Wā Ora Montessori School Charter 2016 2018 - Wa Ora Montessori ...
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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 Standards. 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.
FOCUS AREA – MONTESSORI AUTHENTICITY 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 school. 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 groups. 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. years. b. Develop the required capital infrastructure in a financially viable and environmentally sustainable way. c. Ensure staffing levels are appropriate and sustainable.
FOCUS AREA – PARENT SATISFACTION 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 on. 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 Ora. 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 on. 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 Ora). 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
WĀ ORA MONTESSORI AREA AND PRESCHOOL 2016 ANNUAL PLAN 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 1
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 tamariki 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 2
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 3
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 appropriate PAT listening test is done in March – to allow teachers to March have baseline data to initial reasonable expectations of ākonga 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 4
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 5
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 6
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 7
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 Standards 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 better 8
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 necessary 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 Programme 9
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 10
programme to necessary grow as planned ensure buildings and facilities provide a safe, healthy learning environment 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 11
Targets Writing 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 NCEA 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%) 12
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