School Charter Strategic and Annual Plan for Tauraroa Area School 2019-21 - Principal's endorsement: Board of Trustees' endorsement

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School Charter
                               Strategic and Annual Plan for
                                   Tauraroa Area School


Principal’s endorsement:

Board of Trustees’ endorsement:

Submission date to the Ministry of Education: 27 February 2019
Strategic Plan 2019 - 21

Vision                                                    Whaia te iti kahurangi, ki te tuohu koe me he maunga teite
                                                                        To be the best we can be
Mission Statement   All students and staff are challenged and supported to reach and extend their potential.

                    Our goal is for learners who are:

                    He ākonga ako mutunga kore​/Lifelong learners
                        ● Literate and numerate
                        ● Critical, curious and creative thinkers
                        ● Active seekers, users and creators of a wide range of knowledge
                        ● Informed decision makers

                    Tū Māia​/Confident
                       ● Positive in their own identity
                       ● Motivated, reliable, resourceful, resilient and responsible

                       ● Able to relate well and communicate effectively with others
                       ● Connected to and responsible for the land and environment
                       ● Contributing members of whānau, communities and NZ, now and in the future
                       ● Global citizens

Values              Tauraroa Area School upholds and promotes the Cornerstone Values of
                    2019​: Whai Tika/Duty: To do what is right or what a person ought to do
                    Whaka ute/Respect: To treat with courtesy; to hold in high regard, to honour, to care about yourself, others and our environment
                    Ngakau Atawhai / Kindness: To help, show concern for and be friendly to others
                    Pono-nga / Honesty and truthfulness: To show integrity by not lying, stealing or being unfair
                    2020 T​ erm 1: Kawe-nga / Responsibility: To be trustworthy and accountable for your own actions

Term 2: Pa-te-aroha / Compassion: To help, empathise with, or show understanding and support to those who suffer
                   Term 3: Whakarongo / Obedience: To comply with rightful authority
                   Term 4: Aaro-nui / Consideration and Concern for Others: To be kind, thoughtful, and to consider the interests of others

                   In 2013 the school won a ‘NZ School of Character Award’ from the NZ Character Foundation recognising its work with Cornerstone

Principles         The school curriculum is built upon the Principles of the New Zealand Curriculum:
                       ● High expectations are held of all students and staff
                       ● The Treaty of Waitangi is acknowledged, ensuring all students have the opportunity to acquire knowledge of te reo
                          Māori me ona tikanga
                       ● Recognising and responding to the cultural diversity of our school community and nation
                       ● Inclusive and non-discriminatory, ensuring the learning needs of all students are met
                       ● Encouraging all students to reflect on their own learning processes and learn how to learn
                       ● Engaging with students’ families, Whānau and communities
                       ● Ensuring coherence within and across learning areas, with pathways to further learning
                       ● Maintaining a future focus for students as they grow in awareness of sustainability, citizenship, globalisation and

School             As a NZ state school, a Board of Trustees consisting of parent, staff and student representatives and the principal governs
Organisation and   TAS. The management structure of the school includes the principal, an Associate Principal and two deputy principals,
Structures         year-level deans and heads of departments.

                   The school has a teaching staff of approximately 40 full time equivalent teachers (49 individuals), supported by 11
                   Teacher Aides, a guidance counsellor, an office manager, property manager, accounts officer, groundsman, 2 office staff,
                   computer technician, Gateway coordinator, librarians and cleaners.

                   The school is located in a rural setting on 3ha of useable land (and a disused quarry of 4ha) Over the past ten years, a
                   large number of building projects have been undertaken to increase and improve available school facilities. Nearly all
                   classrooms have been renovated during this time with additional construction projects producing a new library, science
                   and technology block, senior block, music rooms and expanded staffroom and administration block. In early 2016, the
                   rebuilding of the 6 classrooms in the junior area (and toilet facilities) was completed. In 2018, the school entered into a
                   new 10-Year Property Plan and Five Year Agreement for school property maintenance and upgrade with the Ministry of

Under the terms of a new 10 Year Property Plan and 5 Year Agreement (December 2018), plans are underway for the
                    construction of a new gymnasium ($2.5m), the extension of the drama room, extensive re-roofing and classroom
                    upgrades. Two transportable classrooms are to be installed on site in 2019 to address roll growth needs.

                    In Years 1-8, students are based in home rooms, with most teaching delivered by a home room teacher. In Years 9-13,
                    students are assigned to a vertical form class, within one of the 4 school ‘waka’: Tainui, Takitimu, Arawa and Aotea.
                    During the school year students are able to win points for their Waka through a variety of sporting, cultural and academic

                    Year-level Deans have responsibility for the pastoral care and academic monitoring of students at Years 0-3, 4-6, 7-8, 9,
                    10, 11 and 12-13. Heads of Departments have responsibility for curriculum and support classroom teachers with student
                    discipline (using restorative practices).

                    Approximately ten Year 13 students serve as prefects. In addition, a student council, with elected representatives from
                    Years 4-13 meets twice a term. Senior students also serve as bus wardens, ensuring safe conduct and good behaviour on
                    buses. Student leadership opportunities also exist within Waka and Waka Classes.

                    A School and Community library based at the school is open to members of the public. The library receives funding from
                    the Whangarei District Council for maintaining this service.

Kahui Ako           Tauraroa Area School is a member of Nga Kura mo te ako o Whangarei Kahui Ako - Group 4. In 2018, this group
(Community of       developed their Achievement Challenges, embarking on a strategy to raise the standard of student writing through the
Learning)           ‘Write That Essay’ approach. The second Achievement Challenge focuses on Science and the Environment. This Kahui Ako
                    is a member of the Whangarei Hub of schools, which shares resources and is working collectively towards improving
                    student wellbeing across the district, as a shared achievement challenge. In 2019, a number of across-school and
                    within-school teachers will be appointed to support the goals of the COL.

Review of Charter   A mid-year review of progress towards Annual Goals was undertaken and presented to the Board of Trustees in August
and Consultation    2018 with a full year Analysis of Variance prepared for the 2018 Annual Report. Input into the 2019 Charter was invited
                    from staff and Board during Term 4 2018. Annual Goals and student achievement were discussed with Heads of

Departments at their regular meetings with the Principal.

                   Community input is welcome at all times, with the Term 1 hangi, Whānau hui and PTA meetings providing direct
                   opportunity for consultation and engagement. Comprehensive reports from Heads of Departments provided opportunities
                   for input from all teachers. The Senior Management Team and Board used this data and information to further develop the
                   2019 Charter. The school’s Facebook page is continuing to be a popular way to interact with the school community.

Māori Dimensions           ‘To be the best we can be – Whaia te iti kahurangi, ki te tuohu koe me maunga teitei’
and Cultural
Diversity          In recent years, the number and proportion of Māori students on the roll has increased to 30%. Data reveal that Māori
                   students at Tauraroa AS achieve at levels above NZ and Northland averages in NCEA.

                   Learning focussed relationships, encompassing the principles of Whānaungatanga,, Manaakitanga, Ako and Mahi Tahi*
                   underpin learning and teaching practices in the school.

                   The Ministry of Education’s ‘​Ka Hikitia – Accelerating Success​’ informs the T
                                                                                                 ​ auraroa Area School Success for
                   Māori Plan 2017-2019

                   A Whānau advisory group (Te Whānau O Tauraroa) consisting of staff, parent, student and board of trustees
                   representatives actively promotes the needs and interests of Māori in the school community, in addition to providing
                   practical support for special events.

                   Junior and senior kapa haka groups have performed regularly and at a high standard, under the leadership of senior
                   students and teachers. These groups participate regularly in school events (eg Matariki celebrations, ‘TAS Creative’ concert
                   and powhiri or whakatau for visitors).

                   A dedicated whare nui, Kia Piri, is the base for teaching of Te Reo and akonga within the school.

                   Te Reo is taught at all levels in Years 1 to 10 and offered as an option in Years 11-13 (taken through Te Kura or Far Net in
                   Y13, if numbers are insufficient to run a full class).

                   The unique position of Māori culture is acknowledged through whakatau and mihi, which are held (as appropriate) for
                   visitors and new staff. Waiata are sung at assemblies and other occasions. A school community hangi is held in Term 1

each year as a chance for Whānau to meet teachers and the school’s vision for the year to be explained. A school haka is
            used by sports teams and other groups.
            Karakia are used as part of junior assemblies, staff meetings and Board meetings.

            * ​Whanaungatanga = 1. A sense of belonging to the TAS family/Whānau and 2. Strong links between TAS and students’
            Manaakitanga = Acknowledging that every student is culturally located, therefore the use of te reo and tikanga as a
            natural aspect of school culture is promoted.
            Ako = Students and teachers learning in a reciprocal partnership
            Mahi Tahi = Unity of purpose. At TAS this is student achievement; ‘Being the best we can be’.

                                                     Baseline Data
Students’          2018 NCEA Achievement Summary ​Participation-based data: by gender (2017 figures in brackets)
                                              LEVEL 1                           LEVEL 2                           LEVEL 3
                                     All n=     Male       Female     All n=     Male      Female      All n=    Male             Female
                         NAn        6 (2)       3         3          1 (6)      1          0          9 (3)      6                3
                         NA%        9.7         8.1       12         2.1 (8%)   4 (9%)     0 (7%)     22.5       28.6 (0%)        15.8
                                    (2%)        (3%)      (0%)                                        (18%)                       (20%)
                          An        21 (30)     19        2          31 (39)    18         13         23 (16)    13               10
                          A%        33.9        51.4      8          66         72         59         57.5       62 (50%)         52.63
                                    (47%)       (53%)     (39%)      (62%)      (76%)      (44%)      (53%)                       (53%)
                          Mn        27 (19)     12        15         10 (12)    4          6          4 (4)      2                2
                          M%        43.5        32.4      60         21.3       16         27.3       10         9.5 (50%)        10.5
                                    (33%)       (30%)     (36%)      (20%)      (15%)      (26%)      (24%)                       (20%)
                          En        8 (11)      3         5          3 (6)      2          3          4 (1)          0            4 (1)
                          E%        12.9        8.1       20         6.4        8          13.6       10 (6%)    0 (0%)           21 (7%)

(19%)     (13%)      (25%)      (10%)      (0%)        (22%)
                          Total       56 (60)   34         22         47 (62)    25          22          40 (21)       15       16
                          Total       90.3      91.9       88         97.8       96          100         97.5          71.4     84.2
                         A+M+E        (98%)     (96%)      (100)      (92%)      (91)        (93)        (82%)         (100%)   80%
                                      80 (95)   82.9       75.9       85.2       85.7        84.6        67.4          68.2     66.7
                        Roll-bas                (96.7)     (96.6)     (83)       (83.3)      (83.3)      (61)          (33.3)   (72.2)
                         ed %

    An additional 2 Year 12 Students and 3 Year 13 students gained NCEA L3 through the school’s Vocational Primary Industries course
                     2018 NCEA Achievement Summary ​Participation-based data: by ethnicity (2017 figures in brackets)

                                   LEVEL 1                          LEVEL 2                                      LEVEL 3
                       Other n=          Māori n=        Other n=     Māori n=                Other n=          Māori n=6
           NAn         6 (0)         4 (2)              1 (4)         0 (1)               8 (2)                 2 (1)
          NA%          14 (0)        19 (5)             3.1 (9)        0 (6)              26.7 (18)             20 (17)
            An         13 (12)       6 (16)             19 (24)       12 (13)             15 (4)                7 (5)
           A%          30.2 (32)     28.6 (71)          59.4 (56)     80 (76)             50 (37)               70 (83)
           Mn          18 (15)       9 (4)              7 (9)         3 (3)               3 (4)                 1 (0)
           M%          41.9 (41)     42.9 (19)          21.9 (21)     20 (18)             10 (37)               10 (0)
            En         6 (10)        2 (1)              6 (6)         0 (0)               4 (4)                 0 (0)
           E%          14.0 (27)     9.5 (5)            15.6 (14)     0 (0)               13.3 (9)              0 (0)
          Total        37 (37)       19 (19)            32 (39)       15 (16)             22 (9)                8 (5)
          Total        86.1          81 (95)            96.9 (91)     100 (94)            73.3 (82)             80 (83)
        A+M+E %        (100)

        Roll-based     85.5          66.7               90.5          82.4                71.1                  66.7
            %          (95)          (91)               (83)          (84)                (61)                  (56)

2018 Writing data summary

                                         Diagnostic Writing Test: Composition Skills Index (CSI)
    Under the auspices of our Kahui Ako’s (Community of Learning) achievement challenge in writing, TAS is adopting the ‘Write That Essay’
    approach to to teaching writing at all year levels.
    In October 2018, a Composition Skills Index (CSI) Exercise was conducted by Advanced Learning (Write That Essay), providing an
    analysis of students’ writing. All students in Years 3-11 were tested. A detailed report has been received, with the following significant
       ●   Diagnostic Writing Test completed by: 376 students
       ●   Writing Output: average was 221 words (with a range of 5 - 733 words). Median of 206 words. 85.9% of students were within
           an acceptable range of age-related output, 7% had ‘borderline’ output and 7% were underperforming
       ●    4112 sentences analysed. 3035 complete sentences (74%); 1077 incomplete sentences (26%)
       ●   Average sentence length: 27 words (elevated)
       ●   Average paragraph length: 103 words
       ●   Fluency Capacity (sentence style range): mode was 3 (low result)
       ●   Struggling Writers: 35% of students were struggling writers (50% or more of their writing was incomplete sentences). This is a
           significant area of concern. Key intervention required.
       ●   Expansion of ideas: 66% expanded ideas across 3 sentences. Acceptable result—some room for improvement.
       ●   Logic skills (coherence): was 32% lower than expansion.
       ●   Repetition rate: 3% repeated ideas. A positive result.
       ●   Precision rate: 72% showed low precision capacity
    A very detailed analysis, with a breakdown of individual student results is informing planning for lifting writing performance across the

Student         Overall attendance 2018: 90.81%; Boys: 90.59%; Girls: 91.01%; Maori: 85.06%
Engageme        52% of students attended 90% or more (data includes students that have left during the academic year)
nt              93% of students attended 65% or more (data includes students that have left during the academic year)

                The Wellbeing @ School survey (October 2018) revealed a number of trends (positive and negative) that will be addressed with student

                                          Part III: Strategic Plan 2019-2021

National Administration Guideline 1: Students’ learning
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)

                 Strategic Goals                                           Core Strategies for Achieving Goals
    Students’     At least 85% of school leavers to        ●   Clear, challenging, achievable and relevant learning pathways for all
    Learning      achieve NCEA L2.                             students
                                                           ●   Maintain highly skilled and motivated teaching staff, working collaboratively
                                                               in an environment where learning-focussed relationships are established
                                                               and teaching as inquiry processes are authentically embedded

                  Increased equity in student
                                                           ●   Priority and At Risk learners are identified and supported to succeed,
                                                               including special assessment support (SACs), ICT, learning support IEPs,
                                                               RTLB, teacher aides and other supports funded by Ministry of Education and

supported by school initiatives.
     33% of NCEA candidates to
     achieve Merit or Excellence           ●   Strong literacy skills are developed by all students as a foundation for
     endorsement at Levels 1, 2 and 3.         learning
     Students of all year levels and
                                           ●   Accelerating progress of boys and Māori through increased engagement and
     abilities to progress at their full
                                               learning success
                                           ●   Strategies to increase the engagement and learning success of Māori and
                                               boys will continue to be implemented
                                           ●   Effective career education and guidance will be provided to students in
                                               Years 7-13

     Students to be supported to           ●   Eight Cornerstone Values are to be integrated, as far as practicable, into all
     develop strong and positive               aspects of school life: Consideration, Responsibility, Duty, Compassion,
     personal values.                          Obedience, Honesty, Kindness, Respect. These underpin our school vision
                                               of ‘being the best we can be’

     Māori students enjoy success as       ●   Learning at TAS is linked closely with our community, history, locality and
     Māori, developing the skills to           environment
     navigate ‘both worlds’ (mana          ●   The recognition and study of positive Māori role models in appropriate
     tangatarua) with the learning and         contexts
     social experiences of all students    ●   Māori success strategies, as outlined in Ka Hikitia are adopted and practiced
     being enhanced by this.                   in the school.
                                           ●   Learning experiences and opportunities through Gateway, STAR. Vocational
                                               Pathways and Trades courses to engage students of all abilities and

     80% of Year 3-13 students to be       ●   ‘Write That Essay’ approach to assessment, diagnosis and improving writing
     writing at or above expected              skills is adopted
     curriculum levels.

                                           ●   High quality, relevant and ongoing professional learning and development
     The quality of teaching and

learning to be uniformly excellent       opportunities are to be available to all staff
                across the school

                Improve collaboration with other     ●   Participate in and contribute to Kahui Ako and Whangarei Hub
                schools, sharing good practice and
                                                     ●   Participate in and contribute to across-school moderation, subject
                supporting each other to reach
                                                         associations and professional development opportunities
                common goals

  Student       Students are motivated,              ●   Students contribute to personal goal setting, planning and assessment of
Engagement      self-managing and actively               learning
                involved in their own learning.      ●   Strong pastoral care systems, encompassing a restorative approach to
                They each contribute positively to       student discipline
                the school community.                ●   Effective use of ICT in learning and teaching, supported by a reliable and
                                                         high quality infrastructure.
                                                     ●   Participation in co- and extra-curricular activities is encouraged, supported
                                                         and recognised

                Average attendance of at least       ●   Good attendance is directly linked to student achievement
                93%                                  ●   Close communication with whanau/families when a child is absent
                75%+ of students to attend at        ●   Promote the importance of excellent attendance in school communications
                least 90% of all half days           ●   Reward excellent attendance

National Administration Guideline 2 - Review and Documentation

                              Goals                                                      Strategies
Planning and    Report to students and their         ●   Use good quality assessment information, drawing on a range of evidence
  reporting     parents on progress and                  to evaluate the progress and achievement of students and build a
                achievement                              comprehensive picture of student learning across the curriculum
                                                     ●   Report in plain language, in writing twice a year, covering all learning areas

in Years 1-10 and NCEA subjects in Years 11-13
                                                            ●   Allow ‘real-time’ access to student assessment information through Edge
                                                                parent portal, ‘See-saw’ app and other electronic means
                                                            ●   Teachers to maintain close contact with parents via email, phone calls,
                                                                student led conferences and other appropriate means
                                                            ●   Student led conferences to address Key Competencies in addition to subject
                                                                specific achievement.
Consultation       Maintain and improve clear lines of      ●   Regular review of the effectiveness of established school systems (eg
                   communication, consultation and              Vertical Forms/Waka Classes implemented 2016)
                   decision making.                         ●   Further improve communication with the school community through
                                                                website, Facebook page, electronic Daily Notices, emails, newsletters and
                                                                text messages
                                                            ●   Involve whanau and community in special events, such as TAS Creative,
                                                                Matariki, Term 1 Hangi, Country Day, leavers dinner, Trades/Gateway
                                                                Celebration evening, sports days and camps
                                                            ●   Provide opportunities for students, staff, parents, Whānau and community
                                                                to contribute to school decision making and direction
  Review of        Regular review of teaching               ●   Maintain school self-review with reference to appropriate practices, policies
 school and        effectiveness and board function             and ERO publications
    board                                                   ●   Review of board practices through documented procedures and policies
effectiveness                                               ●   Annual reports, including Analysis of Variance, are to report on the overall
                                                                functioning of the school, with a focus on student progress and

National Administration Guideline 3 - Personnel
According to the legislation on employment and personnel matters, each board of trustees is required in particular to:
        1. 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

Goals                                                       Strategies
 Personnel    Maintain a high quality professional   ●   Foster a strong sense of teamwork and commitment based on a shared
              teaching and support workforce             vision for the school, within an enjoyable, collegial and ambitious
                                                     ●   Provide high quality and relevant professional development opportunities
              Apply all relevant board policies,     ●   Appoint staff of the highest quality
              meet legal requirements in terms       ●   Follow board policy review schedule to ensure ‘good employer’ requirements
              of employment matters                      are being upheld
                                                     ●   Provide staff with the opportunity to negotiate their roles to allow for
                                                         professional and personal growth and changing personal circumstances
              Be a good employer as defined in
              the State Sector Act 1988 and          ●   Comply with all legislative and Collective Agreement responsibilities for all
              comply with the conditions                 staff
              contained in employment contracts
              applying to teaching and
              non-teaching staff.

 Appraisal    Teachers Council (TC) Code of          ●   Teaching staff are to complete school appraisal process, meeting all
              Professional Responsibility and            attestation requirements
              Standards for the Teaching             ●   Appropriate support and PLD is to be offered in cases where standards are
              Profession are to inform teacher           not met
   Child      Ensure all police vetting              ●   Actively maintain vigilance to protect children in all school-related
 protection   requirements are met for staff and         circumstances.
              parent volunteers on school camps      ●   Follow up on any disclosures of abuse or neglect reported by children, in
                                                         accordance with Oranga Tamariki guidelines

National Administration Guideline 4: Finance and Property

                              Goals                                                   Strategies
     Finance    Maintain a healthy financial         ●   Allocate funds to reflect the school’s charter priorities
                position for the school              ●   Budgeting to remain within the constraints of school income
                                                     ●   Monitor and control school expenditure and ensure that annual accounts are
                                                         prepared and audited as required by the Public Finance Act 1989 and
                                                         Education Act 1989
                                                     ●   Maximise return on investment income through the judicious use of term
                                                         deposits of quarterly grants and accumulated funds.
                                                     ●   Applications are to be made for funding from relevant trusts and funds to
                                                         support student learning and wellbeing
                                                     ●   An international student programme is to be maintained for short term
                                                         groups and long term individual students
                                                     ●   Banked staffing is to be carefully managed to ensure the school is not
                                                         staffed beyond available resources
      Asset     An accurate record is kept of        ●   An up to date asset register is maintained.
     Register   assets held by the school,           ●   Ongoing review of asset renewal and replacement is to ensure good quality,
                including their depreciated value,       safe and functioning facilities and equipment
                condition and location
     Property   Maintain and improve existing        ●   Continue maintenance programme to ensure that the school’s buildings and
                property infrastructure                  facilities provide a safe, healthy learning environment for students.
                Develop new facilities               ●   Actively engage in the development and delivery of 10 Year Property Plan
                                                         and 5 Year Agreement to maximise the long term benefits of these
                                                     ●   Through board reserves and grant applications, progress the construction of
                                                         primary outdoor learning environment
                                                     ●   Continual improvement of school environment through careful planting and
                                                         minor projects

National Administration Guideline 5: Health and Safety
Each board   of trustees is required to:
       1.    provide a safe physical and emotional environment for students;
       2.    promote healthy food and nutrition for all students; and
       3.    comply in full with any legislation to ensure the safety of students and employees.

Management           The school will comply with the          ●   Health and safety remains a fixed item on BOT and staff meeting agendas.
of risk              requirements of Health and Safety        ●   School policies and procedures will be effectively and authentically
                     in the Workplace Act (2016) and              implemented and reviewed triennially
                     other legislation.                       ●   ‘Safety Monitor’ app will be used to log all health and safety actions
                     All staff and students will actively     ●   Fire or lockdown drills will be run once a term, with a review undertaken by
                     take responsibility for the safety of        SMT each time
                     themselves and others                    ●   A health and safety committee will meet once a term to review school
                                                                  incidents and practices
                                                              ●   A Health and Safety Officer will be elected by staff and appointed
                                                              ●   Input from staff, students and community on matters relating to health and
                                                                  safety will be welcome at any time.
                                                              ●   Staff will be encouraged to maintain current ‘Workplace First Aid’
                                                                  accreditation, with training provided by the school
                                                              ●   All electrical equipment will be tested regularly, in accordance with NZS3760
                                                                  and logged

Bullying             Tauraroa Area School is a safe           ●   All students and staff are expected to contribute to a community where
                     environment for all students.                everyone feels valued and welcomed.
                     Bullying and violence in any form        ●   The Health curriculum will promote positive relationships and strategies to
                     is not tolerated.                            prevent students to become perpetrators or victims of bullying
                                                              ●   Cornerstone Values will be actively promoted

Cyber Safety         Internet access will be monitored        ●   School internet access will be filtered and managed via N4L (Network for
                     and filtered to reduce the chance            Learning) and Google applications

of exposure to inappropriate             ●   Netsafe strategies will be implemented
                   material.                                ●   Teachers will be aware, as far as possible, of student computer usage
                   Students will be aware of the                through physically or electronically actively monitoring activity
                   negative implications and risks of
                   cyber bullying

 Student           Student wellbeing is                     ●   Link with Kahui Ako Achievement Challenge (see appendix, p16), with
 Wellbeing         acknowledged as impacting                    effective responses to the areas of mental health, attendance and transience
                   student achievement. The school          ●   A working party of students and staff respond to the findings from the
                   will work with other schools in our          Wellbeing@School survey (Oct 2018)
                   Kahui Ako and across the                 ●   The promotion of Cornerstone Values will continue to teach and empower
                   Whangarei Hub to address issues              students to act with thoughtfulness and kindness towards others, taking
                   caused by poor attendance,                   responsibility for their own behaviour.
                   mental health issues and

 Staff             The physical and emotional               ●   All staff members are encouraged to seek support when feeling unwell or
 wellbeing         wellbeing of staff is essential for a        overwhelmed.
                   successful school                        ●   The culture and practices of the school will empower all employees to raise
                                                                issues of concern with school management
                                                            ●   All dealings with staff will be in accordance with law and agreements and
                                                                undertaken in a setting of courtesy and respect.

National Administration Guideline 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.

National Administration Guideline 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.

National Administration Guideline 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 NAG7

     Finance         Operate school within available funding              ●   Rigorous planning, careful spending and clear accountability for
                     while minimising costs to parents and                    all school spending.
                     complying with legislative requirements              ●   Careful management of banked staffing
                                                                          ●   Maintain or grow school roll
                                                                          ●   Attract fee paying international students
                                                                          ●   Maintain operating capital levels of at least $400 per student

Review NZQA    Review 2017/18 QMS document.                           Updated document meets all NZQA requirements, including
documentation                                                         formal MNA audit
and systems
To effectively Principal and executive officer monitor staff          School staffing entitlement is fully used (but not
manage school  usage through fortnightly ‘SUE’ reports                significantly over drawn).

2019 Annual Goals

      1. Maori Achievement - Māori to achieve Merit or Excellence NCEA endorsement at a comparative rate to non-Māori (being at
         least 25%)
      2. Writing - 75% of Year 5 to 10 students to working at or above expected curriculum levels

Strategic Goal ​At least 85% of school leavers to achieve NCEA    Annual Goal M​ āori to achieve Merit or Excellence
L2.                                                               endorsement at a comparative rate to non-Māori (being at
                                                                  least 25%)

Baseline data​ – Since 2013, Maori have achieved Merit and Excellence endorsements at a lower rate than non-Maori (%)
                         2014                 2015                  2016                 2017                2018
 Endorsements        M          E         M           E         M          E        M           E          M         E
 Māori            18         5         33         6          22         3        16         2           28        4
 Non-Māori        30         11        32         8          23         12       23         12          31        18

Key Improvement Strategies
  ● Continue the implementation of the Success for Māori Plan (2017-2019), embedding principles of Ka Hikitia and Tātaiako
     to support Māori achievement
  ● Continue to increase student voice and attendance
  ● Hold high expectations for student progress
  ● Literacy skills reinforced in all areas
  ● Offer courses accessible to students of all abilities

●   Study and career pathway options are clear to students to make informed decisions

     What (examples)                                                             Who          Indicators of Progress
     Refer to Success for Māori Plan (Refer Appendix 1)                          Teachers     Target students are individually identified; strategies are
                                                                                              implemented, regularly monitored and supported by all
     Increase student agency – using their input in decision making about                     teachers.
     curriculum provision and learning pathways
                                                                                 Teachers /   Student voice and reflections informs next steps for
     High expectations for the progress and learning of all students.            students     learning, curriculum and provides feedback to teachers on
                                                                                              effective pedagogy.
                                                                                              Students are motivated and confident to meet learning
     Learning tasks to be varied and relevant, including learning experiences                 challenges.
                                                                                 HODs /
     through STAR and Gateway enhancing achievement; Offer courses
     accessible to students of all abilities                                                  Teachers inquire into student motivation. Expectations are
                                                                                              clearly articulated by students and teachers.
                                                                                              Community resources/settings/people are used to increase
     Literacy skills reinforced in all learning areas                                         the relevance of classroom learning and teaching.

     Ensure Achievement Standard and Unit Standard credits are entered on                     All students meet NCEA Literacy requirements.
     MUSAC Edge and internal summary records (‘Secondary Student
     Achievement’) updated promptly and accurately throughout the year                         Students, caregivers and teachers have access to an
                                                                                              ongoing summary of achievement through school records
     Embed principles of Ka Hikitia to support Māori achievement at all levels

                                                                                              Māori students’ progress and achievement meets goals.
     Identify students at risk of leaving school without NCEA L2 and                          Māori culture is valued and embedded in school practices
     implement personalised strategies identified through Academic
     Counselling.                                                                             All teachers actively developing pedagogical strategies to
                                                                                              strengthen learning focused relationships, improved use of
     .                                                                                        formative assessment and increased levels student
                                                                                              Ongoing curriculum review and development will ensure
                                                                                              students learning needs are being met. Academic
                                                                                              counselling to be provided as required, to clarify goals,
                                                                                              deadlines, course requirements and strategies to enable

Students are supported in choosing courses of study that match their                      success.
     abilities, aspirations and interests

     Effective pedagogy and well-organised course delivery and effective                       All students are mentored and advised as to the most
     assessment engage students and support their preparation to meet                          suitable courses of study. Year 10 students demonstrate
     NCEA requirements.                                                                        understanding of NCEA courses and assessment methods

                                                                                               Students are motivated and well supported in meeting all
                                                                                               assessment requirements in a timely manner. Students
                                                                                               demonstrate increasing responsibility for their own
                                                                                               learning and assessment. Ongoing, high quality feedback it
                                                                                               provided to students. Student achievement information –
                                                                                               reporting shifts in students’ learning outcomes throughout
                                                                                               the year, address students’ learning needs and accelerate
     Achievement pathways and strategies needed by students to achieve at                      their progress.
     this level be clearly identified and promoted by teachers.
                                                                                               Academic excellence is a valued aspect of school culture;
     Interventions put in place prior to Year 11 (and through Y11-13) to
                                                                                               all students work to their potential in academic
     identify and support priority and ‘at risk’ students.

     Cornerstone Values are articulated and integrated into all school                         Students enter Y11 well prepared for the demands of
     programmes                                                                                NCEA and with necessary support (eg Special Conditions
                                                                                               Assessment, Counselling). Timely results are available to
                                                                                               Waka teachers, deans, parents

                                                                                               Students demonstrate Cornerstone Values in their
                                                                                               interactions with others

Monitoring​ ​ ​Teachers complete assessment and load results in SSA spreadsheet (Y11-13) and into Edge in a timely manner. Teacher reflection –
including student feedback – recorded on unit plans to inform next steps and future use of unit. Emerging knowledge of students and their progress is shared
across departments. ‘Academic Counselling’ (and/or other strategies) implemented as required. HODs report progress and achievement data (and responses
to it) to principal. Mid year report and end of year analysis of variance from principal to board

Strategic Goal - Writing                                                 Annual Goal 7 ​ 5% of Year 5 to 10 students to working at or above
                                                                         expected curriculum levels

Baseline data​: 2018 WTE Diagnostic Writing Test: Years 3-12. Composition Skills Index (CSI) identifies how students write, locates key
areas of strength and weakness, and diagnoses specific areas for intervention to raise school performance.
Writing Snapshot: Tauraroa Area School Report completed by: 376 students, analysed for:
     ●   Writing Output: average was 221 words
     ●   4112 sentences analysed. 3035 complete sentences (74%); 1077 incomplete sentences (26%)
     ●   Average sentence length: 27 words (elevated)
     ●   Average paragraph length: 103 words
     ●   Fluency Capacity (sentence style range): mode was 3 (low result)
     ●   Struggling Writers: 35% of students were struggling writers (50% or more of their writing was incomplete sentences). Significant
         area of concern. Key intervention required.
     ●   Expansion of ideas: 66% expanded ideas across 3 sentences. Acceptable result—some room for improvement.
     ●   Logic skills (coherence): was 32% lower than expansion.
     ●   Repetition rate: 3% repeated ideas. A positive result.
     ●   Precision rate: 72% showed low precision capacity

There is a strong shift into Level 2 for Year 3 writing results. Boys do seem to lag behind girls however there has been steady progress in
their results. Maori students are still not achieving at a comparative rate to non Māori. In Year 4 teachers aim to have the majority of
students working well within Level 2 of the NZC by the end of the year. Year 4 girls are operating well ahead of the boys. In Year 5 many
boys are still behind the girls as they move into Level 3 of the NZC. Strong improvements in Māori results at this year level. A broader set
of results in Year 6. The Year 7 results show a very healthy move to at or above curriculum levels. In year 8 the results are more
widespread. It is interesting to note that boys and Māori students are underrepresented at the upper levels.

Key Improvement Strategies
     ●   ‘Write That Essay’ approach fully adopted and implemented across all year levels and subject areas, with continued professional
         development and resourcing
     ●   A clear and sustained focus on student p
                                                ​ rogress ​will be prioritised over attainment.

●   Professional development focus for teachers with strategies and resources shared with team
     ●   Accelerated Learning In Literacy (ALL) strategy implemented in Y7/8 for targeted students

     What (examples)                                                            Who        Indicators of Progress

     Student progress is acknowledged and celebrated                            Teachers   Student are recognised for progress in writing within class,
                                                                                           wider school and communication with home

     Consistent, high quality feedback to be provided to learners through the              Progress will be evident in individual and cohorts,
     use of marking rubrics targeting the qualities of effective writing.                  reflecting improved sentence structure, length, use of
                                                                                           paragraphs and punctuation.

     Individual and peer editing strategies to be used                                     Students will proofread and share ideas on the next steps
                                                                                           in their own and peers’ writing efforts.

                                                                                           Teachers will share student achievement information and
     Collaborative teaching practices                                                      respond to this by jointly developing strategies to
                                                                                           maximise student progress.

     Teachers are committed to ensuring the progressions from Year to Year                 All students will demonstrate at least one year’s
     in writing are well understood and clearly articulated.                               improvement in their writing skills of at least 1 year

     Students will be aware of their levels of achievement and have specific               Students will be able to describe their progress,
     goals for progression and improvement.                                                achievement and next steps to teachers and parents.

     The development and demonstration of good quality writing skills will be              Improved writing practices in all subject areas will be
     a priority for all subject areas.                                                     evident.

     Innovative strategies and programmes will be used to motivate and                     Professional Development ideas/best practice will be
     extend students of all abilities, namely, ‘Write That Essay’ and                      shared, developed, implemented and impact reviewed.
     ‘Accelerated Learning In Literacy’.
                                                                                           Students will be supported by teachers to produce
     An extra emphasis will be placed on supporting writing, including using               portfolios of writing from across the curriculum and using
     diagnostic assessment and teacher observation to identify students with               many genres. Students will receive feedback about their
     learning disabilities. Data and knowledge of students from previous                   writing, including next steps.
     teachers will also be shared.

Teachers will collaborate to identify weaknesses in
     Teachers will share best practice and participate in professional                              student performance, suggest useful approaches to
     development in this area.                                                                      address these, trial them and report back to colleagues.
                                                                                                    Ideas from ‘The Writing Workshop’ PD (2016) will be

                                                                                                    Teachers will have opportunities for ongoing professional
     Resourcing (included Professional Development) will be made available                          development
     as required.                                                                  Principal /

     ●    Ongoing, high quality formative assessment will be provided to students through the consistent use of the Write That Essay marking rubric.
     ●    Year 3-11 students’ writing will be formally tested and analysed in Term 4 to monitor progress against 2018 Write That Essay data

                                                                             Other Goals

2019 Goals               Strategies                                            Personnel         Indicators of Progress
Average attendance to    Full attendance to be actively promoted by staff.     All teachers,     90%+ average attendance in all classes;
be at least 93% a ​ nd                                                         RMC               sustained levels of student engagement and achievement
75% of students to be    Teachers comply with Handbook procedures,
attending for at least   including timely follow up of absent students.
90% of half days
                         Incentives and recognition for students with
                         outstanding (95%+) attendance.

                         Support will be quickly targeted when poor
                         attendance is noticed.

NCEA attainment of         Students achieving Merit or Excellence NCEA              HODs, teachers     Students and teachers will see Merit and Excellence attainment as a
90% at Levels 1, 2 and     endorsement in 2018 to be recognised by school           Yrs 10-13          worthwhile goal and high priority.
3. At least 25% of         through newsletters, assemblies and ‘Academic’                              A culture of striving for excellence will exist at all levels of the school.
students at each level     badge awards.
to gain ‘Merit’ or                                                                                     Students will seek to submit high quality work in all assessments,
‘Excellence’ certificate   Meeting ‘Excellence’ criteria will be the goal of task                      working to their potential and meeting deadlines.
endorsement.               completion at Levels 1, 2 and 3
                                                                                                       Recognition of excellent performance and intervention with students at
                           Deans and waka class teachers to monitor progress                           risk of not achieving will support student achievement
                           of NCEA students and trigger interventions when

100% of NCEA Level 1       Courses offered to NCEA candidates to support them       Year 11            Students complete NCEA numeracy requirements successfully.
candidates to meet         to meet Numeracy and Literacy requirements               teachers, Dean,    Appropriate Standards are identified in the Year 11 Handbook
Numeracy and Literacy      Course outlines clearly show which credits are           HODs               Students and their parents have a clear understanding of requirements.
requirements               available for Numeracy and Literacy requirements in                         Support (eg advice, study & time management strategies, attendance,
                           all subjects.                                                               Special Conditions Assessment, extra tuition, Lexia) to be provided as
                           Student achievement data to be monitored via SSA                            required by students
                           spreadsheet, fed back to students, faculty meetings
                           and Waka Class teachers.
                           Academic counselling to be initiated by Y11 Dean for
                           targeted students.
                           Extra support provided where required, including
                           SPEC course for special needs students.
Science and the            TAS fully supports the Science and Environment           RH, Primary and    Improved scientific thinking, literacy and knowledge.
Environment                achievement challenge as developed by Nga Kura mo        science teachers   NZCER ‘Thinking with Evidence’ testing to be used to monitor progress.
                           te ako o Whangarei (Group 4)                                                Stronger links with our school environment.
                                                                                                       Please refer to Appendix 3 (Achievement Challenges) for further details.
Performance Music          Increase the number of music lessons with specialist     DH                 Y4-6 classes to receive 2 hours per week instruction, based on the Orff
                           music teachers in Years 4-7, providing all students                         approach to music education.
                           with experiences in performance music                                       Year 7 music (2 terms each class) to be based on a concert band format,
                                                                                                       with every student learning an instrument.
                                                                                                       A junior concert band and recorder group will be established to provide a
                                                                                                       pathway in performance music. Students will have opportunities to
                                                                                                       participate in jazz band, choir, rock bands and music lessons.
Parents, Whānau and        Implementation and use of MUSAC Edge parent              RMC                Improved communication with, and support from, parents and Whānau
students to have           portal                                                                      for students.
access to up to date
achievement and            Caregivers informed promptly of significant pastoral
pastoral information       concerns.

Gifted & Talented          Identify gifted and talented students and implement      AR, classroom      Gifted and talented students achieve to their potential in their areas of
Education:                 appropriate learning and teaching strategies through     teachers           ability.

Continue and grow        differentiation and fostering of higher thinking skills.
strategies to meet the
learning,                Support identified students to prepare for taking NZ                        Gifted & talented students are successfully engaged in learning.
developmental and        Scholarship exams (pending timetable constraints)
social needs of gifted   and/or gain NCEA ‘Excellence’ endorsements.                                 Academic, sporting and artistic/cultural excellence to be valued and
and talented students                                                               Teachers         celebrated within the school culture and wider community.
                         Provide opportunities for students to excel through                         Gifted and Talented students to have opportunities to extend their
                         ICAS competition, Science Fair, Wearable Art,                               abilities and express themselves in enjoyable and challenging contexts.
                         Mathex, music exams and performance, sport and
                         other opportunities.
                                                                                    HODs, Teachers   To prepare students to undertake Scholarship mathematics papers
                         Provide accelerated learning pathways for identified
                         Y9-12 students through an extension Mathematics

Maintain commitment      One Cornerstone Value each term is highlighted.            GB all staff     All students and staff to be familiar with the meaning and application of
to ​Cornerstone          2019: ​ Duty, Honesty, Kindness, Respect.                                   the identified values.
Values​ approach to                                                                                  The values are to be evident in interactions within the school community.
learning and teaching                                                                                Displays on campus will highlight and promote CVs

Through the use of       Ensure that VPI, Trades Academy and Gateway                AC, S Saunt      Contractual obligations with funders met or exceeded.
Gateway, STAR and        outcomes reflect meaningful coherent credit course                          School leavers transition into appropriate employment or further training
Youth Guarantee          options that enhance opportunities for students’
programmes provide       future employment or training
vocational learning
experiences for senior   Provide suitable work experience and learning
students, meeting or     opportunities through Gateway programme.
exceeding TEC            2019 contract 50 students ​(20 credits each).
requirements             Provide agriculture-based ‘Vocational Pathway in           AC               Students to gain L2 and L3 qualifications in a range of practice based
                         Primary Industries’ programme for appropriate Y12                           skills and knowledge.
                         Through liaison with NorthTec (and other providers)
                         provide learning and qualification opportunities for
                         students in other appropriate Vocational Pathways
Career development       Year 10 to have one hour per week timetabled for           JC, SMT          Students to optimize flexibility and relevance in courses of study.
and education to be      study pathway and career development.
included at all year                                                                                 Students are well informed about study and career pathways.
levels (7-13).           Y7 Careers programme to be integrated into a range
                         of curriculum areas.                                                        To provide students with appropriate information and skills to facilitate
                                                                                                     entry to tertiary education and/or employment through school-wide
                         Y 8 Careers programme to be implemented.                                    careers and transitions programmes.

Individual career counselling for all Y11-13 students
                        to be provided.

                        Year 9 to complete a programme discovering their
                        personality type and career prospects related to this.

Continue to provide     EOTC experiences to be included in programmes at          AWM, all      All students have the opportunity to experience high quality EOTC
opportunities for       all year levels.                                          teachers      activities that support self-confidence, appreciation of the environment
Education Outside the                                                                           and social skills.
Classroom in a safe     The Duke of Edinburgh Hillary Award Scheme to be
environment.            offered to students                                                     Student self-confidence and leadership skills are developed

Student wellbeing       Respond to the following findings of the ‘Wellbeing @     AP, GB, all   A working party consisting of students and staff is to be established in
                        School’ survey undertaken Oct 2018:                       teachers      Term 1 to consider ways in which the school can address issues raised in
                                                                                                the ‘Wellbeing @ School’ survey.
                        Positives: Students overwhelmingly agree that -
                                                                                                Trained senior students (Y12 students trained Dec 2018) to offer peer
                        I feel I belong at school, people accept me for who I                   mediation services.
                        am, I feel safe, bullying is NOT ok at school, students
                        get on well with others from different cultures, I am                   Full commitment to the professional learning opportunities and strategy
                        taught what behaviours are OK and not OK, my                            development offered through our Community of Learning and Whangarei
                        whanau always feels welcome at school, I feel safe                      COL Hub.
                        when going to or from school, students look after
                        others who are new at school. ​They reported that the
                        following seldom or never happens:

                        Being pushed or hurt in a mean way, being
                        threatened, having things taken or broken, use of
                        cellphones or internet to be mean or spread rumours,
                        say sexual things you don’t like or touch you in a way
                        that makes you feel uncomfortable, bullied by other

                        However, a significant number (50%+) ​disagreed

                        Everyone thinks our school values are important,
                        teachers are interested in my culture or family
                        background, teachers make learning interesting,
                        students treat each other with respect, students

always stand up for others if someone is hassling
                         them, students include others who are being left out
                         or ignored, I can say how I’m feeling when I need
                         to, if I have a problem with another student, I feel I
                         can ask teachers for help.

                         They reported that the following sometimes happens:
                         other students put you down, call you names or tease
                         you in a mean way.

PROPERTY and             Action                                                   Personnel      Indicators of progress
To maintain a positive   Sound financial management by budget holders, BOT        GB, AL, BOT    School financial position continues to remain sound
working capital ratio    and senior management avoiding overspending

2018-22 - 5 Year         Building and renovation projects to proceed according    GB, GW. BOT    Gym renovation complete advanced; all school facilities maintained to
(property) plan to be    to developed timeline, following consultation with                      high standards.
actioned                 staff and appropriate planning / consent / MoE
                         approval procedures

School property,         Maintenance and cleaning to be well resourced and        GB, GW,        School property is well maintained and continually improved
including grounds,       carried out in an effective and timely manner.           cleaners,
equipment, rental        School buildings to be repainted under terms of          Programmed
houses and school        Programmed Maintenance.                                  Property
buildings to be well     School signage to be displayed to reinforce school       Services
maintained               values and motivation

Ensure a safe working    Health and Safety Committee continues to meet            GB, BOT, NH,   A safe school environment is maintained
environment for all      regularly to monitor and respond to H & S issues.        DK, GW         Health and Safety representative (NH) and property manager (GW) to
students and staff,                                                                              proactively develop improved systems and school environment, and liaise
fully compliant with                                                                             closely with principal.
Health and Safety                                                                                Health and Safety is maintained as an agenda item at all BOT and staff
legislation                                                                                      meetings.
                                                                                                 A Health and Safety register is kept up to date and regularly monitored

Electrical equipment      Test all electrical equipment and maintain equipment    DK, GW   All electrical equipment tested to comply with NZ3760
tested and maintained     log.
NZ3760 standard
All staff to be offered   Staff able to undertake first aid training course       SH/AR    All staff successfully complete First Aid training course. Essential for
the opportunity to hold   through accredited provider (certificates valid for 2            those involved in EOTC and sporting activities
a current First Aid       years)

Review NZQA               Review 2017/18 QMS document.                            RMC      Updated document meets all NZQA requirements, including formal MNA
documentation and                                                                          audit.
systems                                                                                    Check that all requirements and undertakings are being fulfilled

To effectively manage     Principal and Admin Manager monitor staff usage         GB, EP   School staffing entitlement is fully used (but not significantly over
school staffing           through fortnightly ‘SUE’ reports                                drawn).
All teachers to be        Run school based training sessions for staff.           RMC      All staff are competent and active in using MUSAC Edge
competent in the use      Computer hardware to reliably run the program
of MUSAC Edge and
related programs
Maintain and develop      Continue development of school web site and             RMC      Reliable, easy to navigate and informative website is maintained.
an attractive,            updating of Facebook page
informative and up to
date school website
and Facebook page

Maintain accreditation    TAS will remain equipped to cater for the needs of      GB, JB   Maintain links with local agents in the Whangarei area.
for enrolling             any foreign students.                                            Ensure any foreign student is well supported and has a positive
International Students.                                                                    experience.
                                                                                           Keep informed with developments in the International student market.
                                                                                           Accreditation documentation to be kept up to date


     February                           March                   May       June

●       ​Charter                    ●    Sun smart                    ●    Education Outside the
●      Annual report                ●    Finance and Admin
●      Appoint BOT officers                   procedures                        Classroom
●      Staff Handbook               ●    Financial Management         ●    Principal’s appraisal
●      Delegation of
            Principal’s Authority

August                           September                                                                            December
    ●       Mid-year review                                                                                               ●        Board Governance
                                        ●      Appointments                                                               ●        Board of Trustees meeting
                                        ●      School House                        ●   Annual Review of Compliance        ●        Board Induction
                                        ●      Learning Support                        with the Code of Practice for      ●        Reporting to the board
                                        ●      Student Conduct and                     the Pastoral Care of               ●        Trustees Code of Conduct
                                         behaviour                                     International Students             ●        Board of Trustees Committee
                                        ●      Gifted and Talented Education       ●   International Student Fee          ●        Responsibilities of the Principal
                                         (GATE)                                        Protection Policy                  ●        Chairperson’s Role
                                                                                   ●   International Student Policies     ●        Staff and student Trustees
                                                                                       and Guidelines                                Board of Trustees Expenses
                                                                                   ●   International Students
                                                                                       Strategic Plan

            February                          March                                    May                                         June

●             Charter                                                          ●        Engagement with the
                                        ●      Passwords and Security
●             Annual report                                                                  Community
                                        ●      Treaty of Waitangi
●             Appoint BOT Officers                                             ●        Professional Development
●             Staff Handbook
●             Delegation of Principal

            August                            September                                October                            December
                                                                                   ●   Physical restraint and seclusion
        ●        Code of practice       ●      Healthy Eating                                                                 ●     Complaints
        ●        Mid-year review        ●      Protected disclosures                                                          ●     Uniform
                                                                                                                              ●     Media
                                                                                                                              ●     Travel

         February                                  March                       May                                    June

●         Charter                                                        ●      Moderation                        ●    Equal Opportunity
●         Annual report                     ●       Curriculum
                                            ●       Timetable            ●      Assessment                        ●    Digital Technologies
●         Appoint BOT Officers                                                                                    ●    Sexual harassment
●         Staff handbook                    ●       Policy Appendix
                                                                                                                  ●    Staff Conduct and Discipline
●          Delegation of Principal

         August                                    September                   October                            December

                                                                                                                  ●    Entertainment
●         Child Protection                  ●       National Standards   ●       Occupational Health and          ●    Pay
●         Mid-year Review                                                 Safety                                  ●    Privacy
                                                                         ●       Occupational Health and safety
                                                                         ●       Performance appraisal

                                                    Board of Trustees Almanac 2019

    Month                            Description                             Responsibility

    February                  11 Finance Committee                           Finance
                              19 B
                                 ​ usiness Meeting                           BOT

March       Annual finance report to auditor                      Finance
            11 Finance Committee                                  Finance
            18 B
               ​ usiness Meeting ​(Returning officer apt)         BOT

May         6 Finance Meeting                                     Finance
            13 B
               ​ usiness Meeting                                  BOT

June        10 Finance committee                                  Finance
            17 B
               ​ usiness Meeting                                  BOT

July        Fix date for student election (Sept)                  BOT
            Mid Year Annual Plan Review                           Principal
            29 Finance Committee                                  Finance

August      5 ​Business Meeting                                   BOT
            21-23 August NZ Area Schools Conference, Wellington

September   Student representative election                       BOT
            9 Finance Committee                                   Finance
            16 B
               ​ usiness Meeting                                  BOT

October     Budget prep – budget holders’ reports                 Finance
            21 Finance Committee                                  Finance
            29​ Business Meeting                                  BOT

November    Draft 2019 budget prep                                Finance
            Principal appraisal                                   BOT Chair
            Annual asset check                                    BOT / EO
            Support staff agreements reviewed                     Principal / BOT
            25 Finance Committee                                  Finance

December              2 ​Business Meeting                                         BOT

Note – Discipline, Appointments and Property subcommittees will meet as required throughout the year

The following areas will have   meetings scheduled as required during the year:
Policy Review                   (Staff / BOT / PTA)
Strategic Planning              (Staff / BOT )
School self review              (Staff / BOT / PTA)
BOT self review                         (BOT)
Curriculum development          (Staff / BOT)
Staff appraisal                 (Staff / Principal)
Uniform                         (Staff / BOT / PTA / Students)

Tertiary Charter
A Tertiary Charter, Tertiary Profile and Gateway Schedule is held at the school and is updated as required in accordance with TEC criteria.

   ● 1: Tauraroa Area School Success for Maori Plan 2017-19
   ● 2: 2019 approved budget
   ● 3: Nga Kura mo te ako o Whangarei (Group 4) Achievement Challenges


                                   Tauraroa Area School Success for Māori Plan 2017-2019

                   ‘To be the best we can be – Whaia te iti kahurangi, ki te tuohu koe me he maunga teitei’

The November 2016 ERO review acknowledged high achievement rates of Māori at Tauraroa Area School, while identifying three areas for further
   ● extending collaborative partnerships with whānau Māori so their goals and aspirations contribute to the school’s Success for Māori plan.
   ● promoting culturally responsive practices for teaching and leadership.
   ● evaluating the effectiveness of the school’s Success for Māori Plan to ensure identified actions are achieved.

Since 2007, the number and proportion of Māori students on the roll has increased from 24% to 29% (158/538 in October 2017). Data revealed that Māori
students at Tauraroa Area School achieve at levels above NZ and Northland averages on many measures​.

Ka Hikitia – Accelerating Success 2013–2017​ ​is the Government's strategy to rapidly change how education performs so that all Māori students gain the
skills, qualifications, and knowledge they need to enjoy and achieve education success as Māori. When the vision is realised, all Māori students will:

     ●   have their identity, language and culture valued and included in teaching and learning in ways that support them to engage and achieve success
     ●   know their potential and feel supported to set goals and take action to achieve success
     ●   experience teaching and learning that is relevant, engaging, rewarding and positive
     ●   have gained the skills, knowledge and qualifications they need to achieve success in te ao Māori, New Zealand and the wider world

Using the ‘teaching as inquiry’ model teachers build upon meaningful formative assessment and strong teacher/student learning focussed relationships – as
discussed in Absolum’s ‘Clarity in the Classroom’ text (2006, pub Hodder Education), gave a very clear and workable blueprint for TAS to follow.
Using the advantage of smaller classes and long term attendance at the school, we are able to build strong relationships with students and their whānau.
This has been enhanced through the introduction of Waka classes (vertical forms) in 2016.
All departments collect and respond to data on Māori student achievement. In 2015 - 2017 this has been supported and developed through the use of
Academic Counselling and NCEA credit tracking. Links between Ka Hikitia and TAS Success for Māori Plan:

Culturally responsive effective teaching for Māori learners

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