Taihape Area School Charter
2015 - 2018
Introductory Section - Strategic Intentions
Mission Statement / Our young people will be….Confident
· Positive in their own identity;· Motivated and reliable;
· Entrepreneurial;
· Enterprising;
· Resilient.
Connected
· Able to relate well to others;· Effective users of communication tools.
Actively Involved
· Participants in a range of life contexts;· Contributors to the wellbeing of New Zealand – social, economic, and environmental.
Lifelong Learners
· Literate and numerate;· Critical and creative thinkers;
· Active seekers, users, and creators of knowledge;
· Informed decision makers.
Vision /
“Leading Me to Lead My Learning”
Values / Four Te Ao Maori values, which align with the NZ Curriculums Key Competencies, are being developed school-wide. They are competencies which empower our 21st Century Learners. These are the values of Manaakitanga, Rangatiratanga, Whanaungatanga and Wairuatanga.Principles / At Taihape Area School we walk the beliefs of our Learning Community by demonstrating the value of: -
· Rangatiratanga, Wairuatanga, Manaakitanaga, and Whanaungatanga;
· A caring and sharing family atmosphere;
· Recognizing everyone as a learner;
· Emphasizing numeracy and literacy programmes;
· A welcoming and inviting school environment;
· Implementing the PB4L (Positive Behaviour for Learning) programme to ensure a positive physical and emotional context for learning;
· A balance of academic, sporting, and cultural learning activities, including regular EOTC experiences for all students;
· Acknowledging success and promoting high expectations in all areas;
· A genuine partnership with our community;
· A passionate, committed and caring staff;
· Celebrating the bicultural identity of our school community, and developing students who are culturally confident;
· Effective management systems to support learning.
Māori Dimensions and Cultural Diversity / The Board takes all reasonable steps to provide instruction in Tikanga Maori (Maori culture) and Te Reo Maori (Maori language).When developing policies and practices for the school every endeavour will be made to reflect New Zealand Cultural diversity and the unique position of Maori culture. Taihape Area School offers optional Te Reo classes in years 7-13. Various Te Reo opportunities are available through whole day options.
The board will respond to any request for instruction in Te Reo Maori by:
· Advising the parent/s of the current level of Te Reo and Tikanga Maori available at the school;
· Offering to explore possibilities for extending the current provision including:
Ø Dual enrolment with The Correspondence School;
Ø Consulting with the School Leader of Te Reo;
Ø Consulting with another school able to provide a higher level of Te Reo and Tikanga Maori.
This Charter document should be read and considered in conjunction with a number of key documents. These include:
The Annual Plan The Policy Framework and NAGs
The 5 and 10-Year Property Plan The Budget
Professional Development Plans The Board’s 3-Year Work Plan
Baseline Data or School ContextStudents’ Learning / Taihape Area School provides programmes of learning for Students from Year 1 to Year 13. For students entering the School at Year 1 this provides them with a natural framework for incremental growth and development. However the School Roll is extremely transitory, with many families moving in response to demands of the changing economic climate. The challenge for the School is to meet Government expectations that all School Leavers will leave School with at least a minimum of NCEA Level 2. The School offers personalised learning programme that cater for the individual needs and interests of students. The school provides programmes that maximise the uniqueness of our natural environment, and promotes high levels of participation in sporting activities.
Student Engagement / The School provides educational opportunities and programmes that utilise the unique natural environment of this area, and which promote high levels of student engagement. The school promotes high levels of participation in sport.
The Student Leadership Team (SLT), and Student Council, provide a genuine and authentic vehicle for student voice, while the Student Trustee is regarded as a full and equal member of the Board.
School Organisation and Structures / Opened in October 2009, Taihape Area School is a 4-decile, composite Co-educational School for Years 1 – 13, offering a balanced education that meets the objectives of the National Educational Guidelines. The students attending the school come from a large geographical area, and many of the students travel to school each day by bus.
Taihape Area School has become the focus of a new concept in education and community interaction. It is one of the most technologically advanced schools built in NZ. All 29 learning spaces are provided with large interactive touch sensitive whiteboards linked to computer systems throughout the world. These screens have their own stereo sound systems, and any topic can be researched with ease.
The building has also been designed to facilitate interactive communication. At the heart of the school is ‘The HUB’, a café style meeting place that links the Multi-Function Centre, Junior, and Senior sections of the School and Administration Block.
Senior and Junior classes have the opportunity to use modern facilities to enhance learning in music, media studies, theatre, and dance. Students have access to technological training in such areas as hospitality, agriculture, electronics, graphic design, automotive engineering, and building and construction.
The School has outdoor sporting facilities for netball, soccer, hockey, and tennis, with a Multi-Function Centre that includes facilities to play basketball, badminton, table tennis, volleyball, and more. The Multi-Function Centre can accommodate over 900 people and has an advanced digital sound system, motorized screen, and remotely controlled stage lighting.
Review of Charter and Consultation / 2015-2018 Charter developed in 2014 following Consultation with key stakeholders:
· Board of Trustees
· Nga Iwi o Mokai Patea
· Staff
· Students
· Parents and whanau
The Six Dimensions of a Successful School
Strategic Section
Strategic Goals / Core Strategies for Achieving Goals 2015 - 2018Student Engagement and Learning / · To improve learning outcomes for all students, particularly Maori and children with Special Needs
· To accelerate the progress of students performing below expectations / · Implement PB4L to improve academic outcomes for all students
· Regularly and rigorously monitored the progress of all students
· PLD opportunities will be provided for all staff
· Identify Priority Learners for accelerated progress
· Implement positive strategies that accelerate the progress of the Priority Leaners
· Continually review the progress of all students, including Priority Learners, and modify programmes accordingly
· To utilise ICT to promote best practice across the School
· Involvement in the Taihape Schools Learning and Change Network
Cultural Competence / · To more fully engage teachers in cultural and linguistic practices that support teaching and learning for all students, and in particular Māori Students / · Utilise the aspirations contained within the Mokai Patea Matauranga Strategy to develop the cultural competence, and confidence, of students and staff
· Embed the implementation of Noho Marae throughout the whole school
· Appraisal Goals will reflect personal development in this area (using Tātaiako as a key resource).
School Finances and Property / · To operate within Annual Grant Allocations
· To develop a Cyclical Maintenance Programme
· To begin Development of the 5 and 10 Year Property Plans
· To continue to upgrade and beautify the School environment – e.g. formal gardens, gully
· To ensure Annual Budgets reflect school priorities / · Continually monitor expenditure to ensure expenditure is within budgetary constraints
· Prioritise maintenance needs, and develop a Cyclical Maintenance Programme
· Explore implications of developing Modern Learning Environments, and begin developing the 5 and 10-Year Property Plans
· Continue developing the formal garden areas, and gully area (as per plan)
· Develop a quality visual display that reflects Mokai Patea tanga throughout the school
· Annual Budgets will reflect Annual School Development Goals
Personnel / · To continue to provide quality PLD opportunities
· To strengthen Pastoral Care capability of staff
· To develop staff who are reflective, and continually seek on-going improvement / · Budget Annually for quality Staff PLD
· Maximise PB4L Development opportunities
· Implementation of PB4L Programme
· Learning and Change Network (Taihape Cluster)
· Appraisal Process
Community Engagement / · To continue to develop positive relationships with all sectors of the Community / · Participate in Annual Community Events e.g. Gumboot Day, Matariki, Christmas Parade, Daffodil Day, ANZAC Day Commemorations, Rotary
· Continue to enhance the partnership with Nga Iwi o Mokai Patea
· Involvement in the Taihape Schools Learning and Change Network
Annual School Improvement Plan 2015
Domain / Strategic Goal / TargetStudent Engagement and Learning / To improve outcomes for all students, particularly Maori and children with special needs
To accelerate the progress of students performing below expectations
To utilise Information Communication Technologies (ICT) to promote best practice across the School / · 90 % of Year 1-8 Students will achieve at, or above, the National Standard for Writing and Reading, and 85% for Mathematics, excluding the one identified Year 2 student with Extremely High Special Needs;
· 90% of all Year 9’s to be at, or above, in English and Mathematics at the end of the year;
· 90% Year 10’s will be achieving at Level 5 for Reading, Writing and Math’s;
· 100% of Year 11 students will achieve Literacy and Numeracy except the three identified Year 11 with Special needs;
· 80 % of Year 11 students will achieve NCEA Level 1 excluding the three identified Year 11’s with special needs;
· All Year 12 and 13 students will gain NCEA Level 2 or equivalent;
· Increase the number of students achieving endorsement in all subjects from 2014 to 20% Levels 1-3;
· 85% of School Leavers will have at least NCEA Level 2 (or equivalent).
To develop an ICT Strategy and replacement plan that will enable TAS to keep up to date with current thinking and innovation.
Outcomes (Analysis and Reflection)
End of 2014 Year National Standards Data is included at the end of this Report. It indicates encouraging progress in Reading and Writing, but less growth in Mathematics. Mathematics has been identified as a focus area for Professional Development for this year.
NCEA – NZQA is developing an electronic tool for reporting NCEA Data. However there has been a delay in the release of this statistical report for Principals and PN’s, and the confirmed 2014 NCEA statistics is not made half way through March.
However the number of Year 11’s getting Level 1 was greater than in 2013, with all Year 11’s gaining literacy and numeracy (the numeracy pass rate in 2013 was less than half). As well 23 of last year’s Year 12’s gained Level 2. A number of students struggled with externals at level 3.
The great news is that 10 students who started 2014 without level 1, now have both level 1 and 2. As well a number of students only require a small number of credits which they should achieve before the end of February. We also had several students who got over 50 merit or excellence credits, and got NCEA Level 1, or 2, or 3 endorsed.
Curriculum Leaders have spent time analyzing NCEA data. They have been provided with PD to assist in using KAMAR more effectively for this. They are currently working on Curriculum Reports for Reporting to the Board.
Teachers have identified Priority Learners for accelerated progress.
Goals for Improvement for 2015 have been set (as per Charter):
Annual Target/s 2015
· 90% of Year 1-8 Students will achieve at, or above, the National Standard for Writing and Reading, and 85% in Mathematics, excluding one identified Year 2 student with Extremely High Special Needs;
· 90% of all Year 9’s to be at or above in English and Mathematics at the end of the year;
· 90% Year 10’s will be achieving at Level 5 for reading, writing and math’s;
· 100% of Year 11 students will achieve Literacy and Numeracy except the three identified Year 11 with Special needs;
· 80 % of Year 11 students will achieve NCEA Level 1 excluding the three identified Year 11’s with Special Needs;
· All Year 12 and 13 students will gain NCEA Level 2, or equivalent;
· Increase the number of students achieving endorsement in all subjects from 2014 to 20% Levels 1-3.
After School Classes
Mathematics Curriculum Leader Mr Vijay is running after school Maths Classes again this year:-
Monday 3.00-4.30
These classes are for Year 9/10 Students. This is an opportunity for students who require additional practice, or for students who wish to prepare for the Australian Mathematics Competition.
Thursday 3.00-4.30
These classes are for Year 11-13 Students working on NCEA Levels 1-3
John Parsons BIT (DipIct6 Cyber Safety and Risk Assessment Consultant) spent two days recently working with groups of students. John had visited in term 3 last year, and a student survey indicated the impact of this was such that they requested a return visit. This time he worked with smaller groups of students.
Reporting to Parents
The Junior Teachers are looking at utilizing KAMAR to generate End of Year Reports.
The Goal Setting Day was very successful. Having these over a relatively short period of time has several benefits – for instance they are completed within a short period of time and don’t drag on, and teachers get into the flow and mind-set of running the conferences.
The issue of Home Learning (Homework) has been discussed. School Policy is that Home Learning will be set on a regular basis School Wide.
Recently a PB4L (Positive Behaviour for Learning) facilitator, and conducted a SET. A SET is a Schoolwide Evaluation Tool, and assesses the impact and degree of integration of PB4L Programmes in Schools. At the beginning of PB4Lhere, our initial SET score was 51.6%. The result of the follow-up SET was an outstanding 92.9%!! This is a very encouraging result (see analysis below). The focus this year is on Classroom Bahaviour Management.
The Math’s PLD has started. The first day was devoted to Classroom Observations, and Planning. A meeting was held to Set the Purpose and Goals of the Math’s PLD.