Oroua Downs School Charter 2018 2020 - "Challenging students to be successful community and global citizens."

 
Oroua Downs School Charter 2018 2020 - "Challenging students to be successful community and global citizens."
Oroua Downs School
            Charter
           2018‐2020

“Challenging students to be successful
   community and global citizens.”

           Whaia te pae tawhiti:
         Pursue the distant horizon

                                  Oroua Downs School Charter 2018‐2020
Oroua Downs School Charter 2018 2020 - "Challenging students to be successful community and global citizens."
Table Of Contents

Mission
Vision
Motto
Our Virtues (Values)
Our School Community                                                                                  4,5
Our Beliefs About Teaching And Learning                                                                6
Māori Achievement Statement                                                                            6
Special Needs Achievement Statement                                                                   7,8
Strategic Direction 2018‐2020                                                                         ,10
2018 Annual Plan: Strategic Section
2018 Annual Plan: Goal 1
2018 Annual Plan: Goal 2
2018 Annual Plan: Goal 3
2018 Annual Plan: Goal 4
2018 Annual Plan: Achievement Section
Target 1: Improve Student Achievement In Writing                                                      16
Target 2: Improve Student Achievement In Reading
Target 3: Improve Student Achievement In Mathematics
2018‐2020 Self‐Review, Monitoring, Reporting & Consultation Schedule

                                                               Oroua Downs School Charter 2018‐2020
Oroua Downs School Charter 2018 2020 - "Challenging students to be successful community and global citizens."
Mission
At Oroua Downs School all students will strive to:
    ● recognise and pursue their talents
    ● be reflective and valuable contributors to the community
    ● have strengths in Literacy and Numeracy
    ● be active, inquiring learners
    ● have an awareness and appreciation of their local environment.

Vision
Challenging students to be successful community and global citizens.

Motto
To be developed.

Our Virtues (Values)
Students at Oroua Downs School aspire to the values as described in the New Zealand Curriculum which are
represented through our school virtues. We believe the school virtues represent our beliefs about what is
important or desirable in our school and community members. Our virtues are demonstrated through the
ways in which our students, parents and staff think and act.
    ● Creativity
    ● Excellence
    ● Teamwork
    ● Respect

                                                                        Oroua Downs School Charter 2018‐2020
Oroua Downs School Charter 2018 2020 - "Challenging students to be successful community and global citizens."
Our School Community
Oroua Downs School is a well‐established country school which has delivered primary education to Year 0
– 8 students for over 100 years. The school is situated on SH 1, 42 kilometers west of Palmerston North and
12 kilometres north of Foxton. The locality of the school ensures a diversity of students and families from
Himatangi Beach, lifestyle blocks, and farms. The majority of students travel to school by bus.

Today the school operates 4 classrooms with learning
supported by up‐to‐date resources, a well‐stocked
library, two swimming pools, extensive playing fields,
courts, and a large adventure playground. The
extensive playing fields hosts the annual Lamb and Calf
Day, presently called Pet Day, for which cups and
ribbons have been awarded to participating students
since 1938tbc.

The Community contributes an active part in supporting
activities at the school. The Oroua Downs School trail bike ride fundraiser has been running for over 5 years
and is the joint effort of the wider school community and the Foxton Rotary. This event is well‐supported
by many local farming families who have a long history of attachment to Oroua Downs school and the
district.

Community is a central tenet in the Oroua Downs
School history. It was the community who decided to
open a school on 21 October 1903 with a roll of 23
pupils. It was the community who rallied together
financially and practically in 1907 to obtain a new
building on the present site when the roll grew to 53
and the building was over utilised catering for other
social activities in the district (like dances, church
services and meetings). The school was originally
named Himatangi School, reflecting perhaps the view of
some residents who wanted the new school built at
Himatangi, but was changed to Oroua Downs School in 1910. Mr Francis C Raikes was the first principal and
Raikes is the name of one of the school House teams (the other 2 houses being Hammond and Hartley).

The school has experienced building developments and a fluctuating roll over the years. Significant
historical events include the fire in 1936 which
destroyed the school building and much of the early
history. A new school with 2 classrooms was built the
following year. A swimming pool was first constructed
in 1945 and a learner pool added in 1970. The
modifications and continued operation of two school
pools is a testimony to a dedicated school and
community who had the forethought to create and
maintain it over the decades.

                                                                           Oroua Downs School Charter 2018‐2020
Oroua Downs School Charter 2018 2020 - "Challenging students to be successful community and global citizens."
In 2012 with the assistance of the Environmental Arts
Trust, Creative New Zealand, and the Ceramic Studio,
students researched the history of the area and
collected stories that could be told in pictures painted
on tiles. Long‐time residents talked to the children
about their memories of Oroua Downs. This work of art
and history is located on the Western wall of the former
school dental clinic.

For further insight into the School and Oroua Downs History
we recommend The Downs ‐ History of Oroua Downs &
district for the School Centenary 1903‐2003 by Beth Hunt ISBN
0‐473‐09602‐1.

                                                                Oroua Downs School Charter 2018‐2020
Oroua Downs School Charter 2018 2020 - "Challenging students to be successful community and global citizens."
Our Beliefs About Teaching And Learning
The core purpose of Oroua Downs School is to ensure that every student can attain the highest possible
standard in their learning. As a community we have identified the underpinning beliefs that guide and
support the vision we have for our learners and for them to demonstrate our virtues of excellence,
creativity, teamwork and respect in everything they do.
                                               Our Learners
      Excellence                    Creativity                 Teamwork                      Respect
To be the very best that we      Seek out, use and create               Learning together creates            Respect and care for people
can be.                          knowledge. Our goal is for             opportunities for success. We        and the environment. We
We want our students to:         students to:                           want our students to:                expect our students to:
●    be self motivated and       ●    generate new ideas and            ●    support each other in           ●    make positive choices
     drive their own learning         solve problems                         achieving their goals           ●    be friendly, honest and
●    dream big                   ●    be curious, ask questions         ●    shape their learning                 trustworthy
●    set goals and critically         and seek answers                       through sharing and             ●    take responsibility for
     reflect on their learning   ●    use their learning in new              interacting with others              themselves and their
●    have high expectations           situations                        ●    be effective collaborators           actions
     for themselves and their    ●    have the confidence to                 and communicators               ●    include others in all areas
     learning                         take risks and try new            ●    listen to and cooperate              of school and learning
●    be resilient and                 things                                 with students and adults        ●    treat everyone equally
     persevere                   ●    think outside the box and         ●    be actively involved and        ●    acknowledge and
●    be excited and look              use their imagination                  contribute to school and             celebrate our diversity
     forward to learning         ●    be confident in the arts.              learning                             and culture
●    articulate what they are                                           ●    be able to reason and           ●    demonstrate fair play
     learning and why.                                                       negotiate with others.               and sportsmanship.

         Inspiring                                            Real Life                                            Partnerships
Our teachers are inspirational   Learning is shaped around real life contexts. Learning will:                We are a community of
and passionate role models.           ●     be practical and link to problem based situations                connected learners. We
They:                                 ●     include active and hands on opportunities                        believe that:
●    are passionate about             ●     go beyond the classroom                                          ●    learning is a partnership
     their role as teachers           ●     prepare students for the future.                                      between home, whānau,
●    are motivating and                                                                                           school and the
     inspiring, providing the                                 Learning                                            community
     spark to engage students                                                                                ●    students can learn with
     in learning                 Learners will achieve success through a variety of experiences. These            and from different
●    are friendly and            will:                                                                            people and at different
     approachable                      ●   allow all students to be successful                                    times and places
●    build strong meaningful           ●   be meaningful, interesting, engaging and challenging
     relationships with                ●   build on interests, passions, questions and wonderings of
                                                                                                             ●    students are connected
     students and parents                  the students                                                           in a global world.
●    are committed to                  ●   develop life skills, teamwork, commitment, dedication and
     recognising, encouraging              resilience
     and building on student           ●   allow students to explore new opportunities and
     strengths                             environments
●    are caring and                    ●   develop creativity and expression in the arts
     compassionate                     ●   involve students in making decisions about their learning.
●    are learners themselves
     who are open to
     continuous improvement
     and change
●    have high expectations of
     all students
●    consider the learning
     needs of each student as
     a priority
●    work as a team.                                       Environment

                                 Learners will have a variety of tools and environments to support
                                 their learning. They will:
                                       ●     self select appropriate tools to help them learn
                                       ●     use digital technologies to enhance and support learning
                                       ●     learn within a variety of environments and spaces catering
                                             for their diversity.

                                                           Foundations

                                                                                                Oroua Downs School Charter 2018‐2020
Oroua Downs School Charter 2018 2020 - "Challenging students to be successful community and global citizens."
Learning to Learn                    Community Engagement                                Treaty of Waitangi
   Reflecting on learning processes.      Connecting with wider lives, whanau and      Acknowledging bicultural foundations of NZ.
           High Expectations                            community                                       Coherence
Empowerment through personal exellence.              Cultural Diversity                  Making links withing and across learning.
             Future Focus                 Valuing the histories and traditons of all                     Inclusion
      Exploring significant issues.                       people.                      Students’ needs are recognised and affirmed.

                                                                                       Oroua Downs School Charter 2018‐2020
Māori Achievement Statement
At Oroua Downs School we acknowledge New Zealand’s cultural diversity and in doing so recognise the
unique position of Māori as tangata whenua. The school strives to provide opportunities that support its
students’ in Te Reo and Tikanga Māori.

Oroua Downs School has 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 enjoy educational success as Māori.

A range of opportunities are currently provided:
    ● Ongoing school wide Te Reo programme for all students
    ● School singing programme enriched with waiata
    ● Ka Hikitia and Tātaiako cultural competencies regularly discussed in staff meetings.

Oroua Downs School Board of Trustees 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:
   ● Undertake a scoping exercise to gather student and whānau voice and expectations
   ● Engage with the Māori community as part of its ongoing review and curriculum development
   ● Acknowledge that the Māori community are key stakeholders in the school
   ● Actively engage and involve whānau through school and community events
   ● Utilise internal and external expertise for guidance and teaching in te ao Māori
   ● Develop a Māori Student Achievement Strategy
   ● Develop curriculum contexts for learning focusing on Tikanga Māori e.g. Mātāriki, harakeke
   ● Engage in professional learning and development opportunities to deepen staff and Board
       understanding of all things Māori, including Ka Hikitia, Tātaiako and Te Tiriti o Waitangi.

Special Needs Achievement Statement
The Oroua Downs School Board of Trustees believe every child has the right to learn and to reach their
potential. We aim to improve learning outcomes for all students including students with special education
needs.

Effective partnerships between the Boards of Trustees, school personnel, specialists and particularly
parents, caregivers, families and whānau will provide a strong platform for meeting the special education
needs of all students enrolled at Oroua Downs School.

As a Board and school we see our role is to:
    ● Acknowledge and promote opportunities for parent, caregiver, family and whānau involvement in
        the development, review and implementation of all learning programmes and strategies related to
        their child
    ● Promote the elements, and short and long‐term benefits, of building and maintaining successful
        partnerships
    ● Encourage open consultation and communication with and between staff, specialists, parents and
        caregivers and families, whānau, agencies and the community
    ● Create an environment where everyone listens to and respects others' point‐of‐view
    ● Ask questions and seek information from other schools and outside expertise to find answers.

                                                                          Oroua Downs School Charter 2018‐2020
The Oroua Downs School Board of Trustees supports students with special needs in a number of ways
including:
    ● Using external expertise such as Resource Teacher of Literacy, Resource Teacher of Learning and
        Behaviour, Children and Family Mental Health, Alcohol and Drug Service, Social Worker in Schools,
        and the Ministry of Education Special Education services.
    ● Supporting and developing early literacy through reading support programme.
    ● Employing teacher aides to work alongside identified students in close collaboration with external
        expertise and classroom teacher.
    ● Giving opportunities for students to work with teacher aides in special programmes such as the
        Rainbow Reading, Early Words and Fast Fingers.
    ● Trialing a number of ways to support and engage learners with special needs including technology
        and specific software/apps for learning.
    ● Working with parents and caregivers and families, whānau and agencies in developing Individual
        Education Plans for high needs students.
    ● Identification of students through analysis of formal and informal data reflected in teacher inquiry,
        target groups and appraisal goals.
    ● Regular monitoring, reporting and long term reviews of achievement data and learning, teaching
        and support programmes.
    ● Provision of a management unit for SENCo responsibilities.

The Oroua Downs School Board of Trustees is always seeking improvement to ensure the success of all
learners. The Board and staff acknowledge that they can always get better at identifying and supporting the
needs of any students with special educational needs. We seek to:
    ● Improve internal systems for tracking and recording interventions and outcomes for special needs
        students (including gifted and talented students).
    ● Provide professional learning opportunities for staff to target areas of student need.
    ● Proactively engage external expertise to support and guide learning and teaching programmes.
    ● Ensure that communication between staff, specialists, parents and caregivers and families, whānau,
        agencies and the community the school is open and transparent.
    ● Develop systems to identify gifted and talented students.
    ● Provide opportunities to support and further develop gifted and talented students.
    ● Ensure that learning programmes extend students to reach their learning potential.
    ● Develop early intervention programmes for students who are at risk of not achieving.

                                                                          Oroua Downs School Charter 2018‐2020
Strategic Direction 2018‐2020
NAG 2 states that each BOT with the principal and teaching staff are required to 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, assessment and staff professional development.
The Oroua Downs School strategic goals outline the priorities for the school as it moves forward over the
next 3 years. They are based on the following underlying principles. They:
    ● Set the direction for Oroua Downs School as it looks ahead proactively
    ● Clarify the values, shared vision, and guiding philosophy
    ● Manage change to the best advantage of the school
    ● Manage future risks
    ● Give direction yet are flexible to enable response to changed circumstances

                                                                          Oroua Downs School Charter 2018‐2020
Vision:                        “Challenging students to be successful community and global citizens.”

                                                   Kairangatira/Excellence                     Auahatanga/Creativity                       Mana/Respect

                                           Goal 1: Our Learning                         Goal 2: Our Learning Environment                          Goal 3: C

  Effective Practice for         All learners will be supported to achieve         All learners are able to experience learning in           To establish p
Improvement and Learner         through the NZC and ODS curriculum as             our safe and engaging learning environment in                        stud
         Success                evidenced by progress and achievement in                    order to achieve their goals
                                              relation to NS.

                               To increase the number of students achieving at      The cultures within our school are represented            Staff and boar
        Stewardship              or above the National Standard in Reading,                around our school environment                     becoming cultu
                                          Writing and Mathematics                                                                           responsive mem
                                                                                    The range of equipment and areas for play are
Leadership of conditions for    To increase the number of Maori, Pasifika and          engaging, desired with appropriate risk              Staff and board
   equity and excellence           Asian students achieving at or above the                         management                               deeper underst
                                 National Standard in Reading, Writing and                                                                 school virtues fro
                                                 Mathematics.                     Continue Board of Trustee Self­Review to ensure
                                                                                     we are as effective as possible in our roles
                               To further progress and extend those students at
                               or above National Standard in Reading, Writing
                                              and Mathematics
                                                                                                                        Board of Trustees and Staff

                               Our children are engaged with voice and choice     Our learning spaces are creative, encourage             Māori learners wi
  Responsive Curriculum,       regarding our curriculum development and their     collaboration and have the flexibility to include all   belonging to Orou
   effective teaching and      learning activities                                learners’ needs
    opportunity to learn                                                                                                                  All learners will
                               Our school/Kura curriculum is flexible, adaptive   Provide tools for learning that support our             practice our scho
                               and responsive to the needs of all our learners    pedagogy and learner agency (student’s ability to       perspective
                                                                                  drive their own learning)
Professional capability and    Teachers are learners striving to be more                                                                  To recognize a
    collective capacity        effective in our support and extension of our                                                              community
                               learners

                                                                                                                           School/Kura
                                                                                                                                      Whānau will
                               Family/whanau are also learners building their     Family/whanau contribute to the environmental and   increasingly c
  Educationally powerful       capacity to understand how they can be more        associated learning needs of our school and         tamariki.
     connections and           effective in our support of our learners.          learners.
      relationships                                                                                                                   Whānau will fee
                                                                                                                                      integral part o
                                                                                                                                      School.

                                                                                                                       Family/Whanau/Community

                                                                                          Oroua Downs School Charter 2018‐2020
2018 Annual Plan: Strategic Section
NAG 2 states that each BOT with the principal and teaching staff are required to 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, assessment and staff professional development.
The Oroua Downs School strategic goals outline the priorities for the school as it moves forward over the
next 3‐5 years. They are based on the following underlying principles. They:
    • Set the direction for Oroua Downs School as it looks ahead proactively
    • Clarify the values, shared vision, and guiding philosophy
    • Manage change to the best advantage of the school
    • Manage future risks
    • Give direction yet are flexible to enable response to changed circumstances

                                                                          Oroua Downs School Charter 2018‐2020
Pe
 rs   Goal One: Our Learning                     All learners will be supported to achieve through the NZC and ODS curriculum as evidenced by progress and
on
ali                                                                                                              Excellence/Kairangi
sa
tio             Strategic Aim                         Goals                                                  Specific Actions
 n
th
ro
ug    To increase the number of students       80% of students            ●        Use of learners voice and choice in learning activities
ho    achieving at or above the National       achieving at or            ●        Moderation school and wider school community
ut    Standard in R, W and M (with an          above in reading           ●        Professional Readings
all   additional focus on Maori, Pasifika                                 ●        Use a variety of technologies to motivate learners to experience r, w and m with
ele   and Asian students)                      80% in writing                      ‘real’ audiences and purpose.
 m                                                                        ●        Follow our annual goals and actions related to cultural responsiveness.
en                                             80% in maths               ●        Work with family/whanau around ways to support learner’s progression.
 ts                                                                       ●        Development and ongoing refinement of learner profiles
 of                                                                       ●        Celebrate the progress made within achievement bands
ou                                                                        ●        Ongoing analysis of data to inform moderation and teacher practice
  r                                                                       ●        Ongoing wide self­review as per school schedule
 sc                                                                       ●        Build practices and implement initiatives that build student social, motivational
ho                                                                                 and emotional well­being
ol/
ku
      Our children are engaged through         Learners         are       ●        Consistent approach from teachers to engage students through all inquiries
ra
      voice and choice regarding our           engaged, motivated                  beginning with voice and choice
(C
      curriculum development and their         and      progressing       ●        Professional Readings and critical thinking and discussion on student voice and
ult
      learning activities                      towards being more                  choice
ur
                                               self­managing              ●        Regular professional discussion regarding experiences in learning environments
 e,
                                                                                   successes and challenges in order to bring about best practice school wide.
So
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 l,
      Our school/Kura curriculum is            Our       curriculum       ●        Learners and family/whanau have opportunities to influence our school/Kura
In
      flexible, adaptive and responsive to     provides                            curriculum throughout the year.
ter
      the needs of all our learners            opportunities     for      ●        Learner profiles are developed and updated regularly; therefore ensuring our
est
                                               our learners needs                  curriculum is responsive to current needs.
 s)

      Teachers are learners striving to be     Teachers develop           ●        Teachers involved in TAI with specific goals pertaining to learner agency,
      more effective in our support of our     ability            to               cultural responsiveness and a goal of choice.
      learners.                                personalise learning       ●        Professional readings and discussions, critical friends, appraisal system,
                                                                                   walkabouts and learning walks.

      Family/whanau are also learners          Family/Whanau
      building    their  capacity  to          support at home for        ●        Family/Whanau learning support workshops held throughout the year
      understand how they can be more          learners is enhanced       ●        Sharing of effective learning strategies, tips and information through the school
      effective in our support of our                                              app, newsletter, website and Facebook
      learners.                                                           ●        Family/Whanau have opportunity to share their skills and experiences at school
                                                                                   building their capacity for teaching and learning

Pe
 rs   Goal Two: Our Learning Environment                               All learners are able to experience learning in our safe and engaging learning environment
on
ali                                                                                                              Creativity/Auahatanga
sa
tio              Strategic Aim                                         Goals                                              Specific Actions
 n
th
ro
ug    To ensure that our learning spaces are     Further development of innovative learning             ●    Optimise collaborative school learning spaces
ho    responsive to our learners and             spaces                                                      through effective use of MOE and BOT funds.
ut    teachers needs
all

                                                                                                     Oroua Downs School Charter 2018‐2020
ele
 m    Our learning spaces are creative,         Develop a ODS pedagogical approach to                 ●    Professional learning provided for all staff around
en    encourage collaboration and have the      designing learning spaces that enhance                     collaboration, effective teamwork and education
 ts   flexibility to include all learners’      collaborative co­teaching and learning                     literature.
 of   needs.                                    which enhances outcomes for all
ou                                                                                                    ●    Inclusion within teachers TAI
  r
 sc   Continue Board of Trustee                 To provide a schedule of review that informs          ●    Develop and maintain schedule of review for
ho    Self­Review to ensure we are as           our next steps throughout the school systems               2016­2919
ol/   effective as possible in our roles                                                              ●    Share, discuss and make appropriate decisions based
 K                                                                                                         on review understandings for the future
ur
 a
(C    Provide tools for learning that support   We develop our understanding of being able            ●    Inquiry based approach to the learning tools and
ult   our pedagogy and learner agency           to apply our learning tools to suit our                    pedagogical relationship
ur    (student’s ability to drive their own     pedagogy and learners needs
 e,   learning)
So
cia
 l,   The cultures within our school are        Children identify strongly with ‘our place’           ●    Artwork and design features representative on
In    represented around our school             and have confidence in their role as learners              individuals and cultures around school
ter   environment.                              at ODS.                                               ●    Te Reo signage apparent on all buildings and
est                                                                                                        instruction
 s)                                                                                                   ●    Cultural opportunities for all learners such as
                                                                                                           Whanau Hui, Kapa Haka etc.
                                                                                                      ●

      The range of equipment and areas for      Children are engaged, challenged and have             ●    Learners review/voice on range of play opportunities
      play are engaging, desired with           opportunity for skill development and                      available and desired
      appropriate risk management.              enjoyment                                             ●    Planning with learners for implementation of new
                                                                                                           activities and equipment
                                                                                                      ●    All equipment is assessed and risks managed

      Goal Three: Culturally Responsiveness                                                                            To establish partnerships with our Māor

                                                                                                                  Mana/Respect

                  Strategic Aim                                    Goals                                               Specific Actions

      Staff and board members will work         Developed understanding of Trustees and         ●          Unpack Tataiako and Hautu with Trustees and Staff
         towards becoming culturally            staff to be more culturally responsive in                  (incl Self Review)
      competent and culturally responsive       supporting our learners and their learning      ●          Learning conversations
      members of our school community.          journeys                                        ●          Sharing of both staff and BOT members knowledge
                                                                                                           of cultural competence through school app,
                                                                                                           newsletter, Facebook and website
      Staff and board members will work         School members show an ability to deeply        ●           Workshops and PLG’s scheduled to build shared
      towards a deeper understanding and        articulate our school virtues using a Maori                 understanding of school virtues with through a
      outworking of our school virtues from     cultural perspective.                                       Maori perspective.
      a Māori cultural perspective.                                                             ●           Sharing of learning’s by BOT and Staff shared
                                                                                                            through school app, newsletters, Facebook and
                                                                                                            website

      Māori learners will feel a sense of       Range of cultures within school community       ●          Mihi by all learners
      connection and belonging to Oroua         and nationally celebrated and valued            ●          Mapping of our multicultural community
      Downs School.                                                                             ●          Kapa Haka performing in assemblies and other
                                                                                                           community gatherings
                                                                                                ●          Values to be bilingual with deeper meaning
                                                                                                ●          School wide values translated to Maori concept
                                                                                                ●          Kapa Haka started and promoted
                                                                                                ●          Tuakana/Teina programme implemented
                                                                                                ●          Powhiri, Matariki, Marae experienced by our learners
                                                                                                           and community throughout the year

                                                                                                    Oroua Downs School Charter 2018‐2020
All learners will be cognisant of and   Learners achievement enhanced through          ●          Further focus on school virtues including within from
      put into practice our school virtues    cultural responsiveness                                   a Maori cultural perspective in classroom learning
      from a Māori cultural perspective.                                                                programmes
                                                                                             ●          School­wide extension learning opportunities

      Whānau will feel that staff are         Whanau have confidence in staff’s ability to   ●          Regular capturing of both student and family/whanau
      becoming increasingly culturally        be culturally responsive to tamariki                      voice around culturally responsiveness
      responsive to their tamariki.

      Whānau will feel a sense of             Family/Whanau provide more of a                ●          Development of learner profiles
      connection and be an integral part of   supporting role in their children’s learning   ●          Learning     Celebrations     (student/parent/teacher
      the fabric of Oroua Downs School.                                                                 conferences)
                                              Enhanced understanding of their children’s     ●          Whanau Hui
                                              learning and progression.                      ●          Involvement through learning activities (Kapa Haka,
                                                                                                        Marae stay)
                                                                                             ●          Brain Spew (learning reflection) books

Pe
 rs   Goal Four: Our Community                  To build a professional learning community across our school/Kura and community to improve student, fam
on
ali                                                                                                            Teamwork/Kapa
sa
tio              Strategic Aim                                 Goals                                  Specific Actions                      Responsibility
 n
th
ro
ug    Engagement with all of community        To create learning opportunities for           ●      Walk the walls                      Principal, DP
ho    related to enhancement of support for   family/whanau to be able to engage             ●      Professional learning evenings
ut    learners                                meaningfully with their child’s learning.      ●      Book look
all                                                                                          ●      Blog postings, newsletter, FB
ele
 m    Develop        learner      agency      Students/Teachers/Family/Whanau all            ●      School in action invitations        Principal, DP
en    understanding and support from all      take ownership of their own learning           ●      School professional learning
 ts   within the community                    and the relationship between all full                 blogs
 of                                           school community                               ●      Co­teaching opportunities
ou
  r
 sc   Our resources are available to our      To develop new, extend and enrich the          ●      Opportunities     advertised in     Principal, DP,
ho    community for their use                 current community partnerships                        newsletter, FB and website          Teachers, BoT,
ol/                                                                                          ●      Community garden
ku                                                                                           ●      After school care education
ra                                                                                                  relationship
(C                                                                                           ●      Utilised for gatherings
ult
ur    Work collaboratively with our wider     To build relationships and knowledge to        ●      Other school visits for ODS goal    Principal, DP, BoT
 e,   education network                       progress ODS Curriculum and capacity                  progression
So                                            to provide for our learners                    ●      School blogging of journey
cia                                                                                                 (transparency)
 l,                                                                                          ●      School partnerships brought
In                                                                                                  about by Communities of
ter                                                                                                 Learning
est                                                                                          ●      Transition process including
 s)                                                                                                 early childhood, intermediate and
                                                                                                    secondary
                                                                                             ●      Provide understanding of career
                                                                                                    options and relevant study
                                                                                                    preceding

                                                                                                 Oroua Downs School Charter 2018‐2020
Oroua Downs School Charter 2018‐2020
2018 Annual Plan: Targeted Achievement Section
NAG 1 states that Oroua Downs School, on the basis of good quality assessment information, identifies
students and groups of students:
    ● who are not achieving;
    ● who are at risk of not achieving;
    ● who have special needs (including gifted and talented students); and
    ● aspects of the curriculum which require particular attention.
Oroua Downs School will develop and implement teaching and learning strategies to address the needs of
students and aspects of the curriculum identified.

The Board of Trustees, after analysis of the 2015 assessment data, has identified areas of need and has set
the following achievement targets for 2016:
    1. Improve student achievement in writing
    2. Improve student achievement in reading
    3. Improve student achievement in mathematics

These targets form the basis of the annual plan and relate directly to Strategic Goal 1: To focus on quality
teaching and learning.

                                                                            Oroua Downs School Charter 2018‐2020
Target 1: Improve Student Achievement In Writing
 Rationale
     ● The process of becoming literate is intensely complex. The literacy learner has to develop a
        knowledge base, a repertoire of strategies, and awareness of how to put their knowledge and
        strategies together. Students acquire literacy through planned activities that give them rich
        experiences with texts and related language activities. A knowledge of how learners acquire literacy
        underpins the teaching practice of effective teachers and gives them well‐founded confidence.
        (Effective Literacy Practice in and Writing Years 1‐4, p. 8‐9).

 Possible Actions
    ● Robust data gathering, analysis and next steps for individuals and cohort groups (year levels,
         classes, gender, ethnicity)
    ● Setting of annual achievement goals in writing
    ● Regular reporting of achievement data and next steps to Board as part of the ongoing monitoring
         and review cycle
    ● Regular moderated analysis of student learning for school wide consistency of overall teacher
         judgment
    ● Ongoing review of classroom writing programmes
    ● Implementation of new school curriculum for writing
    ● Integration of elearning pedagogies throughout the teaching and learning of writing
    ● Targeted purchasing of resources aligned to goals and student need
    ● Targeted use of teacher aides to support enhanced learning in writing

 Success Indicators
 We will know when we have achieved this when we:
     1. Increase the number of students achieving at or above expectations against the New Zealand
         Curriculum by the end of 2018.
     2. Ensure all students make progress towards being at or above expectations against the New Zealand
         Curriculum by the end of 2018.
     3. Show improved achievement in Writing for the following cohort groups identified in the 2017
         end‐of‐year achievement data:
                 ● 10 Year 1‐3 students (6 male, 4 female) (2 Maori male, 1 Maori female)
                 ● 5 Year 4‐5 students (5 male)
                 ● 9 Year 6‐8 students (6 male, 3 female) (3 Maori male, 2 Maori female)

TARGET FOR RAISING STUDENT ACHIEVEMENT IN WRITING
Links to Oroua Downs School Strategic Goals:                      Goal 1: To focus on quality teaching and learning.
Supporting beliefs from our Charter that we aim for in our teaching and learning:
     ● Our teachers are inspirational and passionate role models.
     ● We are a community of connected learners.
     ● Learning is shaped around real life contexts.
     ● Learners will achieve success through a variety of experiences.
     ● Learners will have access to a variety of tools and environments to support and extend their learning.
2018 Annual Achievement Targets:
     ● To increase the number of students achieving at or above expectations against the New Zealand Curriculum by the end
          of 2018..
     ● To ensure all students make progress towards being at or above expectations against the New Zealand Curriculum by the
          end of 2018.
     ● To target the following cohort groups as identified in the 2017 end‐of‐year achievement data:
                                 o 10 Year 1‐3 students (6 male, 4 female) (2 Maori male, 1 Maori female)
                                 o 5 Year 4‐5 students (5 male)
                                 o 9 Year 6‐8 students (6 male, 3 female) (3 Maori male, 2 Maori female)

Baseline Data:

Year 0‐3

                                                                                       Oroua Downs School Charter 2018‐2020
●    59% of all students at or above at beg of year              ●    50% of all males at or above at beg of year
      ●    53% of all students at or above at end of year              ●    53% of all males at or above at end of year

      ●    40% of all Maori at or above at beg of year                 ●    33% of all females at or above at beg of year
      ●    60% of all Maori at or above at end of year                 ●    82% of all females at or above at end of yea

Year 4‐8

      ●    68% of all students at or above at beg of year
                                                                       ●    55% of all females at or above at beg of year
      ●    71% of all students at or above at end of year
                                                                       ●    87% of all females at or above at end of year

      ●    18% of all males at or above at beg of year                 ●    25% of all Maori at or above at beg of year
      ●    56% of all males at or above at end of year                 ●    55% of all Maori at or above at end of year

Planned Actions                     Timing                         Responsibility                      Resourcing
Collect and analyse school          As per school assessment and   Principal, teachers                 No cost
wide data in writing.               reporting schedule.
Reporting to BOT of                 As per Self‐Review,            Principal, teachers, BOT            No cost
achievement in writing.             Monitoring, Reporting &
                                    Consultation Schedule
Continued staff meetings            Ongoing                        Principal, teachers                 No cost
focused on the analysis of
data, delivery of effective
teaching and learning
programmes.

                                                                                              Oroua Downs School Charter 2018‐2020
Writing ‘Learning Walks’           Term 2 and 4                    Principal                         No cost
observations to monitor
writing programmes in
practice.
Maintain high level of teacher     Ongoing                         Principal, SENCo, teacher         Teacher aides x 2 @ $18,200
aide support and programmes                                        aides
in literacy.
Collect student voice to capture student perspectives and attitudes to the learning and teaching of writing.
● As part of school inquiry        ongoing                         Teachers, Principal               As per TAI costs
● As part of TAI                   Terms 1 and 4                   Teachers                          As per TAI costs
● As part of performance           Terms 2 and 4                   Principal                         No cost
      appraisal/walkthroughs
Visit schools of best practice     Term 2 and 3 School Visits      Staff                             As per PLD and TAI costs
to observe and discuss
strategies and approaches of
effective literacy teaching.
Internal moderation of             Term 2, 3 and 4 and as          Principal, classroom teachers     No cost
writing samples against ODS        required
Writing Matrix and National
Standards for Writing
External/cluster moderation        Term 2 and 3                    Te Kawau cluster.                 No cost
of writing.                                                        Local ALL schools.
Continued use of external          Ongoing                         Principal, SENCo, RT Lit, RTLB,
expertise and agencies to                                          Speech Language Therapy
support students with high
learning needs.
Investigate a range of strategies/approaches to enhance the teaching and learning of writing, especially for our priority learners.
● Writing clubs/workshops          Ongoing                         Teachers, principal
● Whole school phonics
      cross grouping
● Gender classes
● Writing project groups
● Increasing visibility of
      published writing
● Use of technology e.g.
      iPads
● Team teaching/flexible
      learning spaces

                                                                                             Oroua Downs School Charter 2018‐2020
Target 2: Improve Student Achievement In Reading
 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)
     ● Setting of annual achievement goals in reading
     ● Regular reporting of achievement data and next steps to Board as part of the ongoing monitoring
         and review cycle
     ● Regular moderated analysis of student learning for school wide consistency of overall teacher
         judgment
     ● Ongoing review of classroom reading programmes
     ● Teacher professional goals in reading integral to Performance Management plans
     ● Development of up‐to‐date school curriculum documentation for reading
     ● Integration of elearning pedagogies throughout the teaching and learning of reading
     ● Targeted purchasing of resources aligned to goals and student need
     ● Targeted use of teacher aide to support enhanced learning in reading

 Success Indicators
 We will know when we have achieved this when we:
     1. Increase the total number of students achieving at or above expectations against the New Zealand
         Curriculum by the end of 2018.

      2. Ensure all students make progress towards being at or above expectations against the New
         Zealand Curriculum by the end of 2018.

      3. Show improved achievement in Reading for the following cohort groups identified in the 2017
         end‐of‐year achievement data:
                 ● 10 Year 1‐3 students (7 male, 3 female) (4 Maori male, 1 Maori female)
                 ● 7 Year 4‐5 students (4 male, 3 female) (1 Maori male, 1 Maori female)

TARGET FOR RAISING STUDENT ACHIEVEMENT IN READING
Links to Oroua Downs School Strategic Goals:                       Goal 1: To focus on quality teaching and learning.
Supporting beliefs from our Charter that we aim for in our teaching and learning:
     ● Our teachers are inspirational and passionate role models.
     ● We are a community of connected learners.
     ● Learning is shaped around real life contexts.
     ● Learners will achieve success through a variety of experiences.
     ● Learners will have access to a variety of tools and environments to support and extend their learning.
2015 Annual Achievement Targets:
     1. To increase the total number of students achieving at or above expectations against the New Zealand Curriculum by the
          end of 2018.
     2. To ensure all students make progress towards being at or above expectations against the New Zealand Curriculum by
          the end of 2018.
     3. To target the following cohort groups as identified in the 2017 end‐of‐year achievement data:
                                 o 10 Year 1‐3 students (7 male, 3 female) (4 Maori male, 1 Maori female)
                                 o 7 Year 4‐5 students (4 male, 3 female) (1 Maori male, 1 Maori female)

Baseline Data:

                                                                                        Oroua Downs School Charter 2018‐2020
Year 0‐3

      ●    59% of all students at or above at beg of year              ●    50% of all males at or above at beg of year
      ●    53% of all students at or above at end of year              ●    53% of all males at or above at end of year

      ●    40% of all Maori at or above at beg of year                 ●    33% of all females at or above at beg of year
      ●    60% of all Maori at or above at end of year                 ●    82% of all females at or above at end of year

Year 4‐8

      ●    71% of all students at or above at beg of year              ●    55% of all males at or above at beg of year
      ●    81% of all students at or above at end of year              ●    80% of all males at or above at end of year

      ●    50% of all Maori at or above at beg of year                 ●    90% of all females at or above at beg of year
      ●    91% of all Maori at or above at end of year                 ●    83% of all females at or above at end of year

Planned Actions                     Timing                         Responsibility                      Resourcing
Collect and analyse school          As per school assessment and   Principal, teachers                 STAR test @ $200
wide data in reading.               reporting schedule.                                                NZCER Online Marking Site @
                                                                                                       $300/pa

Reporting to BOT of                 As per Self‐Review,            Principal, teachers, BOT            No cost
achievement in reading.             Monitoring, Reporting &
                                    Consultation Schedule
Staff meetings focused on the       Ongoing                        Principal, teachers                 No cost
analysis of data, delivery of
effective teaching and
learning programmes,
unpacking NZC Reading
exemplars and moderation.

                                                                                              Oroua Downs School Charter 2018‐2020
Reading ‘Learning Walks’          Term 2 and 3                     Principal, DP                      No cost
observations to monitor
reading programmes in
practice.
Maintain high level of teacher    Ongoing                          Principal, SENCo, teacher          Teacher aides x 2 @ $18,200
aide support and programmes                                        aides
in literacy.
Collect student voice to capture student perspectives and attitudes to the learning and teaching of reading.
● As part of performance          Terms 2, 3 and 4                 Principal                          No cost
      appraisal/walkthroughs
Visit schools of best practice    Term 2 and 3                     Staff                              As per PLD and TAI costs
to observe and discuss
strategies and approaches of
effective literacy teaching.
Commitment to MOE PLD and student support programmes.

●    Reading Together              Term 2                         Lead teacher, principal           Teacher release & catering
                                                                                                    etc: ($800)
Prioritise professional learning and resourcing in literacy.

●    Targeted purchasing of        As required                    Principal, teachers               Reading curriculum budget
     reading texts                                                                                  $2000
          o Novels (Yrs
               4‐8)
          o Phonics
               resources
          o Gaps in junior
               readers

                                                                                            Oroua Downs School Charter 2018‐2020
Target 3: 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)
     ● Setting of annual achievement goals in mathematics
     ● Regular reporting of achievement data and next steps to Board as part of the ongoing monitoring
         and review cycle
     ● Regular moderated analysis of student learning for school wide consistency of overall teacher
         judgment
     ● Ongoing review of classroom maths programmes
     ● Development of up‐to‐date school curriculum documentation for mathematics
     ● Integration of elearning pedagogies throughout the teaching and learning of mathematics
     ● Targeted purchasing of resources aligned to goals and student need
     ● Targeted use of teacher aide to support enhanced learning in mathematics

 Success Indicators
 We will know when we have achieved this when we:
     1. Increase the total number of students achieving at or above expectations against the New Zealand
         Curriculum by the end of 2018.

      2. Ensure all students make progress towards being at or above expectations against the New Zealand
         Curriculum by the end of 2018.

      3. Show improved achievement in Mathematics for cohort groups identified in the 2017 end‐of‐year
         achievement data:
                o 10 Year 1‐3 Students (7 male, 1 female) (2 Maori male)
                o 4 Year 4‐5 Students (2 male, 2 female) (1 Maori female)

TARGET FOR RAISING STUDENT ACHIEVEMENT IN MATHEMATICS
Links to Oroua Downs School Strategic Goals:                       Goal 1: To focus on quality teaching and learning.
Supporting beliefs from our Charter that we aim for in our teaching and learning:
     ● Our teachers are inspirational and passionate role models.
     ● We are a community of connected learners.
     ● Learning is shaped around real life contexts.
     ● Learners will achieve success through a variety of experiences.
     ● Learners will have access to a variety of tools and environments to support and extend their learning.
2015 Annual Achievement Targets:
     1. To increase the number of students achieving at or above expectations against the New Zealand Curriculum by the end
          of 2018.
     2.
     3. To ensure all students make progress towards being at or above expectations against the New Zealand Curriculum by the
          end of 2018.
     4.
     5. To target the following cohort groups as identified in the 2017 end‐of‐year achievement data:
                                 o 10 Year 1‐3 Students (7 male, 1 female) (2 Maori male)
                                 o 4 Year 4‐5 Students (2 male, 2 female) (1 Maori female)

Baseline Data:
                                                                                        Oroua Downs School Charter 2018‐2020
Year 0‐3

      ●    95% of all students at or above at beg of year             ●       93% of all males at or above at beg of year
      ●    68% of all students at or above at end of year             ●       53% of all males at or above at end of year

      ●    87% of all females at or above at beg of year              ●       80% of all Maori at or above at beg of year
      ●    87% of all females at or above at end of year              ●       57% of all Maori at or above at end of year

Year 4‐8

      ●    57% of all students at or above at th beg of year          ●       55% of all males at or above at beg of year
      ●    79% of all students at or above at end of year             ●       88% of all males at or above at end of year

      ●    60% of all females at or above at beg of year              ●       12.5% of all Maori at or above at beg of year
      ●    74% of all females at or above at end of year              ●       55% of all Maori at or above at end of year

Planned Actions                    Timing                         Responsibility                        Resourcing
Collect and analyse school         As per school assessment and   Principal, teachers                   NZCER Online Marking Site @
wide data in maths.                reporting schedule.                                                  $300/pa

Reporting to BOT of                As per Self‐Review,            Principal, teachers, BOT              No cost
achievement in maths.              Monitoring, Reporting &
                                   Consultation Schedule
Internal PLD in maths focusing     Ongoing                        Principal, teachers                   As per PLD and TAI costs
on developing communities of
mathematical inquiry.
Maths ‘Learning Walks’             Term 2 and 4                   Principal                             No cost
observations to monitor
communities of mathematical
inquiry.

                                                                                               Oroua Downs School Charter 2018‐2020
Maintain high level of teacher      Ongoing                          Principal, SENCo, teacher       Teacher aides x 2 @ $18,200
aide support and programmes                                          aides
in maths.
Collect student voice to capture student perspectives and attitudes to the learning and teaching of maths.
● Personalised Learning             Terms 2, 3 and 4                 Teachers                        No cost
● As part of performance            Terms 2 and 3                    Principal                       No cost
      appraisal/walkthroughs
Visit schools of best practice      School Visits Terms 2 and 3      Staff                           As per PLD cost
to observe and discuss
strategies and approaches of
effective maths teaching.
Prioritise use of elearning tools to enhance the learning and teaching of reading.
● Prodigy                           Ongoing                          Principal, Maths Lead           Free
Investigate a range of strategies/approaches to enhance the teaching and learning of maths, especially for our priority learners.
● Basic facts ladders/races         Ongoing                          Principal, teachers
      across whole school
● Maths
      competitions/tickets/priz
      es/virtues
● Experiences embedded
      in our developing
      curriculum beliefs

                                                                                            Oroua Downs School Charter 2018‐2020
2018‐2020 Self‐Review, Monitoring, Reporting & Consultation
 Schedule
 What you know about students’ learning ‐ engagement, progress and achievement in your school comes
 from your school’s self‐review processes. Your self review will always include information on how well
 Māori students are succeeding as Māori. As a result of information from your self review, you have
 designed a curriculum and teaching and learning programmes to address the educational priorities for your
 students in this context at this particular point in time. In this way your school’s curriculum is unique. (ERO
 Framework for School Reviews, 2011).

 Regular questioning and discussion will ensure the Board, school leaders and teachers are informed to
 make decisions and drive change.
    ● Are we doing what we have to do?
    ● Does this align to our strategic plan? Are we doing what we said we would do?
    ● What progress are we making? How well are we doing? What does our self review tell us? What
         does our evidence look like?
    ● Are there better ways of doing things? What can we learn from our experience?
    ● What else do we need to work on this year?

 Self‐Review Schedule – Governance

                                                            Student                                 Community
   2018           Monitor              Review                                   Policy
                                                          Achievement                               Consultation

Term 1 ‐ 1   Finance             Budget & Charter      SENCo             Professional           EOTC
                                 Adoption                                Development
             Leadership Report

Term 1 ‐ 2   Finance             Strategic Goals 1 &   SOY Achievement   Meeting Process
                                 2                     Data
             Leadership Report

Term 2 ‐ 1   Finance             Strategic Goals 3 &   SENCo             Beginning Teacher      Wellbeing
                                 4                                       Development and
             Leadership Report                                           Support

Term 2 ‐ 2   Finance             Professional          Achievement in    International Fee
                                 Learning and          relation to NZC   Paying Students
             Leadership Report   Development
                                                       Annual
                                                       Achievement
                                                       Targets

Term 3 ‐ 1   Finance             Budget                                  Sick Leave             PE/Health

             Leadership Report   Strategic Goals 1 &
                                 2

Term 3 ‐ 2   Finance             BOT Operation         SENCo             EOTC Camp

             Leadership Report

                                                                              Oroua Downs School Charter 2018‐2020
Strategic Goals 3 &
                                 4

Term 4 ‐ 1   Finance                                    Achievement in    Fundraising            Charter
                                                        relation to NZC
             Leadership Report
                                                        Annual
                                                        Achievement
                                                        Targets

Term 4 ‐ 2   Finance             Professional                             Child Protection
                                 Learning and
             Leadership Report   Development

                                 Draft Budget

                                 Analysis of Variance
                                 (Charter)

                                                             Student                                 Community
   2019           Monitor              Review                                    Policy
                                                           Achievement                               Consultation

Term 1 ‐ 1   Finance             Budget & Charter                         Career Education       Communication
                                 Adoption
             Leadership Report

Term 1 ‐ 2   Finance             Strategic Goals 1 &    SOY Achievement   Treaty of Waitangi
                                 2                      Data
             Leadership Report
                                                        SENCo

Term 2 ‐ 1   Finance             Strategic Goals 3 &                      Maori Achievement      Te Reo/Tikanga
                                 4
             Leadership Report

Term 2 ‐ 2   Finance             Professional           Achievement in    Consultation with
                                 Learning and           relation to NZC   Maori
             Leadership Report   Development
                                                        Annual
                                                        Achievement
                                                        Targets

Term 3 ‐ 1   Finance             Budget                 SENCo             Equal Employment       Health and Safety
                                                                          Opportunity
             Leadership Report   Strategic Goals 1 &
                                 2

Term 3 ‐ 2   Finance             BOT Operation                            Recording of Illness
                                                                          and Injury
             Leadership Report   Strategic Goals 3 &
                                 4

                                                                               Oroua Downs School Charter 2018‐2020
Term 4 ‐ 1   Finance                                                      Attendance             Charter

             Leadership Report

Term 4 ‐ 2   Finance             Professional           Achievement in    Sensitive
                                 Learning and           relation to NZC   Expenditure
             Leadership Report   Development
                                                        Annual
                                 Draft Budget           Achievement
                                                        Targets
                                 Analysis of Variance
                                 (Charter)              SENCo

                                                             Student                                 Community
   2020           Monitor              Review                                       Policy
                                                           Achievement                               Consultation

Term 1 ‐ 1   Finance             Budget & Charter                         Privacy                Future Focused
                                 Adoption                                                        Learning
             Leadership Report
                                 BOT Operation

Term 1 ‐ 2   Finance             Strategic Goals 1 &    SOY Achievement   Sexual Harrasment
                                 2                      Data
             Leadership Report                          SENCo
                                 Principal Job
                                 Description

Term 2 ‐ 1   Finance             Strategic Goals 3 &                      Cybersafety            The Arts
                                 4
             Leadership Report

Term 2 ‐ 2   Finance             Professional           SENCo             Health and Safety
                                 Learning and
             Leadership Report   Development            Achievement in
                                                        relation to NZC

                                                        Annual
                                                        Achievement
                                                        Targets

Term 3 ‐ 1   Finance             Budget                                   School Uniform         Community
                                                                                                 Involvement
             Leadership Report   Strategic Goals 1 &
                                 2

Term 3 ‐ 2   Finance             BOT Operation          SENCo             Pandemic

             Leadership Report   Strategic Goals 3 &
                                 4

                                                                               Oroua Downs School Charter 2018‐2020
Term 4 ‐ 1   Finance                                    Achievement in    Planning and           Charter
                                                        relation to NZC   Assessment (incl
             Leadership Report                                            reporting to
                                                        Annual            Parents)
                                                        Achievement
                                                        Targets

Term 4 ‐ 2   Finance             Professional                             Copyright
                                 Learning and
             Leadership Report   Development

                                 Draft Budget

                                 Analysis of Variance
                                 (Charter)

                                                                               Oroua Downs School Charter 2018‐2020
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