Charter School No: 2971
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- Derrick Fields
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1 Charter School No: 2971
2 Rapaura School Community Rapaura School is a full primary school situated amongst the vineyards of Marlborough, north west of Blenheim. The well-kept grounds and rural location provide students with a pleasant environment in which to learn and play. Positive relationships between school staff, students and the wider community are evident and the Board of Trustees works diligently to cultivate an open and sharing relationship with parents. Students and parents say they appreciate the family atmosphere at the school and the professional and caring attitude of the staff. The school is staffed by a Principal, 7 teachers, 3 teacher aides, a part-time receptionist/secretary, a part-time administration officer, a part-time library assistant and a cleaner / caretaker. A wide range of outside agencies also support the school and these include a Public Health Nurse, School Dental Service, Advisory Services, Property Maintenance Services and Group Special Education Services. There are 4 teaching blocks, with 6 teaching spaces and an administration area. The school has a large library and a multipurpose room. The school also has storage sheds, a caretaker s shed, a PE shed, a swimming pool, a court area, an adventure playground, a sand pit and a large grassed play area. The school is the focal point for the community. Special features of the school include: Supportive school community, BOT and Staff Community Centre / School Library Community Swimming Pool Attractive rural setting Networked computers and a pod of laptops A bus service Extensive sports programmes
3 Achieving, confident children, learning and growing together within a healthy, active environment. Our pupose/mission: The school community will work together to develop a quality learning evironment that is learner-centred, welcoming, supportive, challenging, exciting rewarding and:! Encourages each learner to strive for individual excellence! Develops the skills, knowledge, attitudes and values needed to be life-long, self-motivated learners, able to meet their needs now and in the future! Nurtures environmental and cultural awareness, self-esteem, responsibility, tolerance sensitivity to all. Our Values: RESPECT: Rapaura School is a caring, inclusive, non-discriminatory and cohesive environment where students, staff, board and parents are valued as active, visible members of the learning community. All school community members demonstrate respect for themselves, other people, property and the environment. INTEGRITY: Personal integrity is demonstrated by school community members fulfilling their roles by accepting their responsibilities, being honest and acknowledging the rights of others. All members take pride in their school and contribute positively to the school s reputation by celebrating their talents and achievement in the wider community. TEAMWORK: Students, staff, board & parent work cooperatively, respectfully and with integrity towards the agreed school goals thereby maximizing the success of our school mission. Individual strengths and interests are engaged and lifelong learning fostered for all, in a supportive learning community. EXCELLENCE: Personal excellence is fostered by high expectations, goal setting, taking into account community needs, student and teacher interests and careful preparation and planning for learning, with insightful, regular and effective governance. Success at Rapaura School: Our students will graduate: 1. With strong literacy and numeracy skills 2. Knowing how to ask questions and find answers linking to their learning. 3. Knowing how to think critically, logically, systematically and creatively 4. Being creative and innovative problem solvers 5. Knowing group skills and how to cooperate and function effectively with others 6. Knowing how to reflect, set goals and plan strategies to improve their learning 7. Knowing how to apply technology in a changing world. 8. Respecting themselves, others, property and the environment 9. Acting with integrity 10. Having a sense of belonging and pride and contributing to their community 11. With communication skills that welcome inquiry and honest dialogue. 12. With relationships skills that foster inclusiveness, empathy and caring. 13. Holding high expectations and self belief as learners and leaders 14. With a sense of wonderment as lifelong independent learners. 15. Having a sense of humour and find fun in learning. 16. With the skills to locate information to enhance their learning to create a difference for themselves, their school and/or their community.
4 SUCCESS AT RAPAURA SCHOOL OUR STUDENTS GRADUATE 1. With strong literacy and numeracy skills 2. Knowing how to ask good questions and find their own answers 3. Knowing how to think critically, logically, systematically and creatively 4. Being creative and innovative problem solvers 5. Knowing group skills and how to cooperate and function effectively with others 6. Knowing how to reflect on their performance, set goals and plan strategies to improve their performance 7. Knowing how to apply technology in a changing world 8. Respecting themselves, others, property and the environment 9. Acting with integrity 10. Having a sense of belonging and pride and contributing to their community 11. With communication skills that welcome inquiry and honest dialogue. 12. With relationship skills that foster inclusiveness, empathy and caring 13. Holding high expectations and self belief as learners and leaders 14. With a sense of wonderment as lifelong independent learners 15. Having a sense of humour and find fun in learning
5 National Education Priorities The School will determine its priorities by focussing on national priorities and identifying local priorities. The National Priorities are articulated in the National Administration Guidelines. They are: NAG 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: 1. student achievement in literacy and numeracy, especially in years 1-8; and then to 2. 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 needs (including gifted and talented students); 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.
6 NAG 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. NAG 2A Where a school has students enrolled in years 1-8, the board of trustees, with the principal and teaching staff, is required to, in alignment with requirements set in NAG 1 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 occur at least twice a year; (b) report to the Secretary for Education by 1 March school-level data on National Standards under four headings: i. school strengths and identified areas for improvement; ii. the basis for identifying areas for improvement; iii. planned actions for lifting achievement; and iv. how students are progressing in relation to National Standards (c) report to the Secretary for Education by 1 March : i. the numbers and proportions of students at, above, below or well below National Standards, including by Māori, Pasifika, European/Pakeha, Asian and by gender and by year level; (d) report the NAG2A(b) and NAG 2A(c) National Standards information in the format prescribed by the Secretary for Education from time to time NAG 3 According to the legislation on employment and personnel matters, each board of trustees is required in particular to: (a) 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; and (b) 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. NAG 4 According to legislation on financial and property matters, each board of trustees is also required in particular to: (a) allocate funds to reflect the school's priorities as stated in the charter; (b) 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; and (c) 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.
7 NAG 5 Each board of trustees is also required to: (a) provide a safe physical and emotional environment for students; (b) promote healthy food and nutrition for all students; and (c) comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees. NAG 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. NAG 7 Each board of trustees is required to complete an annual update of the school charter for each school it administers, and provide the Secretary for Education with a copy of the updated school charter before 1 March of the relevant year. NAG 8 Each board of trustees is required to provide a statement providing an analysis of any variance between the school s performance and the relevant aims, objectives, directions, priorities, or targets set out in the school charter at the same time as the updated school charter provided to the Secretary for Education under NAG 7. NAG 8 applies in relation to schools with students enrolled in years 1-8 from the 2013 school year, and all schools from the 2014 school year. Schools that have students in years 1 8 that use The New Zealand Curriculum must use National Standards for those students and schools that have students in years 1 8 that use Te Marautanga o Aotearoa must use Nga Whanaketanga Rumaki Maori for those students.
8 Recognising New Zealand s Cultural Diversity Rapaura School, as appropriate to its community, will develop procedures and practices that reflect New Zealand s cultural diversity and the unique position of Maori culture. In recognizing this, Rapaura School will take all reasonable steps to provide instruction in Tikanga Maori (Maori Culture) and Te Reo Maori (Maori Language) for full time students whose parents request it. To achieve this at Rapaura School, should a parent request a higher level of Tikanga and / or Te Reo than is at present evident in our school, Rapaura School s programme, the staff and family will explore possibilities, which could include one or more of the following: Further explain the existing programmes Further extend the existing programmes if & as appropriate Combine with a neighbouring school for parts of the day / programme Dual enrolment with Correspondence School Provide in school support & resources to further enhance inclusion of Te Reo & Tikanga within the child s classroom Explore other schools who may offer programmes closer to their expectations Other negotiated actions Use local Resource people such as the Resource Teacher of Maori
9 Supporting Documents The following documentation supports us in improving student achievement School policies Programmes of work Assessment Plan Professional Development Programme Curriculum Delivery Plan Curriculum Progress / Achievement Statement i.e. Long Term Planners The following documentation supports us in developing good management practices and effective organisational systems: Charter Policies Performance Appraisal Plan EEO Plan Annual Budget Procedures for controlling / monitoring expenditure Ten Year Property Plan Board of Trustees Terms of Reference Staff Job Descriptions / Performance Agreements Board of Trustees Handbook Teachers Handbook Monthly Financial Report Meeting Minutes Board of Trustees / Portfolio committees Staff Meeting Minutes Self-Review Programme The following documentation supports us in fostering positive community partnerships: Parent Information Book Working Together document Newsletters - Parents / Caregivers Reporting System Community meetings and consultation FORS Constitution
10 RAPAURA SCHOOL STRATEGIC MANAGEMENT ACTS OF PARLIAMENT CHARTER VISION NEGS AND NAGS STRATEGIC PLAN 3 Year Overview ANNUAL PLAN NAG 1 CURRICULUM POLICIES NAG 2 STRATEGIC PLANNING, SELF REVIEW & REPORTING POLICIES NAG 3 PERSONNEL POLICIES NAG 4 FINANCE POLICIES NAG 4 PROPERTY POLICIES NAG 5 HEALTH AND SAFETY POLICIES NAG 6 ADMINSTRATION & LEGISLATION POLICIES COMMUNITY PARTNERSHIP CURRICULUM PROGRAMMES BOT REPORTS SCHOOL ORGANISATION & STAFFING SCHEDULE AUDIT 10 YEAR MAINTENANCE PLAN SAFETY MANAGEMENT PLAN BOT HANDBOOK ROLES & RESPONSIBILITIES NEWSLETTERS WEBSITE CURRICULUM REVIEWS ANNUAL REPORTS EEO PROGRAMME BUDGET ASSET REGISTER EOTC SAFETY MANAGEMENT, PROGRAMME & GUIDELINES MANAGEMENT FOLDER FORS ACHIEVEMENT STATEMENTS POLICY REVIEW SCHEDULE PM SYSTEM PROPERTY OCCUPANCY DOCUMENT (POD) EMERGENCY PROCEDURES MOE RECORDS PLANNING, ASSESSMENT REPORTING & REVIEWING REPORTING TO PARENTS & PUPILS PERSONNEL FILES POLICE VETTING SAFETY IN THE SCHOOL
11 RAPAURA SCHOOL - STRATEGIC VISION We achieve our Vision by focusing on the six dimensions of a successful school. Student Learning engagement, progress and achievement Leading and Managing School Culture Student Learning Teaching Governing Engaging Families Leading and managing Our leadership is by example, it is supportive, collaborative and inspired from a sound foundation of pedagogy (the science of teaching and learning) School Culture Our school is a safe, fun and positive learning environment where everyone has a shared vision, models positive relationships and celebrates success. We have a culture of continual improvement, celebrating diversity and making decisions that are evidence based, reflective and child centered. Student learning All of our students are highly engaged and experience success in their learning. They contribute positively to our community and are developing the values, knowledge and competencies that will enable them to live full and satisfying lives Teaching Goal Every teacher adds something special to our school, is committed to achieving our vision and is passionate about maximizing learning opportunities and outcomes for all students Governing Our Board of Trustees are visionary custodians of our school resources. They effectively represent the community s aspirations, have a mixed skill base and make decisions focused on improving student learning outcomes Engaging Families Every family adds something special to our school, is fully engaged in their child(ren) s learning and is actively involved in wider school activities.
12 Strategic Goal 1: Leading and Managing Our leadership is by example. It is supportive, collaborative and inspired from a sound foundation of pedagogy (the science of teaching and learning) Internal and external experts will be used to increase leadership and teaching capabilities Annual Professional Development plans will be prepared. The third year of the ALL programme will be completed in 2015 along with Digital Technologies. The Appraisal Connector System (through Inter lead) will continue to be developed as a tool to foster teaching as inquiry and a reflective professional learning community focused on continual improvement and learning. Revisiting and reflection on the Rapaura School Vision and the Rapaura Learner will begin with the new principal in An ongoing self-review of all school activities will continue according to the tri-annual plan. Leadership will actively seek to establish stronger relationships with Maori whanau and iwi and seek to develop an understanding of Maori succeeding as Maori. Resourcing will be used effectively to enhance student achievement. School practices and procedures will be reviewed to ensure they align with legislation and Board policies.
13 Strategic Goal 2: School Culture Our school is a safe, fun and positive learning environment where everyone has a shared vision, models positive relationships and celebrates success. We have a culture of continual improvement, celebrating diversity and making decisions that are evidence based, reflective and child centered School values (Manaakitanga), the Rapaura Way and the Working Together document will guide our learning and growing together culture. An inclusive, friendly environment with a welcoming culture will continue to be developed. Trusting and supportive relationships will continue to be a focus as a sense of belonging to a community continues. The school community nurtures tolerance, acceptance and respect for diversity. Children take responsibility for their own actions aided by the support and teaching they receive from teachers and parents. A child focused philosophy is maintained which ensures our students have an active voice in decision making and an opportunity to develop leadership skills. The school continues to provide contexts for learning where the language, identity and culture of Maori learners and their whanau is affirmed (Tangata Whenuatanga).
14 Strategic Goal 3: Student Learning All of our students are highly engaged and experience success in their learning. They contribute positively to our community and are developing the values, knowledge and competencies that will enable them to live full and satisfying lives Annual targets will be set for identified individuals and clusters of students according to evidence of achievement collected as well as maintaining school wide achievement results above the national and regional averages. A curriculum, covering the 8 learning areas will be planned and implemented so that students of all abilities and all year levels are engaged and experience success. Progress and achievement for all students will be carefully planned, monitored and collated. A Learner Management System will be implemented that supports the collation and reporting of student progress and achievement. This will also aid reporting to parents on individual students and reporting to the Board school wide achievement. A strong EOTC programme, including annual camps for our Year 4 to 8 students, will enhance a variety of learning experiences. The teaching and fostering of the highly developed key competencies will be an explicit part of the school curriculum with the aim of developing independent, self-motivated life long learners.
15 Strategic Goal 4: Teaching Every teacher adds something special to our school. They are committed to achieving our vision and is passionate about maximizing learning opportunities and outcomes for all students Teachers, as learners (Ako), will continue to grow their professional practice through a planned professional development programme and the Appraisal Connector System. The school will support the development of the regional goal by exploring modern teaching practices. The teaching staff will provide a curriculum that ensures success and achievement for the diverse range of learners including the gifted and talented as well as those requiring special adaptations to the curriculum. Teaching programmes will provide for the 21 st century learners with opportunities for critical thinking, communication, collaboration and creativity. Digital technologies will be used as a tool to enhance teaching, learning and student achievement.
16 Strategic Goal 5: Governing An ongoing and varied programme of consultation with the community will be implemented. Our Board of Trustees are visionary custodians of our school resources. They effectively represent the community s aspirations, have a mixed skill base and make decisions focused on improving student learning outcomes. The Board will perform an ongoing and robust self- review of the governance role to ensure Board effectiveness. The Board will provide for and monitor effective use of resourcing for personnel, environment and curriculum delivery to ensure strategic goals are met. The Board will monitor student progress and achievement and annual targets through regular reporting to the Board by management. The Board will provide regular communications and reports to the community including whanau and iwi. Board will provide induction and ongoing training for the board members. A succession plan will be implemented. The Board will monitor the school s enrolment scheme to ensure that overcrowding is avoided.
17 Strategic Goal 6: Engaging Families A shared understanding of Maori succeeding as Maori will be developed through the establishment of stronger relationships with Maori learners, parents and whanau, hapū, iwi and the Maori community (Whanaungatanga). Every family adds something special to our school, is fully engaged in their child(ren) s learning and is actively involved in wider school activities. Written reporting formats to parents on student achievement will be reviewed during 2015 and a new written format developed. Communication systems with the wider school community will be reviewed and enhanced. Relationships with experts in the wider community and globally will be extended in order to enhance and grow our delivery of the curriculum.
18 ANNUAL PLAN - Strategic Goal 1 Leading and Managing Annual Aim Action Responsibilities Resources Variance Internal and external experts will be used to increase leadership and teaching capabilities Annual PD plans will be prepared. Third year of the ALL programme will be completed in 2015 along with Digital Technologies. The Appraisal Connector System (through Inter lead) will continue to be developed as a tool to foster teaching as inquiry and a reflective professional learning community focused on continual improvement and learning. Revisiting and reflection on the Rapaura School Vision and the Rapaura Learner will begin with the new principal in An ongoing self- review of all school activities will continue according to the triannual plan. Leadership will actively seek to establish stronger relationships with Maori whanau and iwi and seek to develop an understanding of Maori succeeding as Maori. Resourcing will be used effectively to enhance student achievement. School practices and procedures will be reviewed to ensure they align with legislation and Board policies. 1. Management team review leadership and teaching pedagogy to align with 2015 PD focuses. 2. Digital Technology PD to enhance all practices across the school leading learning with staff, practices across school and leadership of staff. 3. Identify next-step learning from 2014 triples appraisal programme. 4. Building a culture of reflective practice across the whole school that is consistent and purposeful. 5. Support teacher as inquiry across the school. 6. Identify the different elements of The Rapaura Way and connect them as one, including visuals. Principal/management Lead teachers Principal Students Community 7. Review and update plan. Principal/management 1. Identify experts within the community to best support the school and it s community. Invite Maori whanau to come to school to meet and discuss success as Maori. 2. Identify staff s needs, school needs to create whole-staff PD for Identify practices and procedures to align with legislation and Board policies. Principal Principal Release to attend Lead Teacher workshops Inter lead Appraisal $2300
19 ANNUAL PLAN - Strategic Goal 2 School Culture Annual Aim Action Responsibilities Resources Variance School values (Manaakitanga), the Rapaura Way and the Working Together document will guide our learning and growing together culture An inclusive, friendly environment with a welcoming culture will continue to be developed 1. Identify how Rapaura Way works across all levels of the school. 2. Establish consistency of teaching practices, visuals and students interpretation to grow the culture. 3. Support and grow the leadership programme to include all students. Trusting and supportive relationships will continue to be a focus as a sense of belonging to a community continues. The school community nurtures tolerance, acceptance and respect for diversity Children take responsibility for their own actions aided by the support and teaching they receive from teachers and parents. A child focused philosophy is maintained which ensures our students have an active voice in decision making and an opportunity to develop leadership skills The school continues to provide contexts for learning where the language, identity and culture of Maori learners and their whanau is affirmed (Tangata Whenuatanga) 4. Share teaching practices and behavior programmes to develop the supporting relationships of the school. 5. Celebrate diversity through curriculum, staff and students. 6. Staff to teach the Key Competency with particular focus on Managing Self. 7. Provide support for the home. 8. Involve student voice with curriculum programmes, behavior management, vision and visuals. 9. Explicit teaching of skills, language, history, waiata and protocols. Whaia Merehira $5000
20 ANNUAL PLAN - Strategic Goal 3 Student learning Annual Aim Action Responsibilities Resources Variance Annual targets will be set for identified individuals and clusters of students according to evidence of achievement collected as well as maintaining school wide achievement results above the national and regional averages. 1. Charter targets and class action plans will be created to enhance learning for individuals and groups. 2. Staff will reflect on a term-by-term basis on achievements and next-steps. Staff meetings A curriculum, covering the 8 learning areas will be planned and implemented so that students of all abilities and all year levels are engaged and experience success. 3. Whole staff planning including student voice, to include experts of the community and visits to the community. Staff meetings Progress and achievement for all students will be carefully planned, monitored and collated. 4. Collating of overall teacher judgments and assessment practices will be monitored and enhanced. A Learner Management System will be implemented that supports the collation and reporting of student progress and achievement. This will also aid reporting to parents on individual students and reporting to the Board school wide achievement A strong EOTC programme, including annual camps for our Year 4 to 8 students, will enhance a variety of learning experiences. The teaching and fostering of the highly developed key competencies will be an explicit part of the school curriculum with the aim of developing independent, selfmotivated life long learners. 5. Staff will receive training and support to load assessment data, overall teacher judgments and to report using an online reporting system. 6. Purposeful experience to enhance Key Competencies, and personal growth will be made available for students Y Shared consistent teaching approaches will be taught to all students. The Key Competencies & school Values will be evident in all curriculum areas. Principal/Snr management Edge $2000
21 ANNUAL PLAN - Strategic Goal 4 Teaching Annual Aim Action Responsibilities Resources Variance Teachers, as learners (Ako), will continue to grow their professional practice through a planned professional development programme and the Appraisal Connector System. 1. Staff will be supported collegially to enhance practices with focus on student achievement and professional development. Digital Technology PD The school will support the development of the regional goal by exploring modern teaching practices. The teaching staff will provide a curriculum that ensures success and achievement for the diverse range of learners including the gifted and talented as well as those requiring special adaptations to the curriculum. 2. The school has expressed interest and is part of a Community of Schools. Main focus will be modern learning pedagogy/practices. 3. Staff will plan three major themes around Citizenship and the school theme, Back to the Future. Learning will be interwoven amongst all Curriculum learning areas. COS MOE Staff meetings Teaching programmes will provide for the 21 st century learners with opportunities for critical thinking, communication, collaboration and creativity. 4. Focus will be given to include visible thinking skills to enhance critical thinking, communication, collaboration and creativity. Staff meetings Making Thinking Visible text $50 Digital technologies will be used as a tool to enhance teaching, learning and student achievement. 5. Programmes will be created to include technology and cater for the diversity of learners.
22 ANNUAL PLAN - Strategic Goal 5 Governing Annual Aim Action Responsibilities Resources Variance An ongoing and varied programme of consultation with the community will be implemented. 1. Support will be given for management to identify and design an effective whole school reporting system. The Board will perform an ongoing and robust self-review of the governance role to ensure Board effectiveness. The Board will provide for and monitor effective use of resourcing for personnel, environment and curriculum delivery to ensure strategic goals are met. The Board will monitor student progress and achievement and annual targets through regular reporting to the Board by management. The Board will provide regular communications and reports to the community including whanau and iwi. Board will provide induction and ongoing training for the board members. A succession plan will be implemented. The Board will monitor the school s enrolment scheme to ensure that overcrowding is avoided. 2. Board will follow self-review cycle to inform of the improvements across the school. 3. Board sets and monitors closely a budget that allocates resources to support student learning, staff professional learning goals and school environment. 4. Board will show support and monitor closely, a budget that allows management to enhance the pedagogy and learning of staff to cater for the diversity of learners. 5. BOT members to establish links with local iwi and initiate open and transparent discussions to allow the local Maori community to contribute to develop and review the school policies and practices. 6. Encourage Board members to take part in relevant Professional Learning sessions during the year. 7. The Board will review the school s enrolment scheme on an annual basis.
23 ANNUAL PLAN - Strategic Goal 6 Engaging Families Annual Aim Action Responsibilities Resources Variance A shared understanding of Maori succeeding as Maori will be developed through the establishment of stronger relationships with Maori learners, parents and whanau, hapū, iwi and the Maori community (Whanaungatanga) 1. A meeting with Maori whanau to discuss programmes of learning and curriculum will be held. Principal/ management Written reporting formats to parents on student achievement will be reviewed during 2015 and a new written format developed. 2. Online school management system will be used to report to parents. An electronic report form will be created to best inform the parent community of the progress of their child(ren). Edge facilitator $2000 Communication systems with the wider school community will be reviewed and enhanced. Relationships with experts in the wider community and globally will be extended in order to enhance and grow our delivery of the curriculum. 3. Parent and teacher interviews will replace parent/teacher/student in Term 1. Student led conferences will replace student/parent/teacher conferences in early Term 3. Feedback from community will identify future of reporting. 4. Experts will be identified from the immediate community of Marlborough to enhance our learning programmes. Staff, students and families will be included. Students Parent community
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