cotswold school
TRANSCRIPT
Page 1
Cotswold School
Charter & Strategic Plan
2020 – 2021
He Ara Whakamua - Building Brighter Futures
Page 2
Introduction
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.
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.
National Education & Learning Priorities
Cotswold School acknowledges the DRAFT National Education & Learning Priorities and have reflected on these when updating the Strategic and Annual sections of this Charter.
1. Learners at the centre – learners with their whānau are at the centre of education
Make sure that every learner/ākonga feels safe, appreciated and included for who they are, including their identity, language and culture, and learning needs.
Include family and whānau as partners central to the learning and achievement of every learner/ākonga.
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2. Barrier free access – great education opportunities and outcomes are within reach for every learner.
Have high expectations for every learner/ākonga and eliminate practices that limit access across the curriculum.
Support successful transitions into, within, and from places of learning.
Ensure financial and other barriers for learners/ākonga and their whānau do not prevent equitable access to teaching, learning and participation in the life of the early learning service or school.
3. Quality teaching and leadership – quality teaching and leadership make the difference for learners and their whānau.
Grow their workforce to strengthen teaching and leadership and to contribute to a stronger profession across the system.
Incorporate te reo Māori and tikanga Māori in the everyday life of the place of learning.
4. Future of learning and work – learning that is relevant to the lives of New Zealanders today and throughout their lives
Ensure they offer learning that equips learners/ākonga with an understanding of New Zealand’s cultural identities and our history.
5. World class inclusive public education – New Zealand education is trusted and sustainable
Develop relationships with their local iwi and hapū and communities to align aspirations and strategic direction setting.
Local Priorities
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.
Page 4
Recognising New Zealand’s Cultural Diversity
Cotswold School celebrates New Zealand's growing cultural diversity and ensures that all students feel culturally safe and valued. Our cultural diversity is a valuable resource for 21st-century learning. We celebrate and value a variety of cultures by recognising cultural difference. For example:
Integrating cultural perspectives through curriculum areas across all levels
Convening parent support groups and meetings
Accessing cultural advisors, cultural dance/food festivals
Conducting classroom programmes incorporating different greetings.
Our school hosts international students and our international programme is designed to increase and enhance our students’ awareness and understanding of other cultures and countries. We respect the unique 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 Māori (Māori culture) and te reo Māori for students. We currently foster Māori culture through:
Teaching te reo Māori to an elementary level (greetings, counting, mihi, basic vocabulary for everyday items, pronunciation and translation 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 PE) which recognise New Zealand’s dual cultural heritage
Integrating Māori through all curriculum areas where appropriate
Visits to marae and cultural centres, and fostering relationships with local iwi
Kapahaka, powhiri (welcome) for newcomers, signage around the school, whanau groups, etc.
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.
We also respect the place of the Pasifika people and culture in New Zealand and foster it through integrating Pasifika into curriculum areas, where appropriate. We have considered the Pasifika Education Plan (PEP) 2013-2017 and its relative significance for our school. We support its vision to see "Five out of five Pasifika learners participating, engaging, and achieving in education, secure in their identities, languages and cultures and contributing to Aotearoa New Zealand’s social, cultural and economic well-being".
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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 learning curriculum levels.
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
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.
Cotswold School consults its community, including its Maori community, regularly as part of its three year cycle of self-review.
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Relationship to Planning & Reporting
Achievement & Progress Aims - Inquiry Approach
Page 7
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
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Strategic Goals
Learning
To extend student and staff horizons by providing authentic learning experiences that develop creativity.
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.
Well-being
To provide a safe inclusive environment for students and staff that monitors and responds to their well-being and needs.
Community
To develop strong partnerships that values community involvement and diversity.
Governance
To operate the school in a prudent financial way in accordance with all legislative requirements.
2020 Student Achievement Targets
Cotswold School
All students will make forward progress in reading, writing and mathematics of at least one Year Level benchmark (i.e. Within level 1; At level 1; At early level 2; At level 2; Working towards level 3, At level 3) 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.
To increase the Mathematics achievement level from 83% to 87% across the school.
To reduce the disparity in Mathematics between Maori/Pasifika and Pakeha/European students across the school by 5%.
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Cotswold School Charter
2020 – 2022 He Ara Whakamua - Building Brighter Futures
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. Students 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
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.
Goal 4 - Governance To operate the school in a prudent financial way in accordance with all legislative requirements.
Goal 3 - Community To develop strong partnerships that value community involvement and diversity.
Link: Tōtaranui Kāhui Ako Goal 1 & 2
Goal 2 – Well-being To provide a safe inclusive environment for students and staff that monitors and responds to their well-being and needs. (PB4L)
Link: Tōtaranui Kāhui Ako Goal 1
Goal 1 – Learning
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.
Link: Tōtaranui Kāhui Ako Goal 2
To extend student and staff horizons by providing authentic learning experiences that develop creativity.
Link: Tōtaranui Kāhui Ako Goal 3
R e f e r T o C o t s w o l d A n n u a l S e c t i o n f o r 2 0 2 0 C o t s w o l d P r i o r i t i e s
Tōtaranui Kāhui Ako Goal 1 Wellbeing Including
Whanau and Community Involvement Tōtaranui CoL will support all learners on their journey of hauora. This Includes embracing and developing reciprocal relationships that enhance learning and support wellbeing.
Tōtaranui Kāhui Ako Goal 2 Cultural Responsiveness Through
Engagement and Inclusion Tōtaranui CoL will provide an environment that respects the dignity of each learner’s culture, language and identity. Relevant teaching and learning opportunities will allow all to feel connected whilst acknowledging the special place of Māori within Aotearoa.
Tōtaranui Kāhui Ako Goal 3 Creativity and Innovation
Tōtaranui CoL will develop skills and capabilities by maximising opportunities that the NZ Curriculum offers through broad authentic learning experiences which allow imagination and creativity to flourish.
Tōtaranui Kāhui Ako Goal 2 Cultural Responsiveness Through
Engagement and Inclusion Tōtaranui CoL will provide an environment that respects the dignity of each learner’s culture, language and identity. Relevant teaching and learning opportunities will allow all to feel connected whilst acknowledging the special place of Māori within Aotearoa.
Tōtaranui Kāhui Ako Goal 1 Wellbeing Including
Whanau and Community Involvement Tōtaranui CoL will support all learners on their journey of hauora. This Includes embracing and developing reciprocal relationships that enhance learning and support wellbeing.
Tōtaranui Kāhui Ako Annual Priorities • Develop pathways of digital learning • Consider local curriculum design through a CoL lens
to develop understanding and identify potential for alignment across the CoL
• Have shared opportunities for teachers/students • Enhance CoL across school collaboration and
sharing of practice • Develop teacher expertise through targeted PLD • Implement Curriculum Progressive Tools • Have CoL-wide events to share and develop
common aspirations
Tōtaranui Kāhui Ako Annual Priorities Understand classroom practices using student voice and
other methods that develop feeling of inclusion for all learners – particularly Maori
Connect with local Iwi
Bring together teachers and share stories of practices and success (could be year based for relevance)
Develop student leadership opportunities and knowledge across the CoL
Develop consistency and understanding of effective successful culturally responsive practices across the CoL
Explore opportunities to engage with local community
Progressive development of cultural competencies and knowledge in a local context (building on knowledge)
Tōtaranui Kāhui Ako Annual Priorities • Develop pathways of digital learning • Consider local curriculum design through a CoL lens
to develop understanding and identify potential for alignment across the CoL
• Have shared opportunities for teachers/students • Enhance CoL across school collaboration and
sharing of practice • Develop teacher expertise through targeted PLD • Implement Curriculum Progressive Tools • Have CoL-wide events to share and develop
common aspirations
Tōtaranui Kāhui Ako Annual Priorities
Understand classroom practices using student voice and other methods that develop feeling of inclusion for all learners – particularly Maori
Connect with local Iwi
Bring together teachers and share stories of practices and success (could be year based for relevance)
Develop student leadership opportunities and knowledge across the CoL
Develop consistency and understanding of effective successful culturally responsive practices across the CoL
Explore opportunities to engage with local community
Progressive development of cultural competencies and knowledge in a local context (building on knowledge)
Develop pathways of digital learning
Consider local curriculum design through a CoL lens to develop understanding and identify potential for alignment across the CoL
Have shared opportunities for teachers/students
Enhance CoL across school collaboration and sharing of practice
Develop teacher expertise through targeted PLD
Implement Curriculum Progressive Tools
Have CoL-wide events to share and develop common aspirations
C o n n e c t , C o l l a b o r a t e , G r o w
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Strategic Section 2020 - 2022
STRATEGIC GOALS 2020 2021 2022
LE
AR
NIN
G
To
exte
nd s
tude
nt a
nd s
taff
horiz
ons
by p
rovi
ding
aut
hent
ic le
arni
ng e
xper
ienc
es th
at d
evel
op c
reat
ivity
.
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
ne
eds)
are
abl
e 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.
Targeting Student Achievement Targeting Student Achievement Targeting Student Achievement
All students will make forward progress in reading, writing and mathematics of at least one Year Level benchmark (i.e. Within level 1; At level 1; At early level 2; At level 2; Working towards level 3, At level 3) 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.
To increase the Mathematics achievement level from 83% to 87% across the school.
To reduce the disparity in Mathematics between Maori/Pasifika and Pakeha/European students across the school by 5%.
Further develop student ownership and understanding of their own learning and assessment.
To continue to build connections with local whanau and iwi and build on their aspirations for their children.
To Review & Implement Review & Implement Review & Implement
Cotswold School Improving Educational Outcomes for Māori Students and Recognition of Cultural Diversity Policy, Procedures and Guidelines
Cotswold School Developed Assessment & Reporting Programme
SNAC & Gifted and Talented Policy, Procedures and Guidelines
Curriculum/Operations Review Curriculum/Operations Review Curriculum/Operations Review
Learning Support Including Gifted & Talented & SENCO/LSC Roles The Cotswold Curriculum – e-Learning The Cotswold Curriculum - Physical Education & Activity
Charter/Strategic Plan Framework & Structure Review The Cotswold Curriculum - Literacy The Cotswold Curriculum – Health Education
The Cotswold Curriculum - Mathematics The Cotswold Curriculum Inquiry Model The Cotswold Curriculum – The Arts
The Cotswold Curriculum Inquiry Model The Cotswold Curriculum – Te reo Maori The Cotswold Curriculum – Mathematics & Statistics
Student Achievement Student Achievement Student Achievement
Monitor & Report Student Achievement Targets Monitor & Report Student Achievement Targets Monitor & Report Student Achievement Targets
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/updated SMS framework In The Following Areas:
o Mathematics – Geometry & Measurement o English – Reading o The Arts
o English – Oral Language o English - Writing o Te Reo Maori
o Key Competencies o Mathematics – Statistics o PE, Sport & Health
Revise Cotswold School Assessment Criteria In The Following Areas: Revise Cotswold School Assessment Criteria In The Following Areas: Revise Cotswold School Assessment Criteria 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 – Statistics o PE, Sport & Health o Key Competencies
Continue to develop new Student Management System (eTap, including Learning Support, Gifted & Talented and Behaviour modules)
To continue to investigate the pedagogy that underpins Innovative Learning Environments as we transition to new and refurbished learning environments during 2020 & 2021
Report to Board on SNAC activities, programmes and student outcomes.
To complete the transition to the new Cotswold School Logo & Art Manifestations including a review of school signage linking to the Cotswold Renewal Programme in 2020 & 2021
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STRATEGIC GOALS 2020 2021 2022 L
EA
RN
ING
To
exte
nd s
tude
nt a
nd s
taff
horiz
ons
by p
rovi
ding
aut
hent
ic le
arni
ng e
xper
ienc
es th
at
deve
lop
crea
tivity
.
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.
Explore & Develop Aspects of Teaching & Learning Pedagogy Explore & Develop Aspects of Teaching & Learning Pedagogy Explore & Develop Aspects of Teaching & Learning Pedagogy
Major Focus Major Focus Major Focus
Exploring Local Curriculum Development both design and review (Our local curriculum is the way we bring The New Zealand Curriculum to life at our school – including SOLO)
Digital Technologies/Literacy including (but not limited to) Digital Technology Curriculum, Google Tools/Docs/Hapara, Seesaw, eTap Learning Support Including Gifted & Talented
Wellbeing including Whanau & Community Involvement (PB4L) Mathematics & Statistics
Cultural Responsiveness through Engagement & Inclusion. The Arts
Minor Focus Minor Focus Minor Focus
Collaborative Learning Practise and the pedagogy that underpins Innovative Learning Environments as we transition to new and refurbished learning environments during 2020 & 2021
Healthy Active Learning in partnership with Sport NZ and the Ministries of Health & Education Literacy - Reading
Literacy Through the Learning Progression Framework PaCT Tool & ALL The Arts PE & Health
Mathematics & Statistics (including LoL AliM) Education Outside The Classroom Education Outside The Classroom
Education Outside The Classroom Social Sciences
National Education & Learning Priorities (NELP)
Tōtaranui Kāhui Ako Teacher Only Day
Tōtaranui Kāhui Ako Professional Inquiry Groups
Health and safety training, including staff responsibilities and rights to a safe and healthy work place.
Individual Focus Individual Focus Individual Focus
Continue To Provide Funding To Allow For The Professional Development Of Individual Staff Members Based On Needs Identified As Part Of The Performance Management Programme
Continue To Provide Funding And Opportunities For Staff Improve Their Qualifications And Experience.
Continue To Provide Ongoing Professional Development In Digital Technologies, Solo Taxonomy & PB4L
Continue 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
Review & Implement School Performance Management System
STRATEGIC GOALS 2020 2021 2022
WE
LL
-BE
ING
To
prov
ide
a sa
fe in
clus
ive
envi
ronm
ent f
or
stud
ents
and
sta
ff th
at m
onito
rs a
nd r
espo
nds
to th
eir
wel
l-bei
ng a
nd n
eeds
.
To implement the Cotswold School Health, Safety, and Welfare Policy.
To implement the Supporting Student Well-being, Staff Well-being and Community Conduct Expectations Policies. (PB4L)
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. (PB4L)
To incorporate locally prioritised values into enhancing school culture developing student’s ability to self-manage their learning and behaviour. (PB4L)
Health and safety training, including staff responsibilities and rights to a safe and healthy work place.
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 Keeping Ourselves Safe Unit.
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 Keeping Ourselves Safe Unit across the school. To implement the Kia Kaha unit across the school.
To implement Life Education/Sexuality Education programmes Grief, Loss & Change Unit - School wide To implement Life Education/Sexuality Education programmes
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
Connect with and support families using Mana Ake – Attendance – Anxiety – General Physical and Mental Health
Develop systems that allow for appropriate sharing and tracking of well being information (Kahui Ako wide)
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STRATEGIC GOALS 2020 2021 2022 C
OM
MU
NIT
Y
To
deve
lop
stro
ng p
artn
ersh
ips
that
val
ues
com
mun
ity in
volv
emen
t and
dive
rsity
.
Community Consultation Community Consultation Community Consultation
The Cotswold Way – Linked To Review Focus The Cotswold Way – Linked To Review Focus The Cotswold Way – Linked To Review Focus
Physical Education & Activity Maori/Pasifika Engagement/ Hautū - Māori Cultural Responsiveness Recognition of Cultural Diversity
e-Learning & Digital Technology Learning Support Including Gifted & Talented Home Learning
Education Outside The Classroom Transition to/from Cotswold School Health Education
Health Education Reporting on Individual & Collective Progress & Achievement The Arts
Behaviour Management
Innovative Learning Environments/Cotswold Renewal Programme
Developing Partnerships/Involvement Developing Partnerships/Involvement Developing Partnerships/Involvement
To work with the Totaranui CoL to further develop and implement the Totaranui CoL Plan
To Continue The Development And Implementation The Cotswold Transitions Plan Including Regular Liaison With Local Kindergarten, Pre-School Institutions And Intermediate Schools.
Continue 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
Proactively engage with Whanau
Connect with local Iwi
To utilise community resources & resource people in our class programmes
Involve Our Community In School Events On A Regular Basis:
Assemblies
Sporting Fixture
Creativity & Innovation Expo (Tōtaranui Kāhui Ako)
Open Days
Media publicity & invitations to visit.
Cantamaths & Maths Display (Tōtaranui Kāhui Ako)
Cultural Events (Tōtaranui Kāhui Ako)
Cultural Events (Christchurch)
Regular update and maintenance of information provided on our school Website – http://www.cotswold.school.nz
STRATEGIC GOALS 2020 2021 2022
GO
VE
RN
AN
CE
To
oper
ate
the
scho
ol in
a p
rude
nt fi
nanc
ial w
ay in
acc
orda
nce
with
all
legi
slat
ive
requ
irem
ents
.
Finance Finance Finance
Continue To Implement the Financial Management Policy and Procedures
Continue To Implement the Financial Management Policy and Procedures
Continue To Implement the Financial Management Policy and Procedures
Property
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: o Our students will be learning in modern, flexible and digitally connected classrooms. o Our teachers will have up-to-date facilities and teaching tools at their disposal.
Cotswold is working together with other Totaranui Kāhui Ako 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 develop and implement a plan that delivers enhanced facility/property development for our school funded through the School Investment Package ($355,509.00)
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.
Legislative Requirements Legislative Requirements Legislative Requirements
The Board will ensure that members 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.
Compliance
To complete an annual update of the school Strategic Plan and provide the Secretary for Education with a copy of the updated school charter before 1 March, 2020 (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 Strategic Plan before 1 March, 2020 (NAG #8).
Page 13
Annual Section 2020
STRATEGIC GOALS 2020 J F M A M J J A S O N D DEVELOPMENT COORDINATED BY COMMENT
LE
AR
NIN
G
To
exte
nd s
tude
nt a
nd s
taff
horiz
ons
by p
rovi
ding
aut
hent
ic le
arni
ng e
xper
ienc
es th
at d
evel
op c
reat
ivity
.
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
ne
eds)
are
abl
e 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.
Targeting Student Achievement
All students will make forward progress in reading, writing and mathematics of at least one Year Level benchmark (i.e. Within level 1; At level 1; At early level 2; At level 2; Working towards level 3, At level 3) 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, In School/Leaders of Learning, SENCO & Staff
To increase the Mathematics achievement level from 83% to 87% across the school. Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
To reduce the disparity in Mathematics between Maori/Pasifika and Pakeha/European students across the school by 5%.
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Further develop student ownership and understanding of their own learning and assessment. Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
To continue to build connections with local whanau and iwi and build on their aspirations for their children.
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
To Review & Implement
Cotswold School Improving Educational Outcomes for Māori Students and Recognition of Cultural Diversity Policy, Procedures and Guidelines
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Cotswold School Developed Assessment & Reporting Programme Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
SNAC & Gifted and Talented Policy, Procedures and Guidelines Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Curriculum/Operations Review
Learning Support Including Gifted & Talented & SENCO/LSC Roles Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Charter/Strategic Plan Framework & Structure Review Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
The Cotswold Curriculum - Mathematics Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
The Cotswold Curriculum Inquiry Model Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Student Achievement
Monitor & Report Student Achievement Targets Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Assess, Report & Analyse
Ongoing Collection, Analysis And Reporting Of Individual & School-Wide Achievement Data, Setting Specific And Challenging Achievement Expectations For Students
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Implement Revised Cotswold School Assessment & Reporting Criteria and new/updated SMS framework In The Following Areas:
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
o Mathematics – Geometry & Measurement Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
o English – Oral Language Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
o Key Competencies Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Revise Cotswold School Assessment Criteria In The Following Areas:
English – Reading Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
English - Writing Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Mathematics – Statistics Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Continue to develop new Student Management System (eTap, including Learning Support, Gifted & Talented and Behaviour modules)
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
To continue to investigate the pedagogy that underpins Innovative Learning Environments as we transition to new and refurbished learning environments during 2020 & 2021
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Report to Board on SNAC activities, programmes and student outcomes. Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
To complete the transition to the new Cotswold School Logo & Art Manifestations including a review of school signage linking to the Cotswold Renewal Programme in 2020 & 2021
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Page 14
STRATEGIC GOALS 2020 J F M A M J J A S O N D DEVELOPMENT COORDINATED BY COMMENT L
EA
RN
ING
To
exte
nd s
tude
nt a
nd s
taff
horiz
ons
by p
rovi
ding
aut
hent
ic le
arni
ng e
xper
ienc
es th
at
deve
lop
crea
tivity
.
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.
Explore & Develop Aspects of Teaching & Learning Pedagogy
Major Focus
Exploring Local Curriculum Development both design and review (Our local curriculum is the way we bring The New Zealand Curriculum to life at our school – including SOLO)
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Digital Technologies/Literacy including (but not limited to) Digital Technology Curriculum, Google Tools/Docs/Hapara, Seesaw, eTap
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Wellbeing including Whanau & Community Involvement (PB4L) Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Cultural Responsiveness through Engagement & Inclusion. Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Minor Focus
Collaborative Learning Practise and the pedagogy that underpins Innovative Learning Environments as we transition to new and refurbished learning environments during 2020 & 2021
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Healthy Active Learning in partnership with Sport NZ and the Ministries of Health & Education Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Literacy Through the Learning Progression Framework PaCT Tool & ALL Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Mathematics & Statistics (including LoL AliM) Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Education Outside The Classroom Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
National Education & Learning Priorities (NELP) Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Tōtaranui Kāhui Ako Teacher Only Day Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Tōtaranui Kāhui Ako Professional Inquiry Groups
Health and safety training, including staff responsibilities and rights to a safe and healthy work place.
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Individual Focus
Continue to Provide Funding To Allow For The Professional Development Of Individual Staff Members Based On Needs Identified As Part Of The Performance Management Programme
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Continue to Provide Funding And Opportunities For Staff Improve Their Qualifications And Experience.
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
To Provide Ongoing Professional Development In Digital Technologies, Solo Taxonomy & PB4L Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff Continue to Provide Ongoing Professional Development, which will allow staff to confidently
implement the school’s Taha Maori, programme in their classroom. Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Staff Performance Management
Review & Implement School Performance Management System Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
STRATEGIC GOALS 2020 J F M A M J J A S O N D DEVELOPMENT COORDINATED BY COMMENT
WE
LL
-BE
ING
To
prov
ide
a sa
fe in
clus
ive
envi
ronm
ent f
or
stud
ents
and
sta
ff th
at m
onito
rs a
nd r
espo
nds
to
thei
r w
ell-b
eing
and
nee
ds.
Continue to implement the Cotswold School Health, Safety, and Welfare Policy. Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Continue to implement the Supporting Student Well-being, Staff Well-being and Community Conduct Expectations Policies. (PB4L)
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Continue 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. (PB4L)
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Continue to incorporate locally prioritised values into enhancing school culture developing student’s ability to self-manage their learning and behaviour. (PB4L)
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Health and safety training, including staff responsibilities and rights to a safe and healthy work place.
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
To fund training for staff to prepare them for the implementation of the Kia Kaha. Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
To implement the Kia Kaha unit across the school. Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
To implement Life Education/Sexuality Education programmes Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Analyse & act on student responses to Annual Bullying Survey Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Analyse and report to Board on Behaviour Database Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Connect with and support families using Mana Ake – Attendance – Anxiety – General Physical and Mental Health
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Develop systems that allow for appropriate sharing and tracking of well-being information Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Page 15
STRATEGIC GOALS 2020 J F M A M J J A S O N D DEVELOPMENT COORDINATED BY COMMENT C
OM
MU
NIT
Y
To
deve
lop
stro
ng p
artn
ersh
ips
that
val
ues
com
mun
ity in
volv
emen
t and
dive
rsity
.
Community Consultation
The Cotswold Way – Linked To Review Focus Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Physical Education & Activity Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
e-Learning & Digital Technology Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Education Outside The Classroom Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Health Education Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Behaviour Management Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Innovative Learning Environments/Cotswold Renewal Programme Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Developing Partnerships/Involvement
To work with the Totaranui CoL to further develop and implement the Totaranui CoL Plan Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
To Continue The Development And Implementation The Cotswold Transitions Plan Including Regular Liaison With Local Kindergarten, Pre-School Institutions And Intermediate Schools.
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
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
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Proactively engage with Whanau Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Connect with local Iwi Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
To utilise community resources & resource people in our class programmes Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Involve Our Community In School Events On A Regular Basis: Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
o Assemblies o Sporting Fixture o Creativity & Innovation
Expo (Tōtaranui Kāhui Ako)
o Open Days o Media publicity &
invitations to visit. o Cantamaths & Maths
Display (Tōtaranui Kāhui Ako)
o Cultural Events (Tōtaranui Kāhui Ako)
o Cultural Events (Christchurch)
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Regular update and maintenance of information provided on our school Website – http://www.cotswold.school.nz
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
STRATEGIC GOALS 2020 J F M A M J J A S O N D DEVELOPMENT COORDINATED BY COMMENT
GO
VE
RN
AN
CE
To
oper
ate
the
scho
ol in
a p
rude
nt fi
nanc
ial w
ay in
acc
orda
nce
with
all
legi
slat
ive
requ
irem
ents
.
Finance
Continue to implement the Financial Management Policy and Procedures Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Property 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:
o Our students will be learning in modern, flexible and digitally connected classrooms.
o Our teachers will have up-to-date facilities and teaching tools at their disposal.
Cotswold is working together with other Totaranui Kāhui Ako schools, providing students with flexible, personalised learning options.
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
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.
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
To develop and implement a plan that delivers enhanced facility/property development for our school funded through the School Investment Package ($355,509.00)
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. Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Legislative Requirements The Board will ensure that it 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.
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Compliance To complete an annual update of the school Strategic Plan and provide the Secretary for Education with a
copy of the updated school charter before 1 March, 2020 (NAG #7). Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
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 Strategic Plan before 1 March, 2020 (NAG #8).
Senior Leadership Team, In School/Leaders of Learning, SENCO & Staff
Page 16
COTSWOLD SCHOOL STUDENT ACHIEVEMENT TARGET ACTION PLAN
STRATEGIC GOAL ANNUAL TARGET
To extend student and staff horizons by providing authentic learning experiences that develop creativity.
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.
To increase the Mathematics achievement level from 83% to 87% across the school.
To reduce the disparity in Mathematics between Maori/Pasifika and Pakeha/European students across the school by 5%.
STRATEGIC TARGET TARGET AREA:
All students will make forward progress in reading, writing and mathematics of at least one Year Level benchmark (i.e. Within level 1; At level 1; At early level 2; At level 2; Working towards level 3, At level 3) 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 Achievement Level
HISTORICAL POSITION TARGET GROUP
83% of all students met the Mathematics benchmark in 2019. Of these, 81% of females and 84% of males met the target.
84% of Pakeha/European students met the Mathematics benchmark in 2019. 78% of Maori and 62% of Pasifika students met the Mathematics benchmark.
The disparity between Maori and Pakeha across the whole school is 6%. Of those entering Cotswold at 5 years of age, the disparity is 1%
The disparity between Pasifika and Pakeha across the whole school is 22%. Of those entering Cotswold at 5 years of age, the disparity is 13%.
Gender: Girls and Boys
Ethnicity: All with an emphasis of priority learners
Level: All with an emphasis on Years 1 - 6.
ACTION PLAN
WHAT WILL THE SCHOOL DO TO MEET THE TARGET? WHEN WILL IT BE DONE BY?
WHO IS INVOLVED/RESPONSIBLE WHAT IS THE EXPECTED OUTCOME? J F M A M J J A S O N D
We have joined a national pilot project focusing on Healthy Active Learning as a medium to grow in particular boys’ achievement levels.
PE coordinators and outside provider.
All year levels Achievement levels will increase.
Maths leaders will participate in the ALIM programme. Maths Leaders / ALIM providers
Selected target students Attitude levels will improve.
Meet with underachieving students and their Whanau to discuss strategies that might be used at home.
All years
AP’s / Team leaders / Teachers
Increased ability for students to achieve at home, better home/school partnership.
Visits to other schools to observe and discuss best practice. Leaders Reflection regarding current practice.
Page 17
Student Learning Policy & Procedures Framework
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 the analysis of good quality assessment information*, evaluate the progress and achievement of students, giving priority first to:
a. student progress and achievement in literacy and numeracy and/or te re matatini and pāngarau, 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 2007 or Te Marautanga o Aotearoa;
iii. through the analysis of good quality assessment information*, identify students and groups of students:
a. who are not progressing and/or achieving;
b. who are at risk of not progressing and/or achieving;
c. who have special needs (including gifted and talented students); and
d. 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 (c) above;
v. in consultation with the school’s Māori community, develop and make known to the school’s community policies, plans and targets for improving the progress and achievement of Māori students; and
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.
* Good quality assessment information draws on a range of evidence to evaluate the progress and achievement of students and build a comprehensive picture of student learning across the curriculum
The Board of Trustees will implement the following policies: NAG 1: Curriculum & Student Achievement Policy Curriculum and Student Achievement Education Outside the Classroom Health Education/Curriculum consultation Home Learning Improving Educational Outcomes for Māori Learning Support Reading Recovery/Literacy Support Recognition of Cultural Diversity Religious Instruction/Religious Education
School Policy will be supported by: The Cotswold School Curriculum Plan
All policy is available at http://cotswold.schooldocs.co.nz/ (Username: cotswold; Password: elephant)
Page 18
Strategic Documentation Policy & Procedures Framework
According to Goal 2 of the National Administration Guidelines, the Cotswold School Board of Trustees with the Principal and teaching staff is required to:
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, aromatawai and/or 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 good quality assessment information* on student progress and achievement;
iii. on the basis of good quality assessment information* report to students and their parents on progress and achievement of individual students:
a. in plain language, in writing, and at least twice a year; and
b. across The National Curriculum, as expressed in The New Zealand Curriculum 2007 or Te Marautanga o Aotearoa, including in mathematics and literacy, and/or te reo matatini and pāngarau;
iv. on the basis of good quality assessment information*, report to the school’s community on the progress and achievement of students as a whole and of groups (identified through National Administration Guideline 1(iii) above) including the progress and achievement of Māori students against the plans and targets referred to in National Administration Guideline 1(v) above.
* Good quality assessment information draws on a range of evidence to evaluate the progress and achievement of students and build a comprehensive picture of student learning across the curriculum. information on student achievement;
The Board of Trustees will implement the following policies: NAG 2: Documentation and Self Review Reporting to Parents School Planning and Reporting
All policy is available at http://cotswold.schooldocs.co.nz/ (Username: cotswold; Password: elephant)
Page 19
Personal & Employment Policy & Procedures Framework
According to Goal 3 of the National Administration Guidelines, the Cotswold School Board of Trustees with the Principal and teaching staff is required to:
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: Appointment Procedure Appraisal of Staff Appraisal of the Principal Attestation Classroom Release Time/Timetable Complaints EEO Policy Employer Responsibility Performance Management Police Vetting for Non-Teachers Protected Disclosure Provisionally Certificated Teachers (PCTs) Salary Units/Management Allowances Staff Leave Teacher Certification and Police Vetting
Asset & Financial Management Policy & Procedures Framework
According to Goal 4 of the National Administration Guidelines, the Cotswold School Board of Trustees with the Principal and teaching staff is required to:
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: 10 Year Property Plan (10 YPP) Finance and Property Management SUE (Staff Usage and Expenditure)
All policy is now available at http://cotswold.schooldocs.co.nz/ (Username: cotswold; Password: elephant)
Page 20
Health & Safety Policy & Procedures Framework
According to Goal 5 of the National Administration Guidelines, the Cotswold School Board of Trustees with the Principal and teaching staff is required to:
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: NAG 5: Health, Safety & Welfare Policy Abuse Recognition and Reporting Alcohol, Drugs, and Other Harmful Substances Behaviour Management Child Protection Digital Technology and Cybersafety Emergency Planning and Procedures Evacuation Procedure/Emergency Kit Harassment Health, Safety, and Welfare Medicines, Minor/Moderate Injury or Illness Physical Restraint Risk Management Safety Management System Separated Parents, Day-to-Day Care, & Guardianship Sun Protection Surrender & Retention of Property and Searches Swimming Pool Visitors
All policy is now available at http://cotswold.schooldocs.co.nz/ (Username: cotswold; Password: elephant)
Page 21
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: Legislation & Administration Policy International Students Legislation and Administration Length of School Year Privacy Student Attendance
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 Review Schedule Compliance with New Zealand Legislation
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 National Administration Guideline 7. The Board of Trustees will implement the following policies:
Implementation Audits and Reports Implementation Audits and Reports NAG 2: Documentation and Self Review
All policy is now available at http://cotswold.schooldocs.co.nz/ (Username: cotswold; Password: elephant)