broomfield schl charter 2020 for moe

Broomfield School Charter 2020 - 2022

Introduction

National Priorities

Recognising New Zealand’s Cultural Diversity

Procedural Information

Strategic Goals – 2020 – 2022

Annual Plan – 2020

Student Achievement Action Plan

Implementing The National Administration Guidelines

• Student Learning

• Strategic Documentation

• Personnel

• Finance & Property

• Health & Safety

• Legislative Requirements

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Broomfield School has adopted a planning and reporting process that ensures a culture of continuous improvement. It is based on an annual process of

evidence-based self-review.

Self-review involves investigating evidence about student outcomes and current ways of doing things to find out where improvement is needed.

Planning for school improvement requires schools to set goals and targets for better student outcomes and to make the changes that are necessary to bring

about those improvements. The changes might be school-wide or they might be specific to particular classrooms and students. Implementing improvements

will often require a school to make different decisions about the way it uses available resources.

In its annual report each school is required to describe progress towards the goals and targets for student outcomes that are set out in its charter. Broomfield

School is committed to improving overall achievement levels and to reducing systemic under-achievement.

Through a process of on-going, evidence-based self-review and an increased involvement of parents and other stakeholders by encouraging better

information flows about students’ needs and outcomes Broomfield School will:

• Gather comprehensive information about student achievement;

• Identify specific areas for improvement;

• Design and implement programmes to improve student outcomes in those priority areas;

• Evaluate and report on progress each year; and on the basis of that evaluation make planning decisions that will reflect in the school’s charter for the

following year.

Andrew Kemp Principal

Darrel Roberston Board Chairperson

NATIONAL EDUCATIONAL PRIORITIES The school will determine its priorities by focusing on the national priorities, the priorities for teaching and learning as they relate to students at Broomfield School and those priorities determined by the Broomfield School community. The national priorities are currently determined as being: • Providing a safe physical and emotional environment for students. • Providing opportunity for success in all essential learning and key competency areas of the New Zealand Curriculum. • Improving Literacy and Numeracy, especially in Years 1 to 4. • Developing a range of assessment and evidence gathering practices that provide sufficiently comprehensive data to evaluate the progress and achievement of

students. • Improve the achievement of Maori students. • Providing career guidance (Year 7 and above) • Reporting on student achievement to students, parents and the community. • To determine the shape and quality of the school curriculum by interpreting the revised New Zealand Curriculum. • Enabling the 21st Century Learner by personalising learning. The school is also committed to the Schooling Strategy goal of all students achieving through the three identified priorities of; All students experience effective teaching Children’s learning is nurtured by families and whanau Evidence based practises are used by all involved in the school Broomfield School integrates the National Educational Guidelines, National Administration Guidelines and priorities of the Schooling Strategy at Governance and Operational levels by giving them full consideration when planning school developments or school / class programmes. Literacy and numeracy are recognised as curriculum priorities. Achievement results are carefully analysed each year to identify students or groups of students who are not achieving, who are at risk of not achieving and who have special needs, including gifted and talented. Planning ensures that strategies are put in place to improve achievement outcomes.

Local Priorities Will Be Identified Through: • The school’s programme of self review • Analysis of the school’s assessment data • Community input

RECOGNISING NEW ZEALAND’S CULTURAL DIVERSITY Broomfield School will develop procedures and practices that reflect New Zealand’s cultural diversity and the unique position of Maori culture. In recognizing the unique position of the Maori culture Broomfield School will take all reasonable steps to provide instruction in tikanga (Maori culture) and The Reo Maori (Maori language) for all students. At Broomfield School we:

• Implement the Principles of the Treaty of Waitangi • Implement the school Tikanga / the Reo programme of work • Make use of Maori resources in the community and strengths of staff • Staff will receive regular Professional Development in the incorporation of Tikanga / Te Reo in class programmes • Consult with the community (parents and caregivers meet annually to discuss issues important to their children

If a Whanau requests a higher level of Tikanga and/or Te Reo than is at present evident in our school’s Maori programme the staff and family will discuss and explore the following options:- • Explain the existing programmes • Extend the existing programmes if and as appropriate • Explore combining with a neighbouring school for parts of the day / programme • Investigate provision of in school support and resources to further enhance inclusion of Te Reo and Tikanga within the child’s classroom • Explore other schools who may offer programmes closer to their expectations • Other negotiated actions

OUR SCHOOL Broomfield School is a Decile 8 full primary located 40km north of Christchurch. We provide an attractive, well maintained environment and place a priority on fostering the home and school partnership to promote student learning. Broomfield School with a current roll of 110 students caters for students in Years 1-8 and has a warm and positive character. It presently has five composite classes. The students enjoy a positive learning environment within the classrooms that acknowledges their success, effort and achievement. The teachers have created an environment for students that focuses on promoting their achievement and learning. Teaching staff use positive approaches to managing student behaviour and they promote a culture of respect within the classrooms. Needs-based learning programmes accommodate the diverse learning needs of the students. Students learn in contexts that are relevant to their everyday lives. Teachers share learning outcomes with students and routines within the classrooms are well established and focussed on learning and achieving. Areas of strength noted in the Feb 2018 ERO review;

• Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas: - achievement in reading, writing and mathematics - aspects of achievement in other curriculum areas as part of curriculum review - outcomes for students with special needs and abilities - achievement in relation to school targets.

• The school is effectively achieving equitable and excellent outcomes for students. • The school's information shows that most students, including those with special needs and abilities, are making progress. High achievement levels have

remained consistent over time. • For sustained improvement and future learner success, the school can draw on existing strengths in:

- its broad curriculum that is increasingly responsive to students’ learning needs and interests - a learning environment that is inclusive and supportive for students - the board’s capacity and focus on inquiring about student achievement and school improvement

OUR VISION Active, Innovative, Collaborative OUR MISSION

• Actively engaged in learning • Innovative and Creative Teaching and Learning • Collaborative Supportive Relationships

OUR VALUES At Broomfield School we value

• Achievement • Belonging • Creativity •• Self Belief

Strategic Goals 2020 – 2021 – 2022

Our People Partnering Together to ensure our children

succeed

Our Purpose Teaching and learning that makes a

difference to our children

Our Place

Broomfield School a Caring Community

Broomfield School Triennial Audit & Report Plan 2020 - 2022

2020 Term 1.1 Term 1.2 Term 2.1 Term 2.2 Term 3.1 Term 3.2 Term 4.1 Term 4.2

Charter Achievement Targets

National Education Priorities

Strategic Plan Cultural Diversity

Strategic Plan Active Innovative Collaborative

Policy (Board / School)

Code of Behaviour

Roles & Responsibilities Code of

Behaviour Budget Prep. & Approval

Staff Leave (3) Reco. Of

Cultural diversity Separated Parents &

Guardianship

Documentation & Self Review

(2) Employer

Responsibility (3)

Learning Support (1)

Appointment Procedure (3)

Child Protection (5)

Privacy (6) CRT Classroom Release Time

(3) Salary Units /

MMent Allowances(3)

Curriculum Stmts

Science Achievement Targets

Digital Technologies Achievement

Targets







Code of Behaviour

Roles & Responsibilities Governance &

M/ment (Manual) Code of


Financial & Property MMent

(4) Home learning

(1)

Reporting to Parents (2)

Protected Disclosure (3)

Visitors (4) Complaints (3) Behaviour

MMent (5)

Improving Educational outcomes for

Maori (1) RI (1)

Curriculum Stmts

Science (1) Arts (1) Literacy – Reading (1)

Achievement Targets Maths (1) Technology (1) Achievement

Targets







Code of Behaviour

Roles & Responsibilities Code of


School Pool (5) Health / Safety / Welfare (5)

Emergency Plan & Procedures (5) Performance

M/Ment (3) EOTC (1)

Curriculum Stmts

Review structure of Broomfield Self–Review Process

Achievement Targets Languages (1)

Achievement Targets

Lead Teacher Curriculum

Reports

BROOMFIELD SCHOOL STUDENT ACHIEVEMENT TARGET 1 2020

Strategic Aim: All students are able to access The New Zealand Curriculum as evidenced by progress and achievement in relation to NZC Curriculum Levels.. Historical NZC Mathematics Position (Curriculum Levels) / Base Line Data (Dec 2019/ March 2020): Strategic Objectives: All Year 5- 7 students in 2020 will make +ve progress and or acceleration in Mathematics:Measurement At least one Curriculum Level, 1-3 sub-level shifts in a 12 month period), through the provision of quality learning programmes, appropriate assessment and reporting systems and the provision of additional support. Annual Target To raise identified priority students in Mathematics Measurement. Target Area: Target Group: Mathematics: Measurement Gender: All (boys and girls) / Boys / Girls

Ethnicity: All (including Maori) / Maori / Pasifika

Year Level: Years 5-7

Action Plan: What Will The School Do To Meet The Target? What are we going to do? What information are we collecting?

When Will It Be Done By? Who Is Involved/Responsible

What Resources Will Be Allocated To Meet The Target?

What is the expected outcome? J F M A M J J A S O N D

Professional Development Class Teacher / Lead Maths Teacher/ Cluster PD money / release Increased knowledge and

implementation of best practice

Analysis of Data Class Teacher CRT time Needs are identified, planned for and a programme of work put in place to meet the needs

Setting of target groups Class Teacher Staff Meetings Groupings of children to ensure programmes are meeting individual needs

Deliberate Acts of Teaching Class Teacher

Gaps in learning are identified; programmes of work are put in place to meet these needs. Children grouped according to needs to maximise learning time

Moderation of assessment Lead Maths Teacher / Cluster Release time

Assessment is used in a consistent manner, consistency across the school and cluster

e-asTTle & PAT Y5-Y7 / Class Teachers / Lead Maths Teacher

e-asTTle & PAT Tests NZCER

Provide a norm referenced overview that adds to the OTJ. Identify areas to continue to develop

Reference to, and working understanding of key documents and assessment; NUMPA, IKAN, PAT Snapshots, NZ maths etc

Class Teacher / Lead Maths Teacher

Classroom Release Observation

Current pedagogy used to inform practice

Professional Discussion of progress and plans to implement All Staff Staff Meeting time

All teachers are able to identify needs and next steps of their learners

Provide resourcing for targeted areas Class Teacher / Lead Maths Teacher Allocated Maths budget Resources to support a programme

to meet targeted needs

Classroom support SNAC / Class teacher / Teacher Aide

Identified TA support in maths area, coordinated by SNAC

Small group / individual support to consolidate maths concepts

BROOMFIELD SCHOOL STUDENT ACHIEVEMENT TARGET 2 Strategic Aim: All students are able to access The New Zealand Curriculum as evidenced by progress and achievement in relation to the NZC Levels.. Historical Position / Base Line Data: Refer to 2019 December Assessment Data & 2020 Feb/ March Reading Data Strategic Objectives: All students will be provided with effective Literacy and Numeracy programmes that will enhance student skills and abilities. Annual Target Accelerating Priority Learners - Literacy Year 2: To extend, accelerate and move the identified Year 2 children cohort (9 students) working at the Yellow or Red Levels in Reading to Turquoise on the colour wheel by the end of 2020. Target Area: Target Group: Literacy: Reading Gender: All (boys and girls) / Boys / Girls

Ethnicity: All (including Maori) / Maori / Pasifika

Year Level: Year 2

Action Plan: What Will The School Do To Meet The Target? What are we going to do? What information are we collecting?

When Will It Be Done By? Who Is Involved/Responsible

What Resources Will Be Allocated To Meet The Target?

What is the expected outcome? J F M A M J J A S O N D

Testing to be completed in both Terms 1 & 4

Teaching Staff CRT Release

End of Year data showing +ve increase in either Progress or Acceleration

What literacy programmes are currently being used within the school Teaching Staff Staff meeting time

Staff have a strong understanding of the variety of programmes within the school

Testing to be completed during Terms: 1, 2, 3 & 4

Teaching Staff PM Running Records

Baseline & Anniversary data

Professional Development Class Teacher / Lead Literacy Teacher/ Cluster

PLD money / release

Increased knowledge and implementation of best practice

Utilise a range of Reading programmes and assessments available and select and put into practise chosen programmes

Teaching Staff PM resources. Phonics resources/ literacy funds

Identify best practice resource options to implement in the class setting

Utilise literacy expertise inside and outside of the school RTLIT/ Senior staff Release Time Support for teaching &

learning programmes Monitor the comprehensive guide / statement to place in the Broomfield School Curriculum outlining consistent Reading practices

Teaching Staff / Principal Staff Meeting Time

Clear outline of expectations regarding Reading programmes

Broomfield School Board Of Trustees Student Learning Policy Framework

National Administration Guideline 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:

i. student achievement in literacy and numeracy, especially in years 1-8; and then to ii. 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 needs1; 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

The Board of Trustees / Principal will develop and implement the following policies / school procedures • Student Achievement Information • Feedback to Students • Home Learning • Students with Special Needs • Recognition of Cultural Diversity • Improve Educational Outcomes for Maori Students • Career Guidance • Health Education School Policy will be supported by: • The Broomfield School Curriculum Plan

Broomfield School Board Of Trustees Strategic Documentation Policy Framework

National Administration Guideline 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 National Administration Guideline 2A Where a school has students enrolled in years 1-8, the board of trustees, with the principal and teaching staff, is required to 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 be at least twice a year; (b) report school-level data in the board’s annual report on National Standards under three headings:

i. school strengths and identified areas for improvement; ii. the basis for identifying areas for improvement; and

iii. planned actions for lifting achievement. (c) report in the board’s annual report on:

i. the numbers and proportions of students at, above, below or well below the standards, including by Māori, Pasifika and by gender (where this does not breach an individual’s privacy); and

ii. how students are progressing against the standards as well as how they are achieving. These requirements do not apply to boards of trustees that are working towards implementing Te Marautanga o Aotearoa until 2 February 2011. For the avoidance of doubt, the first annual report to which subclauses (b) and (c) apply is that which reports on the 2011 school year, except for boards of trustees that are working towards implementing Te Marautanga o Aotearoa when the relevant report is that which reports on the 2012 school year. The Board of Trustees / Principal will develop and implement the following policies / school procedures • Review Schedule • School Planning and Reporting • Recognising Student Achievement • Reporting to Parents

Broomfield School Board Of Trustees Personnel & Employment Policy Framework

National Administration Guideline 3 According to the legislation on employment and personnel matters, each board of trustees is required in particular to: i. 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; ii. 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. The Board of Trustees / Principal will develop and implement the following policies / school procedures • Appointment Procedure • Classroom Release Time • Performance Management • Complaints • Protected Disclosure • Teacher Registration and Police Vetting • Staff Leave • HIV / AIDS and other Infectious Diseases

Broomfield School Board Of Trustees Asset & Financial Management Policy

National Administration Guideline 4 According to legislation on financial and property matters, each board of trustees is also required in particular to: i. allocate funds to reflect the school's priorities as stated in the charter; ii. 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; iii. 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. The Board of Trustees / Principal will develop and implement the following policies / school procedures • Income • Financial Control and Expenditure • Assets • Theft and Fraud Prevention

Broomfield School Board Of Trustees Health & Safety Policy Framework

National Administration Guideline 5 Each board of trustees is also required to:

i. provide a safe physical and emotional environment for students; ii. promote healthy food and nutrition for all students; iii. where food and beverages are sold on school premises, make healthy options available; and iv. comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees. The Board of Trustees / Principal will continue to develop and implement the following policies / school procedures • The Health and Safety At Work Act 2015 • Smokefree Environment • Care and Management of Children • Emergency Planning and Procedures • Pandemic Planning • Accidents and Illness • Hazard Management • Harassment • Abuse Reporting Procedure • Behaviour Management • General Safety Information

Broomfield School Board Of Trustees School Administration Policy Framework

National Administration Guideline 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. i. attendance, the length of the school day, and ii. the length of the school year. The Board of Trustees / Principal will develop and implement the following policies / school procedures • Student Absence • Sending Students Home / Early Release • Privacy • Enrolment • Records Retention • Length of School Year • Copyright

broomfield schl charter 2020 for moe

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