manakau school charterpage 5 · web viewthe northern boundaries of the home zone for the school...

‘Where exciting things happen’

Signed:

Signed:

Deborah Logan Juliana MansveltPrincipal Board Chairperson

Date: 29/02/2016 Date: 29/02/2016

1Manakau School CharterMOE #2896 Year 2016


Parents/whanau

Vision

Mission

Goals

AcademicGrowth

ResourcesCommunity

Values

PerseveranceRespectIntegrityDiversity

Excellence

Children

Teachers

IntroductionManakau School Vision

We want our children to become confident, resilient and enquiring individuals who are actively involved in all facets of school life.

Manakau School’s Mission

To provide a safe environment where learning is stimulating supported and fun and where our children are encouraged to achieve to their fullest potential academically, socially and physically.

At Manakau School we value:Perseverance: We always keep trying, not giving up.Respect: We will respect each other, our school, our community,

and our environment.Integrity: We will be honest in everything we do.Diversity: We enjoy differences and will try new opportunities.Excellence: We do our personal best always.

Manakau School was established in 1888. We are situated just off State Highway 1, 12km south of Levin and 10km north of Otaki, on the edge of Manakau village.

We are a decile six school with children enrolled from New Entrants to Year 8. Set in spacious grounds featuring magnificent century-old trees, an area of native planting, and an edible organic garden. Manakau School consists of four well-resourced classes, an administration area, staffroom, photocopier and medical room. Two of the class rooms are to be found in the well preserved ‘old block’ that was built in 1888.

The school grounds are amply equipped, with playing areas (including a fort and an upgraded playground built by the community), a solar heated swimming pool, two all weather astrograss courts and two sports fields. Plunket-Playgroup buildings are also to be found within the school boundary. The school is serviced by a mobile dental clinic.

Manakau School currently operates an enrolment scheme. The northern boundaries of the home zone for the school crosses State Highway One at Tatum Park and the southern boundary boundary line starts at the sea, just south of the Waikawa Beach settlement and crosses Waitohu Valley Road at a point that is to the north of an established quarry on Waitohu Valley Road extending to the Tararua Ranges. A detailed description and map of the enrolment zone is available from the school office.


The school recognises the wonderful cultural diversity of the region and endeavours to include in the school the many learning opportunities to be found in Tikanga Maori and Te Reo Maori and through a long established relationship with the tangata whenua of Ngati Wehi Wehi. The rural setting and community in which the school is located also form an important part of the school’s identity and activities. Manakau School serves the local community as a welcoming host and focal point for numerous activities including music festivals, Agricultural Day, sports events, garden parties and social gatherings, ANZAC commemorations, and community and school reunions.

The School’s motto is ‘Personal Best Always.’ Manakau School delivers sound educational programmes for the children of the district based on the National Curriculum. Emphasis is placed on developing life-skills in the children such as tolerance and acceptance of others, problem solving skills, self-confidence and creativity. The extensive use of information technology and extension classes in art and elective programmes provide exciting opportunities for students to learn and develop new skills. We are a Wi-Fi enabled school and are keen to develop our students ICT skills and digital literacy.

Teachers aim to provide an environment in which ‘learning is fun’ and ‘exciting things happen,’ themes which underpin the entire teaching programme. The joint responsibility of parents and teachers for meeting the learning needs of the child is acknowledged, and the school has excellent systems in place which allow it to demonstrate and report on the differences the school makes to the learning of the children in its care.

The school is proud of the increasing community involvement through emergency services days, ANZAC services, working bees, “grandy” readers, the gardening club, school productions and art classes. At Manakau School children are able and encouraged to participate in a wide range of sporting and cultural activities (from water polo and touch-rugby tournaments to music festivals) with the emphasis on ‘giving things a go!’. The school has developed good networks with local schools and there are numerous interschool activities in which Manakau students participate. Manakau School takes pride in the achievement of its students, and promotes opportunities for encouraging students to extend their interests and learning both within and outside the school.


Strategic Goals 2015-2020We have identified three strategic goals for the school to achieve over the next 5 years. They are:

Strategic Goal 1: To deliver the New Zealand Curriculum as evidenced by progress and achievement in relation to National Standards to enable each child to develop their full academic and social potential

Strategy Activities Expected OutcomeTo develop and deliver the NZ curriculum with regard to the special character of the school, its community and students

Develop the curriculum across a range of areas in order to reflect the special character of the school

Plan for and deliver the curriculum through a variety of challenging and stimulating learning activities which accommodate the diverse needs of students and learner groups

Undertake regular curriculum reviews to ensure learning and content is appropriate

Regular review of the school environment, property and resources to ensure the health and safety of the students

An evolving curriculum which accommodates and provides opportunities for the diverse needs of learners and which is in keeping with the special character of the school and its community

A stimulating, supportive and safe learning environment

The curriculum is current and well able to meet the needs of diverse learners

The curriculum will reflect the School’s local context and utilise where possible the expertise and resources of the local community.

To ensure the BOT, Management and Teaching Staff address their obligations as specified in the National Administration Guidelines

To ensure the curriculum is current, aligned with National Education Goals and develops

Regular cycle of reviews of BOT policies ensuring these are in line with requirements under

o NAG 1: Teaching and Learning Programmeso NAG 2 and 2a: Planning, Reporting and Self

Reviewo NAG 3: Employment and Personnel Matterso NAG 4: Financial and Property Matterso NAG 5: Safe and Healthy Environmentso NAG 6: Other Legislative Requirements

Government and Management have self review practices in place to ensure they are meeting their obligations and responsibilities under the National Education Guidelines Curriculum is current and well able to meet the needs of diverse learners

Manakau School Charter MOE #2896 Year 2016

both academic and social potential of the child

o NAG 7&8: Reporting Requirements Self Review of teaching to ensure it is consistent with

National Education Goals and the NZ Curriculum Professional development for management, teaching

staff and BOT Regular self reviews of the delivery and implementation

curriculum by management and teaching staff and BOT processes

Make professional development opportunities available for teachers in order to remain current and innovative

To set and report on, annual student achievement targets

To improve outcomes for all students, particularly Maori and children with special needs

Management and teaching staff develop annual curriculum and achievement targets which are formed in relation to National Standards

Clearly identify priority learners Staff conduct formative and summative assessments

which allow student progress to be measured Reporting to parents in plain English at least twice a

year on students’ progress in relation to National Standards

A clear indication for relevant stakeholders of the progress of students at Manakau School

Assessment provides useful information on student progress with ‘next steps’ reflected in targets

Priority learners will show accelerated progress The development and reporting of academic

Charter goals in relation to National Standards Government and Management have self

review practices in place to ensure they are meeting their obligations and responsibilities under the National Education Guidelines


Strategic Goal 2:

To manage growth in the school roll while retaining the special character of Manakau School.

Strategy Activities Expected OutcomeTo manage growth in the school roll

Managing role growth through the application of the enrolment scheme

Maintaining a pre-school register and publicly advertising any roll vacancies

Carefully considered classroom make-up

School Roll growth is managed in a sustainable way

To promote school values and develop a culture of student leadership

School values contained in the Charter are promoted through a variety of school activities

Senior pupils are given opportunities for leadership within and outside the school

Students take pride in their school and the family/whanau nature of the school is fostered Senior pupils have an active and important role in leadership within the school and in the community at large

To retain and promote the special character of the school

Events such as AgDay, the Country School music festival which foster the rural character of the school are held

Student achievement and events are promoted through the school website, community newsletters and local papers

Manakau School is seen as integral part of Manakau Village and outlying district

A welcoming feel maintained The school retains its family friendly and

rural character School Website is informative and up to

date

To promote positive relationships between the School, Parents and whanau, Ngati Wehi Wehi, and the Manakau Community

Obtain parental and community input in the development of the School Charter through a biannual survey

Regular communication of BOT decisions and plans in school newsletter

The school website will be revamped Manakau School encourages, and provides

opportunities for Ngati Wehi Wehi, Manakau Village members, and parents and whanau to be involved in the life of the School

The school and board informs and consults with the community about its activities and future plans

Positive relationships between the School, Manakau Village Community and Wehi Wehi Marae are fostered

The school website is up to date and reflects the special character of the school

A wide cross-section of the community is involved in school activities, and the school


The partnership between our local marae and iwi (Ngati Wehi Wehi), the school and the Manakau community is fostered through joint activities, community events e.g. Anzac Day Service, Marae visits and involvement of Manakau District AssociationWehi Wehi Marae Representation is continued on the BOT

is made available for community activities Successful learning partnerships with

parents, marae and community members are established


Strategic Goal 3:

To have a fully resourced school that enables children and teachers to participate in the modern world.

Strategy Activities Expected OutcomeTo develop classrooms as modern learning environments, and to use ICT technologies in teaching and learning

Undertake necessary modifications to classrooms to ensure they are modern learning environments

Obtain necessary infrastructure, equipment and software to support blended learning

Ensure staff have the opportunities participate in professional development for e-learning

Enable all students have access to ICT devices which support their learning

Classroom design and furnishing supports blended teaching and learning

Teachers are confident and well equipped to deliver e-learning

ICT technologies are fully integrated into the teaching and learning activities of the school

Student learning and achievement is improved

Actively manage school finances and the resources they support in an appropriate way

Sound financial management including regular monitoring and reporting, and the preparation of an annual budget

Apply for external grants Keep PTFA informed of financial needs and

resourcing plans Maintain accurate inventories of existing equipment

and resources and develop a schedule for upgrading and or replacement

Encourage care and maintenance of resources by students and staff

Awareness of financial position Strive for break-even budgets Fundraising to supplement purchasing of

resources and school activities A good working relationship with the PTFA

is maintained Resources are well looked after and

replacement is planned for

To develop a property management and grounds maintenance programme

Development of a 5YA and a 10 year property plan Completion of regular compliance checks and

planned maintenance Consult with the school community to canvas their

input into the development of the school facilities Develop and sustain an organic school garden Plan for future development of a library separate

from the staffroom

Compliance with MoE directives The school environment is an asset to

school users and the local community Well maintained buildings, infrastructure,

and grounds which are safe for children, teachers and community users

School garden and produce integrated into the curriculum


Review of current infrastructure with regards to actual and estimated roll growth

Manakau School has a library which is not part of the staffroom


ANNUAL STRATEGIC GOALS 2016To deliver the New Zealand Curriculum as evidenced by progress and achievement in relation to National

Standards to enable each child to develop their full academic and social potentialGoals Key Focus for 2016 Expected Outcomes To develop and deliver the NZ curriculum

with regard to the special character of the school, its community and students

To ensure the curriculum is current, aligned with National Education Goals and develops both academic and social potential of the child

To set and report on annual achievement targets specifically in relation to Maori and learners with special needs

Review of mathematics and literacy (reading and writing) curriculum areas with regard to the special character of the school and its local context. Specific attention will be given to curriculum content, teaching quality, resourcing, and future development.Undertake a Review of responsiveness to the needs of Maori Learners using the Cultural Review ToolTo develop the science curriculumTo develop systems to identify and track the achievement of priority learners

Self Review process are further developed

Quality teaching practices are recognised

Areas for improvement, and next steps for teaching and learning are identified

Curriculum content and delivery reflects the special character of the school, its community and students

The BOT and management are clear on next steps and have an implementation plan for future curriculum development in this area

Students are engaged and active learners in science

Programmes will be in place to support the students to make accelerated progress

To manage growth in the school roll while retaining the special character of Manakau SchoolGoals Key Focus for 2016 Expected Outcomes To manage growth in the school roll To promote school values and develop a

culture of student leadership To retain and promote the special

character of the school To promote positive relationships between

To promote school values and the family orientated ethos of the school through developing the leadership capacity of senior students.To develop year 7 and 8 curriculum further, including all aspects of

A house system is in place Older children are taking leadership

responsibilities A family/whanau culture based on

Charter values is maintained


the School, Parents and whanau, Ngati Wehi Wehi, and the Manakau Community

technology Year 7 and 8 students have an experience of schooling which equips them well for transition to secondary school

To have a fully resourced school that enables children and teachers to participate in the modern worldGoals Key Focus for 2016 Expected OutcomesTo develop classrooms as modern learning environments, and to use ICT technologies in teaching and learningActively manage school finances and the resources they support in an appropriate wayTo develop a property management and grounds maintenance programme

To better integrate ICT into teaching and learning through Network for Learning and participation in Te Hinaki – (promoting teacher PD and enabling ICT devices for all children)To actively consult with family/whanau around the ICT curriculum and introduction of ICT devices as part of Te Hinaki

ICT technologies are used effectively in the classroom

Teachers develop expertise and confidence with blended learning

Each child has their own ICT device Digital literacy and skills are

improved Whanau understand and support

digital literacy and learning at home


Annual Academic Goals 2016

To accelerate the achievement of priority learners in Mathematics - Years 1-3 Year: 2016

Strategic Goal: To deliver the New Zealand Curriculum as evidenced by progress and achievement in relation to National Standards to enable each child to develop their full academic and social potential.

Strategic Objective: Students will demonstrate improvement in levels of achievement in Number Strategy, Knowledge and other Mathematic strands

Curriculum Area: Mathematics Key Competencies: All

Identified Target Group: Year 1-3 Students identified in the 2015 Overall Teacher Judgement as being below or well below the National Standard in Mathematics.

Annual Target: For the target group to make accelerated progress so that they are achieving at a level appropriate for their Year level in order to meet the demands of the New Zealand curriculum.

Baseline Data:MathematicsChildren who have had their 1st, 2nd, 3rd anniversary at school in 2015: At the start of 2016 we have 6 students who were ‘Below’. Of these 6 students we aim to move all to ‘At’, however we will source additional support for one of the children as we have identified this will be needed to support the classroom programme. We have also identified, and included as targets, 3 students, who have not had their 40 week anniversary, however we feel they will need the extra focused teaching to achieve at the required level for ‘After 1 year at school’.

Well Below

Below

European 5Maori 1

Planned Actions: Timing Responsibility Resourcing


Data gathering via JAM, Gloss and IKAN beginning of year/end of year testing

Identification of target students within the group Ensure target learners have identified ethnicity, and gender in order

for teachers to respond to specific language and culture Target areas of weakness as identified through formative assessment Development of a Professional Development Action Plan for

Mathematics, with a specific goal of improvement of learning and achievement for all students

A greater awareness of mathematics through student and parent voice surveys

Clear and regular communication between classroom teachers on any specific areas of concern

Continuing to build on the developments in 2015 with a great focus on the specific students achieving below or well below the National Standard

Using the Teaching as Inquiry (spiral of inquiry) Model to support teacher reflection and goal setting

February –November

PrincipalTeachers

BOT funds

End of year result: Further consideration/recommendation:


To accelerate the achievement of priority learners in Mathematics - Years 4-8 Year: 2016

Strategic Goal: To deliver the New Zealand Curriculum as evidenced by progress and achievement in relation to National Standards to enable each child to develop their full academic and social potential



Identified Target Group: Year 4-8 Students identified by the 2015 Overall Teacher Judgement as being below or well below the National Standard


Baseline Data:MathematicsChildren who were in their 3rd – 7th Year at school in 2015: At the beginning of 2016 we have 13 students who are ‘Below’. We aim to move all of these students to ‘AT’, however we will source additional support for one of the children as we have identified this will be needed to support the classroom programme. We currently have 3 students who are ‘well below’ the expected level. These children are receiving additional support from other agencies in conjunction with their classroom programme.

Well Below

Below

European 1 10Maori 2 3

Planned Actions: Timing Responsibility Resourcing

Data gathering via JAM, Gloss and IKAN beginning of year/end of year testing


PrincipalTeachers

BOT funds


Identification of target students within the group Ensure target learners have identified ethnicity, and gender in order for

teachers to respond to specific language and culture

Target areas of weakness as identified through formative assessment Development of a Professional Development Action Plan for Mathematics,

with a specific goal of improvement of learning and achievement for all students

A greater awareness of mathematics through student and parent voice surveys

Clear and regular communication between classroom teachers on any specific areas of concern

Continuing to build on the developments in 2015 with a great focus on the specific students achieving below or well below the National Standard

Using the Teaching as Inquiry (spiral of inquiry) Model to support teacher reflection and goal setting



To accelerate the achievement of priority learners in Literacy - Years 1-3 1 Year: 2016


Strategic Objective: Students will demonstrate improvement in levels of achievement in their literacy skills

Curriculum Area: Reading and Writing Key Competencies: All

Identified Target Group: Year 1-3 Students identified in the 2015 Overall Teacher Judgement as being below or well below the National Standard in Reading and Writing.

Annual Target: For the target group to make accelerated progress so that they are achieving at a level appropriate for their year level in order to meet the demands of the New Zealand curriculum.

Baseline Data:ReadingChildren who have had their 1st, 2nd anniversary at school in 2015: At the start of 2016 we have 6 children who were ‘Below’. Of these 6 children we aim to move all to ‘At’, however we will source additional support for one of the children as we have identified this will be needed to support the classroom programme..We have also identified, and included as targets, 3 students who have not had their 40 week anniversary however we feel they will need the extra focused teaching to achieve at the required level for ‘After 1 year at school’.

Well Below

Below

European 5Maori 1

WritingChildren who have had their 1st, 2nd anniversary at school in 2015: At the start of 2016 we have 7 children who were ‘Below’.

1


We aim to move 6 children to ‘At’ and will source extra support for the other child. We have also identified 2 students who were ‘AT’ however they will need ongoing monitoring to ensure continued success. Included as targets are 3 students who have not had their 40 week anniversary however they will need the extra focused teaching to achieve at the required level for ‘After 1 year at school’.

Well Below

Below

European 1Maori 7

Planned Actions: Timing Responsibility Resourcing Data gathering 2015 Overall Teacher Judgements Identification of target students within the group Ensure target learners have identified ethnicity, and gender in order for

teachers to respond to specific language and culture Use the Teaching as Inquiry (spiral of inquiry) Model to support teacher

reflection and goal setting Target areas of weakness as identified through formative assessment A greater awareness of mathematics through student and parent voice

surveys Clear and regular communication between classroom teachers on any

specific areas of concern Continuing to build on the developments in 2015 with a great focus on the

specific students achieving below or well below the National Standard


PrincipalTeachers

BOT funds

Andrea PitersCPL (Consortium for Professional Learning)Team Solutions, WellingtonThe University of Auckland

RTLB/RTLit


Target for Raising Student Achievement in Literacy Years 4-8 Manakau School Charter MOE #2896 Year 2016

Year: 2016




Identified Target Group: Year 4-8 Students identified by the 2015 Overall Teacher Judgement as being below or well below the National Standard


Baseline Data:Reading:Our 2015 end of year OTJ’s identified students in Years 4-8 who were not meeting the National Standards. At the beginning of 2016 8 students are achieving ‘Below’ the National Standard for their appropriate year level. Of the 8 students we aim to move all to ‘At’, however we will source additional support for 4 of the children as we have identified this will be needed to support the classroom programme.. 2 students were ‘Well Below’ and we aim to move 1 of these students to ‘At’. Additional support is already in place for the other child. We have also identified 2 students who are ‘At’ the National Standard who will need ongoing monitoring to ensure they continue to make steady progress.

Well Below

Below

European 1 2Maori 1 6

Writing:Our 2015 end of year OTJ’s for writing identified students in Years 4-8 who were not meeting the National Standards. At the beginning of 2016 13 students are achieving ‘Below’ the National Standard for their year level. Of the 13 students identified we aim to move 11 to ‘At’, and alternative support is already in support for 2 of the other children. We have also identified 2 students who are 'Well Below', we aim to move one of these students to 'Below' and alternative programmes are already in place for the other child.


Well Below

Below

European

13

Maori 1

Planned Actions: Timing Responsibility

Resourcing

Data gathering 2015 Overall Teacher Judgements Identification of target students within the group Ensure target learners have identified ethnicity, and gender in order for

teachers to respond to specific language and culture Use the Teaching as Inquiry (spiral of inquiry) Model to support teacher

reflection and goal setting Target areas of weakness as identified through formative assessment A greater awareness of mathematics through student and parent voice

surveys Clear and regular communication between classroom teachers on any

specific areas of concern Continuing to build on the developments in 2015 with a great focus on the

specific students achieving below or well below the National Standard


PrincipalTeachers

BOT funds

Andrea PitersCPL (Consortium for Professional Learning)Team Solutions, WellingtonThe University of Auckland



manakau school charterpage 5 · web viewthe northern boundaries of the home zone for the school...

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