Wā Ora Montessori School Charter 2016 2018 - Wa Ora Montessori ...

Wā Ora Montessori School Charter 2016 2018 - Wa Ora Montessori ...
Wā Ora Montessori School Charter
         2016 - 2018
Wā Ora Montessori School Charter 2016 2018 - Wa Ora Montessori ...
 Mission - Purpose

Wā Ora Montessori exists to:

   1. Provide an environment that supports children's physical, moral, social, emotional and intellectual development, so
      they can be the best they can be, believing in their intrinsic worth and having a positive influence on the world.
   2. Support the worldwide Montessori movement by influencing the external environment so that people and
      institutions are receptive to, supportive of and embracing of Montessori concepts.

    Vision – Our future ideal

           Wā Ora Montessori will be a collaborative community offering an authentic Montessori
           education experience for 18 months to 18 year olds and being regarded as a flagship for
           Montessori Education

    Values – What guides us morally

      Learning – to learn is to live fully. We pursue excellence in learning and living by encouraging and equipping people
       to be independent thinkers, eager to explore and experiment, and conscious of the possibilities and experiences
       that come from having a balanced, creative and well mixed life.

      Ecology – everything natural is interconnected. We are impressed and awed by nature. We must conduct our lives
       responsibly and sustain ably, for we always affect other natural things.

      Generosity of spirit – good people create good people. Human communities make possible the greatest
       expressions of human goodness and achievement. Through our own school community we live the values that
       create people who appreciate that sharing, working together, altruism and respect improves the experiences and
       potential of everyone in that community. We produce people who can bind together communities greater in size
       than ours – their neighbourhoods, towns and cities, to whole nations and the global community .

      A mutually supporting community – we are a thriving, energetic community of families, children and staff. School
       staff are ‘Renaissance’ people – capable across a wide range of areas, who challenge themselves to extend their
       learning and thrive on sharing their passion and mastery with our children. Our families invest their time, energy
       and trust in the school, bringing their strengths and skills to contribute; forming a support base for the school and
       for each other. Our children build a community where all are respected and each person’s contribution is valued.
       They take pride in their environment, offer help to each other and experience joy in realising their full potential.
 Guiding Principles
       To strive for students to achieve independence and self-confidence through the development of core competencies
        and knowledge by implementing the Montessori curriculum through Te Whāriki and The New Zealand Curriculum.
       To strive for the Montessori ideals within the framework of the Desirable Objectives and Practices and the National
        Education Guidelines
       To affirm and value the variety of cultures present within the Wa Ora community with particular emphasis on the
        unique place of Māori as tangata whenua and the principle of partnership inherent in Te Tiriti o Waitangi.

     The Special Character of Wā Ora Montessori School
 (a) The Wa Ora Montessori School is part of an international network of Montessori schools and was established by parents
in the Wellington community to serve the educational needs of its tamariki and adolescents by applying the philosophy of Dr
Maria Montessori within kura.

(b) The Special Character of this school is determined by the Montessori philosophy which is aimed at fostering the
unfolding of each individual’s unique natural tendencies.

(c) Central to the Montessori pedagogy is the concept of the four Planes (or phases) of Development as humans move from
infancy to adulthood. It provides a holistic view of the developing human being and implicitly reinforces the idea of the
importance of education as a “help to life”. The four Planes are:

0 – 6 years Individual Creation of the Person

6 – 12 years Construction of the Intelligence

12 – 18 years Construction of Social Self

18 – 24 years Construction of Self Understanding

An individual will pass through each plane. At each stage there are different emotional, intellectual and physical needs. We
respond to tamariki at each stage and set up a prepared environment appropriate for each Plane of Development.

(d) Human tendencies of exploration, repetition, orientation, self-perfection, order, imagination, manipulation, work,
observation, abstraction and communication are catered for appropriate to the age and developmental readiness of the
tamaiti, in all of the classrooms.

(e) The early childhood curriculum lays the foundation for development by recognising the needs and the sensitive periods
of the child between the ages of three and six. It covers the areas of practical life, sensorial education, mathematics, language
and culture which includes: biology, zoology, science, history and extends children up to and beyond the age of 6.

(f) Cosmic Education provides the philosophical reference for primary education in Montessori schools. In its broadest
sense, this philosophy encompasses the concept of interdependence within the universe and individual responsibility for
global harmony. Cosmic Education also includes the concept of education for life through which the child learns that caring
is expressed through the basic attitudes of respect and responsibility.

(g) Children of the Land provides the philosophical reference for high school education. The curriculum is taught in four to
six week cycles under of humanities (English, history, economics etc) and Occupations (sciences, technology and maths) as
well as creative and physical expression and small business skills. Adolescents need a supportive environment in which to
integrate their new physical and metal selves into the adult they are becoming.
(h) In general, Wa Ora provides ākonga with a prepared Montessori environment that:

      Has a full set of age appropriate Montessori materials in every room incorporating control of error appropriately.
      Is peaceful, uncluttered, beautiful, clean and ordered.
      Has supplementary materials that can be used to meet targeted objectives.
      Has the outdoors as an extension of the classroom.
      Has ākonga in the full 3-4 year mixed age range.
      Gives ākonga as close to the full 3 hour work cycle as possible and allows them to freely choose work.
      Allows for freedom of movement.
      Makes use of natural materials wherever possible.

(i) The Montessori philosophy practised at Wa Ora includes:

    An acceptance of a philosophy that formal Montessori education occurs in three year cycles,
    An acceptance of a specific structured school environment which encourages individual choice through true discovery.
 Strategic Plan
The following section describes the strategic goals for the next 5 years.

                                             FOCUS AREA - CURRICULUM & STUDENT ACHIEVEMENT
                  Strategic Goal           This is strategic to the school as we are legally obliged to deliver the NZ curriculum via a
                                           Montessori curriculum (our integration agreement) and set objectives around National
         Through the Montessori            Objectives
         curriculum and philosophy, all
                                           a. All students are achieving the desired Montessori benchmark at the end of their appropriate
         students are able to access the
                                              3 year cycle
         NZ curriculum as evidenced by
                                           b. Effective measurements are developed for the High school – both in the adolescent
         progress and achievement in
                                              programme and the college.
         relation to the National
                                           c. Minimise assessment to ensure special character is maintained.
         Standards, NZ Curriculum,
                                           d. Targets for national standard will be set each year.
         NCEA and other measures.
         Strategic Goal            This is strategic to the school since our belief is that the Montessori pedagogy is the best
                                   pedagogy to deliver the child outcomes defined in our mission.
Ensuring we have and deliver       Objectives
an authentic Montessori
                                   a. Retention and development of high quality Montessori Teachers
programme throughout the
                                   b. Lead teachers are 100% Montessori qualified with the qualifications being of a high quality
                                   c. Development of high school Montessori programme – both as Adolescent programme and
                                      College programme that can be assessed as excellent Montessori practice for these age
                                   d. Continual development of authentic Montessori practice throughout the school

                                                        FOCUS AREA - GROWTH
        Strategic Goal             This is strategic to the school since our change of class application had target roll figures in it and
                                   not achieving these is likely to bring into question the schools viability. As the playgroup and
                                   preschool feeds the primary school then it must form part of this goal.
Grow the school to a viable size   Objectives
inclusive of 18 months to 18
                                   a. Increase student numbers to 280 in the area school and 100 in the preschool.
                                   b. Develop the required capital infrastructure in a financially viable and environmentally
                                      sustainable way.
                                   c. Ensure staffing levels are appropriate and sustainable.
        Strategic Goal           This is strategic because the school believes, backed by research, that outcomes for children are
                                 improved if parents are fully involved in the child's education.
Have a partnership between       Objectives
parents and the school for the
                                 a. Improve communication mechanisms throughout the school
education of their children.
                                 b. All parents have a base knowledge of Montessori sufficient to support their child's learning
                                    (both at home and at Wa Ora).
                                 c. High participation of parents in the school events and roles.
 Overall Strategies

     Through the Montessori curriculum and philosophy, all students are able to access the NZ curriculum as evidenced by progress
                 and achievement in relation to the National Standards, NZ Curriculum, NCEA and other measures.

                       Objectives                                                         Strategies

     a. Students are achieving the desired             Ensure staff are high quality, trained and experienced Montessori teachers
        Montessori benchmark at the end of their        who love what they do.
        appropriate 3 year cycle                       Engage experts to appraise our ‘Montessoriness’ at all levels
                                                       Measure outcomes at the end of each 3 year cycle and share results so that
                                                        each level of the school can celebrate its success and identify areas to improve

     b. Effective measurements are developed for       Have clear outcomes for all programmes
        the High school – both in the adolescent       Look to outside Montessori, for ways to measure these outcomes, e.g. NCEA,
        programme and the college.                      OTJ, well-being surveys.

     c. Minimise assessment to ensure special          Ensure teacher's performance is measured on desire to learn and engagement
        character is maintained.                        as well as more traditional outcomes.
                                                       Ensure any formal assessment is well thought out and utilised.

     d. Targets for national standard will be set      Analysis of EOY results drive the following year’s targets
        each year
Ensuring we have and deliver an authentic Montessori programme throughout the school.

                  Objectives                                                           Strategies

a. Retention and development of high quality         Continue to build team cohesion through sharing and a building on the sense
   Montessori Teachers.                               of community within the staff
                                                     Continued investment in PD – both Montessori and non-Montessori
                                                     Encourage and grow leadership that allows people to grow in their career

b. Lead teachers are 100% Montessori                 Investigate alternative avenues for funding teacher training, e.g. Personal loan
   qualified with the qualifications being of a      Develop strategies for fast tracking international teachers
   high quality                                      Attract and retain NZ teachers who can train before they start teaching at Wā

c. Development of high school Montessori             Focus on Montessori outcomes rather than just NCEA delivery
   programme – both as Adolescent                    Incorporate information obtained from overseas experience
   programme and College programme that              Develop assessment practices outside simply external qualification results
   can be assessed as excellent Montessori
   practice for these age groups.

d. Continual development of authentic                Ensure Montessori philosophy underpins all pedagogical decisions made
   Montessori practice throughout the school         Continue to invest in Montessori PD
                                                     Review by external Montessori experts
Grow the school to a viable size inclusive of 18 months to 18 years.

                 Objectives                                                           Strategies

a. Increase student numbers to 280 in the           Ensure staff is high quality, trained and experienced Montessori teachers who
   area school and 100 in the preschool.             love what they do.
                                                    Engage experts to appraise our ‘Montessoriness’ at all levels
                                                    Measure outcomes at the end of each 3 year cycle and share results so that
                                                     each level of the school can celebrate its success and identify areas to improve

b. Develop the required capital infrastructure      Have clear outcomes for all programmes
   in a financially viable and environmentally      Look to outside Montessori, for ways to measure these outcomes, e.g. NCEA,
   sustainable way.                                  OTJ, well-being surveys.

c. Ensure staffing levels are appropriate and       Ensure teacher's performance is measured on desire to learn and engagement
   sustainable.                                      as well as more traditional outcomes.
                                                    Ensure any formal assessment is well thought out and utilised.
Have a partnership between parents and the school for the education of their children.

                  Objectives                                                        Strategies

a. Improve communication mechanisms                 Have a communications position within the school to focus on providing best
   throughout the school                             practice and to review systems for maximum effectiveness.

b. All parents have a base knowledge of             Develop methodologies for educating parents in the Montessori principles; the
   Montessori sufficient to support their            key to the effectiveness of this is making it quick and easy to access.
   child's learning (both at home and at Wā

c. High participation of parents in the school      Encourage strong parental support and involvement in the school community
   events and roles                                  through matching the school’s needs with parent’s resources and/or skills.
                                                    e.g. Matariki, working bees, production, PTA events etc
Strategic     NAGS              Objectives        Strategies                            People             Due        Resources      Indicators
Goal 1                                                                                  responsible                   required
Through the   Curriculum        Ākonga are            Posted curriculum is             Richard and        End of     Time for all   o Ākonga can see the learning that needs to
Montessori    (a) Develop and   achieving the          developed for the science        Adolescent         Term 2                      take place at each stage of the school in
curriculum    implement         desired                curriculum for adolescent        teachers                                       order to be ready for the next stage
and           teaching and      Montessori             programme                                           All year                  o Kawakawa planning is up to date and
philosophy,   learning          benchmark at          Tracking programme for the       As above                                       means both kaiako and ākonga know what
all ākonga    programmes        the end of             adolescent programme is                                                         to expect
are able to                     their                  developed                        As above           All year                  o Benchmarks for six year olds entering
assess the    (i) To provide    appropriate 3         Ensure the planning is                                                          Primary school are used to evaluate the
New           all ākonga in     year cycle             consistent across the High                                                      effectiveness of the Preschool programme
Zealand       Yr1-13 with                              School                           Primary and        Term 3                      in preparing ākonga for Primary
curriculum    opportunities                           Develop a system to track        Preschool
as            to achieve for                           ākonga against this and          kaiako
evidenced     success in all                           report to the BoT/Council
by progress   areas of the                            Revise benchmarks for            Tania and          Term
and           New Zealand                              Primary school to make sure      Primary ākonga     3/4
achievement   Curriculum                               they are up to date
in relation
to the        ii) Giving        Targets are set        Writing:                         PD with expert     Ongoing                   o The number of ākonga achieving at a
National      priority to       against               In house PD on writing,          in boys literacy                               satisfactory level in writing increases
Standards,    ākonga            National               including PLGs and sector        skills                                       o Targets for National Standards and NCEA
New           achievement in    Standards              staff meetings                                                                  literacy are met
Zealand       literacy and                            Identified 6 & 7 year old                                      $2,000         o Regular monitoring of ākonga needing
curriculum,   numeracy,         All ākonga are         ākonga will work on letter                                                      additional support occurs and is analysed
NCEA and      especially in     achieving              recognition and formation                                                       for progress
other         Yr1-8             highly in the          with Mzia                                                                     o SLT oversees the writing progress each
measures                        core areas            Work with expert to develop                                    $10,000          term and helps kaiako analyse data
                                                       targeted writers, particularly                                                o Classroom programmes include strategies
                                                       boys                                                                            identified as successful through PD with as
                                                      Mzia continues to support                                      $6,000           yet to be named expert on literacy for boys
                                                       Davis programme students
                                                      Arrange transition meetings
                                                       to pass on relevant
information as children move
    from one class to the next
    and so progress isn’t’ halted
    Reading:                         SLT              Mid and                    o Six year olds who have worked with the
   Continue reading support         All staff        end year                     Reading Recovery teacher improve their
    programme with parents,          Reading                                       reading skills and are able to continue with
    reading recovery and             Recovery tutor                                the regular classroom programme
    targeted assistance from
    additional allocated time to                                                 o The support through the ‘reading with
    Reading Recovery teacher                                                       parents’ programme will have allowed
   Reading recovery                                             0.2 FTTE          targeted ākonga to improve their writing
    programme operates for four                                  funded by         over the year
    children/week                                                BoT
   Ensure ākonga transitioning                                                  o Targets for reading are included in ‘literacy
    from one area of the school                                                    targets’ for selected ākonga. An inquiry
    to the next have sufficient                                                    that supports literacy development for the
    skills to allow them to be                                                     29 identified ākonga still at Wā Ora in 2016
    independent in the                                                             will be developed, rather than one that
    curriculum                                                                     supports writing as will be developed by
   Have a range of programmes                                                     the 21 other identified ākonga
    and avenues to recommend
    to parents looking for
    external support for their                                   As in writing
   Develop literacy aids for
    ākonga who need support in
    reading and writing
Math:                                                                            o Ākonga have the confidence and skills to
   Focus for Preschool is           SLT              Mid and                      be successful in the math areas
    children learning as many        All staff        end year
    basic facts as possible before
    transitioning                                                                o Small group work in both the adolescent
   Develop a way to track                                                         programme and the High School allows
    ākonga moving through the                                                      ākonga to be supported or challenged as
    math map in the High School      DP High School   Term 1                       appropriate
   Develop a way of delivering      Math teachers
structured lessons that                                             o Targeted 12-15 year olds make accelerated
                                       provide choice in Kawakawa        As above         Term 1             progress
                                      Work on strategies to assist
                                       targeted ākonga in the 12-
                                       15yr programmes accelerate
                                       their learning
b) Through a       Effective          Areas identified by the NZCER     Tumuaki          Term 3    $300   o The survey shows the identified areas have
range of           assessment          survey are worked on              SLT                                 improved
assessment         measurements       The ‘Wellness at School’          DP High School   Term 3    $300   o The review shows any areas that need to
practices,         are developed       review and survey is              High School                         be attended to
gather             for the High        undertaken with the 15-18yr       kaiako                            o Reports are easy to prepare and
information        School – both       olds                                                                  understand
that is            in the             Relook at the reporting                            Term 1           o Reports to the Board give information on
sufficiently       Adolescent          structure for Primary School      Primary kaiako                      student progress in an easily understood
comprehensive      Programme          Reports to the Board will be                       Term 1             manner. These are shared with the
to enable the      and the             developed and given on the        SLT                                 community
progress and       College             results of assessment in Social                    June             o The posted curriculum is used effectively at
achievement of                         Studies and technology                             October            the planning and tracking level and is
ākonga to be                          New teachers are brought up                                           analysed to show what we are doing well
evaluated                              to speed with MRX and use by                                        o Reading Recovery teacher, teacher aide,
                                       all is monitored                  Primary and                         librarian, specialist teachers are all utilised
(ii) Breadth and                      Feedback from child voice is      specialist                          to best effect
depth of                               shared and used to improve        kaiako                            o Children are moving to Primary from
learning related                       specialist programme for                                              Preschool with the necessary skills and
to the needs,                          ākonga                                                                attitudes to quickly and successfully access
abilities and                         Specialist teachers join High                                         the Primary curriculum
interests of                           School inquiry and meetings
students, the                         Keep parents informed of          Preschool
nature of the                          progress in NCEA through the      kaiako
school and the                         year to ensure whānau,
National                               ākonga and kaiako are
Curriculum                             working together
                                      Assess the benchmarks being
                                       reached in Preschool
                                       according to the sensitive
                                       periods, absorbent mind and
Human tendencies

(c) On the basis   Minimise             Ensure external agencies are       SENCO            T1        Time          o Results from PAT, e-AsTTle and other
of good quality    assessment            brought in for those ākonga        Tumuaki          T2        Budget as       formats are used to inform future teaching
assessment         practices to          who need it in all levels of the   DP High School             necessary       needs
information,       ensure the            school                                                                      o Regular monitoring of ākonga with IEP’s is
identify           breadth of the       Ensure ākonga who qualify                           T1        RTLB            done by SENCO to ensure they are making
students and       Montessori            are enrolled for SACS for                                                     progress against the goals set
groups of          curriculum is         NCEA                                                          Assessments   o A report is written by the SENCO on the
students           maintained           Have SENCO monitor                                  T1                        progress of ākonga receiving additional
                   and still meets       children’s progress according                       Ongoing   Time            support
(i) Who are not    the needs of          to IEPs on regular basis                                                    o Ākonga with IEPs meet the learning goals
achieving          parents,             PAT is used twice per year for                                NZCER           outlined for them
(ii) Who are at    kaiako, ākonga        reading and math, and e-
risk of not        and the               AsTTle is used for writing, to                      June,
achieving          Ministry of           gain ‘line in the sand’                             Nov
                   Education             assessments to use when
(iii) Who have                           making OTJs. Assistive
special needs                            technology is used were
                                        PAT listening test is done in
                                         March – to allow teachers to                        March
                                         have baseline data to initial
                                         reasonable expectations of

e) In              There is no          Targets for Māori ākonga are       SLT                        Time          o   Targets for Māori ākonga are met
consultation       disparity             set                                Kaiako                                   o   Literacy skills of Māori tamariki are
with the           between              Revitalise whanau hui              Whānau rōpū                                  effective
school’s Māori     Māori and            Work with whanau to                                                         o   Kapa Haka is a successful and appreciated
community,         non- Māori            increase literacy skills of                                                     part of the school
develop and        ākonga in             tamariki, particularly of tama                                $200          o   Tikanga and Te Reo are embedded in
make known to      excellent            Continue to develop Kapa                                                        policies, procedures and everyday
the school’s       academic              Haka rōpū                                                                       practices
community,         achievement          Gain a better understanding                                                 o   As many Māori as non- Māori achieve at
policies, plans                          of specific values and                                                          or above the standard for reading, writing

and targets for                        practices that have been                                          and maths
improving the                          identified by whānau as being                                 o   At least 85% of Māori ākonga will achieve
achievement of                         important for them and                                            NCEA Level 1, 2 and 3
Māori ākonga                           putting that into practice, i.e.
                                       tuakana/tēina, Ako,
                                       manaakitanga etc.
                   Tikanga and        Kapa Haka group has a more         Tumuaki          Ongoing   o   Kapa Haka performances are looked
                   Te Reo Māori        even mix of pupils across the      Whanau rōpū                    forward to and appreciated
                   are seen and        school                             Māori kaiako               o   Phrases and words will be heard in the
                   heard as part      Matariki celebration is            SLT                            playground
                   of our normal       strengthened in its new                                       o   Matariki celebration increases to include
                   school life         format and is integrated more                                     more whanau
                                       into the school                                               o   Each SLT will incorporate Maori into their
                                      Te Reo Māori is used more in                                      verbal and written communication
                                       all areas                                                     o   Karakia at the beginning of all meetings
                                      Numbers of ākonga taking                                      o   New staff employed are up to speed
                                       Māori into NCEA increases                                         quickly and are supportive of the
                                      Te Reo appears in an                                              importance of our Māori ākonga achieving
                                       increasing number of our                                          success as Māori
                                       publications                                                  o   More whānau are involved in the WAG
                                      Enhance understanding of                                          and in the school
                                       specific values and practices
                                       researchers have identified by
                                       Māori as being effective for
                                       Māori and putting that into
                                       practice incorporating into
                                       the appraisal system
                                      Develop a way to look at how
                                       our Māori Pre-schoolers are
                                       doing and discuss twice per
                                       year (trends and ideas)
(f) Provide                           The Yr7 ākonga have                Tumuaki          Term 3    o Ākonga have adequate support in deciding
appropriate                            appropriate careers exposure       DP High School               future pathways for careers and make
career                                Extend implementation of                            Ongoing     appropriate decisions for subject choices
education and                          academic goal setting to the                                  o Our Yr13 students participate in University
guidance for all                       adolescent programme                                            open days
ākonga in Yr7                       Careers advisor has more                                               o It is understood by ākonga and whānau
and above                            time to devote to this and is                                            that the expected leaving qualification is
                                     excused from an advisory                       Term 2                    Level 2 at minimum, Level 3 by preference
                                     group to do so                                                         o STAR money is used effectively to support
                                    Advisory groups target                                                   Yr11-13 career education
                                     Kawakawa ākonga to ensure
                                     they are on track for success                  Ongoing
                                     in their desired field
                                    Expand opportunities for
                                     careers exploration through                              STAR budget
                                     STAR expenditure                               Ongoing

                Preschool           Ensure language enrichment      Tumuaki                  Allocated     o Most children enter primary able to write
                ākonga enter         and games are a daily part of   DP Preschool             time            using correct letter formation, fluid writing
                Primary with         the Preschool programme                                                  and automatic retention of each letter,
                writing skills      Develop strategies to                                                    meaning they can write easily and legibly
                that enable          support targeted tamariki
                them to work         make progress in their
                independently        writing

Strategic Goal   NAGS              Objectives          Strategies                             People             Due         Resources       Indicators
2                                                                                             responsible                    required
Have a           School Review     Whānau show            Look at how attendance and         Tumuaki            Ongoing     Time            o Parent information events are
partnership                        their                   participation in parent events     SLT                            Reliable          well attended and meet the
approach         To maintain a     commitment to           can be enhanced by ensuring        PLG in charge of               communication     needs of parents
between          Charter and       develop                 the content is of interest         parent evenings                system
parents and      Strategic Plan    knowledge of           Class parents are supported to     Communications                                 o Whanau feel they have the
the school for   relevant to our   authentic               be an effective part of the        officer                                          opportunity to be part of the
the education    community         Montessori as           communication network                                                               community
of their                           identified by Wa       More areas are included in
tamariki                           Ora                     working bees rather than the                                                      o The process of parents
                                                           usual Saturday morning slot. In                                                     contributing to the school has
                                                           addition, Sunday mornings will                                                      adapted more to allow many
                                                           be trialled                                                                         avenues for parents to contribute

                                   Participation by       Survey attendees to                Tumuaki            Each        Reliable        o Attendance at parent evenings of
                                   whānau in school        determine what is successful       Communications     term        Communication     all kinds continues to grow
                                   events exceeds          and what needs to change           officer                        systems         o The PTA membership is growing
                                   previous levels        Continue to look for ways to       BoT                                              and feels it is contributing
                                   and BoT /               ensure parents know what is        PTA                            Time              positively to the school
                                   Council / PTA           coming up with regards to                                                         o The PTA feels appreciated for the
                                   membership is           parent evenings                                                                     work they do
                                   above minimum          Encourage whanau to stand
                                   levels                  for BoT in this year’s elections
                                                          Grow the size of the PTA
                 Maintain an       School is running      Follow review cycle that           Tumuaki            According                   o Policies, procedures, curriculum
                 ongoing           smoothly, is            includes all areas of                                 to                            and compliance are up to date
                 programme of      compliant with          compliance                                            schedule                      and meeting current needs
                 self-review       all regulations        Review staff induction to          PA, SLT                                        o Staff are working well, with new
                 including         and is meeting          ensure new staff are quickly                                                        staff knowing what they need to
                 evaluation of     the needs of            brought up to speed                                                                 know
                 information on    ākonga                 Delegate roles to appropriate                                                     o Reports to the BoT are on time
                 ākonga            effectively             people                             SLT                                              and contain enough information
                 achievement                              Have a clear schedule with                                                          to allow the BoT/Council to know

deadlines that people can see     Tumuaki                                           what is happening in all areas
                                        and meet
                                       SLT to direct review of Social
                                        Studies and Technology in         SLT
                                        preparation for reports to the                                                   o Procedures are available to
                                        BoT                                                                                community on the school website
                                       Ensure community is aware of      Communications                                   for parents and on Google Drive
                                        all policies and procedures       Officer                                          for all staff
Report to                              High School report format is      Tumuaki          End of      Access to         o Reports across the school are
ākonga and                              tweaked to make it easier for     DP High School   Term 1      survey gizmo or     meaningful, give enough
whānau on the                           teachers to complete                                           similar survey      information so parents are aware
achievement of                         Primary School reports are                                     website             of how their child is doing and
individual                              reviewed                          DP Primary       End of T1                       are easy to understand
ākonga. Report                         The annual report is submitted    School                       Searchable        o The audited annual report is
to the school’s                         to the auditor in a timely                         March       website             presented at the Council AGM
community on                            fashion and includes outcomes     Tumuaki                                          and posted on the website. It is
achievement of                          in relation to targets set in                                                      sent to MoE by the March 1st
students as a                           2015                                                                               cut-off date
whole and as                           Reports are written on Social
groups in                               Studies, Technology, as well as   Tumuaki          As review                     o Results from curriculum reports
relation to                             reading, writing, math for Yr2-   SLT              timetable                       to the BoT are shared with the
National                                10 and NCEA for Yr11-13+                                                           community
                  Improve              Develop ways of meeting with                                                     o The parent survey indicates that
                  satisfaction of       community to find out and                                                          whānau are satisfied with:
                  school                respond to issues that might                                                       -    The communication with
                  community with        be there                                                                                whānau
                  communication        Meet with new parents shortly                                                      -    Satisfaction with education
                  and education         after they start to build                                                               offered
                                        relationships                                                                      -    Decisions made in running
                                       Present reports to the                                                                  the school
                                        BoT/Council regularly                                                            o 85% of whānau rate their
                                                                                                                           satisfaction with the school’s
                                                                                                                           communications as good or

Strategic Goal   NAGS              Objectives          Strategies                               People           Due        Resources   Targets/Indicators
3                                                                                               responsible                 required
Ensuring we      Employment        The Preschool          Montessori trained staff lead        Krista           Term 2-4               o Staff have a greater understanding
have and         and Personnel     and Primary             philosophy discussions at regular    Tumuaki                                   of what we do and why
deliver an                         School continue         staff meetings to ensure it is       SLT
authentic        Develop and       to offer                always front and centre of
Montessori       implement         authentic               everything we do.                                                            o School is running effectively as a
Programme        personnel and     Montessori             Evaluation of Montessori aspect of                                             Montessori School.
throughout the   industrial        programmes that         school by Carla Foster in Term 2,
school           policies, which   are internally          with recommendations
                 promote high      and externally          considered and implemented as
                 levels of staff   assessed                possible/appropriate.
                 performance,      according to the
                 use educational   Montessori
                 resources         Journey to
                 effectively and   Excellence
                 recognise the     (MJ2Ex)
                 needs of          indicators and
                 ākonga            implemented as
                                   The High School        Assistance is sought from an         Tumuaki          Term 3     $2,000      o We are confident that our
                                   programme is            external experienced programme       DP High School                            programme is staying Montessori
                                   externally              director for ongoing development                      June                     while delivering a sound NCEA
                                   assessed to be         Support new lead teacher for                          Aug                      programme
                                   providing               adolescent programme, sending                         Jul/Aug    $2,000 -    o Staff develop a network of peers
                                   excellent               him to Australia for the ‘Meeting                                $3000         across Australia that they can
                                   Montessori              in the Middle’ gathering of                                                    exchange ideas with
                                   practices for the       adolescent teachers, along with 1-                                           o Trained staff are helping the
                                   Adolescent              2 other adolescent teachers.                                                   programme to stay true to
                                   Programme and                                                                                          Montessori principles and ideas
                                   the College

A sustainable              Continue sending staff on training    Tumuaki      Ongoing   $40,000      o Joel finishes his primary training;
                                   staffing                  -    1 to finish Primary                                                      Jenny finishes Preschool training
                                   programme is              -    1 to start Preschool training                                          o Another Preschool teacher is hired
                                   maintained with          Have DP of Primary school                                                   o DP does not have a classroom of
                                   annual retention          released to take care of needs of                                             her own and can oversee
                                   of full time staff        Primary teachers                        Tumuaki      Term 3    $              development of Primary area of
                                   of 85%                   Continue to look at work place                                                school
                                                             satisfaction, particularly in staff                                         o Staff input has guided
                                                             feeling empowered                       SLT                                   development of workplace in 2015
                                                            Work with SLT to help ensure their                                          o SLT have the tools needed to grow
                                                             staff feel fully supported to                                                 and support their staff
                                                             develop and extend their skil ls
                                                            Continue to develop appraisal                                               o Appraisal system continues to be
                                                             system to meet many needs,                                                    integrated and meaningful, and
                                                             through development of inquiry                                                successfully demonstrated
                                                             and job description evaluations                                               teachers can be re-registered

Strategic Goal    NAGS             Objectives           Strategies                                  People        Due       Resources    Targets/Indicators
4                                                                                                   responsible             required
Grow the          Financial and    Develop the              More room for teaching is              Property      Term 1    Donation     o Specialist areas are complete and
School to 380     Property         required                  developed                              Committee               from trust     equipped, and meet needs of
students          Management       infrastructure –         Playgroup and Preschool rolls                                                 teachers and ākonga
between the       Allocate funds   building and              continue to be target of                                                    o Roll and waiting list is at a level
ages of 3 years   to reflect the   people to meet            advertising                                                                   that means keeping classes full is
to 18 years       school’s         the growing              Re-brand continues to be rolled                                               no longer a concern
                  priorities as    needs of the              out – sports uniforms, brochures                     Monthly   $30,000      o Branding is increasingly recognised
                  stated in the    school                    etc.                                                                          as representing and belonging to
                  Charter                                                                                                                  us
                                   Monitor and              A budget with identified revenue       Tumuaki       Feb       Allocation   o Spending is close to budgeted
                  Comply with      control school            streams is monitored closely           SLT                     of time        projections
                  asset            expenditure and          Monthly reports are presented to       BoT/          Monthly                o All spending is according to budget
                  management       ensure annual             the BoT/Council                        Proprietors                            projections
                  plans and        accounts are             Expenditure is monitored by                                                 o Any variations are approved in
                  implement        prepared and              budget holders to ensure                             Monthly                  advance
                  maintenance      audited as                spending stays within allocation                                            o The budget allows the school to

programme to      necessary                                                                                   grow as planned
buildings and
provide a safe,
                  There are 270          Marketing initiatives target gaps     Tumuaki          Monthly   o Classes have the right number of
                  ākonga in the           in roll to ensure even growth         Proprietor                   students in a well-balanced way
                  Area School by          through school                        Communications             o The waiting list has enough
                  the end of this        Enrolments are managed carefully      Officer                      children on it to fill any gaps as
                  plan and 100            so as to ensure the roll cap is not                                they occur and so we are assured
                  tamariki in             exceeded                                               Sept        of filling each cohort with the
                  Preschool              Limited entrance to places in the                                  numbers desired
                                          Primary and High School are
                                          managed carefully
                  There is               New DP for Preschool is found                          Term 2    o Management structure is effective
                  appropriate staff      PD plan for teachers to ensure                                     for different parts of school,
                  in each area of         succession is in place for                                         ensuring school is well run
                  the school              Montessori trained teachers and                                  o School is staffed with the right
                                          management staff                                                   teacher in the right area from
                                         The BoT subsidises subject                                         Preschool to High School
                                          specialists in High School to                                    o NCEA is offered in the identified
                                          ensure there are enough staff to                                   subjects to Level 3
                                          teach NCEA subjects

By the end of 2016:

National Standards
        1. 73% of ākonga are at or above National Standards
        2. 80% of children below and well below National Standards in 2015 will make accelerated progress of at least two sub-levels
Paying particular attention to:
        1. Tama in the 9-12 class where 18 below and 5 well below
        2. Tamāhine in Yr7
        3. Ākonga in Yr8
        4. 80% of ākonga below and well below in both reading and writing (54% (or 27 of the 50 ākonga below or well-below) will make accelerated progress)

Māori ākonga
       1. 73% of Māori ākonga will meet National Standards
       2. The 7 (out of a total of 22) Māori tamariki who are below or well below will make accelerated progress

Yr9 and 10 ākonga

         3.   78% of Yr9/10 ākonga will be at expected curriculum levels for their class
         4. The 12 students (9 Yr9 and 3 Yr10) who were below or well-below curriculum expectations in 2015 will make accelerated progress


    1.   100% of ākonga will gain numeracy credits
    2.   100% of ākonga will gain literacy credits
    3.   At least 85% of Yr11 ākonga will gain NCEA Level 1
    4.   At least 85% of Yr12 ākonga will gain NCEA Level 2
    5.   At least 85% of Yr13 ākonga will gain NCEA Level 3
    6.   At least 20% of students will get an excellent endorsement up from 14% in 2015
    7.   The number of merit endorsements will remain high (>50%)

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