Twizel Area School Charter2015

Twizel Area School and Community Description

There are 190 students at the school with just over half of them being in years zero to six and just under half in years seven to 13. The school services primary and secondary education in the Mackenzie Basin. Approximately 20% of our students are Māori, spread relatively evenly over eight iwi, 4% Asian and 2% Pasifika. We are not a ‘typical’ country school; unusually for an area school less than 10% of the children come from a farming background, more come from tourism and associated service industries. Nominally we are a decile 8 school but within that span an unusually diverse range of student abilities, parental backgrounds and expectations.

The area school was formed in 1985 by combining the then high school and primary school on the high school site. Until 6 years ago the roll had steadily declined as first the rundown from the hydro electricity construction project took its toll and then the downsizing of the SOE running the power stations took place. Over the last 6 years the roll has increased slowly but steadily from 165. Approximately 25% of our roll has been at our school less than two years (excluding New Entrants).

There are 19 teachers on the staff. They are innovative and dedicated, setting a high store on improving skills and knowledge.

The diversity of abilities, social skills and expectations has meant the school has had to work hard at providing a supportive environment where individual and collective student needs can be met by well targeted learning programmes.

We aim to provide a needs fulfilling environment where everyone does quality work without coercion. We value courtesy, co-operation and consideration, and work hard to ensure this school is a safe and comfortable place for all who work here, students and staff alike. We are proud of the family atmosphere of the school, which our small size enhances, as everyone is known to every other person.

A comprehensive schoolwide assessment and recording system has been developed to provide quality information on where students are performing in the different parts of the National Curriculum.

The community is very much involved in the school. The community library is housed at the school and community makes use of other school facilities such as the sports fields. The school makes good use of the Community Events Centre and pool. Parents are to be seen throughout the school during the day and are encouraged to be involved as helpers, spectators, and supporters. There is a weekly school newsletter, TAN, which is widely circulated.

Although the school serves a large geographical area, extending to Omarama, Irishman Creek, and Mount Cook Village, over 90% of the students live within the Twizel township. The isolation does make it hard for students and their families to have contact with other communities. The school is 30 kilometres from the next primary school in Omarama and 100 kilometres from the nearest high school in Fairlie.

The chief physical features are the wild and scenic surroundings and the isolation. The school makes use of the local environment with a strong outdoor education programme, including that which is based at our own facility, Huxley Lodge, situated in the Hopkins Valley.

Recognising New Zealand’s Cultural DiversityTwizel Area School will develop procedures and practices that reflect New Zealand’s cultural diversity and the unique position of Māori culture. In recognising the unique position of Māori culture, Twizel Area School will take all reasonable steps to provide instruction in Tikanga (Māori culture) and Te Reo Māori (Māori language) for all students and additional Te Reo for those students whose parents request it.

Current Situation At Twizel Area School o We have teachers teaching Tikanga Māori in years zero to 10 as part of our

classroom programmes where appropriate.o Teachers of years zero to six incorporate elements of Te Reo Māori into their

existing programmes.o Most teachers of years seven to ten incorporate elements of Te Reo into their

programmes.o in 2015 we plan to have both Te Reo and Kapa Haka offered to years 7-10

through the language and Dance modules, although we are still searching for a suitable tutor.

Māori Responsiveness PlanIf Whanau request a level of higher Tikanga and/or Te Reo than is at present evident in our school’s Maori programme the staff will listen carefully and if necessary seek clarification on what the Whanau want. Staff and family will then discuss and explore the following options:

1. Further explain the existing plan.2. Further extend the existing programmes.3. Dual enrolment with the correspondence school.4. Provide in school support and resources, including consideration of employing

a Māori speaker to further enhance inclusion of Te Reo and Tikanga into the classroom.

5. Explore other schools who may offer programmes more in line with their expectations.

6. Other negotiated actions.

Twizel Area School

Strategic Plan 2015- 2017

VisionA learning community striving for excellence

MissionTo provide a high quality learning environment that encourages students to

strive for excellence and become confident connected lifelong learners with a passion.

ValuesQuality in everything we do and respect for ourselves, each other and learning

Beliefs Learning is paramount and is the core responsibility of

teachers and students supported by the school community. Learning encompasses the whole person: education is

about building character, skills, creativity and knowledge The expectation is that we all do quality work Behaviour is chosen and should reflect our values

Strategic Goals1. Whole School Goal

That respect, positive behaviours and pride in Twizel Area School are modelled throughout the school by all students, staff, board and community

2. Senior School Goal (Years 11 -13)To build engaged student cohorts who move successfully through the school achieving at a high level..

3. Middle School Goal (Years 7 – 10)To provide strong academic progress and rich learning experiences through a broad range of cultural, sporting and outdoor environmental opportunities.

4. Junior School Goal (Years 1 – 6)To provide quality teaching and learning opportunities across a rich curriculum with focus on reading writing and mathematics learning. Children showing increased ability to manage their own learning.

5. Management GoalThe performance management system reflects the school’s strategic goals and is further developed to improve learning goals.

6. Governance GoalThe board sets clear strategic direction and operates in a cohesive manner improving student outcomes and monitoring progress towards agreed goals through effective self review.

Twizel Area School Strategic Goals 2015- 2017 NB Place of Community of Schools proposal still to be finalised. Places where it could be relevant are labelled COS.

1. Whole School Goal

That respect, positive behaviours and pride in Twizel Area School are modelled throughout the school by all students, staff, board and community

Aspect 2015 2016-17Communication in timely fashionAnd acknowledging successes

Update contact details and TAN preferencesUse of TAN and FacebookPublish school calendar, ensure trips and camps have at least two weeks notice,Using media to celebrate success.

Update contact details email addresses preferences for TANcontinueReinforcing Calendar of school eventsImplement full uniform

To effectively engage with the community, to enhance pride in school

Organise and run successful Southern Area Schools Tournament. Link to COSTransition year for Y1-6 uniforms

Next community oriented project

Pride in property Go for rebuild of learning spacesRepaint 6 rooms and corridors Replace two sets of lockers and some MLE oriented furniture.

Implement 5YA or rebuild.If 5YA paint more 6 more rooms, replace more furniture and replace 2 more sets lockers.

2. Senior School Goal (Years 11 -13)

To build strong student cohorts who move successfully through the school achieving at a high level.

Tailoring subject choices including opportunities through distance learningSupporting an environment where each year 11-13 student achieves according to agreed individual plans including vocational pathways.

Careful course confirmationReview Gateway contacts. Individual career and learning plans backed by mentoring. COSSupporting NetNZ as quality provider and investigating further blended learning.Attention to what vocational pathways adds to this, incorporate into MUSAC

Incorporation of Vocational pathways into learning plans.Providing relevant tertiary courses for students.Continuing development of NET NZ

85% leavers achieving NCEA L2

As above, but especially relevant courses supported by effective mentoring

85% leavers achieving NCEA L2 (Building academic progress)

Supporting priority learners with a designed 3 year Level 1-2 course. Support frm COS.

Continue supporting priority learners.

85% leavers achieving NCEA L2 (Building academic progress

Building learning power (BLP) ; reactivate inform mentoring. COS

Embed BLP (if found to be relevant)

Leadership and Citizenship Implement further leadership training opportunities, include SAS tournament. COSReinvigorate student voice in learning and environment

Review and sustain the better experiencesEmbed vehicles of student voice into school organisation.

Goal Aspect 2015 2016-17

3. Middle School Goal (Years 7 – 10)

Strong academic progress and rich learning experiences through a broad range of cultural, sporting and outdoor / environmental opportunities

To build strong student cohorts who move successfully through the school achieving to their level of personal excellenceAcademic progressPrepare them to move into senior school

Review NZC as it applies to Y7-10 and against our current practices with focus on successful transitions to year 11. Compare with COSDesign ways NZC could be better implemented in Y7-10 Scope blended learning /flipped classrooms/e-learning (could link with Academy or FFP students) and or improving motivation/learning dispositions in Y9/10 by application of SOLO and/ or Caxton’s Learning Power

Implement preferred solutions to a better designed curriculum.

Continue development in Curriculum designSOLO / Blended learning / Learning Power

Developing strong academic progress

MUSAC Student achievement data rationalisation.Implement Edge or equivalent

Rich learning experiencesInvestigate Diploma programme or equivalent Learning Power graduation for Y10 to mark the aboveALiM for identified group

Implement stage one of graduation or equivalent programme2nd year ALiM

Continue to strengthen ETOC ProgrammeReactivate passion days term 3SAS tournament COSWork with Sports SC and community to widen sports opportunities for students.Trial and review Radio stationFind opportunities for service learning

Continue worthwhile rich learning experiences

Provide quality teaching and learning opportunities across a rich curriculum

Continue to strengthen EOTCSOLO PDReview opportunities for learning self-management.

Goal Aspect 2015 2016-74. Junior School

Goal (Years 1 – 6)

Provide quality teaching and learning opportunities across a rich curriculum with focus on reading writing and mathematics learning. Strong cohorts moving through the levels with increasing self-management

Focus on building skills in reading, writing and maths to National Standards and children’s enthusiasm for the same.

Implement Accelerated learning in Mathematics (ALiM) for identified group below standard.Maths annual targetContinue to strengthen Reading Writing

ALiM year 2

Assessment for supporting learning

Review of assessment data and reporting via MUSAC including portfoliosImplementing MUSAC Edge or equivalent

Further MUSAC edge training

Rich Curriculum and self management

Continue to develop students sense of next steps in learning, using SOLO and other meansWork with Sports SC and community to widen sports opportunities for students.

Review Y1-6 Curriculum balance between richness and 3 Rs

6. Management Goal

The performance management system reflects the school’s strategic goals and is further developed to improve learning.

AppraisalThe way we workBuilding CollegialityPutting our passion into learning

Consolidate and refine use of new appraisal system, Appraisal Connector.Ongoing review and nearer end of year consider moving to own version (eg hosted on google sites)Implementing Practice Analysis conversations (PAC)Review of what it means to be a professional colleague

Implement own version of online appraisal

Continue PAC. Review at end of year Peer support networks Using G+ Communities

Professional development SOLO continued – look at asking Pam Hook to take a days instruction and/ or with another school.Practice working in online environments and staying abreast of developments

SOLO continue development according to identified needs

Goal Aspect 2015 2016-177. Governance

GoalThe board sets clear strategic direction and operates in a cohesive manner improving student outcomes and monitoring progress towards agreed goals through effective Self Review.

Effective Self review Review and refine processes for self reviewUse current issues as examplesHuxley Lodge planRebuilding schoolERO Visit

Embedding Policy review systemsAccording to self review timetable

Setting clear directions and goals Considering what we want for COSScope Foreign fee paying students and O Ed / Academy proposals

Stage two COS

Setting clear directions and goalsPolicy and processes will that will outlast our personnel

Considering what we want for COSScope Foreign fee paying students and O Ed / Academy proposals

Planning according to outcome of scopePreparing for next BOT elections

Annual Plan section

Annual Goal 1 NCEA students will achieve according to personalised SMART goals

Link with Strategic Goal Senior School; 85% leavers at Level 2 by 2017

Baseline Data: Year 11-13 students are much more mixed ability than in the past. The level 2 goal will be more challenging than for past cohorts.

Target: Each student in Year 11-13 to succeed according to co-constructed personalised plans.

Action to achieve targets Led by Budget/FTE TimeframeGood course selection to make sure chosen subjects are appropriate DP Careers Feb

3. Establish credit potential for individuals. Senior syndicate staff N/A Term 14. Senior syndicate meet to identify potential destination/learning strengths of students

Senior syndicate staff N/A Term 1

5 Consider aspects of Inform Mentoring that will be useful. Senior Dean End Term 16. Careers advisor having ongoing contact with senior students. MO House

time/DEARTerm 1 - 4

7 Mentors: four meetings per year to update progress and review goals. Mentors / Senior Dean N/A Term 1-38. Provide student with career/tertiary education experiences. Advisors/

UC/UO/CPIT/Others?Costs and Travel

Term 1/2/3.

9. Use Gateway/work experience for students who are undecided about career/tertiary study

EL and MO Entry Fees & Travel

Terms 1-4

10.. Collate exit data that tracks students’ intentions and pathways. MO and Senior Dean N/A Term 411. Modify courses and entries for students to ensure individuals have the opportunity to reach their goals.

NP and MO with subject teachers

N/A Ongoing. Externals 1 Sept., Internals 1 Dec

Evaluate Principal N/A T 4 T 1 2016

Annual Goal 3 Year 7-10 students become self actualising, self managing learners

Link with Strategic Goal 3 Strong cohorts y7-10 students going through making good progress in learning

Baseline Data: We don’t have records but we believe most students coming through school receive opportunities to practice and work on key competencies. There is a challenge to a) develop methods of raising student awareness of this by self reporting and b) through this more precisely specify such learning and find further opportunities to strengthen the competencies

Target: Each student in year 7 to 10 will demonstrate their commitment to the key competencies

Action to achieve targets Led by Budget/FTE TimeframeClarify what we mean by learning Key Competencies and its relationship with values and subject knowledge. (first round)

Y7-10 Teachers Meeting Time

T1

Share these with Y7-10 students. Make the competencies explicit in teaching Principal, Class teachers Class time T1

Trial camp reporting mechanism. Principal N/A T1

Develop self reporting mechanisms ST Time T2

Investigate range of programmes that strengthen Key Competencies Principal Time and Travel $300

T1-3

Develop further opportunities eg clubs, service learning Y7-10 teachers. Dean. Time T2-4

Use ‘innovate, prototype, refine” cycle to develop these opportunities. All teachers Meeting Time

T2-4

Link with review of year 7-10 curriculum. AP Time T3

Clarify what we mean by learning Key competencies and its relationship with values and subject knowledge round 2

Y7-10 teachers Meeting Time

T3

Look at balance of curricula and co curricula events in achieving this AP Principal Time T3

Evaluate Principal AP T4 T1 2016

Annual Goal 3 To extend our Year 1 – 10 students’ higher-order mathematical thinking with the result of them achieving at a higher level in relation to the National Standards or New Zealand Curriculum Levels.

lInk with Strategic Goal 4: Ensure that the majority of students will achieve at or exceed national expectations in mathematics.

Baseline Data: At December 2014, 20.1% of our Years 1-8 students were in the well below or below category of the National Standards for Mathematics. In Years 9 – 10, 55% of students were either well below or below the appropriate New Zealand Curriculum level. It was noticeable from the data that more students in Years 7 – 10 were falling into these lower categories. This year we are part of the Advanced Learning in Maths (ALIM) training. We will target a Year 7-8 group. Problem solving will continue to be a focus at all levels as we strive to improve students’ participation, enjoyment and achievement in mathematics.

Target: That 50% of identified students who are well below will move to the below level of the national standards or appropriate NZC level, and that 50% of those students below national standards or the NZC will achieve at the appropriate standard or level.

Action to achieve targets Led by Budget/FTE Timeframe1. Establish baseline data. Teachers and Maths Leaders N/A Term 12. Target a group of Year 7-8 students for additional maths acceleration through the ALIM project. Maths lead teacher Externally funded Terms 1-33. Professional Development around ALIM shared with other teachers, especially those with students at

the target maths stage (likely to be Stage 6/7).Maths lead teacher, maths teachers, maths HOD

N/A Terms 1-3

4. Focus on specific teaching of problem solving strategies and relating maths to everyday life. Provide multiple opportunities to practice problem solving and apply learned strategies.

All maths teachers Problem solving books.

Terms 1-4

5. Lead teachers attend workshops and share their learning at maths meetings, including hands-on problem solving. Meetings to include time for professional readings and related discussion.

Maths lead teacher, maths teachers Teacher release. Course fees. Professional Readings

Terms 1-4

6. Lead teachers modelling problem-solving strategies in class lessons to other teachers. Maths lead teacher, all teachers Teacher release. Terms 1-47. Opportunities made available for out-of-school PD (maths symposium, number workshops, Numicon). Available to all maths teachers Normal PD costs. Symposium

May.8. Provide teacher support in basic problem solving for low achievers, encouraging a positive attitude and

articulation of maths thinking.Lead Teachers and Teachers and Teacher Aides

N/A Term 1 - 4

9. Promote the use of correct maths language. Maths teachers, teacher aides N/A Terms 1-410. Continue to explore the relationship between SOLO and teaching and learning in maths. Maths Lead Teachers and Principal N/A Term 111. Professional Development from a maths advisor, primary and secondary or other providers. Advisors/ UC/Others? Costs and Travel Term 1-412. Find and provide extension opportunities for able maths problem solvers (Maths Week, National

Competitions, Aoraki Maths, community people).Lead Teacher/DP/AP Entry Fees & Travel Terms 1-4

13. Analyse progress and achievement of students against the goal Lead Maths Teachers Teacher Release Term 2 and 414. Purchase / access resources to enable this goal to be enacted. Lead Teachers (Junior and

Secondary)Maths Budgets Term 1 and 2

15. Explore and share a wide range of resources. All Maths Teachers N/A Term 1-416. Promote number knowledge support-booklets for parents Lead Maths Teacher (Junior) N/A Term 1-417. Continue to raise the profile of maths in the school and wider community, celebrating our successes. Lead Teachers and Maths

Teachers.Cost? Term 1-4

Other Key Improvement Strategies to Achieve Strategic Vision in 2015

Personnel Health and Safety Short Report Self review Short ReportAppraisal Connector link with InquiryHave professional developmentImplement systemReview and refine for 2015.Review policies around CRT and releaseElectrical testing equipment Solution

Audit school policies against requirements. List those needing rewritingConfirm and implement 2015 self review schedule for Learning and other areasInvestigate FFP students*

Professional development Short Report ICT Resources Short ReportReview Professional Learning system.Link to AppraisalForm Professional learning communities.Continue SOLOLook for other schools interested, ask for expert input.Provide also for individual needs.

Prepare ICT Strat planProfessional developmentExtend wireless infrastructureimplement BYODPurchase appropriate devicesMove MUSAC to cloudInvestigate middle school electronics

Community Engagement Short Report Property, Finance and other Short ReportContinue and strengthen Maori knowledge and engagement.Plan and implement large community consultation survey,(include students) followed by focus groups as necessary.Review and Improve communications especially e coms. Website emailCelebrate successes

Review decision to paint / not paint roofPaint 5 classrooms and corridorImplement Bus run effectivelyImplement first full year of new uniform (with pride)Huxley Lodge long term and immediate needs plan

BOARD OF TRUSTEES - ANNUAL TIMELINE 2015

Term 1 Term 2 Term 3 Term 4

REVIEW Area for Review

FEB MAR MAY JUNE AUG SEP NOV DEC

Strategic Review

Charter Confirm Charter. Approve and send

to MOE

HR Review/Audit

Review Strategic Plan - Approve Plan

for 2016

Analysis of Variance - Annual Plan

Strategic Aims/ Goals

Goal 1 - whole School

Goal 2 - Senior School

Goal 3 - Middle School

Goal 4 - Junior School

Goal 5 - Management

Goal 6 - Governance

Policy Governance Policies 2.8, 2.10

& 2.12

3.4 Spec Needs 3.6

Disadv Studnt 3.8 Equity 3.9

IT

3.5 Cybersafety 8.1 BoT Self

Review Policy - do this Nov 14

4.5 EEO Policy 4.10

Theft & Fraud

6.3 Drug & Alcohol 6.4 Health &

Welfare 6.7 Child Abuse

3.2 Assessment 3.3 Career Guidance

5.4 Library 6.2 Civil Def 6.6 & 6.9 Sexual & Racial 6.10

SunsafeLearner Progress and Achievement

NCEA First Cut Results

National Standards -

target variances

14/15

NCEA departments

results moderation

Gifted and Talented

Mid Year National Standard Update

Y 1 - 8

Special Education

Needs / Maori/ ESOL

NCEA Progress Pre Exam

End of Year National Standards Update Y 1 - 8

Curriculum English Arts Key Competencies

Regular Review HR - Personnel - Principal and Staff Appraisals- Professional Development

Principal Performance Agreement Approved

Principal Informal Review

Staff Appraisal Mid Year Report

Principal Informal Review

Staff Appraisal End of Year

Report

Principal Appraisal Formal Report

Finance Budget Approved Monitor Monitor Mid Year Review

Monitor Monitor 2016 Draft Monitor

Six Dimensions 1 2

Emergent Reviews

Business as Usual

Health and Safety Hazard ID Evacuation Report Term 1

Feeling Safe Survey

Evacuation Report Term 2

Hazard ID Evacuation Report Term 3

Feeling Safe Survey

Evacuation Report Term 4

Property Property Update Term

1

Property Update Term

2

Property Update Term 3

Property Update Term 4

BOT Timeline 2015 Approved Meeting dates set

2016 Timeline Draft

BOT Communications

BOT Newletter Term 1

BOT Newletter Term 2

Community Survey

BOT Newletter Term 3

BOT Newletter Term 4

BOT Processes Accounts to Auditor

Annual report approved and sent to MOE

National Stds parent reporting. Roll Return 1 July

Student Rep Elections

National Standards reporting to parents

Board of Trustees Activities to meet NEGs 2015 (Business as Usual)

Board of Trustees Feb Mar April May June July Aug Sept Oct Nov

CURRICULUMNAG 1 Who is

Responsible RefCurrent Curriculum Delivery

Principal/DP Allocate Staffing,CD plan for ‘15 (DP) LTPS

Staff draw up class profile

Learning Walks

National Standards AP/PrincipalAnniversay date testing

Mid year report

PDTest.collaboratively markPlan SA Targets for 2016

EOTC Principal M Camps Report Snow club

Class skiing

Jnr Camps

Outdoor Ed week (Dec)

P & R Student Achievement

Principal/ BOT Curriculum ctteAP

School Plan

Diagnostic testing.

ANOVA &Charter in

Report to Parents 1Snr Ment 1

ICAS ICAS AsTTLe retesting

Monthly reports to BOT

Review NCEAAsTTLe

NAG 2 REVIEWIncorporating NZC

Feb Mar April May June July Aug Sept Oct Nov

Policy / Procedure BOT Review Folder

Enrolment data

Y11-13 Results

Appraisal

HR Audit

Cons Revised Charter Dec

Completed Sign/Date

EMPLOYER RESPONSIBILITYFeb Mar Apr May Jun Jul Aug Sept Oct Nov

NAG 3 Who is Responsible Ref

Principal Appraisal

Chairperson Appraisal folder/BOT file

Clarify JD Write performance plan

Meet InformalReport

Meet in

InfReport

Staff Appraisal Principal/APJnr staffDP snr staff

Appraisal Files/Conf

Professional Development General

Principal/PD coord

School Org folder

ICTPD plan

Ongoing alterations as timetabled

Review

Appraisal Report to BOT

Job Description RevObjectives agreed

Report to BOT

Report to BOT

Prepare programm

Individual & Whole School Prog tabled

Report including outcomes

Carry out appraisal

Review strategic goals from Consultation

Copie

‘Maintenance’

FINANCE & PROPERTY Jan/Feb Mar Apr May Jun Jul Aug Sep Oct Nov/Dec

NAG 4 Finance Who is Responsible Ref

Budget BOT/Finance School Org folder

Annual Audit BOT/Finance Annual Report

Asset Management

Property BOT Property School Org folder

Prepare quotes for paintRoof and rooms

Property Development

BOT Property School Org folder

5YPGo

NAG 5 Health& Safety

Who is Responsible Ref

Property

Student Safety

Caretaker

Principal

Hazard ID report Bully

surveyEvac drill

Hazard ID Evac

Hazard Id

Evac Bully survey

Hazard ID

Evac

NAG 6 Administration

Principal Attendance procedures

Rolls issued

Mar 1 return

June return

July 1Return

Attendence reports

(Dec) collect rolls in

Completed Sign/Date

Budget reviewed against original budget & amendments

Budget Reviewed &minuted

Budget dev’t/Budget draftedMonthly report to BOT

Audit completedDocumentation ready for audit

Annual Financial statement to BOT/Annual Meeting

Building compliance

Huxley MaintPlan Huxley lodge strat plan

Monthly report to BOT

Other plans TO MEET PLANNING REQUIREMENTS

Plans for: LocationCurriculum Plans and Organisation AP’s office

Timetable, Day to Day operational, Emergencies

DP

Teacher Responsibilities Principal

Meeting learning needs of students with special needs

SENCO’s Office

Behaviour Management Plans SMT

Performance Management Plan Principal

Staff and Board Development PD CoordinatorBOT

ICTPD Stra Plan ICTPD coordinator /Principal

Health and Safety Procedures/Policies reporting and monitoring arrangements with respect to staff and students

Procedures fileAlso hazard reports to Property Committee

EEO Programme EEO person

Policy/Procedures Review Plan Principal

Procedures for controlling, monitoring board/school expenditure

Procedures fileExec Officer/Principal

Annual Budget Exec Officer/Principal

MNA , NQF Liaison DP

10 Year Property Maintenance Plan Principal, Property Committee

Procedural informationConsultation: and Key dates for the planning year.Targets for improvement will be suggested by staff and BOT as the result of self review and achievement information at the first meeting of the Board for the year. A draft annual plan will then be available at the office, community library and with the Māori representative for community comment. The January meeting of the Board will then adopt the plan with such alterations as it sees fit and submit the revised charter to the Ministry by the first of March 2015 onwards.

Variance for Y1-8 targets Submitted along with revised charter 1st March

Twizel Area School will consult with its community including its Maori community regularly each year as part of its annual planning process to look at specific targets for the following year. Specific aspects of policy and procedures will also be the subject of consultation according to the three year cycle of review.