1 March :
i. the numbers and proportions of students at, above, below or well below National Standards, including by Māori, Pasifika, European/Pakeha, Asian and by gender and by year level;
(d) report the NAG2A(b) and NAG 2A(c) National Standards information in the format prescribed by the Secretary for Education from time to time
NAG 3
According to the legislation on employment and personnel matters, each board of trustees is required in particular to:
(a) develop and implement personnel and industrial policies, within policy and procedural frameworks set by the Government from time to time, which promote high levels of staff performance, use educational resources effectively and recognise the needs of students; and (b) be a good employer as defined in the State Sector Act 1988 and comply with the
conditions contained in employment contracts applying to teaching and non-teaching staff.
NAG 4
According to legislation on financial and property matters, each board of trustees is also required in particular to:
(a) allocate funds to reflect the school's priorities as stated in the charter;
(b) monitor and control school expenditure, and ensure that annual accounts are prepared and audited as required by the Public Finance Act 1989 and the Education Act 1989; and
(c) comply with the negotiated conditions of any current asset management agreement, and implement a maintenance programme to ensure that the school's buildings and facilities provide a safe, healthy learning environment for students.
NAG 5
Each board of trustees is also required to:
(a) provide a safe physical and emotional environment for students; (b) promote healthy food and nutrition for all students; and
(c) comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees.
NAG 6
Each board of trustees is also expected to comply with all general legislation concerning requirements such as attendance, the length of the school day, and the length of the school year.
NAG 7
Each board of trustees is required to complete an annual update of the school charter for each school it administers, and provide the Secretary for Education with a copy of the updated school charter before 1 March of the relevant year.
NAG 8
Each board of trustees is required to provide a statement providing an analysis of any variance between the school’s performance and the relevant aims, objectives, directions, priorities, or targets set out in the school charter at the same time as the updated school charter provided to the Secretary for Education under NAG 7.
NAG 8 applies in relation to schools with students enrolled in years 1-8 from the 2013 school year, and all schools from the 2014 school year.
Schools that have students in years 1 – 8 that use The New Zealand Curriculum must use National Standards for those students and schools that have students in years 1 – 8 that use Te Marautanga o Aotearoa must use Nga Whanaketanga Rumaki Maori for those students.
Recognising New Zealand’s Cultural Diversity
Rapaura School, as appropriate to its community, will develop procedures and
practices that reflect New Zealand’s cultural diversity and the unique position
of Maori culture.
In recognizing this, Rapaura School will take all reasonable steps to provide
instruction in Tikanga Maori (Maori Culture) and Te Reo Maori (Maori
Language) for full time students whose parents request it.
To achieve this at Rapaura School, should a parent request a higher level of
Tikanga and / or Te Reo than is at present evident in our school, Rapaura
School’s programme, the staff and family will explore possibilities, which could
include one or more of the following:
•
Further explain the existing programmes
•
Further extend the existing programmes if & as appropriate
•
Combine with a neighbouring school for parts of the day / programme
•
Dual enrolment with Correspondence School
•
Provide in school support & resources to further enhance inclusion of Te
Reo & Tikanga within the child’s classroom
•
Explore other schools who may offer programmes closer to their
expectations
•
Other negotiated actions
Supporting Documents
The following documentation supports us in improving student achievement
•
School policies
•
Programmes of work
•
Assessment Plan
•
Professional Development Programme
•
Curriculum Delivery Plan
•
Curriculum Progress / Achievement Statement i.e. Long Term
Planners
The following documentation supports us in developing good management
practices and effective organisational systems:
•
Charter
•
Policies
•
Performance Appraisal Plan
•
EEO Plan
•
Annual Budget
•
Procedures for controlling / monitoring expenditure
•
Ten Year Property Plan
•
Board of Trustees’ Terms of Reference
•
Staff Job Descriptions / Performance Agreements
•
Board of Trustees Handbook
•
Teachers’ Handbook
•
Monthly Financial Report
•
Meeting Minutes
•
Board of Trustees / Portfolio committees
•
Staff Meeting Minutes
•
Self-Review Programme
The following documentation supports us in fostering positive community
partnerships:
•
Parent Information Book
•
Working Together document
•
Newsletters - Parents / Caregivers
•
Reporting System
•
Community meetings and consultation
•
FORS Constitution
RAPAURA SCHOOL STRATEGIC MANAGEMENT
ACTS OF PARLIAMENT CHARTER
VISION NEGS AND NAGS STRATEGIC PLAN 3 Year Overview
ANNUAL PLAN NAG 1 CURRICULUM POLICIES NAG 2 STRATEGIC PLANNING, SELF REVIEW &
REPORTING POLICIES NAG 3 PERSONNEL POLICIES NAG 4 FINANCE POLICIES NAG 4 PROPERTY POLICIES NAG 5 HEALTH AND SAFETY POLICIES NAG 6 ADMINSTRATION & LEGISLATION POLICIES COMMUNITY PARTNERSHIP CURRICULUM PROGRAMMES BOT REPORTS SCHOOL ORGANISATION & STAFFING SCHEDULE
AUDIT 10 YEAR MAINTENANCE
PLAN
SAFETY MANAGEMENT
PLAN
BOT HANDBOOK ROLES & RESPONSIBILITIES NEWSLETTERS WEBSITE CURRICULUM REVIEWS ANNUAL REPORTS EEO PROGRAMME
BUDGET ASSET REGISTER EOTC SAFETY MANAGEMENT, PROGRAMME & GUIDELINES MANAGEMENT FOLDER ACHIEVEMENT STATEMENTS POLICY REVIEW SCHEDULE
PM SYSTEM PROPERTY
OCCUPANCY DOCUMENT (POD) EMERGENCY PROCEDURES MOE RECORDS PLANNING, ASSESSMENT REPORTING & REVIEWING REPORTING TO PARENTS & PUPILS PERSONNEL FILES POLICE VETTING
SAFETY IN THE SCHOOL
RAPAURA SCHOOL - STRATEGIC VISION 2015 – 2017
We achieve our Vision by focusing on the six dimensions of a successful school.
Leading and Managing
Leading and managing
–
Our leadership is by example, it is supportive, collaborative
and inspired from a sound foundation of pedagogy (the science of teaching and learning)
School Culture
School Culture
– Our school is a safe, fun and positive learning environment where
everyone has a shared vision, models positive relationships and celebrates success. We
have a culture of continual improvement, celebrating diversity and making decisions that
are evidence based, reflective and child centered.
Student Learning
Student learning
– All of our students are highly engaged and experience success in their
learning. They contribute positively to our community and are developing the values,
knowledge and competencies that will enable them to live full and satisfying lives
Teaching
Teaching Goal
– Every teacher adds something special to our school, is committed to
achieving our vision and is passionate about maximizing learning opportunities and
outcomes for all students
Governing
Governing
– Our Board of Trustees are visionary custodians of our school resources.
They effectively represent the community’s aspirations, have a mixed skill base and make
decisions focused on improving student learning outcomes
Engaging Families
Engaging Families – Every family adds something special to our school, is fully engaged
in their child(ren)’s learning and is actively involved in wider school activities.
Strategic Goal 1:
Leading and Managing
2015 2017
Our leadership is by example. It is
supportive, collaborative and inspired
from a sound foundation of pedagogy
(the science of teaching and learning).
Internal and external experts will be used to increase leadership and teaching capabilities
Annual Professional Development plans will be prepared. The third year of the ALL
programme will be completed in 2015 along with Digital Technologies.
The Appraisal Connector System (through Inter lead) will continue to be developed as a
tool to foster teaching as inquiry and a reflective professional learning community focused
on continual improvement and learning.
Revisiting and reflection on the Rapaura School Vision and the Rapaura Learner will
begin with the new principal in 2015.
An ongoing self-review of all school activities will continue according to the tri-annual
plan.
Leadership will actively seek to establish stronger relationships with Maori whanau and
iwi and seek to develop an understanding of Maori succeeding as Maori.
Resourcing will be used effectively to enhance student achievement.
School practices and procedures will be reviewed to ensure they align with legislation and
Board policies.
Strategic Goal 2:
School Culture
2015 2017
Our school is a safe, fun and positive
learning environment where everyone
has a shared vision, models positive
relationships and celebrates success.
We have a culture of continual
improvement, celebrating diversity
and making decisions that are
evidence based, reflective and child
centered.
School values (Manaakitanga), the ‘Rapaura Way’ and the Working Together document
will guide our learning and growing together culture.
An inclusive, friendly environment with a welcoming culture will continue to be
developed.
Trusting and supportive relationships will continue to be a focus as a sense of belonging to
a community continues.
The school community nurtures tolerance, acceptance and respect for diversity.
Children take responsibility for their own actions aided by the support and teaching they
receive from teachers and parents.
A child focused philosophy is maintained which ensures our students have an active voice
in decision making and an opportunity to develop leadership skills.
The school continues to provide contexts for learning where the language, identity and
culture of Maori learners and their whanau is affirmed (Tangata Whenuatanga).
Strategic Goal 3:
Student Learning
2015 2017
All of our students are highly engaged
and experience success in their
learning. They contribute positively
to our community and are developing
the values, knowledge and
competencies that will enable them to
live full and satisfying lives.
Annual targets will be set for identified individuals and clusters of students according to
evidence of achievement collected as well as maintaining school wide achievement results
above the national and regional averages.
A curriculum, covering the 8 learning areas will be planned and implemented so that
students of all abilities and all year levels are engaged and experience success.
Progress and achievement for all students will be carefully planned, monitored and
collated.
A Learner Management System will be implemented that supports the collation and
reporting of student progress and achievement. This will also aid reporting to parents on
individual students and reporting to the Board school wide achievement.
A strong EOTC programme, including annual camps for our Year 4 to 8 students, will
enhance a variety of learning experiences.
The teaching and fostering of the highly developed key competencies will be an explicit
part of the school curriculum with the aim of developing independent, self-motivated life
long learners.
Strategic Goal 4:
Teaching
2015 2017
Every teacher adds something special
to our school. They are committed to
achieving our vision and is passionate
about maximizing learning
opportunities and outcomes for all
students.
Teachers, as learners (Ako), will continue to grow their professional practice through a
planned professional development programme and the Appraisal Connector System.
The school will support the development of the regional goal by exploring modern
teaching practices.
The teaching staff will provide a curriculum that ensures success and achievement for the
diverse range of learners including the gifted and talented as well as those requiring
special adaptations to the curriculum.
Teaching programmes will provide for the 21
stcentury learners with opportunities for
critical thinking, communication, collaboration and creativity.
Digital technologies will be used as a tool to enhance teaching, learning and student
achievement.
Strategic Goal 5:
Governing
2015 2017
Our Board of Trustees are visionary
custodians of our school resources.
They effectively represent the
community’s aspirations, have a
mixed skill base and make decisions
focused on improving student learning
outcomes.
An ongoing and varied programme of consultation with the community will be
implemented.
The Board will perform an ongoing and robust self- review of the governance role to
ensure Board effectiveness.
The Board will provide for and monitor effective use of resourcing for personnel,
environment and curriculum delivery to ensure strategic goals are met.
The Board will monitor student progress and achievement and annual targets through
regular reporting to the Board by management.
The Board will provide regular communications and reports to the community including
whanau and iwi.
Board will provide induction and ongoing training for the board members. A succession
plan will be implemented.
The Board will monitor the school’s enrolment scheme to ensure that overcrowding is
avoided.
Strategic Goal 6:
Engaging Families
2015 2017
Every family adds something special
to our school, is fully engaged in their
child(ren)’s learning and is actively
involved in wider school activities.
A shared understanding of Maori succeeding as Maori will be developed through the
establishment of stronger relationships with Maori learners, parents and whanau, hap
ū
, iwi
and the Maori community (Whanaungatanga).
Written reporting formats to parents on student achievement will be reviewed during 2015
and a new written format developed.
Communication systems with the wider school community will be reviewed and
enhanced.
Relationships with experts in the wider community and globally will be extended in order
to enhance and grow our delivery of the curriculum.
ANNUAL PLAN - Strategic Goal 1 – Leading and Managing
Annual Aim
Action
Responsibilities Resources Variance
Internal and external experts will be used to increase leadership and teaching capabilities Annual PD plans will be prepared. Third year of the ALL programme will be completed in 2015 along with Digital Technologies.
1. Management team review leadership and teaching pedagogy to align with 2015 PD focuses.
2. Digital Technology PD to enhance all practices across the school – leading learning with staff, practices across school and leadership of staff.
Principal/management Lead teachers Principal Release to attend Lead Teacher workshops The Appraisal Connector System (through
Inter lead) will continue to be developed as a tool to foster teaching as inquiry and a reflective professional learning community focused on continual improvement and learning.
3. Identify next-step learning from 2014 triples appraisal programme.
4. Building a culture of reflective practice across the whole school that is consistent and purposeful.
5. Support teacher as inquiry across the school.
All staff Inter lead Appraisal $2300
Revisiting and reflection on the Rapaura School Vision and the Rapaura Learner will begin with the new principal in 2015.
6. Identify the different elements of The Rapaura Way and connect them as one, including visuals.
All staff Students Community An ongoing self- review of all school
activities will continue according to the tri-annual plan.
7. Review and update plan. Principal/management
Leadership will actively seek to establish stronger relationships with Maori whanau and iwi and seek to develop an
understanding of Maori succeeding as Maori.
1. Identify experts within the community to best support the school and it’s community. Invite Maori whanau to come to school to meet and discuss success as Maori.
Principal
Resourcing will be used effectively to enhance student achievement.
2. Identify staff’s needs, school needs to create whole-staff PD for 2016.
All staff School practices and procedures will be
reviewed to ensure they align with legislation and Board policies.
3. Identify practices and procedures to align with legislation and Board policies.
ANNUAL PLAN - Strategic Goal 2 – School Culture
Annual Aim
Action
Responsibilities Resources Variance
School values (Manaakitanga), the ‘Rapaura Way’ and the Working Together document will guide our learning and growing together culture
1. Identify how Rapaura Way works across all levels of the school. 2. Establish consistency of teaching
practices, visuals and students interpretation to grow the culture.
All staff
An inclusive, friendly environment with a welcoming culture will continue to be developed
3. Support and grow the leadership programme to include all students.
All staff
Trusting and supportive relationships will continue to be a focus as a sense of belonging to a community continues.
4. Share teaching practices and behavior programmes to develop the
supporting relationships of the school.
All staff
The school community nurtures tolerance, acceptance and respect for diversity
5. Celebrate diversity through curriculum, staff and students.
All staff
Children take responsibility for their own actions aided by the support and teaching they receive from teachers and parents.
6. Staff to teach the Key Competency with particular focus on Managing Self.
7. Provide support for the home.
All staff
A child focused philosophy is maintained which ensures our students have an active voice in decision making and an opportunity to develop leadership skills
8. Involve student voice with curriculum programmes, behavior management, vision and visuals.
All staff
The school continues to provide contexts for learning where the language, identity and culture of Maori learners and their whanau is affirmed (Tangata Whenuatanga)
9. Explicit teaching of skills, language, history, waiata and protocols.
ANNUAL PLAN - Strategic Goal 3 – Student learning
Annual Aim
Action
Responsibilities Resources Variance
Annual targets will be set for identified individuals and clusters of students according to evidence of achievement collected as well as maintaining school wide achievement results above the national and regional averages.
1. Charter targets and class action plans will be created to enhance learning for individuals and groups.
2. Staff will reflect on a term-by-term basis on achievements and next-steps.
All staff Staff meetings
A curriculum, covering the 8 learning areas will be planned and implemented so that students of all abilities and all year levels are engaged and experience success.
3. Whole staff planning including student voice, to include experts of the community and visits to the community.
All staff Staff meetings
Progress and achievement for all students will be carefully planned, monitored and collated.
4. Collating of overall teacher judgments and assessment practices will be monitored and enhanced.
All staff
A Learner Management System will be implemented that supports the collation and reporting of student progress and
achievement. This will also aid reporting to parents on individual students and reporting to the Board school wide achievement
5. Staff will receive training and support to load assessment data, overall teacher judgments and to report using an online reporting system.
All staff Principal/Snr management
Edge $2000
A strong EOTC programme, including annual camps for our Year 4 to 8 students, will enhance a variety of learning
experiences.
6. Purposeful experience to enhance Key Competencies, and personal growth will be made available for students Y4 – 8.
All staff
The teaching and fostering of the highly developed key competencies will be an explicit part of the school curriculum with the aim of developing independent, self-motivated life long learners.
7. Shared consistent teaching approaches will be taught to all students. The Key Competencies & school Values will be evident in all curriculum areas.
ANNUAL PLAN - Strategic Goal 4 – Teaching
Annual Aim
Action
Responsibilities Resources Variance
Teachers, as learners (Ako), will continue to grow their professional practice through a planned professional development programme and the Appraisal Connector System.
1. Staff will be supported collegially to enhance practices with focus on student achievement and professional development.
All staff Digital Technology PD
The school will support the development of the regional goal by exploring modern teaching practices.
2. The school has expressed interest and is part of a Community of Schools. Main focus will be modern learning pedagogy/practices.
All staff COS MOE
The teaching staff will provide a curriculum that ensures success and achievement for the diverse range of learners including the gifted and talented as well as those requiring special adaptations to the curriculum.
3. Staff will plan three major themes around Citizenship and the school theme, ‘Back to the Future.’ Learning will be interwoven amongst all Curriculum learning areas.
All staff Staff meetings
Teaching programmes will provide for the 21st century learners with opportunities for
critical thinking, communication, collaboration and creativity.
4. Focus will be given to include visible thinking skills to enhance critical thinking, communication, collaboration and creativity.
All staff Staff meetings Making Thinking Visible text
$50
Digital technologies will be used as a tool to enhance teaching, learning and student achievement.
5. Programmes will be created to include technology and cater for the diversity of learners.
ANNUAL PLAN - Strategic Goal 5 – Governing
Annual Aim
Action
Responsibilities Resources Variance
An ongoing and varied programme of consultation with the community will be implemented.
1. Support will be given for management to identify and design an effective whole school reporting system. The Board will perform an ongoing and
robust self-review of the governance role to ensure Board effectiveness.
2. Board will follow self-review cycle to inform of the improvements across the school.
The Board will provide for and monitor effective use of resourcing for personnel, environment and curriculum delivery to ensure strategic goals are met.
3. Board sets and monitors closely a budget that allocates resources to support student learning, staff
professional learning goals and school environment.
The Board will monitor student progress and achievement and annual targets through regular reporting to the Board by management.
4. Board will show support and monitor closely, a budget that allows
management to enhance the pedagogy and learning of staff to cater for the diversity of learners.
The Board will provide regular communications and reports to the community including whanau and iwi.
5. BOT members to establish links with local iwi and initiate open and transparent discussions to allow the local Maori community to contribute to develop and review the school policies and practices.
Board will provide induction and ongoing training for the board members. A succession plan will be implemented.
6. Encourage Board members to take part in relevant Professional Learning sessions during the year.
The Board will monitor the school’s enrolment scheme to ensure that overcrowding is avoided.
7. The Board will review the school’s enrolment scheme on an annual basis.
ANNUAL PLAN - Strategic Goal 6 – Engaging Families
Annual Aim
Action
Responsibilities Resources Variance
A shared understanding of Maori succeeding as Maori will be developed through the establishment of stronger relationships with Maori learners, parents and whanau, hapū, iwi and the Maori community
(Whanaungatanga)
1. A meeting with Maori whanau to discuss programmes of learning and curriculum will be held.
Principal/ management
Written reporting formats to parents on student achievement will be reviewed during 2015 and a new written format developed.
2. Online school management system will be used to report to parents. An electronic report form will be created to best inform the parent community of the progress of their child(ren).
All staff Edge facilitator $2000
Communication systems with the wider school community will be reviewed and enhanced.
3. Parent and teacher interviews will replace parent/teacher/student in Term 1. Student led conferences will replace student/parent/teacher conferences in early Term 3. Feedback from community will identify future of reporting.
All staff
Relationships with experts in the wider community and globally will be extended in order to enhance and grow our delivery of the curriculum.
4. Experts will be identified from the immediate community of
Marlborough to enhance our learning programmes. Staff, students and families will be included.
All staff Students
