Swanson School Charter 2021 2023
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Swanson School Charter
2021 - 2023
SWANSON SCHOOL 2021 – 2023
Our Values Our Vision Our Principles
In consultation with our community, These principles are our beliefs about
these values are our deeply held beliefs what is important and they will be seen in
about what is important. Whilst we our teaching practices. They underpin
acknowledge values cannot be ‘taught’ by all our school decision making.
a school, we accept the validity of the
High Expectations – We empower all
obligation to ‘encourage, model, and
students to achieve personal excellence.
explore’ these values and the importance Treaty of Waitangi – We acknowledge the
of them being expressed in everyday principles of the Treaty of Waitangi and
actions and interactions within the school. actively nurture Te Reo, tikanga and our
bicultural heritage.
Respect – for self, for others, and
Cultural Diversity – We embrace the
human rights
diverse cultures and histories of our
Responsibility- to aim high, to be community.
innovative and inquire participation Inclusion – As part of an inclusive learning
for the common good. environment we celebrate and encourage
Honesty – to have integrity and to be individual talents and identities.
truthful, fair and just. Learning to Learn – We encourage our
Trust – to be accountable and act students to reflect on their own learning
ethically processes and learn how to learn.
Caring – for self, our achievement, for Community Engagement – Our students’
others and the environment. learning has relevance in their world.
Coherence – Our students are given
diverse opportunities that open up to
future learning and encourage successful
transitions.
Future Focus – Learning experiences are
future focussed and therefore are relevant
to the changing world in which we live.
Consultation process:
Staff, parents and children re-affirmed the vision, values, and principles that they believed were relevant to Swanson School.
Charter Ratification: This charter was ratified by the Board of Trustees on Thurday 03/12/2020 and will be submitted to the Ministry of Education
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SWANSON SCHOOL 2021 – 2023
To the uninitiated, play is simply the term given to children mucking around. Unstructured or ‘free’ play
may not be so much a lost activity, but it certainly is a significantly diminished one. With the increasing
sanitisation of the play experience by well-meaning adults, the opportunities for children to learn through
play have been reduced. Play is how a child learns about risk, problem solving, consequences and getting
Uphold Our along with others. These learning experiences are arguably just as important as the traditional learning
Free Play experiences schools provide children. Today, what we do at Swanson School is simply encourage free play
to happen at break times. We do this by providing children with the opportunity to experience risk-taking
Philosophy in their world, minimising the influence of adults in the play experience, and challenging some long held
beliefs. In the playground children can be seen to be building huts, riding every wheeled contraption that
exists all over the school, climbing trees, play fighting, sliding down mudslides, using stair rails as monkey
bars, or just lying in the long grass and talking.
We acknowledge the Treaty of Waitangi by working in partnership with our Maori whanau to meet their
Respect educational and cultural aspirations. The partnership involves:
This commitment includes working towards achieving the goals of the NEGs and NAGs, particularly:
the Unique Increasing participation and success of Maori students through the advancement of Maori
Position of education initiatives, including Te Reo Maori;
Consulting with, and regularly reporting to, the school’s Maori community about plans and
Maori in targets for improving Maori student achievement;
Our Maori students finding Swanson School is a safe and supportive environment.
Culture Implementation of the governance partnership is further detailed in Board of Trustees’ policies,
including its Treaty of Waitangi policy.
At Swanson School, we will:
Follow the Follow the New Zealand Curriculum as our guiding document.
Promote the teaching of values that will allow children to become respected and respectful
New contributing members of their community.
Zealand Support children to develop the necessary Key Competencies to become confident, connected,
actively involved, lifelong learners.
Curriculum Provide a holistic education, enabling our children to develop skills and knowledge to empower
them to be drivers of their own future.
At Swanson School, we will:
Follow practices, which show sensitivity to diverse cultures within the school community.
Celebrate Programmes and practices fostered to encourage positive cultural understanding
Cultural Teacher and teacher aid employed to provide support for ESOL learners.
ESOL programmes largely concept based so that new language is introduced and learned.
Diversity Engagement of our diverse cultural group encouraged through meetings and consultation.
Cultural groups formed to perform at school and community events.
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SWANSON SCHOOL 2021 – 2023
Respect Trust The Swanson Way Strategic Goals
Our Values
Responsibility Care 1: Excel
We are a people-
Providing
Honesty centred school meaningful
learning
We believe in the experiences
importance of Hauora
above everything else
Swanson 2: Engage
We strive to provide
School the best possible
with our
students, our
Strategy learning experience whanau and
for all our students our
Plan community
We work in
partnership with our
community
High Expectations Learning to
Principles
Learn 3: Empower
Treaty of Our people to
Community We are future-
Our
Waitangi believe in
Engagement focused, life-long
Cultural Diversity themselves in
Coherence learners
others
Inclusion
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SWANSON SCHOOL 2021 – 2023
Key initiatives Targeted Actions
Strategic Goals
a. Develop and implement a localised • Gather, collate and analyse community’s voice.
1. Excel curriculum • Review our current curriculum against the consultations
providing • Redesign curriculum
meaningful learning
experiences b. Integrate Te Reo and Tikanga in all areas of •Develop a Tikanga/Te Reo PD Programme
learning •Develop and Communicate a programme of cultural events and
activities
c. Strengthen teaching capability (including a • Gather, collate and analyse data about what teachers understand
TAI approach) effective pedagogy and TAI
• Devise and deliver a PD plan around TAI
2. Engage a. Develop a community engagement plan • Investigate how parents feel about interacting with the school
with our students, • Explore how we can be more creative about engaging parents
our whanau and our • Provide staff PD about how we engage with parents
community
b. Develop and implement a holistic tracking • Research: what are the barriers that hinder children’s learning?
system to identify support systems required to • Design a holistic tracking system
improve learning throughout the curriculum • Provide PD for teachers
• Implement and monitor teacher’s use of the system
3. Empower a. Create a shared understanding of cultural • Explore with staff: What is culture? What does it mean to be
Our people to believe inclusiveness culturally inclusive and responsive?
in themselves and • Teacher demonstrate their understanding of cultural identity
through interactions with whanau
others
b. Link our values to all curriculum areas • Revitalise the teaching of the school’s vision
• Intentionally teach and refer to the leaves on the Kauri Tree
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SWANSON SCHOOL 2021 – 2023
SHARED ACTION PLAN 2021 - 2023
Goal Initiatives Actions Outcome Measurement Responsible Accountable Completion date
Excel 1. Develop a localised • Gather, collate and • Data has been • Clear • STEAM, • Leandro • July 3rd
curriculum analyse community’s gathered and understanding of MASAM and and DPs
(implementation will voice. collated community’s Literacy -
come at a later Strat plan) expectations Andrew
• Review our current • GAP analysis • We know what • STEAM, • Leandro • 30th August
curriculum against the done and informs needs to change MASAM and and DPs
consultations new design Literacy -
Andrew
• Redesign curriculum • Redesign • We have a • STEAM, • Leandro • TBD depending on
Completed representative local MASAM and and DPS outcome
curriculum Literacy -
Andrew
2. Integrate Te Reo and • Develop a Tikanga/Te Reo • Teachers • 40% staff have • MASAM team • Julia • 1st stage of dev: 29
Tikanga in all areas of PD Programme integrate Te Reo achieved Tikanga Jan - 11 December
learning and Tikanga in Level 1 Completed
their daily • Tikanga and Te Reo • MASAM team • Julia • 25 September
programmes are more present in
all areas of school
• Develop and • Increased • More children, • MASAM team • Julia • April 9th (for
Communicate a attendance to parents and staff action)
programme of cultural events and attend events and
events and activities activities activities
3. Strengthen integration of • Gather, collate and • Data has been • Clear • STEAM, • Julia, Chris • 13th March
curriculum areas analyse data about what gathered and understanding of MASAM and and
(including a TAI teachers understand as collated what teachers Literacy Andrew
approach) effective pedagogy and know about inquiry
TAI
• PD plan around teaching • Teachers receive • Staff have a • STEAM, • Julia, Chris • 26th April
as inquiry PD about TAI common language MASAM and and
and shared Literacy Andrew
understanding of
TAI
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SWANSON SCHOOL 2021 – 2023
Engage 4. Develop a community • Investigate how parents • We understand • Clear indication of • Senior • Leandro • 9th April
engagement plan feel about interacting how parents how parents feel Management
with the school feel about about coming to
coming to the the school
school
• Explore how we can be • We use a • More parents • Senior • Leandro • 9th April
more creative about variety of was interact with Management
engaging parents to engage school
• Provide staff PD about parents
how we engage with • Staff receive PD • Staff understand • Senior • Leandro • 9th April
parents about parental how to engage Management
engagement parents
5. Develop and implement a • Research: what are the • We understand • The tracking • Senior • Leandro • End of 2019
holistic tracking system barriers that hinder the barriers to system is holistic Management
to identify support children’s learning? learning and focuses on
systems required to • Design a holistic tracking • We have an KCs and barriers • Senior • Leandro • Draft ready 3rd Feb
improve learning system effective and • Increased focus on Management • Trialled in term 1
throughout the easy to use wellbeing and 2
curriculum tracking system • Teachers know
• Provide PD for teachers • Teachers use their children well • Senior • Leandro • 10 December
• Implement and monitor the system • Learning Management
teacher’s use of the effectively outcomes improve and Team
system leaders
Empower 6. Create a shared • Explore with staff: what • We run staff • Staff develop • MASAM • Julia • 28th January
understanding of cultural culture is? What does it meetings about understanding of
inclusiveness mean to be culturally culture and how to be
inclusive and responsive? cultural culturally
inclusiveness responsive
• Teachers demonstrate • Teacher • There are evident • MASAM • Julia • 25th September
their understanding of practice reflects changes in
cultural identity through culturally classroom practice
interactions with inclusiveness
whanau.
7. Link our values to all • Revitalise the school • School vision is • Students, parents • Senior • Leandro • 28th January
curriculum areas vision referred to and and teachers know Management
visible around the school vision
the school
• Intentionally teach and • Values and skills • Reduction of • Senior • Leandro • 25th September
refer to the leaves on the on vision are behaviour Management
Kauri tree part of everyday incidents
teacher
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SWANSON SCHOOL 2021 – 2023
Other 2021 Key Improvement Strategies to Achieve Strategic Vision
PROPERTY SHORT REPORT FINANCE SHORT REPORT
• 10-year plan approved by • Annual report completed for
MoE. 2020
• Start maintenance projects • Budget prepared for 2021
from the new 5-year plan • Allocation of budget areas to
• Identify other project to meet strategic goals.
improve the aesthetics of the
school, and maximise the use
of alternative learning spaces
• Keep working to maintain our
property safe from theft and
vandalism
PERSONNEL SHORT REPORT COMMUNITY ENGAGEMENT SHORT REPORT
• Ensure the school is fully • BoT in place and training
staffed. sessions organised.
• Professional Development • Planned opportunities for
allocated according to Charter whanau to participate in the
and personal goals. school.
• Provide release for • Regular reporting to whanau on
Curriculum and Year Leaders progress and achievement.
to carry out their • Continue our commitment
responsibilities. towards improving engagement
with our community through
WAPA 2020.
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