2012 Charter Kumeroa-Hopelands School

Kumeroa/Hopelands School

Charter 2012

Active, Confident, Life-long Learners

1

TABLE OF CONTENTS

MISSION STATEMENT 3

VISION 3

VALUES 3

OUR SCHOOL COMMUNITY 3

OUR BELIEFS ABOUT TEACHING AND LEARNING 3

MAORI ACHIEVEMENT STATEMENT 4

LEARNING PARTNERSHIPS WITH FAMILIES AND WHANAU 4

STRATEGIC GOALS 2012-2014 5

GOAL 1: TO IMPROVE STUDENT ACHIEVEMENT IN LITERACY 5

GOAL 2: TO IMPROVE STUDENT ACHIEVEMENT IN MATHEMATICS 5

GOAL 3: STUDENTS TO BE CONFIDENT AND CAPABLE USERS OF ICT 6

GOAL 4: TO GOVERN THE SCHOOL EFFECTIVELY 6

LOCAL GOALS & OBJECTIVES 7

ANNUAL WRITING TARGETS 2012 9

ANNUAL READING TARGETS 2012 12

ANNUAL MATHEMATICS TARGETS 2012 15

KUMEROA-HOPELANDS SCHOOL REVIEW, REPORTING AND CONSULTATION SCHEDULE 17

Kumeroa-Hopelands School Charter 2012

2

MISSION STATEMENT

To help students reach their full potential in an environment that is conducive to facing challenges, co-operating with others and competing to achieve.

VISION

Active, Confident, Life-long Learners

VALUES

Our students will leave with their “SMART” kids backpack. They will have: A positive Self-esteem Motivation to learn A good Attitude, Respect for others and Trust each other.

OUR SCHOOL COMMUNITY

Kumeroa-Hopelands School is a rural primary school situated 10 minutes from Woodville and approximately 30 minutes from Palmerston North. The school was formed after an education area review resulted in the amalgamation of Kumeroa and Hopelands Schools in 1994 and the merger with Kohinui School in 2008. We are a full primary, decile 4 school with a role between 60-70 students, 15% of which are Māori.

The school is located in the township of Kumeroa adjacent to the Community Hall, Tennis Club and St Andrew’s Anglican Church. The Manawatu River passes to the west of the school grounds. It has three classrooms, a library and an administration block. A large adventure playground borders the playing field sheltered by a number of well established trees.

Kumeroa School was established in 1884. The name Kumeroa has its roots from the time when travellers travelled up the Manawatu River to the Central Hawke’s Bay. The worst gravel banks and shallows were found in Kumeroa (kume - to pull, roa - long).

Today, Kumeroa-Hopelands maintains an open, friendly and welcoming environment for students, parents and community, along with a supportive Board of Trustees and community. The school community is active in supporting and fundraising for the school providing resources and opportunities for learning. As a result, the school is well resourced, with an excellent range of teaching and learning resources.

OUR BELIEFS ABOUT TEACHING AND LEARNING

We believe that: All children can learn. We will guide children to set realistic goals and encourage them to achieve their

potential through the establishment of learning intentions and success criteria. The school environment will be welcoming, nurturing and will operate under an

umbrella of mutual respect. Meeting individual needs will be reflected in school and classroom programmes. Collaboration and teamwork at all levels will form the basis for ongoing and future

school developments.


3

MAORI ACHIEVEMENT STATEMENT

At Kumeroa/Hopelands School we acknowledge New Zealand’s cultural diversity and in doing so recognise the unique position of Māori as tangata whenua. The school will provide opportunities that support its students’ in Te Reo and Tikanga Māori.

At Kumeroa-Hopelands School we have high expectations for all students and their educational progress and achievement. Achievement of Māori students is reported regularly to the Board and we will continue to ensure that Māori can effectively enjoy educational success as Māori.

A range of opportunities are currently provided: Weekly Te Reo programme for all students Established Kapa Haka performance group Scheduled Marae visits Tātaiako cultural competencies integrated into teacher performance management

process Professional learning and development opportunities for teachers through their

participation in the classroom Te Reo lessons

Kumeroa-Hopelands School is actively looking at ways to increase knowledge, understanding and use of Te Reo and Tikanga Māori for students, staff and the school community. It seeks to:

Regularly consult with the Māori community as part of its ongoing review To engage and involve whānau through school community events Develop a Board portfolio for the oversight of things Māori Resign the whole school in bilingual signage Further develop curriculum contexts for learning focusing on Tikanga Māori Engage in professional learning and development opportunities to deepen staff and

Board understanding of things Māori.

LEARNING PARTNERSHIPS WITH FAMILIES AND WHANAU

Staff, Families and Whanau at Kumeroa/Hopelands School place high priority on the following:

Ensuring children have a safe, stable, loving environment. Ensuring children have good nutrition and rest. Encouraging children in increasing self-reliance and positive peer relationships. Ensuring that children attend school and showing an interest in children’s schooling. Giving lots of praise and encouragement as children learn about their world. Helping children to think about and explore challenging possibilities for their further

education. Sharing ideas and guidance to assist children’s learning.


4

STRATEGIC GOALS 2012-2014

1. To improve student achievement in literacy 2. To improve student achievement in mathematics 3. Students to be confident and capable users of ICT 4. To govern the school effectively

GOAL 1: TO IMPROVE STUDENT ACHIEVEMENT IN LITERACY

Rationale Learning to read and write is a complex, cumulative process. Students build on their

existing expertise and use their developing knowledge and skills in different ways. There are skills, knowledge and attitudes that students must develop in order to read and write the texts that will enable them to engage with all learning areas of the curriculum (Reading and Writing Standards for years 1-8, p. 8-9).

Actions Robust data gathering, analysis and next steps for individuals and cohort groups

(year levels, classes, gender, ethnicity) Ongoing review of literacy learning programmes and student achievement Regular reporting of achievement data and next steps to Board Literacy school wide and personal goals integral to teacher’s Performance

Management plan Targeted professional learning aligned to goals and student need Targeted purchasing of resources aligned to goals and student need Targeted use of teacher aide to support enhanced learning in reading and writing Moderating analysis of student learning for school wide consistency of teacher

judgment Management unit for SENCO responsibilities

GOAL 2: TO IMPROVE STUDENT ACHIEVEMENT IN MATHEMATICS

Rationale Current data about the numeracy of adults in the workforce gives cause for concern.

Significant proportions of New Zealand students in the upper primary years do not currently meet the expectations. Unless this situation is addressed, many of these students will not achieve in mathematics at a level that is adequate to meet the demands of their adult lives (Mathematics Standards for years 1-8, p. 6).

Actions Robust data gathering, analysis and next steps for individuals and cohort groups

(year levels, classes, gender, ethnicity) Ongoing review of numeracy and mathematics learning programmes and student

achievement Regular reporting of achievement data and next steps to Board Mathematics school wide and personal goals integral to teacher’s Performance

Management plan Targeted professional learning aligned to goals and student need Targeted purchasing of resources aligned to goals and student need Targeted use of teacher aide to support enhanced learning in maths Moderating analysis of student learning for school wide consistency of teacher

judgment Management unit for SENCO responsibilities


5

GOAL 3: STUDENTS TO BE CONFIDENT AND CAPABLE USERS OF ICT

Rationale Information and communication technology (ICT) has a major impact on the world in

which young people live. Similarly, e-learning (that is, learning supported by or facilitated by ICT) has considerable potential to support the teaching approaches outlined in the above section. Schools should explore not only how ICT can supplement traditional ways of teaching but also how it can open up new and different ways of learning (The New Zealand Curriculum, p. 36).

Actions Continued participation in the Mantar ICTPD Cluster Te Kids (student leadership in ICT) programme maintained Review current capability, understanding and infrastructure using the eLearning

Planning Framework. Develop 3 year eLearning Strategic Plan with associated yearly action plans Updating Computer and Internet Use Agreements policy and procedure Targeted professional learning aligned to strategic goals and plan Targeted purchasing aligned to strategic goals and plan eLearning school wide and personal goals integral to teacher’s Performance

Management plan

GOAL 4: TO GOVERN THE SCHOOL EFFECTIVELY

Rationale The Board accepts the responsibility to ensure the school runs well for the benefit of

the students’ education. To accomplish this, the Kumeroa-Hopelands School Board need to ensure that the correct and adequate resources are available to the staff to enable them to teach the students to the very best of their ability. These resources include current learning materials and equipment, relevant staff development, well maintained property and sound management processes guided by the school strategy and vision (adapted from NZSTA Trustee Handbook, p. 6).

Actions Schedule for policy and procedure review confirmed Community consultation timeline created Curriculum reporting timetable agreed upon Monitoring of student achievement in relation to the National Standards with an

emphasis on Māori and students with special learning needs Developing programmes to target identified learning needs Improved system implemented for managing and monitoring finances 10 year property plan reviewed and updated Regular health and safety checks Ongoing provision of quality resources for teaching and learning Implementation of all National Education Goals through learning and teaching

programmes, school administration and strategy.


6

LOCAL GOALS & OBJECTIVES

NAG 1 - Curriculum To make literacy and numeracy a priority. Professional development will focus on school, staff and students’ needs. A broad-based school curriculum will be implemented focusing on the Inquiry

Learning approach, which will ensure e-Learning, Science, Health, Social Studies & PE are considered in our goals.

The key competencies will be integrated into all aspects of the classroom and school programmes.

Individual needs will be catered for. Behaviour management will be consistent, fair and transparent. Student Learning Intentions and Success Criteria will be clearly articulated by

students and teachers as part of the learning process. Assessment & reporting on students to determine level of achievement, how they

relate to National Standards & next learning steps will be part of the learning process. Targets for improving student achievement will be set annually. Te Reo Māori and Tikanga Maori will be integrated into all curriculum areas.

NAG 2- Self Review Strategic planning will provide future direction in all NAGs. Self Review in policy content, curriculum delivery, student achievement & staff

appraisal will identify strengths and weaknesses to provide the basis for strategic planning.

We will report to parents twice a year in writing using plain language in relation to National Standards.

We will report on school strengths and identified areas for improvement, the basis for identifying areas for improvements and planned actions for lifting achievement in the Board’s Annual Report.

We will report on the numbers and proportions of students at, above, below or well below the standards, including by Māori, Pasifika and by gender and how students are progressing against the standards as well as how they are achieving in the Board’s Annual Report.

NAG 3- Personnel Staff will have a desire to work within the school culture reflecting the shared values

and beliefs about teaching and learning. Staff will be learners themselves. Staff will be appointed according to policy and job descriptions developed

accordingly. BOT members will undertake training according to their portfolios of responsibility.

NAG 4- Finance To meet statutory audit requirements. To provide financial resources to achieve school priorities. To monitor spending against budget and future developments.

NAG 4- Property To ensure property is maintained. To develop and implement capital development according to the 10 Year Property

plan.

NAG 4- Property - Bus To contract to the MOE for funding.


7

To review bus runs and employment in accordance with funding available.

NAG 5- Health and Safety To ensure the school environment is positive and welcoming as well as safe and

healthy.

NAG 6 - Legislation Meet compliance issues in regard to general legislation.


8

ANNUAL WRITING TARGETS 2012

TARGET FOR RAISING STUDENT ACHIEVEMENT IN WRITINGLinks to Kumeroa-Hopelands School Strategic Goals: Goal 1: To improve student achievement in literacy

Goal 3: Students to be confident and capable users of ICTGoal 4: To govern the school effectively

Strategic Objectives: To make literacy and numeracy a priority. Professional development will focus on school, staff and students’ needs. The key competencies will be integrated into all aspects of the classroom and school programmes. Individual needs will be catered for. Student Learning Intentions and Success Criteria will be clearly articulated by students and teachers as part of the learning process. Assessment & reporting on students to determine level of achievement, how they relate to National Standards & next learning steps will be part of

the learning process.Curriculum Area:

EnglishBeliefs from our Charter that we aim for in our teaching and learning:

All children can learn. We will guide children to set realistic goals and encourage them to

achieve their potential through the establishment of learning intentions and success criteria.

Meeting individual needs will be reflected in school and classroom programmes.

Key Competencies: Thinking Relating to Others Using Language, Symbols and Texts Managing Self Participating and Contributing

Annual Aims: Review the planning and delivery of writing programmes at Kumeroa-Hopelands School Further develop the Kumeroa-Hopelands School Writing Matrix for school wide consistent analysis of student writing Monitor achievement data for all students and cohort groups including gender, Māori and students with special needs Embed the characteristics of formative practice into all writing teaching and learning Increase the number of students achieving at or above the National Standard for Writing Use ICTs to support the teaching and learning of writing

2012 Annual Achievement Targets:1. To increase the number of students achieving at or above the National Standard for Writing by the end of 2012.2. To ensure all students make progress towards being at or above the National Standard for Writing by the end of 2012.

Baseline Data: Analysis of the 2011 end of year writing data showed that 32% of Year 4-8 students were achieving below or well below the National Standard for

Writing The same data showed 23% achieving at the National Standard and 46% above.

Planned Actions Timing Responsibility ResourcingCollect and analyse school wide Term 1 & 4 Classroom teachers

9

writing samples.Internal moderation of writing samples against Kumeroa-Hopelands School Writing Matrix/National Standards for Writing

Term 1 & 4 and ongoing as required Principal, Classroom teachers Kumeroa-Hopelands School Writing Matrix

Cluster moderation of writing samples against National Standards for Writing

Term 2 and 4 Small Schools Cluster PrincipalsClassroom TeachersLead teacher of Literacy

National Standards for WritingRelease for moderation sessions.Travel

Develop leveled exemplars of student writing for use in teaching and learning

Ongoing Lead teacher of LiteracyClassroom TeachersPrincipal

Reporting to BOT of achievement in writing

Term 1 and 4 Principal

Staff meetings focused on the analysis of data and the delivery of teaching and learning programmes

Ongoing Principal Massey CED AtoL Facilitator @ $1000

Staff meetings focused on unpacking the National Standards Writing Exemplars and moderation.

Ongoing PrincipalLiteracy Lead Teacher

Individual teacher goal setting in literacy

Term 1 and ongoing monitoring PrincipalClassroom teachers

Develop Professional Inquiry into Practice as part of Performance Management Plan

Term 1 and ongoing PrincipalClassroom teachers

Teaching as Inquiry Facilitator @ $1000

Review current curriculum statement and guidelines for the teaching and learning of writing.

Term 2 Principal

Writing ‘Learning Walks’ observations to monitor writing programmes in practice.


Purchase and trial use Key Links Writing Programme

Ongoing Fantails Classroom Teacher Key Links Writing Programme Kit @ $700

Participation in MANTAR ICTPD cluster to develop understanding of using ICTs to support literacy programmes.

All year PrincipaleLearning Lead Teacher

Release and Travel as per 2012 MANTAR ICTPD Contract Variation

Maintain high level of teacher aide support in literacy programmes.

Ongoing PrincipalSENCO

Management Unit @ $4000/paTeacher Aide Salaries @ $6000


10

Teacher Aides


11

ANNUAL READING TARGETS 2012

TARGET FOR RAISING STUDENT ACHIEVEMENT IN READINGLinks to Kumeroa-Hopelands School Strategic Goals: Goal 1: To improve student achievement in literacy




EnglishBeliefs from our Charter that we aim for in our teaching and learning:





Annual Aims: Review the planning and delivery of reading programmes at Kumeroa-Hopelands School Monitor achievement data for all students and cohort groups including gender, Māori and students with special needs Initiate targeted programmes and support for students not achieving at or above the National Standard for Mathematics Increase the number of students achieving at or above the National Standard for Reading Targeted resourcing of reading material to support reading programmes Embed the characteristics of formative practice into all reading teaching and learning Use ICTs to support the teaching and learning of reading

2012 Annual Achievement Targets:1. To increase the number of Year 4 Students reading at or above the National Standard for Reading by the end of 20122. To increase the total number of students achieving at or above the National Standard for Reading by the end of 2012.3. To ensure all students make progress towards being at or above the National Standard for Reading by the end of 2012.

Baseline Data: Analysis of the 2011 end of year STAR (Supplementary Test of Achievement in Reading) data for Years 3-8 showed that 16% of students were

achieving below expectation. The same data showed 56% at and 28% above.


12

2012 beginning of year data for Year 4 students shows; 76% achieving below expectation (Stanine 1, 2 or 3) in PAT Reading Vocabulary, 50% below expectation (Stanine 1, 2 or 3) in PAT Reading Comprehension, and, 63% achieving below expectations (Stanine 1, 2 or 3) in STAR.

Planned Actions Timing Responsibility ResourcingCollect and analyse school wide data in reading:

Year 1-2: Running records, 6 Year Nets, Alphabet and basic word recognition

Year 3-8: STAR, PAT Reading Comp & Vocab, running records.

Term 1 & 4 and as required Classroom teachersPrincipal

STAR/PAT tests @ $300NZCER Online marking Site @ $300/pa

Reporting to BOT of achievement in writing


Staff meetings focused on the analysis of data and the delivery of teaching and learning programmes.

Ongoing Principal Massey CED AtoL Facilitator @ $1000

Staff meetings focused on unpacking National Standards Reading exemplars and moderation.

Ongoing PrincipalLiteracy Lead Teacher

Individual teacher goal setting in literacy


Participation in MANTAR ICTPD cluster to develop understanding of using ICTs to support literacy programmes.

All year PrincipaleLearning Lead Teacher

Release and Travel as per 2012 Contract Variation

Develop Professional Inquiry into Practice as part Performance Management Plan.



Review current curriculum statement and guidelines for the teaching and learning of reading.

Term 2 Principal

Writing ‘Learning Walks’ observations to monitor reading programmes in practice.


Maintain high level of teacher aide support in literacy programmes.

Ongoing PrincipalSENCOTeacher Aides


Purchase and use of Rainbow Term 1 Principal 3 x Rainbow Reading kits @ $500/kit


13

Reading TARP Programme with associated training for teacher and teacher aide.

Teacher Aide


14

ANNUAL MATHEMATICS TARGETS 2012

TARGET FOR RAISING STUDENT ACHIEVEMENT IN MATHEMATICSLinks to Kumeroa-Hopelands School Strategic Goals: Goal 2: To improve student achievement in mathematics




Mathematics/NumeracyBeliefs from our Charter that we aim for in our teaching and learning:





Annual Aims: Review the planning and delivery of numeracy and mathematics programmes at Kumeroa-Hopelands School Monitor achievement data for all students and cohort groups including gender, Māori and students with special needs Initiate targeted programmes and support for students not achieving at or above the National Standard for Mathematics Increase the number of students achieving at or above the National Standard for Mathematics Embed the characteristics of formative practice into all mathematics teaching and learning Use ICTs to support the teaching and learning of mathematics

2012 Annual Achievement Targets:1. To increase the number of students achieving at or above the National Standard for Mathematics by the end of 2012.2. To ensure all students make progress towards being at or above the National Standard for Mathematics by the end of 2012.

Baseline Data: The analysis of the 2011 end of year numeracy testing showed that 45% of Year 3-8 students were achieving below or well below the National

Standard for Mathematics. The same data showed 30% achieving at the National Standard and 26% above.

Planned Actions Timing Responsibility ResourcingCollect and analyse school wide Term 1 & 4 and as required Classroom teachers STAR/PAT tests @ $300


15

data in maths: Year 1-2: Numeracy Profiles Year 3-8: IKAN, GLOSS,

PAT Maths.

Principal NZCER Online marking Site @ $300/pa

Reporting to BOT of achievement in mathematics


Staff meetings focused on the analysis of data and the delivery of mathematics teaching and learning programmes.

Ongoing Principal

Staff meetings focused on unpacking the National Standards Mathematics Exemplars and moderation.

Ongoing PrincipalNumeracy Lead Teacher

Individual teacher goal setting in mathematics


Develop Professional Inquiry into Practice as part of Performance Management Plan



Review current curriculum statement and guidelines for the teaching and learning of maths.

Term 2 PrincipalNumeracy Lead Teacher

Maintain high level of teacher aide support in maths programmes.

Ongoing PrincipalSENCOTeacher Aides


Numeracy ‘Learning Walks’ observations to monitor numeracy programmes in practice.+-


Attendance at PRT Numeracy Course

Term 1 Fantails/Tui classroom teachers Registration @ $95


16

KUMEROA-HOPELANDS SCHOOL REVIEW, REPORTING AND CONSULTATION SCHEDULE

2012 Policies and Procedures Curriculum Achievement Reports Community ConsultationFebruaryMarch Complaints Religious EducationApril Evacuation

Sun SmartEnrolmentPre School Visits

ReadingWriting

Reporting to Parents

May Performance Appraisal Mathematics School UniformJune Special Needs

Reading RecoveryReligious Education

July LEOTCHead Lice

Achievement in relation to National Standards

Homework

August Assessment and Evaluation of PupilsReporting to Parents/Caregivers

Te Reo Vision/Beliefs/Strategic Direction

September Civil Defence SENCO Vision/Beliefs/Strategic Direction for Māori

October Religious Education Reading RecoveryNovember Behaviour Management

Staff Dealing with Incidents Achievement in relation to National Standards

Charter

December Staff Professional Development Teacher Inquiry Charter/Annual Goals

2013 Policies and Procedures Curriculum Achievement Reports Community ConsultationFebruary Self-reviewMarch Consultation with Community Reading

WritingSchool Camp/LEOTCPREPProduction

April Treaty of Waitangi/Taha Māori MathematicsMay Curriculum Delivery SENCO Māori/whānauJune Withdrawal of Students from ClassJuly Equal Employment Opportunties

EquityAchievement in relation to National Standards

Computer and Internet Use/Cybersafety

August Protected DisclosuresSeptember Appointments

Code of ConducteLearning Behaviour Management


17

October Classroom Release TimeRelieving Teacher

Reading Recovery

November ComplaintsComputer and Internet Use/Cybersafety


Charter/Annual Goals

December BoT Meeting Teacher Inquiry

2014 Policies and Procedures Curriculum Achievement Reports Community ConsultationFebruary Financial Management

Theft and FraudMarch Property Reading

WritingSport/Active Schools

April Alcohol and Recreational Drugs MathematicsMay School Bus Policy

School Bus Safety Bus EvacuationLibrary eLearning

June School Bus Schedule of MaintenanceCasual Bus Driving

July Medical TreatmentContact with Blood/Body Fluids


Vision/Beliefs/Strategic Direction

August Asthma ManagementPandemic Planning

SENCO Vision/Beliefs/Strategic Direction for Māori

September Privacy Inquiry LearningOctober Child Protection Reading RecoveryNovember Child Allegations Against Employees Achievement in relation to National

StandardsCharter

December Sexual Harassment Teacher Inquiry Charter/Annual Goals


18

Date post:	28-Nov-2014
Category:	Education
Upload:	kumeroahopelands
View:	486 times
Download:	1 times