Te Kauwhata Primary School charter Kauwhata...Te Kauwhata Primary School Charter 2012 ... • Local...
Transcript of Te Kauwhata Primary School charter Kauwhata...Te Kauwhata Primary School Charter 2012 ... • Local...
Te Kauwhata Primary School Charter 2012
Te Kauwhata Primary School
Charter Strategic Plan 2012 ~ 2014
Annual Plan 2012 Achievement Targets
Learning Together ~ Kia Ngatahi te Ako We C.A.R.E ~ Manaakitia
Te Kauwhata Primary School Charter 2012
Te Kauwhata Primary School Charter
Our school charter addresses the National Education Priorities as stated in the National Administration Guidelines, with particular focus on NAG 1. It is built upon our local
curriculum, underpinned by our curriculum principles, and focuses on specific learning needs for cohorts of students as identified through our assessment procedures and
resulting achievement targets.
Te Kauwhata Primary School is committed to raising the achievement of all learners with particular focus on the core areas of Literacy and Numeracy, and the achievement of
Maori and Pasifika learners.
Charter contents:
• Curriculum @ TKP • Vision and Values @ TKP • Community statement
• Cultural Diversity, Maori Dimension, Whanau Engagement • Strategic Plan 2012 – 2014: Future goals and direction @ TKP
• ICT @ TKP ~ Strategic Plan 2012 - 2014 • 2012 @ TKP: Annual Plan • 2012 Curriculum overview
• Achievement Targets @ TKP ~ 2012 Learning Goals and Priorities • Policy and Review @ TKP: BOT commitment to a quality learning environment
Learning Together ~ Kia Ngatahi te Ako
We C.A.R.E ~ Manaakitia
The Board of Trustees will review this charter as part of its ongoing self-review to inform and guide future planning. It will comply with legal requirements by submitting this document to the Ministry by the 1st of February 2012 and submitting an Analysis of
Variance annually by the due date.
The Principal will provide accurate and timely progress and assessment data, against National Standards, to the Board of Trustees and report against charter goals as part
of her monthly BOT reports.
The Board of Trustees also acknowledges that should the school situation change significantly and strategic goals and / or achievement targets need to be amended, it will notify the Ministry of these changes as early in the new school year as possible.
The Te Kauwhata Board of Trustees approved this charter on Tuesday 13th December 2011
Signed:
BOT Chairperson: _______________________ Principal: _________________________
Te Kauwhata Primary School Charter 2012
Te Kauwhata Primary School
Our Community
Te Kauwhata is a small district with a strong community based on mutual support and co-operation. It provides services to rural hinterland. Viticulture, orchards, pastoral farming, export processing, corrections facilities and light manufacturing are amongst the diverse occupations in this community, Many sporting, cultural and social amenities are available. Sports, arts and activities such as scouting and guiding play a major role in catering for the leisure time of our community. Several large subdivisions have been established within the town boundaries with subsequent housing filling them, both as owner occupied and rental dwellings.
Some local people commute to work in other areas.
The school is located near the business centre and retirement village, and is one of two schools situated in the village. Te Kauwata Primary is a contributing school catering for Years 1-6 while the second school, Te Kauwhata College, caters for Years 7-13.
Seventy percent of our pupils require contracted bus transport.
There is a diversity of ethnic groups represented in the children at this school. Our Maori roll is approximately 30%, Pasifika approximately 4%, NZ European approximately 60% with smaller representations from other ethnic groups including Dutch, Asian, Indian, African, English, German and Yugoslavian.
The children come from a diverse range of family occupations, in the main farming or horticulture and some local industries and more recently the local correction facility at Springhill.
Our community supports the school very strongly. Parental attendance and involvement at the various school functions is a feature. So too is our interaction with other schools in our cluster for cultural and sporting events, and for the transition of students both to and from the local pre-schools and college.
Te Kauwhata Primary is a decile 5 school with a strong and supportive Board of Trustees and a growing Whanau Support Group. Due to an increasing school population an enrolment scheme was implemented from term 2, 2011.
‘Learning Together’ Kia Ngatahi te Ako
At Te Kauwhata Primary School we
C.A.R.E Communicate ~ Aspire ~ Respect ~ Engage
Korerotia ~ Hokaka ~ Whakaute ~ Whakaware
‘Manaakitia’
Te Kauwhata Primary School Charter 2012
Cultural diversity
Our curriculum will acknowledge, reflect and celebrate New Zealand’s cultural diversity, and value the histories and traditions of its people. Indicators will be:
• Contexts for learning in English, The Arts and Social Sciences will reflect New Zealand’s cultural diversity, with consideration being given to the cultural diversity within our school and community.
• Our school will offer opportunities for Kapahaka and a wide range of activities to cater for different learners and how they learn, both within the curriculum and as extra-curricula.
Maori dimension
Our curriculum will acknowledge the principles of the Treaty of Waitangi and the bi-cultural heritage of New Zealand. All learners will have the opportunity to acquire and develop knowledge of te reo Maori me ona tikanga. Indicators will be:
• Te Reo and Tikanga is planned for • Te Reo is used effectively in daily classroom interactions • All learners have continued opportunities to improve their
knowledge of Te Reo and Tikanga • Local protocol / ‘kawa’ is respected and followed.
Whanau Engagement
Our curriculum will draw on and recognise the expertise and support of whanau and community through, at minimum, annual Whanau Support meetings and the continued growth and development of a Whanau Support Group. Such meetings and consultation will provide support, advice and guidance to the Board of Trustees and school management. Maori achievement and success will be shared. Community and whanau support will be engaged to support teachers in the delivery of Te Reo and Tikanga and with the organization of special events that reflect the Maori culture.
Te Kauwhata Primary School Charter 2012
Strategic Plan 2012 – 2014 Future goals and direction @ TKP
Where we are at now…
Goals / indicators (Based on Curriculum Principles and National Administration Guidelines)
Strategies (How we will get
there)
When… Review (How we did, where to
now?)
Learning to Learn / High Expectations Staff and students are developing their ability to be reflective learners, taking responsibility for their own learning processes. Using the ‘Teaching as Inquiry’ model, and ‘Assessment for Learning’ practices are not evident consistently across the school, impacting on the progress and achievement of learners.
• Learners can talk about their strengths and weaknesses, setting challenging but achievable goals for future learning
• Teachers use ‘rich’ assessment data to set meaningful targets for all learners
• Teachers consistently and effectively use ‘Teaching as Inquiry’ and ‘Assessment for Learning’ principles to inform new learning.
• Teaching, learning and assessment reflect meta-cognitive and Key Competency development
• E-learning approaches are incorporated
• All learners are ‘curious’ to know and discover more!
• Professional learning for all staff specific to ‘Teaching as Inquiry’ and ‘Assessment for Learning’ principles
• Review and redevelopment of appraisal framework (with external consultant 2012)
• Supported
implementation of ICT framework
2012 –
ongoing Review
annually
2012 Review end of 2012 for
2013
2012 - 2014
Review annually
Coherence A new Charter and Vision / Values statement have been created, along with our revised local curriculum. Pathways for further learning are not as clear and consistent as they could be.
• Our vision is shared and modeled by all
• There is consistent understanding and knowledge of current pedagogy evident through quality teaching and learning programmes school-wide.
• Contexts for learning reflect the school’s curriculum.
• Further learning is evident through knowledge and use of higher order thinking skills
• Learning Zones are print rich environments that reflect current teaching and learning across the curriculum.
• School-wide focus and priority
• 2012 School-
wide curriculum plan developed that reflects local curriculum and promotes shared understandings
• Professional learning (as above)
T1, 2012 Ongoing
modeling of
T1, 2012 Review mid and end of
year, plan for 2013
2012 – ongoing Review
annually
Community Engagement The school is supported strongly by the community. Recent consultation with the community and the growth of a Whanau Support group has provided valuable responses. There is an ‘Open Door Policy’ at school.
• Our school community is regularly consulted about the school curriculum and learning, including whanau support.
• Support and skills of whanau and community are utilised wherever appropriate and possible.
• Student-led conferences are understood and supported by all the school community.
• Parents / caregivers and the wider school community are actively involved in school activities.
• Our ‘open door’ policy is maintained.
• Consult annually with school community via students interviewing parents/ caregivers
• Provide information evenings for parents
• Continue to
promote and support Whanau Support group
Annually
T1 – Cyber Safety/SLCs
T2 – curriculum
area
Annually, more often for special projects /
events
Te Kauwhata Primary School Charter 2012
Future Focus TKP is an Enviro-School with some whole-school initiatives well embedded. Peer Mediators play an important role in modeling and supporting our values. Issues of ‘future focus’ are ready to be explored further.
• Learners understand the concept of ‘sustainability’ through the principles that underpin being an ‘Enviro-School’.
• Citizenship is modeled through the ‘Cool Schools’ programme and TKP values; this incorporates digital citizenship.
• Learners seek to solve problems by exploring a wide range of possibilities with a view to future outcomes and impact.
• Learners grow to become global citizens and understand the significance of this for today and the future.
• School-wide Enviro foci determined for each year, incorporating global and local issues
• Peer mediator facilitator released weekly to work with mediation team
• TKP Values &Key Competencies linked to peer mediation principles to support school behaviour management plan
T4, previous
year
Ongoing
T3, 2012 Review as
part of Policy / procedure
review schedule
Literacy (NAGs 1, 2, 2a) We are committed to raising Literacy achievement for all. Teachers use formative and summative assessment data to inform their teaching. A range of assessment tools is used to support overall teacher judgments. Further clarification and professional learning is required to ensure understanding and practice is consistent across the school.
• Levels of achievement will improve for all learners in Literacy, with a specific focus on improving student’s writing across the curriculum.
• All staff will participate in
focused professional learning linked to school direction and appraisal framework.
• Consolidation of teacher’s
knowledge, understandings and assessment practices (which includes ‘Teaching as Inquiry’ and Assessment for Learning’ principles) will be evident through quality teaching and learning programmes and when making overall teacher judgments in line with the National Standards.
• Professional Learning Team established to lead school through development of areas identified through teacher performance and learner’s needs. Development around the Literacy Learning progressions will be a priority to further consolidate understandings when making an overall teacher judgment in reading and writing.
• Professional learning opportunities will be made available to address needs
2012 – 2013 Review at
end of each year
Ongoing
Numeracy (NAGs 1, 2, 2a) Numeracy teaching and learning has been a focus for 2011. We are committed to continuing to raise achievement for all students, particularly in ‘whole number knowledge’. The principles of the numeracy framework underpin current teaching practice.
• Clear links between the need for whole number knowledge and understanding, and the ability to apply effective number strategies will be developed and consolidated as part of teacher’s professional learning.
• Consolidation of teacher’s knowledge, understandings and assessment practices (which includes ‘Teaching as Inquiry’ and Assessment for Learning’ principles) will be evident through quality teaching and learning programmes and when making overall teacher judgments in line with the National Standards.
• Professional Learning Team established to lead school through development of areas identified through teacher performance and learner’s needs esp. around whole number knowledge and accelerating learning for under achievers.
• Professional learning opportunities will be made available to address needs
2012 – 2013 Review at
end of each year
Ongoing
Te Kauwhata Primary School Charter 2012
Maori enjoying education success as Maori Most Maori learners are achieving at comparable levels to other learners. A Kapahaka programme is currently in place with all ‘teams’ having the opportunity to learn waiata and some basic reo with the kaiako. A performance Kapahaka group is taken separately.
• Teacher’s confidence and competence incorporating Te Reo and Tikanga into classroom programmes is evident as a result of professional learning.
• All learners have the opportunity to learn and use Te Reo within the classroom and school setting.
• Maori learners’ progress and achievement continues to be comparable to other learners, with improvement in identified areas through annual achievement targets. Such improvement is sustained.
• Our school environment acknowledges and reflects our bi-cultural school and wider community.
• Professional Learning Team established to lead school through Ka Hikitia strategy and knowledge and use of Te Reo within classrooms (unpack and facilitate learning using He Reo Tupu, He Reo Ora resource)
• A kaiako employed part time to teach (alongside teacher) for 2 terms each year, supporting Te Reo and Tikanga Maori
• Maori achievement data is shared with whanau community
• Development of school entrance way in consultation with Whanau Support group
• Bilingual signage is erected around the school
• Staff / BOT participate in local Marae experience to further appreciate local protocol / kawa
2012 – 2013 Review end
of each year
2012 –
Ongoing
2012
2012
Beginning
2013
Resourcing The Board of Trustees is committed to providing adequate human and physical resources to ensure the school is able to work towards achieving its long-term goals.
• The school will be staffed to adequately meet the needs of all learners.
• Specialist teachers, eg. for Reading Recovery, Special Needs, will be employed where funding is available / provided to cater for learning needs.
• Tikanga Maori / Kapahaka tutors / personnel will be employed to assist and support Maori language learning, performance and protocol.
• Professional Learning opportunities that reflect the current professional needs and foci of the school will be available for all staff
• Support staff (teachers aides) will be employed in line with SEG Grant and ORRs funding.
• All staff will be appraised annually.
• Vacancies will be advertised following school policies and procedures (NAG 3)
• Funding will be applied for annually to help cover the costs of Tikanga Maori / Kapahaka tutors / kai awhina
• Applications for specialist teacher funding will be applied for in line with MOE and agency policies and procedures
• Annual Prof Learning progs.
• Appraisal will be in line with school policy requirements.
Ongoing Principal and
BOT
Term 1, each
year (Principal)
Principal / DP (SENCO) Ongoing
Principal
T4 / T1 annually
Principal / M.Ment /
BOT
Te Kauwhata Primary School Charter 2012
Finance The Board of Trustees will manage and operate the school’s finances according to current legislation and auditory requirements.
• A budget will be formulated and approved each year that reflects the current foci and needs of the school.
• Spending will be prioritised to achieve strategic goals.
• The budget will be monitored monthly.
• The annual budget will be approved at the first BOT meeting each year
• Monthly income and expenditure will be reviewed and discussed as necessary at each BOT meeting
Principal /
BOT Ongoing
BOT Ongoing
Property The Board of Trustees will manage and maintain all school property in accordance with current 10 year and 5YA property plans. Te Kauwhata Primary School will be a safe environment to work and learn in.
• All buildings and equipment will be maintained in a safe and workable state
• Property projects will be in accordance with the current 5YA.
• The Board will consult with the appropriate consultants / personnel when preparing and prioritising needs for future 10Y and 5YA planning.
• The principles of being an EnviroSchool will underpin, where possible, future building and ground’s projects.
• The Hazard register will be used for recording safety concerns / areas and subsequent actions taken
• New 5YA will be established
• EnviroSchool foci will be determined annually and beyond
Caretaker / Principal /
BOT
Ongoing
Due July 2013
Consultant / BOT
DP / Principal / Students /
BOT
Te Kauwhata Primary School Charter 2012
2012 @ TKP Annual Plan
Area/s to target Link to NAG/s
How? Who? When? Budget/
Resources Follow-up /reporting
Learning to Learn / High Expectations Professional learning for all staff specific to ‘Teaching as Inquiry’ and ‘Assessment for Learning’ principles
1, 2, 3
Unpack ‘Teaching as Inquiry’ through reflection of current practice and taking action to improve. Collation and analysis of rich assessment data to inform teaching and learning. Revisit AFoL practices and expectations Using formative practices teachers will cater for all learners, both remedially and to extend.
Principal / DP
Staff meetings, Weeks 1,4
and 7 each term
Class obs each term, prof.
dialogue and
feedback
MOE / NZC resources
AFoL Resource
x 7 further copies of
Clarity in the Classroom @ $75 each (1
per classroom)
As part of appraisal
programme
Principal report to BOT – each term
Review and redevelopment of appraisal framework
2, 3
Work with Larry Forbes to redevelop and establish appraisal framework to improve quality of teaching and student achievement by • developing
management capabilities as appraisers
• developing and supporting ownership and responsibility of individual teachers within the appraisal process.
Appraisal process linked to school curriculum and direction.
Principal, DP, Team Leaders, Larry Forbes -
consultant
Each term, as
per Larry’s
timetable
$5900.00 + GST
and travel – consultant’s
fee
Principal
report to BOT - each term
Evaluate early Term 4
to set direction / prioritise
needs for 2013
Supported implementation of ICT framework (Also refer to ICT strategic plan – ICT @ TKP)
1, 2
Provide professional learning opportunities for teachers to develop confidence and competence when working with and integrating ICTs into their teaching and learning. Provide timely ICT technical support to ensure ICT tools are ready for use.
Principal – as ICT co-
facilitator and support -
curriculum
Breathe Technology –
interactive teaching stations
Chris – Lead Teacher ICT –
curriculum and technical support When
necessary ICT support tech.
Staff meeting week 5 each term
Term 2
45 minute
tech-shops x2 per term (Weds)
Individual / buddy support
2 hours release per fortnight,
plus 1 day per term
Approx. $1000
+gst
$60.00 per hour (approx. 4
hours per term plus 1 hour each way
travel)
Annual report to
BOT, term 3 (Chris to present)
Budget proposals –
term 4 annually
Te Kauwhata Primary School Charter 2012
Coherence TKP Vision and Values – school wide focus and priority 2012 School-wide curriculum plan developed that reflects local curriculum and promotes shared understandings Professional learning (see Learning to Learn / High Expectations)
1, 2, 5
1, 2
School wide unit, T1, - We C.A.R.E. – unpacking our vision and values, and bring them to ‘life’. Revised Charter launch – celebrating We C.A.R.E As a team (all staff) unpack the vision and values of TKP, how we will model them and bring them to life. Implement a school-wide overview that underpins curriculum contexts for learning, reflecting our principles and values. Provide opportunities for teachers to ‘explore’ and ’reflect on’ other ways of motivating and engaging students through curriculum integrations and inquiry. Introduce ‘WOW’ weeks (Weeks of Wonderment) to develop and model shared understandings in specific learning areas, and acknowledge strengths of individual teachers. Develop shared understandings about what ‘quality teaching and learning’ is, and the impact of it on student achievement.
All staff
BOT, Staff, students,
community
All staff (including
support staff and caretaker)
Principal, DP, Team Leaders initially, then all
staff – collaborative planning and
evaluation
Leadership team, then all
staff
All staff
Principal / DP
Unit planned T4, 2011, delivered weeks 1-
6, T1, 2012
TOD 31 Jan, 2012 – Value
and Vision as a staff @
TKP
T4, 2011
Ongoing – 2012
Shared T4, 2011
Ongoing
2012
Week 6, terms 2,3
and 4
Approx. $1000.00 for
magnets, pens, balloons, posters /
certificates reflecting our
vision and values
Teacher Aides salaries to
commence this day so all staff involved
in development
of
Resources as appropriate / necessary for
school foci
Curriculum and team resources
Curriculum and team resources
We CARE awards for students – x 3 per term linked to
learning and values
Review annually T4
Principal report to BOT
– T4 following
evaluation of initial
years planning
and delivery of
Staff rep. to
share outcomes with BOT
each term
Appraisal process /
student ach.
Community Engagement Consult annually with school community via students interviewing parents/caregivers
1, 2, 5
Students will interview parents / caregivers to gain responses related to: • EOTC –
including Y6 camp
• Curriculum areas for information evenings
BOT Principal
Early term 2
Printed matter for interviews
Summary of responses
shared with school
community, plan
information evening
Provide information evenings for parents
1, 2, 5
As part of children’s Hector’s World Cyber Safety unit a parent information
Principal Chris
Week 6 Term 1
Parent resources from
Netsafe NZ (obtained T4,
Te Kauwhata Primary School Charter 2012
evening will be held for parents to learn more about the resource and how they can support it at home. Also further informing parents about the impact of student-led conferences on their child’s learning.
Principal DP
2011 – no cost)
Attendance at SLCs
Feedback from parents (consultation
2013) Continue to promote and support Whanau Support Group
1, 2
Meet in Term 1 as follow-up from T4, 2011 meeting • School
entrance way • 2012 focus for
group • Ka Hikitia
Strategy • Meet in Term 4,
Maori achievement 2012; looking ahead to 2013
BOT Principal Kaiako
Week 5 Term 1
Week 4 Term 4
Supply supper
Ongoing feedback
Future Focus School-wide Enviro foci determined for each year, incorporating global and local issues
1, 2
Foci for 2012 – ‘Water of Life’; ‘Matariki’; ‘Our Living Land’ School-wide planning overview for these foci, sharing and critique of resources; Teams then plan for context appropriate for learners; teachers then plan as appropriate for their classes Professional conversations around ‘sustainability’ and working together to achieve this School-wide sharing of displays and learning
All staff
Ongoing – 3 main
foci crossing
each holiday break
Sharing weeks, each
week 9 of unit
Team budgets to incorporate allowance for
these foci
Evaluation at
conclusion of each unit by all staff together
Peer mediator facilitator/s released weekly to work with mediation team
1, 5
Peer mediators selected from applications received T4, 2011
2 facilitators appointed to co-work with mediation team • Facilitators to
receive ‘Cool School’s’ training
Programme and training for new mediators
Weekly meetings to share outcomes / concerns from week, determine focus for next week.
Awards presented for behaviour
Cool School coordinators
DP as part of
school behaviour
management plan
Ongoing
Budget of $600 to update resources
Training for new facilitators - $150.00 p.h.
+GST, plus travel
(17th Feb, 2012)
Evaluate / review
annually as part of beh.
m/ment plan
Te Kauwhata Primary School Charter 2012
demonstrated linked to ‘Cool School’ values, TKP values and Key Competencies. Work with team and staff to determine criteria for these.
TKP Values and Key Competencies linked to peer mediation principles to support school behaviour management plan
1, 5
Revisit principles ‘Cool Schools’ based upon Review current behaviour management plan in line with new TKP values and Key Competencies of Managing Self and Relating to Others
All staff
Term 3 (see
policy review
schedule)
Maori enjoying education success as Maori Professional learning team established to lead school through Ka Hikitia strategy and knowledge and use of Te Reo within classrooms
1, 2
Unpack resource – He Reo Tupu – He Reo Ora, select relevant units to introduce to staff and how they can be integrated into classroom programme and units if learning. Build teacher’s confidence and competence using Te Reo through use of and sharing and modeling As a PLT begin to unpack Ka Hikitia strategy looking critically at how we, as a school, are currently working toward upholding its goals / understandings Liaise with Whanau group regarding initiatives and for support Establish library area for Te Reo resources and Maori readers Maori language computer programmes to support all learners
PLT
PLT
Prof. Learning
Team in consultation with Principal
Vicki / Kara (Library tchrs)
Principal and PLT
Term 1
Ongoing at start of each full
staff meeting
Term 2 X2
meetings and prof. reading where appro.
During T2
T2
He Reo Tupu - He Reo Ora (x1 copy per class – obtained T4,
2011)
Ka Hikitia, Taitaiako,
Source further copies of the
strategy documents Professional
learning for PLT if available
Learning Media
Resources / Readers
Budget $300.00 for library texts
Budget $300.00
PLT report to
BOT T4 annually
Share with Whanau support annually
A Kaiako employed part time to teach (alongside teacher) for 2 terms each year, supporting Te Reo and Tikanga Maori
1, 2
Each classroom to receive 30-minute lessons p.w. for 2 terms each year. Lessons to link to classroom context and introduce Maori aspect and relevant Te Reo.
Kaiako in consultation
with classroom teachers
2 terms per year
Funded through Teacher Salaries,
backed up by BOT funding 0.14 position
Reviewed annually
Te Kauwhata Primary School Charter 2012
Maori achievement data is shared with Whanau community
1, 2
Maori achievement data continues to be analysed with implications for future learning identified and where appropriate school achievement targets set to reflect learning needs and / or areas of concern
Principal with input from all
teachers
Terms 2 and 4
Annually
T4
Individual whanau during
student-led conf.
Report to
BOT as part of ongoing assessment
data Report and share with whanau support group
annually
Development of school entrance way in consultation with Whanau Support group
1, 5
Investigate ideas, options and costs – consult with community, then when appropriate proceed with planning and construction (construction will have to be following new curb and gates installation for DHB Dental services)
BOT / Principal / Whanau
Support group
Begin T1 as part
of next whanau support hui, then continue over time required
Consult with centenary committee
regarding use of surplus funds to go towards entrance way in recognition of centenary,
2011
Explore fund-raising
initiatives and contribution
from BOT
Ongoing review of planning
Bilingual signage is erected around the school 1, 2
Consult with staff and whanau group as to appropriate signage, purchase and erect
Principal / BOT
T1 and 2
Costing of signage
Staff / BOT participate in local Marae experience to further appreciate local protocol / kawa 1, 2
Consult with whanau group to use Waikare Marae for professional learning / experience day early 2013
Principal / DP
Plan T3/4, 2012 for start of 2013
Koha to Marae
Cost of food
Evidence will be in
teacher knowledge
and u/standings
Resourcing 2012 (NAGs 3 & 4) • Reading Recovery to continue with new teacher training
o MOE funding 0.34, BOT funding 0.1 EFT – no release teacher required this year o Provision for 4 students on this roll
• Tikanga Maori / Kapahaka kai awhina o Application to Solid Energy for funding assistance – T1, Principal o 30 minutes per week for 2 terms of in-class Te Reo support per classroom o 60 – 90 minutes per week Kapahaka tutorage for performance group
• Teacher Aides o Staffing held as same as 2011, reviewed as necessary if ORRs funding / roll changes
• Professional Learning / Professional Development o Programme established in line with school learning priorities
Literacy PLT Numeracy PLT Whole staff – Learning Networks Conference, July 2012 Peer Mediator – training for staff involved Principal – ongoing attendance at Principal Association Catch-up days (including DP), possible attendance
at Australia and NZ Conference in September (Principal) • Staff Appraisal
o Programme with external consultant, Larry Forbes to further develop and grow role of appraiser and appraises Finance (NAG 4) • The 2012 budget will reflect an emphasis on Professional Learning in line with school strategic planning • All audited accounts will be submitted by specified dates • Consideration will be given to establishing an account whereby funds are allocated to go towards a school hall facility. Property (NAG 4) • Consult with Barry Bone, property consultant, re entering our final year of current 5YA and considerations for next 5YA • Use local funds to install a door between library and computer suite • Review classrooms to be upgraded • Ongoing repair and maintenance to include rotting weatherboards, spouting and cladding around library area • Construction of entrance way into school in consultation with Whanau group and Centenary committee (re. using donated
funds) • EnviroSchool projects:
o Continue to develop school garden area – watering system, trellising, seating in Middle school garden
Te Kauwhata Primary School Charter 2012
Policy and Review @ TKP
NAGs Review notes / by Outcome / Notes
NAG 1: Curriculum
In consultation with Principal and staff review current curriculum statements and policy / procedures and implementation plans in line with current legislative requirements Complete by end of 2012
NAG 2: Reporting and
Review
Develop policy and procedures for: • Communication with parents • Community consultation • Parental involvement • Reporting to the Board (including
Maori and Pasifika achievement) • Strategic planning • School review By end of Term 1
NAG 3: Personnel
Review current policies and procedures • Priority: Development and
inclusion of Principal Appraisal Policy
By end of Term 1
NAG 4: Property and
Finance
Review current policies and procedures. • Priority: Amend Finance policy to
include Internet banking statement and procedures
By end of Term 2
NAG 5: Health and Safety
Review current policies and procedures • Priority: Revisit and rewrite Internet
Safety procedures to include more specific Internet User agreements (staff and students)
• Priority: Update EOTC – school camp documentation
• Priority: Linking TKP values and Key Comps. To behaviour m/ment plan
By end of Term 3
NAG 6: Legislation
Review current policies and procedures By end of Term 4
Policy review will involve staff, community and Board of Trustees.
Commitment to a quality learning environment
The Board of Trustees will provide a quality learning environment that is safe and complies with legislative health and safety requirements. Through its 5YA and 10 Year Property Plan it will continue to ensure all learning zones meet current standards and
where necessary plan for this to happen.
Planned review of policies and procedures will provide the Board with ongoing information to inform future planning and budget considerations.
Professional learning opportunities are considered the key to growing the quality of teaching and learning. The Board is committed to providing sufficient funding within the
annual budget to address these needs.