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Cotswold School Charter 2015 – 2017

NAG #2 Strategic Documentation

Document Title: Cotswold_Charter_2015.Docx /32 Last Saved: 5 December 2014

INTRODUCTION

Version Dated: 29 September, 2014

Cotswold School has adopted a planning and reporting process that ensures a culture of continuous improvement. It is based on an annual process of evidence-based self-review.

Self-review involves investigating evidence about student outcomes and current ways of doings things to find out where improvement is needed.

Planning for school improvement requires schools to set goals and targets for better student outcomes and to make the changes that are necessary to bring about those

improvements. The changes might be school-wide or they might be specific to particular classrooms and students. Implementing improvements will often require a school to make

different decisions about the way it uses available resources.

In its annual report each school is required to describe progress towards the goals and targets for student outcomes that are set out in its charter. Cotswold School is committed to

improving overall achievement levels and to reducing systemic under-achievement.

Through a process of on-going process of evidence-based self-review and an increased involvement of parents and other stakeholders by encouraging better information flows

about students’ needs and outcomes Cotswold School will:

Gather comprehensive information about student achievement;

Identify specific areas for improvement;

Design and implement programmes to improve student outcomes in those priority areas;

Evaluate and report on progress each year; and on the basis of that evaluation make planning decisions that will reflect in the school’s charter for the following year.

STEPHEN HARRISON Principal

BARRY GRAY Board Chairperson



NATIONAL PRIORITIES


Cotswold School Will Determine Its Priorities By Focusing On The National Priorities.

National Priorities are currently determined to be:

Providing a safe physical and emotional environment for students

Providing opportunity for success in all Essential Learning and Essential Skill Areas of the New Zealand Curriculum

Improving Numeracy and Literacy, especially in Years 1 – 4

Developing a range of assessment and evidence gathering practices that provide sufficiently comprehensive data to evaluate the progress and achievement of students.

Improve the achievement of Maori and Pasifika students

Reporting to students and parents on achievement of individual students and to the community on achievement of students as a whole and groups of students.

Local Priorities Will Be Identified Through:

The school’s programme of self-review

Analysis of the school’s assessment data

National Administration Guidelines

In meeting the National and Local Priorities, the school undertakes to work within the National Administration Guidelines framework.



RECOGNISING NEW ZEALAND’S CULTURAL DIVERSITY


We cater for a number of cultures by celebrating cultural difference as appropriate. We respect the special position of Māori as tangata whenua (the indigenous people) of New Zealand and te reo Māori (Māori language) as an official New Zealand language in accordance with our commitment to the Treaty of Waitangi. In recognising the unique position of the Māori culture, we provide instruction in tikanga (culture) and te reo Māori for students.

Education Act Requirements:

Cotswold School, as appropriate to its community, will develop procedures and practices that reflect New Zealand’s cultural diversity, and the unique position of the Maori culture.

In recognising the unique position of the Maori culture, Cotswold School provides a Taha Maori programme for all students and in addition to this will take all reasonable steps to ensure that instruction in tikanga Maori (Maori culture) and te reo Maori (the Maori language) are provided for full time students whose parents ask for it.

We Will Meet These Requirements By:

Implementing the Principles of the Treaty of Waitangi.

Implementing the existing School Maori Programme of Work.

Making full use of Maori resources in the community and capitalising on the experiences and perspectives of the tangata whenua as an integral part of the school programme.

Support New Zealanders so they value cultural heritage.

Reporting to the board on Maori achievement.

Staff will receive regular Professional Development in the use of Maori Language and culture in the classroom

Implementing the Maori Responsiveness Plan detailed below.

Maori Responsiveness Plan

We currently foster Māori culture through:

Teaching te reo Māori to an elementary level (greetings, counting, mihi, basic vocabulary for everyday items, pronunciation of place names)

Singing waiata (Māori songs) in assembly, and classroom music time.

Using resources in the curriculum (especially reading, maths, science, social studies, art, music and phys. ed) which recognise New Zealand’s dual cultural heritage

Integrating Māori through all curriculum areas where appropriate

Visits to marae.



RECOGNISING NEW ZEALAND’S CULTURAL DIVERSITY


If a whānau requests a higher level of tikanga and/or te reo, staff and family will discuss and explore the following options:

Further explanation of existing programmes

Extension of the existing programmes if and as appropriate

Combining with a neighbouring school for parts of the day/programme

Providing in-school support and resources to further enhance inclusion of te reo and tikanga Māori within the child’s classroom

Exploring other schools which may offer programmes closer to their expectations

Using community expertise (people and places) to help with any of the above.

Celebrating & Valuing A Variety of Cultures

We also celebrate and value a variety of cultures by recognising cultural difference as appropriate, for example:

Integration of cultural perspectives throughout unit studies across all levels

Convening parent support groups and meetings

Accessing cultural advisors, cultural dance/food festivals

Classroom programmes incorporating different greetings.



INCLUSIVENESS


At Cotswold School we believe:

Every student has the right to achieve success and make progress at school, regardless of their ability.

Every student with special education needs also has the right to receive extra support to ensure that they meet their full potential.

All students (including students who are Maori, Pasifika and with special learning needs) are able to access The New Zealand Curriculum and their progress and achievement is monitored effectively in relation to National Standards.

Effective partnerships between the Boards of Trustees, school personnel, specialists and particularly parents, caregivers, families and whānau will provide a strong platform for meeting the special education needs of all students.

Students’ identities, languages, abilities, and talents are recognised and affirmed. At Cotswold School this is achieved through:

An inclusive culture which has agreed, shared values, welcomes everyone, is collaborative and respectful and encourages respect for all human rights

Inclusive policies which have a participatory development process, aim to reduce barriers to attendance and makes resources and buildings accessible to all

Inclusive practices which engage all children fully in the New Zealand Curriculum and require teachers to take responsibility for learning and progress of all learners

Inclusive cultural practices which recognise, support and provide for the learning needs of Māori, Pasifika and children of other ethnic identities, recognise and accept the cultural views and differences of Māori, Pasifika and children of other ethnic identities and expect teachers to understand Tātaiako and value of meeting the needs of all learners

Inclusive processes and systems which link to an agreed definition of what constitutes special education, are directed by the staff members (principal, management team, SENCO) and ensure that transition is effectively managed and monitored for all learners



COTSWOLD CHARTER RELATIONSHIP TO PLANNING & REPORTING


INTRODUCTORY

SECTION

Vision, Mission, Values

STRATEGIC SESSION

3 - 5 Year Broad Aims/Goals

ANNUAL SECTIONCurrent Year's

Aims/GoalsTargets For Improving

Student OutcomesActions

ANNUAL REPORT

Consultation

COTSWOLD SCHOOL

CHARTER

Board-led Development/Review

Management Responsibility

With Board Sign-off

The development of the Charter and Annual Report is the Board’s responsibility



PROCEDURAL INFORMATION


Dates for Planning Year

The Annual Plan implementation is as for the normal school year – January to December.

Cotswold School will lodge a copy of its annually updated Charter to the Ministry of Education no later than 1st March each year.

The Annual Report (including reports on Annual Targets) will be tabled at the annual General Meeting. A copy of this will be lodged with the Ministry of Education within ten working days of this.

Cotswold School consults its community, including its Maori community, regularly as part of its three year cycle of self-review.

Consultation Timeline

During the development phase for our Charter the following consultation was undertaken:

2014 2015

J F M A M J J A S O N D J F M A M J J A S O N D

Consultation with community through surveys, newsletters and meetings

Consultation with staff through questionnaires & staff meetings

Management Team meetings

Consultation the Maori community within our school through surveys, newsletters and meetings

Consultation, discussion and development of Strategic Plan with members of the Board of Trustees



IN-SCHOOL LEADERS/TEACHERS

What knowledge & skills do our students

need?

What knowledge & skills do we need as

teachers and in-school leaders?

Deepen professional knowledge & refine

skills

Engage students in new learning experiences

What has been the impact of our

changed actions?

ACHIEVEMENT & PROGRESS AIMS – INQUIRY APPROACH


THE BOARD

Establish Charter vision and set

strategic aims to achieve it

Ensure development of annual plan

Align budget for staff development &

performance management

Ensure performance management system

is implemented

Monitor outcomes of actions from Charter

Use evidence & self review to evaluate progress & identify priorities for next

year



STRATEGIC DIRECTION


OUR SCHOOL

Cotswold School is a Decile 8 contributing primary school located on the north west side of Christchurch. We provide an attractive, well maintained environment and place a priority on fostering the home and school partnership to promote student learning.

OUR MISSION

Cotswold School aims to build a brighter future for its pupils by providing a safe and secure environment for learning and teaching by fostering cooperation and communication among family, staff and community. Pupils will be challenged to achieve their potential at their stage of development and in so doing maintain high self-esteem while enjoying success and achievement, in an atmosphere which promotes learning, as well as fair and equal opportunities. Social skills will be promoted to encourage children to take responsibility for their own actions.

OUR VISION

The Cotswold School community is Building Brighter Futures. Cotswold learners will be Respectful students who communicate effectively, are risk takers and thinkers who are actively involved in their learning and the community.

OUR BELIEFS

At Cotswold School we believe that students learn best when teachers:

Create A Supportive Learning Environment

Encourage Reflective Thought And Action

Enhance The Relevance Of New Learning

Facilitate Shared Learning

Make Connections To Prior Learning And Experience

Provide Sufficient Opportunities To Learn

Inquire Into The Teaching-Learning Relationship

OUR VALUES

At Cotswold School we value:

Caring

Contributing

Communicating

Creating

Challenging

STRATEGIC GOALS



STUDENT LEARNING NAG #1

STRATEGIC DOCUMENTATION NAG#2

PERSONNEL NAG #3

FINANCE/PROPERTY NAG #4

HEALTH & SAFETY NAG #5

LEGISLATIVE REQUIREMENTS NAG #6, #7 & #8

To extend students’ horizons, by providing an innovative and vibrant learning environment, encouraging them to be enterprising and make positive contributions to society.

To provide a clear framework which reflects our vision of ongoing development and improvement

To be an employer of first choice who attracts, develops and retains quality people.

To ensure the school is resourced effectively achieving the best outcome for both today and the future.

To provide a welcoming, vibrant, learning environment for both today and the future.

To promote a healthy and safe school community that lives by the Cotswold Values.

To act in accordance with all legislative requirements.

To improve student outcomes by ensuring all students (including students who are Maori, Pasifika and with special learning needs) are able to access The New Zealand Curriculum and their progress and achievement is monitored effectively relation to National Standards.

COTSWOLD SCHOOL ASPIRATIONS

After 1 Years At School After 2 Years At School After 3 Years At School End of Year 4 End of Year 5 End of Year 6

Rea

din

g

All students will make forward progress in reading, of at least one National Standard benchmark in a 12 month period, through the provision of quality learning programmes, appropriate assessment & reporting systems and the provision of additional support through the Cotswold School Learning Support programmes and resources

70% of students will be reading at and above the National Standard after one year at school.

85% of students will be reading at and above the National Standard after two years at school.

85% of students will be reading at and above the National Standard after three years at school.

90% of Year 4 students will be reading at and above the National Standard by the end of the 2012 school year.

90% of Year 5 students will be reading at and above the National Standard by the end of the 2012 school year.

85% of Year 6 students will be reading at and above the National Standard by the end of the 2012 school year

15% of students will be reading well above the National Standard after one year at school.

15% of students will be reading well above the National Standard after two years at school.

15% of students will be reading well above the National Standard after three years at school.

10% of Year 4 students will be reading well above the National Standard by the end of the 2012 school year.

10% of Year 5 students will be reading well above the National Standard by the end of the 2012 school year.

10% of Year 6 students will be reading well above the National Standard by the end of the 2012 school year

Wri

tin

g

All students will make forward progress in writing, of at least one National Standard benchmark in a 12 month period, through the provision of quality learning programmes, appropriate assessment & reporting systems and the provision of additional support through the Cotswold School Learning Support programmes and resources

70% of students will be writing at and above the National Standard after one year at school.

70% of students will be writing at and above the National Standard after two years at school.

70% of students will be writing at and above the National Standard after three years at school.

85% of Year 4 students will be writing at and above the National Standard by the end of the 2012 school year.

80% of Year 5 students will be writing at and above the National Standard by the end of the 2012 school year

70% of Year 6 students will be writing at and above the National Standard by the end of the 2012 school year

10% of students will be writing well above the National Standard after one year at school.

10% of students will be writing well above the National Standard after two years at school.

10% of students will be writing well above the National Standard after three years at school.

10% of Year 4 students will be writing well above the National Standard by the end of the 2012 school year.



Mat

hem

atic

s

All students will make forward progress in mathematics, of at least one National Standard benchmark in a 12 month period, through the provision of quality learning programmes, appropriate assessment & reporting systems and the provision of additional support through the Cotswold School Learning Support programmes and resources

75% of students will be achieving at and above the National Mathematics Standard after one year at school.

75% of students will be achieving at and above the National Mathematics Standard after two years at school.

70% of students will be achieving at and above the National Mathematics Standard after three years at school.

65% of Year 4 students will be achieving at and above the National Mathematics Standard by the end of the 2012 school year.



15% of students will be achieving well above the National Mathematics Standard after one year at school.

15% of students will be achieving well above the National Mathematics Standard after two years at school.

15% of students will be achieving well above the National Mathematics Standard after three years at school.

5% of Year 4 students will be achieving well above the National Mathematics Standard by the end of the 2012 school year.



2015 STUDENT

ACHIEVEMENT TARGETS

Reported As Detailed In NAG#2 & #2A

All Students will make forward progress in reading, writing and mathematics of at least 1 National Standard benchmark in a 12 month period, through the provision of quality learning programmes, appropriate assessment and reporting systems and the provision of additional support through the Cotswold School learning support programmes and resources.

75% of boys (including Maori and Pasifika) will be achieving at or above the national standard in Writing by the end of Year 5.

80% of boys (including Maori and Pasifika) will be achieving at or above the national standard in Writing by the end of Year 6.

70% of Maori students will be achieving at or above the national standard in Mathematics by the end of Year 6.

2015 Student Achievement Targets (Green Box) have been identified through the Cotswold School Self Review programme and based on historical data. These will be reported in line with the requirements of NAG#2, NAG#2A & NAG#8

Cotswold School Achievement Aspirations have been using historical data. These will be reported locally but do not represent targets as defined in NAG#2, NAG#2A & NAG#8. They will not be reported as part of NAG#2, NAG#2A & NAG#8 requirements.



STRATEGIC SECTION – 2015 - 2017


STRATEGIC GOALS 2015 2016 2017

ST

UD

EN

T L

EA

RN

ING

To

exte

nd s

tude

nts’

hor

izon

s, b

y pr

ovid

ing

an in

nova

tive

and

vibr

ant l

earn

ing

envi

ronm

ent,

enco

urag

ing

them

to b

e en

terp

risin

g an

d m

ake

posi

tive

cont

ribut

ions

to s

ocie

ty.

To

impr

ove

stud

ent o

utco

mes

by

ensu

ring

all s

tude

nts

(incl

udin

g st

uden

ts w

ho a

re M

aori,

Pas

ifika

and

with

spe

cial

lear

ning

nee

ds)

are

able

to

acce

ss T

he N

ew Z

eala

nd C

urric

ulum

and

thei

r pr

ogre

ss a

nd a

chie

vem

ent i

s m

onito

red

effe

ctiv

ely

rela

tion

to N

atio

nal S

tand

ards

. Targeting Student Achievement Targeting Student Achievement Targeting Student Achievement

All students will make forward progress in reading, writing and mathematics of at least one National Standard benchmark in a 12 month period, through the provision of quality learning programmes, appropriate assessment & reporting systems and the provision of additional support through the Cotswold School Learning Support programmes and resources.

Annual Student Achievement Targets:

Specific Targets to be added following an analysis of 2014 data in November.

2016 – 2017 Student Achievement Targets to be set following an analysis of achievement information during November, 2015 & November, 2016.

To Review & Implement Review & Implement Review & Implement

Cotswold School Staff Intranet and access points updated in Ultranet

Cotswold Curriculum Plan ensuring relevance to the developing curriculum, key competencies, values and Modern Learning Environment developing pedagogy

Cotswold LETS Unit/Values/Key Competencies/Inquiry Rubric

Cotswold School Developed Assessment & Reporting Programme

SNAC & Gifted and Talented Policy, Procedures and Guidelines

Cotswold School ICT Strategic Plan

Explore & Develop Aspects of New Teaching & Learning Pedagogy Explore & Develop Aspects of New Teaching & Learning Pedagogy Explore & Develop Aspects of New Teaching & Learning Pedagogy

As detailed under Personnel As detailed under Personnel As detailed under Personnel

Assess, Report & Analyse Assess, Report & Analyse Assess, Report & Analyse

Ongoing Collection, Analysis And Reporting Of Individual & School-Wide Achievement Data, Setting Specific And Challenging Achievement Expectations For Students

Implement Revised Cotswold School Assessment & Reporting Criteria and New SMS In The Following Areas:

o English – Reading o The Arts o Mathematics – Geometry & Measurement

o English - Writing o Te Reo Maori o English – Oral Language

o Mathematics - Number and Algebra o PE, Sport & Health

o LETS/Values/Key Competencies/Inquiry Rubric

Revise Cotswold School Assessment Criteria In The Following Areas:

o The Arts o Mathematics – Geometry & Measurement o Mathematics - Statistics

o Te Reo Maori o English – Oral Language o English – Reading

o PE, Sport & Health o English - Writing

o LETS/Values/Key Competencies/Inquiry Rubric

Implement New Student Management System (eTap) and integrate with Ultranet Learning Management System.

Develop the Student Portfolio Area in Ultranet Learning Management System linking it to school celebration, assessment and reporting framework.

To compete the update of the “Significant Themes” section of the Cotswold Curriculum Plan and the Cotswold Inquiry Model

To investigate Modern Learning Environments and the pedagogy that underpins MLE’s with a focus on the Cotswold Renewal Programme in 2016 & 2017

Report to Board on SNAC activities, programmes and student outcomes.

To complete the transition to the new Cotswold School Logo



STRATEGIC GOALS 2015 2016 2017 S

TR

AT

EG

IC D

OC

UM

EN

TA

TIO

N

To

prov

ide

a cl

ear

fram

ewor

k w

hich

ref

lect

s ou

r vi

sion

of o

ngoi

ng

deve

lopm

ent a

nd im

prov

emen

t

Curriculum/Operations Review Curriculum/Operations Review Curriculum/Operations Review

Literacy (Oral) ICT Literacy (Writing) Maori/Pasifika Engagement Literacy (Reading) Mathematics & Statistics

PE & Health Health Education The Arts (Visual) Learning Support Including Gifted & Talented

The Cotswold Curriculum – LETS/Inquiry The Cotswold Curriculum - Principles The Cotswold Curriculum – Values/Key Competencies

National Standards/Assessment/OTJ’s/Reporting

Student Achievement Student Achievement Student Achievement

Student Achievement Targets Student Achievement Targets Student Achievement Targets

Community Consultation Community Consultation Community Consultation

Papanui Learning Community Cluster Plan including Cluster Network Management

The Cotswold Way – Linked To Review Focus The Cotswold Way – Linked To Review Focus The Cotswold Way – Linked To Review Focus

Student Leadership Home Learning Student Support Programmes

Modern Learning Environments/Cotswold Renewal Programme

School Uniform Bullying Prevention Effectiveness

Maori/Pasifika Engagement Maori/Pasifika Engagement Maori/Pasifika Engagement

Reporting on Individual & Collective Progress & Achievement Health Education Reporting on Individual & Collective Progress & Achievement

Board Portfolio Review Board Portfolio Review Board Portfolio Review

To continue to develop our self-review schedule ensuring all aspects of the schools operations are reviewed over time. SchoolDocs will be used to assist us in self-reviewing all aspects of school operations.

PE

RS

ON

NE

L

To

be a

n em

ploy

er o

f firs

t cho

ice

who

attr

acts

, dev

elop

s an

d re

tain

s qu

ality

peo

ple.

Professional Development Professional Development Professional Development

Undertake School-Wide Professional Development In:

Major Focus Major Focus Major Focus

Modern Learning Environments and the pedagogy that underpins MLE’s with a focus on the Cotswold Renewal Programme in 2016 & 2017. This PD will also incorporate: o The Cotswold Curriculum - LETS significant concepts (central themes), integrate learning and inquiry learning. o Ultranet Learning Management System - Student Portfolio Area - linking it to school celebration, assessment and reporting framework

Science

The Arts

Learning Support Including Gifted & Talented

Literacy – Writing (Murray Gadd) PE & Health

Minor Focus Minor Focus Minor Focus

Appraisal Connections: Reflective Practise/Teaching As Inquiry (TB) Cultural Inclusiveness and Partnerships Cultural Inclusiveness and Partnerships

Cultural Inclusiveness and Partnerships ICT Mathematics & Statistics

ICT The Arts Literacy

PE & Health Science The Cotswold Curriculum

Individual & Team Aspects of New Teaching & Learning Pedagogy

National Standards/Assessment/OTJ’s/Reporting/SMS

Individual Focus Individual Focus Individual Focus

To Provide Funding To Allow For The Professional Development Of Individual Staff Members Based On Needs Identified As Part Of The Performance Management Programme

To Provide Funding And Opportunities For Staff Improve Their Qualifications And Experience.

To Provide Ongoing Professional Development In Information & Communication Technology

To Provide Ongoing Professional Development which will allow staff to confidently implement the school’s Taha Maori programme in their classroom.

Staff Performance Management Staff Performance Management Staff Performance Management

Implement School Performance Management System Implement School Performance Management System Implement School Performance Management System



STRATEGIC GOALS 2015 2016 2017 F

INA

NC

E

To

ensu

re th

e

scho

ol is

reso

urce

d

effe

ctiv

ely

achi

evin

g th

e

best

out

com

e

for

both

toda

y

and

the

futu

re.

Implement the Financial Management Policy and Procedures Implement the Financial Management Policy and Procedures Implement the Financial Management Policy and Procedures

PR

OP

ER

TY

To

prov

ide

a

wel

com

ing,

vibr

ant,

lear

ning

en

viro

nmen

t

for

both

toda

y an

d th

e

futu

re

To work with the Ministry of Education to plan and implement a comprehensive upgrade of Cotswold School’s teaching spaces to core modern learning environment standards ensuring:

Our students will be learning in modern, flexible and digitally connected classrooms.

Our teachers will have up-to-date facilities and teaching tools at their disposal.

Cotswold is working together with other Papanui LCC schools, providing students with flexible, personalised learning options.

To work with the Ministry of Education to ensure all post-earthquake Health and Safety repairs, 5YA related property works is progressed quickly and provides improved outcomes for the Cotswold School students and teachers.

To

prom

ote

a he

alth

y an

d sa

fe

scho

ol c

omm

unity

that

live

s by

the

Cot

swol

d V

alue

s.

To work in conjunction with the Christchurch City Council to develop and promote a School Travel Plan providing safer and more sustainable travel options for school related journeys by students, parents, care givers & school staff.

HE

AL

TH

& S

AF

ET

Y

To provide a high level of pastoral care for the Cotswold School Community which both supports the individual but also engenders a strong collective identity and sense of responsibility and is based around our school values.

To incorporate locally prioritised values into enhancing school culture developing student’s ability to self-manage their learning and behaviour.

To fund training for staff to prepare them for the implementation of the Keeping Ourselves Safe Unit.

To fund training for staff to prepare them for the implementation of the Kia Kaha.

To fund training for staff to prepare them for the implementation of the Kia Kaha.

To implement the Kia Kaha unit across the school. To implement the Kia Kaha unit across the school.

To implement the Keeping Ourselves Safe Unit across the school. To implement the Keeping Ourselves Safe Unit at Y1 Level. Review & Implement Behaviour Management Plan

Review & Implement Behaviour Management Plan Review & Implement Behaviour Management Plan Analyse & act on student responses to Annual Bullying Survey

Analyse & act on student responses to Annual Bullying Survey Analyse & act on student responses to Annual Bullying Survey Analyse and report to Board on Behaviour Database

Analyse and report to Board on Behaviour Database Analyse and report to Board on Behaviour Database

LE

GIS

LA

TIV

E

RE

QU

IRE

ME

NT

S

To

act i

n

acco

rdan

ce w

ith

all l

egis

lativ

e

requ

irem

ents

.

The Board will ensure that it clearly identifies one member of the Board who will act in accordance with the role and responsibilities outlined its Terms of Reference, the school charter and in partnership with the school principal focusing on Legislative Requirements. Specific activities will include keeping a watching brief on correspondence and documentation concerning the legislative requirements the school must meet and report these to the Board.

To complete an annual update of the school charter and provide the Secretary for Education with a copy of the updated school charter before 1 March, 2015 (NAG #7).

To provide a statement to the Secretary for Education providing an analysis of any variance between the school's performance and the relevant aims, objectives, directions, priorities, or targets set out in the school charter before 1 March, 2013 (NAG #8).

CO

MM

UN

ITY

To

have

goo

d co

mm

unic

atio

ns

betw

een

the

scho

ol a

nd it

s co

mm

unity

, to

enc

oura

ge in

volv

emen

t in

the

life

of

the

scho

ol, a

nd to

be

rece

ptiv

e an

d re

spon

sive

to h

elpf

ul v

iew

s, id

eas

or

conc

erns

.

To work with the Papanui/Redwood Learning Community Cluster to further develop and implement the Papanui/Redwood Learning Community Cluster Plan

To Continue the Development and Implementation of a Plan For Regular Liaison With Local Kindergarten, Pre-School Institutions and Intermediate Schools.

To provide PD to staff focusing on further developing effective partnerships between schools and parents, whānau and communities leading to better outcomes for our students

To utilise community resources & resource people in our class programmes

Involve Our Community In School Events On A Regular Basis:

Assemblies

Sporting Fixture

Open Days

Media publicity & invitations to visit. Cultural Events

Regular update and maintenance of information provided on our school Website – http://www.cotswold.school.nz

http://www.cotswold.school.nz/



COTSWOLD SCHOOL CHARTER & STRATEGIC PLAN


All Students Achieve

Their Potential

All Students

Experience Effective Teaching

Children’s Learning Is Nurtured By Families &

Whanau

Evidence Based

Practices

Who We Are

Mission Statement

Our Value & Beliefs

NEGs & NAGs

Strategic Goals

Student Achievement Targets

Commonly Agreed Values

& Beliefs



ANNUAL SECTION – 2015


STRATEGIC GOALS 2015 J F M A M J J A S O N D DEVELOPMENT COORDINATED BY COMMENT

ST

UD

EN

T L

EA

RN

ING

To

exte

nd s

tude

nts’

hor

izon

s, b

y pr

ovid

ing

an in

nova

tive

and

vibr

ant l

earn

ing

envi

ronm

ent,

enco

urag

ing

them

to b

e en

terp

risin

g

and

mak

e po

sitiv

e co

ntrib

utio

ns to

soc

iety

.

To

impr

ove

stud

ent o

utco

mes

by

ensu

ring

all s

tude

nts

(incl

udin

g st

uden

ts w

ho a

re M

aori,

Pas

ifika

and

with

spe

cial

lear

ning

nee

ds)

are

able

to a

cces

s T

he N

ew Z

eala

nd C

urric

ulum

and

thei

r pr

ogre

ss a

nd a

chie

vem

ent i

s m

onito

red

effe

ctiv

ely

rela

tion

to N

atio

nal

Sta

ndar

ds.

Targeting Student Achievement

All students will make forward progress in reading, writing and mathematics of at least one National Standard benchmark in a 12 month period, through the provision of quality learning programmes, appropriate assessment & reporting systems and the provision of additional support through the Cotswold School Learning Support programmes and resources.

Senior Leadership Team, Leaders of Learning & Staff

Annual Student Achievement Targets:

Specific Targets to be added following an analysis of 2014 data in November. Senior Leadership Team, Leaders of Learning & Staff

Review & Implement

Cotswold School Staff Intranet and access points updated in Ultranet Senior Leadership Team

Cotswold Curriculum Plan ensuring relevance to the developing curriculum, key competencies, values and Modern Learning Environment developing pedagogy

Senior Leadership Team & Leaders of Learning

Cotswold LETS Unit/Values/Key Competencies/Inquiry Rubric Senior Leadership Team & Leaders of Learning

Cotswold School Developed Assessment & Reporting Programme Senior Leadership Team & Leaders of Learning

SNAC & Gifted and Talented Policy, Procedures and Guidelines Senior Leadership Team & Leaders of Learning

Cotswold School ICT Strategic Plan Senior Leadership Team & Leaders of Learning

Explore & Develop Aspects of New Teaching & Learning Pedagogy

As detailed under Personnel

Assess, Report & Analyse

Ongoing Collection, Analysis And Reporting Of Individual & School-Wide Achievement Data, Setting Specific And Challenging Achievement Expectations For Students


Implement Revised Cotswold School Assessment Criteria In The Following Areas:

o English – Reading Senior Leadership Team & Leaders of Learning

o English - Writing Senior Leadership Team & Leaders of Learning

o Mathematics - Number and Algebra Senior Leadership Team & Leaders of Learning

Revise Cotswold School Assessment Criteria In The Following Areas:

o The Arts The Arts Leaders of Learning

o Te Reo Maori Maori Leaders of Learning

o PE, Sport & Health PE & Health Leaders of Learning

o LETS/Values/Key Competencies/Inquiry Rubric Senior Leadership Team & Leaders of Learning

Implement New Student Management System (eTap) and integrate with Ultranet Learning Management System.

Senior Leadership Team

Develop the Student Portfolio Area in Ultranet Learning Management System linking it to school celebration, assessment and reporting framework.


To compete the update of the “Significant Themes” section of the Cotswold Curriculum Plan and the Cotswold Inquiry Model


To investigate Modern Learning Environments and the pedagogy that underpins MLE’s with a focus on the Cotswold Renewal Programme in 2016 & 2017


Report to Board on SNAC activities, programmes and student outcomes. SENCO

To complete the transition to the new Cotswold School Logo Board



STRATEGIC GOALS 2015 J F M A M J J A S O N D DEVELOPMENT COORDINATED BY COMMENT S

TR

AT

EG

IC D

OC

UM

EN

TA

TIO

N

To

prov

ide

a cl

ear

fram

ewor

k w

hich

ref

lect

s ou

r vi

sion

of

ongo

ing

deve

lopm

ent a

nd im

prov

emen

t

Curriculum/Operations Review

Literacy (Oral) ICT Literacy & ICT Leaders of Learning

PE Health Education PE & Health Leaders of Learning

The Cotswold Curriculum - LETS/Inquiry Senior Leadership Team

National Standards/Assessment/OTJ’s/Reporting Senior Leadership Team

Student Achievement

Student Achievement Targets Senior Leadership Team & Leaders of Learning

Community Consultation

Papanui Learning Community Cluster Plan Including Cluster Network Management Board, Senior Leadership Team

The Cotswold Way – Linked To Review Focus Board, Senior Leadership Team

Student Leadership Board, Senior Leadership Team

Modern Learning Environments/Cotswold Renewal Programme Board, Senior Leadership Team

School Iniform Board, Senior Leadership Team

Maori/Pasifika Engagement Board, Senior Leadership Team

Reporting on Individual & Collective Progress & Achievement Board, Senior Leadership Team

Board Portfolio Review To continue to develop our self-review schedule ensuring all aspects of the schools operations are reviewed over

time. SchoolDocs will be used to assist us in self-reviewing all aspects of school operations. Board

PE

RS

ON

NE

L

To

be a

n em

ploy

er o

f firs

t cho

ice

who

attr

acts

, dev

elop

s an

d re

tain

s qu

ality

peo

ple.

Professional Development

Undertake School-Wide Professional Development In:

Major Focus

Modern Learning Environments and the pedagogy that underpins MLE’s with a focus on the Cotswold Renewal Programme in 2016 & 2017. This PD will also incorporate: o The Cotswold Curriculum - LETS significant concepts (central themes), integrate

learning and inquiry learning. o Ultranet Learning Management System - Student Portfolio Area - linking it to school

celebration, assessment and reporting framework


Literacy – Writing (Murray Gadd) Senior Leadership Team & Literacy Leaders

Minor Focus

Appraisal Connections: Reflective Practise/Teaching As Inquiry (TB)

Cultural Inclusiveness and Partnerships Senior Leadership Team, LOL’s & Teachers

ICT Senior Leadership Team, LOL’s & Teachers

PE & Health Senior Leadership Team, LOL’s & Teachers

Individual & Team Aspects of New Teaching & Learning Pedagogy Senior Leadership Team, LOL’s & Teachers

National Standards/Assessment/OTJ’s/Reporting/SMS Senior Leadership Team, LOL’s & Teachers

Individual Focus

To Provide Funding To Allow For The Professional Development Of Individual Staff Members Based On Needs Identified As Part Of The Performance Management Programme

Board

To Provide Funding And Opportunities For Staff Improve Their Qualifications And Experience. Senior Leadership Team

To Provide Ongoing Professional Development In Information & Communication Technology Senior Leadership Team & Leaders of Learning

To Provide Ongoing Professional Development which will allow staff to confidently implement the school’s Taha Maori programme in their classroom.


Staff Performance Management

Implement School Performance Management System Senior Leadership Team



STRATEGIC GOALS 2015 J F M A M J J A S O N D DEVELOPMENT COORDINATED BY COMMENT F

INA

NC

E

To

ensu

re th

e sc

hool

is

reso

urce

d

effe

ctiv

ely

achi

evin

g th

e be

st o

utco

me

for

both

toda

y

and

the

futu

re.

Implement the Financial Management Policy and Procedures Principal & Board

PR

OP

ER

TY

To

prov

ide

a w

elco

min

g, v

ibra

nt,

lear

ning

envi

ronm

ent f

or b

oth

toda

y an

d th

e fu

ture

To work with the Ministry of Education to plan and implement a comprehensive upgrade of Cotswold School’s teaching spaces to core modern learning environment standards ensuring: Our students will be learning in modern, flexible and digitally connected classrooms. Our teachers will have up-to-date facilities and teaching tools at their disposal.

Cotswold is working together with other Papanui LCC schools, providing students with flexible, personalised learning options.

Principal & Board

To work with the Ministry of Education to ensure all post-earthquake Health and Safety repairs, 5YA related property works is progressed quickly and provides improved outcomes for the Cotswold School students and teachers.

Principal & Board

HE

AL

TH

& S

AF

ET

Y

To

prom

ote

a he

alth

y an

d sa

fe

scho

ol c

omm

unity

that

live

s by

the

Cot

swol

d V

alue

s.

To work in conjunction with the Christchurch City Council to develop and promote a School Travel Plan providing safer and more sustainable travel options for school related journeys by students, parents, care givers & school staff.

Board, Senior Leadership Team, LOL & Teachers

To provide a high level of pastoral care for the Cotswold School Community which both supports the individual but also engenders a strong collective identity and sense of responsibility and is based around our school values.

Senior Leadership Team, Teachers & Support Staff

To incorporate locally prioritised values into enhancing school culture developing student’s ability to self-manage their learning and behaviour.


To fund training for staff to prepare them for the implementation of the Keeping Ourselves Safe Unit.


To implement the Keeping Ourselves Safe Unit across the school. Senior Leadership Team & Leaders of Learning

Review & Implement Behaviour Management Plan Senior Leadership Team

Analyse & act on student responses to Annual Bullying Survey Senior Leadership Team

Analyse and report to Board on Behaviour Database Senior Leadership Team

LE

GIS

LA

TIV

E

RE

QU

IRE

ME

NT

S

To

act i

n ac

cord

ance

w

ith a

ll le

gisl

ativ

e re

quire

men

ts.

The Board will ensure that it clearly identifies one member of the Board who will act in accordance with the role and responsibilities outlined its Terms of Reference, the school charter and in partnership with the school principal focusing on Legislative Requirements. Specific activities will include keeping a watching brief on correspondence and documentation concerning the legislative requirements the school must meet and report these to the Board.

Board

To complete an annual update of the school charter and provide the Secretary for Education with a copy of the updated school charter before 1 March, 2015 (NAG #7).

Board

To provide a statement to the Secretary for Education providing an analysis of any variance between the school's performance and the relevant aims, objectives, directions, priorities, or targets set out in the school charter before 1 March, 2015 (NAG #8).

Board

CO

MM

UN

ITY

To

have

goo

d co

mm

unic

atio

ns

betw

een

the

scho

ol a

nd it

s co

mm

unity

, to

enco

urag

e

invo

lvem

ent i

n th

e lif

e of

the

scho

ol,

and

to b

e re

cept

ive

and

resp

onsi

ve

to h

elpf

ul v

iew

s, id

eas

or c

once

rns.

To work with the Papanui/Redwood Learning Community Cluster to further develop and implement the Papanui/Redwood Learning Community Cluster Plan


To Continue the Development & Implementation of a Plan For Regular Liaison With Local Kindergarten, Pre-School Institutions and Intermediate Schools.


To provide PD to staff focusing on further developing effective partnerships between schools and parents, whānau and communities leading to better outcomes for our students


To utilise community resources & resource people in our class programmes Senior Leadership Team & Leaders of Learning

Involve Our Community In School Events On A Regular Basis: Senior Leadership Team & Teachers

Assemblies

Sporting Fixture

Open Days

Media etc Cultural Events Senior Leadership Team & Leaders of Learning

Regular update and maintenance of information provided on our school Website – http://www.cotswold.school.nz

Principal

http://www.cotswold.school.nz/

COTSWOLD SCHOOL STUDENT ACHIEVEMENT TARGET ACTION PLAN 1

STRATEGIC GOAL ANNUAL TARGET



75% of males to be at, above or well above in writing by the end of Year 5.

STRATEGIC TARGET TARGET AREA:

All students will make forward progress in reading, writing and mathematics of at least one National Standard benchmark in a 12 month period, through the provision of quality learning programmes, appropriate assessment & reporting systems and the provision of additional support through the Cotswold School Learning Support programmes and resources

Student Learning Personnel Finance

Strategic Doc Health & Safety Property

Leg Requirement Community National Standards

HISTORICAL POSITION TARGET GROUP

A gender gap of 28% has been identified for students at the Year 4 benchmark with 59% of boys achieving at or above in writing at the end of Year 4 while 87% of girls are achieving at or above in writing by the end of Year 5.

Gender: Boy

Ethnicity: All (Including Maori & Pasifika)

Level: All Year 5 Boys.

ACTION PLAN

WHAT WILL THE SCHOOL DO TO MEET THE TARGET? WHEN WILL IT BE DONE BY?

WHO IS INVOLVED/RESPONSIBLE WHAT RESOURCES WILL BE

ALLOCATED TO MEET THE TARGET? WHAT IS THE EXPECTED OUTCOME?

J F M A M J J A S O N D

Continue to identify learning needs of each individual student and support

required to improve progress and achievement. Class Room Teachers

Release time

Historical data Identification leading to targeted teaching.

Focus on writing topics and reading material of particular interest to boys. Literacy Leaders of Learning and

Classroom Teachers. Books and time

A greater involvement and interest in literacy by boys.

Implement a boy’s authentic, purposeful writing group to target those at risk of

failing to meet the standard.

Leaders of Learning

Male teacher as a role model Release time

Identification leading to targeted teaching.

More children will reach the National

Standard.

Continue to explore avenues to increase moderation accuracy especially with

other schools. Teachers and Leaders of Learning

Release Time, Staff and Syndicate

Meetings. A greater understanding of the requirements at each stage.

Continue to use AsTTle as a diagnostic tool. Classroom teachers Release Time The ability to target the Teaching to meet learning needs.

Interchange writing so that there are all boy classes so that writing lessons can

be targeted to boys interests. Class Room Teachers

Organisation & commitment from all

teachers Identification leading to targeted teaching.

Collect and analyse more specific data in relation to these target groups Class Room Teachers Data

Time Identification leading to targeted teaching.

Use new planning format with target children and action taken Class Room Teachers Sample planning formats provided Explicit teaching

Regular accountability at syndicate and staff meetings for sharing updates on

targeted children

Classroom teachers

Leaders of Learning

Associate Principals

Meeting time & facilitator

Accountability for teacher actions

Providing new ideas.

Collaborative ownership







80% of males to be at, above or well above in writing by the end of Year 6.







A gender gap of 7% has been identified for students at the Year 5 benchmark with 74% of boys achieving at or above in writing at the end of Year 5 while 81% of girls are achieving at or above in writing by the end of Year 5.

Gender: Boys

Ethnicity: All (Including Maori & Pasifika)

Level: All Year 6 boys.

ACTION PLAN

WHAT WILL THE SCHOOL DO TO MEET THE TARGET? WHEN WILL IT BE DONE BY?

WHO IS INVOLVED/RESPONSIBLE WHAT RESOURCES WILL BE ALLOCATED

TO MEET THE TARGET? WHAT IS THE EXPECTED OUTCOME?

J F M A M J J A S O N D



Release time

Historical data Identification leading to targeted teaching.

Focus on writing topics and reading material of particular interest to boys. Literacy Leaders of Learning and

Classroom Teachers. Books and time

A greater involvement and interest in literacy by boys.

Implement a boy’s authentic, purposeful writing group to target those at risk of

failing to meet the standard.

Leaders of Learning

Male teacher as a role model Release time

Identification leading to targeted teaching.

More children will reach the National

Standard.

Continue to explore avenues to increase moderation accuracy especially with

other schools. Teachers and Leaders of Learning Release Time, Staff and Syndicate Meetings.

A greater understanding of the requirements at each stage.

Continue to use AsTTle as a diagnostic tool. Classroom teachers Release Time The ability to target the Teaching to meet learning needs.

Interchange writing so that there are all boy classes so that writing lessons can

be targeted to boys interests. Class Room Teachers Organisation & commitment from all teachers Identification leading to targeted teaching.

Collect and analyse more specific data in relation to these target groups Class Room Teachers Data

Time Identification leading to targeted teaching.

Use new planning format with target children and action taken Class Room Teachers Sample planning formats provided Explicit teaching

Regular accountability at syndicate and staff meetings for sharing updates on

targeted children

Classroom teachers

Leaders of Learning

Associate Principals

Meeting time & facilitator

Accountability for teacher actions

Providing new ideas.

Collaborative ownership







End of Year 6 - 70% of Maori student to achieve or exceed standard for Mathematics by the end of Year 6







100% (6) of Maori students in Year 5 (2014) are achieving below the National Standards in Mathematics.

Gender: Boys

Ethnicity: Maori Students

Level: All Year 6 Maori students

ACTION PLAN

WHAT WILL THE SCHOOL DO TO MEET THE TARGET?

WHEN WILL IT BE DONE BY?

WHO IS INVOLVED/RESPONSIBLE

WHAT RESOURCES WILL BE

ALLOCATED TO MEET THE

TARGET?

WHAT IS THE EXPECTED

OUTCOME? J F M A M J J A S O N D



Release time

Historical data

Identification leading to targeted

teaching.

Identify children in specific target groups within classrooms Classroom teachers Planning sheet template provided Teachers will identify, track and comment on target children in their planning

Continue to create a healthy home/school partnership Classroom teachers/parents Home school handouts. Games sent

home. Manga high Higher engagement in Maths at home

Integrate cultural identity into classroom lessons. Use realistic contexts Classroom teacher Examples in context involving Maori

culture Sense of belonging

Identify students for specialised support programs Classroom teacher Teacher aide groups and release time for

target groups (Sarah) forward progress

Make full use of collaborative teaching partnerships when grouping and

addressing student achievement in reading. Classroom teachers

Similar timetables, shared planning,

professional talk Forward progress

Identify and use appropriate iPad Apps to reinforce learning. Classroom teachers and ICT leaders

of Learning Ipads and computers

Higher engagement and forward

progress. Reinforced learning

Collect and analyse more specific data in relation to these target groups Classroom teacher and Leaders of

Learning for Maths Data and tests and observations Tracking and identify needs



PAPANUI LEARNING COMMUNITY CLUSTER PLAN


As part of the Greater Christchurch Education Renewal Plan announced during September, 2012 Cotswold School was placed in the “Restore” category. The Restore category represents low-level change such as earthquake repairs and major works that can be progressed quickly for a cluster of schools or individual schools. To support the whole of network approach, schools and early childhood centres have been grouped into ‘clusters’ based on geographical communities of interest. These clusters reflect logical, standard geographical boundaries used by New Zealand Statistics, the Ministry of Social Development, and other agencies, including the Ministry of Education, to inform long-term network planning. Each Learning Community Cluster is required to developed detailed a Learning Community Cluster Plan. While Principal’s and Boards are yet to see any legislative requirement for Learning Community Clusters and Cluster Plans we have developed a draft Cluster Plan which is detailed below.

Learning Community Cluster

The Papanui/Redwood Learning Cluster is a group of ten schools located in north-west Christchurch who plan to work together to develop a strong collegial bond and professional partnership based on a common need to move learning forward for their students and teachers. The Papanui/Redwood Learning Cluster includes:

Bishopdale School

Casebrook Intermediate School

Cotswold School

Emmanuel Christian School

Northcote School

Papanui High School

Papanui Primary School

Redwood School

St Bede’s College

St Joseph’s School Papanui

All Early Childhood Education Providers in the Papanui Redwood geographical boundary.

Learning Community Cluster Plan Framework

Papanui Learning Cluster Schools detail individual school's priorities for development and for improving teaching and learning in their school Charters. Each Charter addresses the National Education Priorities stated in the National Administration Guidelines (NAGs), as well as the identified needs of the school's students. Each Charter includes a strategic plan that takes the charter goals and identifies and prioritises, in broad terms, actions to be taken to achieve them over a 3–5-year timeframe. The strategic plan forms the basis for the annual plan and budget. Papanui Learning Cluster School Strategic Plans:

Clearly link to and implements the charter/strategic goals

Addresses both the National Education Priorities and the school's priorities

Draws on the present and future capacity of the school to implement (resources, staff, finances, available expertise)

Is a clear guide to action

Is known to the board, staff, and community.

Learning Community Cluster Plan – Establishing Future Direction

The Papanui Learning Cluster Schools are committed to working together in 2015 to implement the Cluster Plan as detailed below.

PAPANUI LEARNING COMMUNITY CLUSTER PLAN


Greater Christchurch Education Renewal Recovery Programme Goals

Learners achieve the best possible educational outcomes

Young people become confident, connected, actively involved, lifelong learners

Young people acquire skills and qualifications that will enable them to make their own futures and contribute to New Zealand’s future

Māori and Pasifika learners and those with special educational needs are supported to realise their potential

Learners find their identities, languages and cultures valued and supported throughout their education

Learners can access suitable pathways through education and into work.

Cluster Goals

Long Term Outcomes (2016) Achieve by 2016 to contribute to overarching goals of the Greater Christchurch Education Renewal Recovery Programme. Our long-term outcomes are to have: 1. Our communities expressing confidence and trust in us as a group of educational professionals. 2. A shared bulk buying procurement system in place delivering better efficiencies and making our budgets go further. 3. Established learning pathways across the clusters from Early Childhood Education to Year 13 for all our students. 4. Seamless transitions from ECE to primary, primary to intermediate and intermediate to secondary school. 5. Common policy developed across the cluster aligning with a shared direction of travel. 6. Established partnerships with businesses and community organisations to support authentic learning 7. A cluster wide culture for learning and making decisions based on sound research and evidence

Short Term Outcomes Needed to achieve long-term outcomes: 1. Establish a clear and agreed direction with the frames, rules and consistency of support for working together including

communications with regular meetings and plan for 2013-16. 2. Keep student achievement as the primary focus of thinking and decision making 3. Ensure quality, timely and appropriate learning support for our children 4. Cluster partners work together to provide the best physical learning environment for all students whilst recognising that

there is rich diversity within our cluster and that there are structural tensions between public and privately owned properties, buildings, facilities and infrastructure.

5. Establish a Memorandum of Understanding (MoU) or collective charter with all Learning Community stakeholders to ensure 100% participation, commitment and the alignment with long-term goals.

6. Determine an agreed Professional Learning Programme for ECE & School leaders to December 2013. 7. Engage leaders in Modern Teaching and Learning with our cluster and other clusters.

Working Together With A Future Focus

Student Achievement & Transitions

Learning Support Property & Infrastructure Engagement & Communications Professional Learning & Development

1. Decide on and appoint a support person for this integrated double-cluster of Papanui and Redwood

2. Strengthen involvement of ECE in the cluster

3. Create opportunities to enhance relationships, respect and trust within the cluster

4. Develop a MoU or collective charter to explore integrated leadership at organisational levels including:

Governance/ownership,

Management/operational

Teaching and learning practise

5. Develop common policy across the sectors. (eg. PLD; Transition processes; When a child starts school)

1. Shape seamless pathways for educational achievement from Early Childhood Education to Primary to Secondary and to Tertiary for all learners.

2. Cluster partners will work with each other and other agencies with a stake in learner transition between levels.

3. Explore moderation and shared understanding of P&A, identifying good practice

4. Improve communication of student information

5. Identify strategic partners to engage with at Governance and operational Management level including but not limited to Maori, Pasifika, Special education, local government, health, businesses, technology, sport, recreation, Cultural, Arts and social services.

1. Improve responsiveness to diversity within our cluster: Ethnicity, Language, Special Needs, Social/Emotional Needs

2. Engage learning and health agencies in direction and development of learning provision

3. Engage Iwi, Maori and Pasifika education stakeholders (eg Ngai Tuahuriri Marae, Maori and Pasifika Reference Groups) at appropriate levels across the cluster to ensure the cluster has access to Maori and Pasifika medium education at ECE, Primary and Secondary School levels.

1. Identify schools in our cluster with space (1,500m2) and keenness to explore ECE on site

2. Property issues prioritized for resolution

3. Cluster partners work with each other, the MoE and other stakeholders in the stocktaking, development, maintenance and operation of individual and shared facilities and infrastructure.

4. Ensure master planning with property development is well informed with a combination of current education research & innovative & professional practise.

1. Meaningfully engage our school communities.

2. Prioritising relationships/ whanaungatanga

3. Keep extending the invitations to education providers, including: private ECE corps and all schools

4. Become meaningfully engaged in zoning dialogue

5. Explore enrolments scheme(s)

6. Seek transparency in structures, processes, actions and information

1. Prioritise PLD for ECE early assessment, support and transitions to primary school (eg Tasmania research discussed at workshop on 26/09/2013)

2. Operate a cluster based on the principles of well-researched, best practices in Education for all learners (eg John Hattie, Best Evidence Synthesis and bi-cultural practice)

3. Ensure technology platforms identified (eg gclc.org.nz) with support.

4. Identify cost sharing exists for PLD, resources and other talents

5. Professional Learning – Shared Goals, PLD and professional growth, Professional practice/appraisal

STUDENT LEARNING POLICY & PROCEDURES FRAMEWORK

Version Dated:29 September, 2014

According to Goal 1 of the National Administration Guidelines, the Cotswold School Board of Trustees with the Principal and teaching staff is required to:

i. develop and implement teaching and learning programmes:

a. to provide all students in years 1-10 with opportunities to achieve for success in all the essential learning and skill areas of the National Curriculum;

b. giving priority to student achievement in literacy and numeracy, especially in years 1-8;

c. giving priority to regular quality physical activity that develops movement skills for all students, especially in years 1-6;

ii. through a range of assessment practices, gather information that is sufficiently comprehensive to enable the progress and achievement of students to be evaluated; giving priority first to:

a. student achievement in literacy and numeracy, especially in years 1-8; and then to:

b. breadth and depth of learning related to the needs, abilities and interests of students, the nature of the school's curriculum, and the scope of the National Curriculum as expressed in the New Zealand Curriculum or Te Marautanga o Aotearoa;

iii. on the basis of good quality assessment information, identify students and groups of students;

a. who are not achieving;

b. who are at risk of not achieving;

c. who have special needs (including gifted and talented students);

d. and aspects of the curriculum which require particular attention;

iv. develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified in (iii) above;

v. in consultation with the school's Maori community, develop and make known to the school's community policies, plans and targets for improving the achievement of Maori students;

vi. provide appropriate career education and guidance for all students in year 7 and above, with a particular emphasis on specific career guidance for those students who have been identified by the school as being at risk of leaving school unprepared for the transition to the workplace or further education/training.

The Board of Trustees will implement the following policies: Student Achievement Information Marking Home Learning Students with Special Needs Recognition of Cultural Diversity Improve Educational Outcomes for Maori Students Religious Instruction Health Education Education Outside the Classroom School Policy will be supported by: The Cotswold School Curriculum Plan

All policy is now available at http://cotswold.schooldocs.co.nz/ (Username: cotswold; Password: elephant)

http://cotswold.schooldocs.co.nz/



STRATEGIC DOCUMENTATION POLICY & PROCEDURES FRAMEWORK

Version Dated:29 September, 2014


i. develop a strategic plan which documents how they are giving effect to the National Education Guidelines through their policies, plans and programmes, including those for curriculum, National Standards, assessment and staff professional development;

ii. maintain an on-going programme of self-review in relation to the above policies, plans and programmes, including evaluation of information on student achievement;

iii. report to students and their parents on the achievement of individual students, and to the school's community on the achievement of students as a whole and of groups (identified through NAG 1(iii) above) including the achievement of Māori students against the plans and targets referred to in 1(v) above..

The Board of Trustees will implement the following policies: NAG 2: Documentation and Self Review Review Instructions Review Schedule School Planning and Reporting Recognising Student Achievement Reporting to Parents on Student Progress and Achievement





STRATEGIC DOCUMENTATION POLICY & PROCEDURES FRAMEWORK


According to Goal 2A of the National Administration Guidelines, the Cotswold School Board of Trustees with the Principal and teaching staff is required to:

Use National Standards to:

i. report to students and their parents on the student’s progress and achievement in relation to National Standards. Reporting to parents in plain language in writing must be at least twice a year;

ii. report to the Secretary of Education by 1 March school-level data in the board’s annual report on National Standards under four headings:

a. school strengths and identified areas for improvement;

b. the basis for identifying areas for improvement; and

c. planned actions for lifting achievement.

d. how students are progressing in relation to National Standards

iii. report to the Secretary of Education by 1 March on the numbers and proportions of students at, above, below or well below the standards, including by Māori, Pasifika, European/Pakeha, Asian, gender, and by year level.

iv. report the NAG 2A (ii) and NAG 2A (iii) information in the format prescribed by the Secretary for Education from time to time.

The Board of Trustees will implement the following policies: NAG 2: Documentation and Self Review Improve Educational Outcomes for Māori Students



PERSONAL & EMPLOYMENT POLICY & PROCEDURES FRAMEWORK



i. develop and implement personnel and industrial policies, within policy and procedural frameworks set by the Government from time to time, which promote high levels of staff performance, use educational resources effectively and recognise the needs of students;

ii. be a good employer as defined in the State Sector Act 1988 and comply with the conditions contained in employment contracts applying to teaching and non-teaching staff.

The Board of Trustees will implement the following policies: Appointments Classroom Release Time Performance Management Complaints Protected Disclosure Teacher Registration and Police Vetting Staff Leave HIV/AIDS and other Infectious Diseases





ASSET & FINANCIAL MANAGEMENT POLICY & PROCEDURES FRAMEWORK



i. allocate funds to reflect the school's priorities as stated in the charter;

ii. monitor and control school expenditure, and ensure that annual accounts are prepared and audited as required by the Public Finance Act 1989 and the Education Act 1989;

iii. comply with the negotiated conditions of any current asset management agreement, and implement a maintenance programme to ensure that the school's buildings and facilities provide a safe, healthy learning environment for students.

The Board of Trustees will implement the following policies: Income Financial Control and Expenditure Assets Theft and Fraud Prevention





HEALTH & SAFETY POLICY & PROCEDURES FRAMEWORK



i. provide a safe physical and emotional environment for students;

ii. promote healthy food and nutrition for all students;

iii. comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees.

The Board of Trustees will implement the following policies: The Health and Safety in Employment Act The Health and Safety Committee Smoke Free Environment Care and Management of Children Emergency Planning and Procedures Pandemic Management Accidents and Illness Hazard Management Harassment Abuse Reporting Procedure Behaviour Management General Safety Information All policy is now available at http://cotswold.schooldocs.co.nz/ (Username: cotswold; Password: elephant)




SCHOOL ADMINISTRATION POLICY & PROCEDURES FRAMEWORK


According to Goal 6 of the National Administration Guidelines, the Cotswold School Board of Trustees with the Principal and teaching staff is required to comply with all general legislation concerning requirements such as:

i. attendance, the length of the school day, and

ii. the length of the school year.

The Board of Trustees will implement the following policies: NAG 6: Administration Student Absence Sending Students Home/Early Release Privacy Enrolment International Students Records Retention Length of School Year Copyright Compliance with New Zealand Legislation All policy is available at http://cotswold.schooldocs.co.nz/ (Username: cotswold; Password: elephant)






According to Goal 7 of the National Administration Guidelines, the Cotswold School Board of Trustees is required to complete an annual update of the school charter and provide the Secretary for Education with a copy of the updated school charter before 1 March of the relevant year. The Board of Trustees will implement the following policies: NAG 2: Documentation and Self Review School Planning and Reporting Improve Educational Outcomes for Māori Students Governance Review Schedule Reporting to Parents on Student Progress and Achievement Compliance with New Zealand Legislation All policy is available at http://cotswold.schooldocs.co.nz/ (Username: cotswold; Password: elephant)






According to Goal 8 of the National Administration Guidelines, the Cotswold School Board of Trustees is required to provide a statement providing an analysis of any variance between the school's performance and the relevant aims, objectives, directions, priorities, or targets set out in the school charter at the same time as the updated school charter provided to the Secretary for Education under NAG 7. The Board of Trustees will implement the following policies: NAG 2: Documentation and Self Review School Planning and Reporting Improve Educational Outcomes for Māori Students Governance Review Schedule Reporting to Parents on Student Progress and Achievement Compliance with New Zealand Legislation

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