School Name: Nelson College
School Id Number 0294
Period: 2015
Printed Date: 22/03/2013
Page II
PIETAS PROBITAS ET SAPIENTIA
(Loyalty, Honesty and Wisdom)
THIS IS THE CHARTER
OF
NELSON COLLEGE 2015
The needs of the students and their learning shall be the focus of this Charter.
The Board of Trustees will take all reasonable steps to ensure that the school meets the goals and objectives of this Charter within the resources and
time available to it, recognising that students will attain their full potential through a partnership between the school, their homes, the community and
the Minister under the provisions of the Education Act.
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TABLE OF CONTENTS
Section I. Introduction
College Vision & Mission Statement
Type of School
General description
The School Community
Treaty of Waitangi
Section II. Strategic Goals (aligned with the National Administrative Guidelines for Schools.)
Section III. Strategic Section & 3 Year Strategic Plan
Section IV. Annual Section
Appendices
National Education Guidelines
National Administration Guidelines
BOT code of conduct
Charter undertaking
Definition of terms
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Section I
INTRODUCTION
VISION A College which maximises each boy’s potential to contribute positively to society.
MISSION STATEMENT
To inspire and challenge boys to develop their academic, cultural and sporting abilities and to grow their character and
values to enable them to be the best that they can be.
MOTTO
Loyalty (“Pietas”) The College exists as a group of teachers and other staff, students, board members , all working for the good of each
individual in the group. Each individual, in turn, has a duty, an obligation to support the group. We give loyalty to the group,
acceptance of the rules, a contribution to the general good and a feeling of belonging and pride
Honesty (“Probitas”) People cannot get on together without being able to trust in the reliability and honesty of others. In our College
community, respect for rules, for consideration of others, for a sense of right and wrong is expected.
Sapientia (“Wisdom”) Covers a range of other meanings: good sense, judgement, discretion, prudence, intelligence. Wisdom is more
than knowledge – it is the right use of knowledge. It shows itself in self-discipline, will never despise an enemy or underrate a friend.
Wisdom civilises – knowledge has no such power.
Type of School
Nelson College is a state, single sex, boys' secondary school with significant boarding facilities.
It also has an attached private Year 7-8 Preparatory School.
General Description
Decile rating: 7
Roll: 1094
Number of foreign fee paying students: 49
Ethnic composition
Maori 14%
NZ European 73%
Asian 10%
Pacific 3%
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Special features
Private Preparatory School-Two Boarding Hostels-Outdoor Education Centre (separate site)
Nelson College is a boys’ secondary school, established in 1856 with a fine tradition for excellence in a wide range of areas. The Leadership Team
consists of the Headmaster, Deputy Principal, Assistant Principals(3) and Headmaster’s Secretary.
The College has the express purpose of preparing young men to take their place in the world, with the realisation that this requires education to be
presented in a variety of ways. This involves having students learn at Nelson College for Girls, establishing links with the local community and
having a focus on the need for exemplary teaching and learning at all levels within the College.
The College aspires to have all students leave the school having had the chance to take part in a well established leadership programme at Year 13.
This programme allows them to grow through supporting others, leading a variety of programmes throughout the College and in so doing improve
the culture of the college.
The College also wants all students to develop skills and take part in out of classroom activities. These activities are managed by staff and include a
very active inter house competition.
The School Community
The Nelson College community is a reflection of the greater Nelson region coupled with boarders and their families who contribute a more national
and international perspective to the College.
Our College community is predominantly made up of a cross section of socio economic groups living within Nelson City.
Students do bus to the College from the outlying regions of Nelson, including Stoke, Motueka and Richmond.
The international students contribute cultural diversity to the boarding houses and to daily College life. Relationships with the community are enhanced
through some international students living with local families and strong links with the College PTA, NC Trust Foundation, Runanga matua and Old
Boys Association.
The Treaty of Waitangi
The Board accepts and welcomes an obligation under the Treaty of Waitangi to develop policies and practices that reflect New Zealand’s dual cultural
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heritage.1
Section II
Strategic Objectives and Goals
Strategic Objectives To achieve our vision the following Strategic Objectives have been set:-
1. Developing the knowledge, skills and attributes of our boys to equip them to contribute positively to society.(Academic Excellence & Personal Development)
2. Developing a culture of respect, inspiration and innovation in our teachers and students.
(Personal Development & Sense of Belonging)
3. Harnessing the potential of technology to enhance learning and communication.
(Academic Excellence & Sense of Belonging)
4. Understanding our students as individuals to facilitate their effective engagement with learning.
(Academic Excellence, Personal Development & Sense of Belonging)
Compliance
Nelson College Board of Trustees is obligated and committed to: ‐ - Fulfilling all the requirements set out in the National Education Goals
- Administering the school according to the National Administration Guidelines
- Delivering the curriculum to all students in a balanced programme as outlined in National Curriculum Statements
- Acting as a good employer to teaching and non‐teaching staff
1
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- Preparing a budget to monitor and control school expenditure
- Allocating funds to meet the school’s priorities so that student achievement is enhanced
- Implementing the 5 year property plan to ensure the school’s facilities provide a safe, healthy learning environment.
Strategic Goals student achievement
NAG 1 - Curriculum and Student Achievement
Review Senior curriculum pathways in response to the changing demographic and retention rates in the College.
Review class placement and student achievement tracking systems.
Lift NCEA achievement pass rates, merit endorsements and excellence endorsements.
Further develop systems to monitor at risk students and high learning needs students.
Further develop systems for the identification and support of ‘gifted and talented’ students.
Further develop specific monitoring of Māori/Pasifika students for all targets areas integrating pastoral and academic support.
Develop IT infrastructure & curriculum integration to enhance learning and communication:- linking teachers students and the community.
NAG 2 - Strategic Planning and Review Entrench a robust self‐review processes with an tri-annual Board of Trustees SWOT analysis and Strategic planning day.
Conduct a ‘mock’ ERO internal review in 2015 (3 years after last official ERO report)
NAG 3 – Personnel Complete and implement the revised complaints policy to reflect current best practice employment law.
Ensure all senior administrators are up to date with all recent law changes related to education, search & seizure etc
NAG 4 – Finance & Property Create a fiscally responsible budget.
Ensure accurate monthly reports on property and finance are presented ahead of scheduled BOT meetings.
Monitor the major Capital project for 2015-2020 (Boarding hostels upgrade.)
Ensure cash flow projections are fiscally responsible.
Establish annual Governance finance parameters within which management develops an annual budget and financial policy & reporting.
Implement the 5YP projects in prioritised order.
Ensure painting and maintenance work within the approved 10YP is completed.
NAG 5 – Health & Safety Complete an analysis of all stand downs and suspensions from 2013-2015 then determine what programmes/personnel/strategies have contributed to any
identified changes in patterns/trends, including ethnicity.
Implement a new analysis process for disciplinary statistics.
Review the Crisis policy and associated Health and Safety policies in light of changes in legislation.
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NAG 6 – Policies & Procedures Review the policy management processes to ensure that policies meet legislative requirements and are regularly reviewed for relevance and are guiding
practice.
Review processes and procedures around informing and ensuring all staff are aware of the contents and implications of key policies (particularly concerning
health and safety, employment and disciplinary matters)
Convene separate BOT meetings to examine new policies, practices and strategic planning direction for
o IT in the Classroom (cybersafety, BYOD and teaching and learning practice)
o Sport (role of the Sports council, vision and mission & future planning)
o Outdoor education (new safety in the outdoors legislation, EOTC & EOTC driving policies, vision for OED (2015-2017)
o Special Education (Refugees, Learning needs students)
o Counselling
o Curriculum & Qualifications Pathways
o School Climate & Culture (Respect 360 programme)
Specific to Nelson College
1. Preparatory School (private school division of NC)
Review the roles and responsibilities of the Preparatory school Headteacher and staff in preparation for the move to a new site.
Entrench key marketing opportunities and strategies to continue to maximise enrolments and to generate waiting lists at each year level.
Prepare a Strategic planning timeline to facilitate the development of Rutherford Hostel into a new Preparatory school.
2. Boarding & International Departments
Develop marketing strategies to ensure full enrolment in High school Boarding and maintain a consistent occupancy level at 175 boys, with associated
waiting lists.
Prepare a Strategic planning timeline to facilitate the development of Fell Hostel over a three year period.
Evaluate the 2014 changes to Boarding staffing levels, roles and remuneration which had the aim to reduce costs whilst maintaining service quality.
Investigate the costs and feasibility of installing solar power generation in the Boarding hostels as they are upgraded.
Investigate the feasibility and implications of seeking to increase International numbers in the College from 45 - 60
Complete the Barnicoat upgrade (end of 2015)
Ensure management maintains controls over the Boarding upgrade costs.
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Section III
3 Year Strategic & Annual Plan
3 Year Strategic
Strategic Outcome: Academic Excellence Broad Outcome Key Priorities Systems and Processes – 2015-2017
Boys will achieve their
intellectual potential by striving
for and attaining the highest
standards of academic excellence
A measureable increase in student
achievement for all target groups.
Increase student independence
and accountability.
Develop independent and
motivated students who take
responsibility for their learning.
Establish a process that identifies
student potential and tracks
their achievement against that
potential and therefore the value we
add as a College.
Student’s achievement is
individually tracked to monitor
potential and achievement and
implement interventions.
The over-arching goal is to increase the level of achievement of
our students.
Our performance over the last few years has trended only slightly
up to flat. In 2014 it has shown a slight decline. With this in mind
the priority for the next three years is to reverse this and begin an
upward cycle.
1% increase (average) per year, roll based at each level of NCEA
per year, as a minimum. (See LR modelling for more detail).
Departments set individual goals and strategies in Dept
Reports to lift achievement.
HODs and HOFs examine, modify and develop College-
wide interventions and strategies to increase performance.
ICT and SMS used to track, identify and intervene on
learners at risk of not achieving.
Including- Maori/Pasifika, Special needs and Gifted &
Talented students.
A comprehensive curriculum map to be developed which
outlines multiple pathways to achievement and
qualification.
Teacher, HOD, Deans and LT roles reviewed to increase
capacity to monitor and support students.
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Set professional development targets that
impact on student achievement as well as
developing leadership capacity.
All staff meet all TRC criteria, set
dept and individual prof dev
goals that improve educational
achievement for students and
professional growth for teachers.
Evaluate the placement of students
into courses, the courses provided
and the overall make of the curriculum.
Have robust, transparent and
effective processes for placing
students in classes that will meet
their needs and be appropriate to
their skills and goals.
Provide a balanced, diverse,
sustainable and responsive
curriculum delivers high levels of
academic success for all students.
Data collected on students used to identify not only
individual potential and achievement but also trends in
needs within and across cohorts.
Mentoring and appraisal processes identify areas of
professional practice and development for staff to improve
their effectiveness in the delivery of the curriculum.
Professional Development needs identified by achievement
data (whole school and Departmental), mentoring and
appraisal that ensures a skilled and registered staff.
Student placement philosophy to be developed, adopted
and applied College-wide.
As an effective process ensuring that students are
being taught at a level where the material is both accessible
and appropriate to maximise the students learning.
Intended student outcomes
- increased student retention from Year 11-Year13.
- improved academic results for all boys.
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- evidence of high levels of student engagement and student surveys
Annual
Strategic Outcome: Academic Excellence Broad Aim: Boys will achieve their intellectual potential by striving for and attaining the highest standards of academic excellence
Key Priorities Targets 2015 Systems & Processes Outcomes/Product
A measureable increase in student
achievement for all target groups.
Increase student
independence and
accountability.
Develop independent and
motivated students who
take responsibility for their
learning.
Agreed understanding of
definition and quantification
of non-academic
achievement data.
target student groups, both
MOE specified and
distinctive to Nelson
College.
Individual targets specifying
identification,
differentiation and
resourcing of GaTMO
students
Priority learners
Maori: Increase achievement at
level one to 60%, level 2 to 65%,
level 3 to 55% and UE to 40% (roll
based)
Pasifika: Increase achievement at
level 1 to 60% at level 1, 65% at
level 2, 55% at level 3 and 40 % at
UE (low numbers may effect %
here however)
Special Learning needs: all special
learning needs students & refugees
have achievement monitored and
Dept reports identify strategies and
groups to include
strategies developed for the
middle band
continued resourcing of
facilities (eg Art)
continued Staff PD in
differentiation in course
content and delivery
aim for more curriculum
integration across subjects
ensure numeracy is seen as
integral in the same way as
literacy has been.
investigate and possibly re-
implement school classes as
timetabled
each term individual summary
reports on all students
designated as Special Learning
needs & refugees are
completed & analysed
Increase in average achievement of
1.0% within all groups.
Shift 2014 pass rates of 69.8%
(L1), 78.7 (L2), 66.7 (L3) and 51.5
(UE) to 71%, 80%, 68% and 53%
(roll based-minimum)
Individual students identified as
special learning needs and/or
refugees have IEPs and reports
which show a clear pathway to
achieving literacy and numeracy
and Level 1 and 2 (where
appropriate to their ability).
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Establish a process that identifies
student potential and tracks
their achievement against that
potential and therefore the value
we add as a College.
Set professional development
targets that impact on student
achievement as well as developing
leadership capacity.
Evaluate the placement of students
into courses, the courses provided
and the overall make of the
curriculum.
reported to and IEPs have clear
individual attainment goals
Student’s achievement is
individually tracked to monitor
potential and achievement and
implement interventions.
All staff meet all TRC criteria, set
dept and individual prof dev goals
that improve educational
achievement for students and
professional growth for teachers.
Completion of a curriculum
pathway and student course
placement report on potential
models for change
Investigation and trialing of the use of
existing data points as indicators of
potential.
Use of midges (programme)
Use of Ultranet and KAMAR
functions for students and
parents to track performance
Review responsibilities to
make sure that tracking can be
done (physically).
Mentoring and appraisal evaluations
undertaken by LT ;
Used by LT to determine
whole College PD themes.
Used by individuals to
establish PD needs for
attestation and registration
purposes.
Used by Departments to set
Dept goals and PD needs or
strategies to achieve these
goals.
Set in place a process of investigation
based on:
Qualitative and quantitative
data
Discussion & feedback from
all stakeholders.(Staff, HODs
& SPG)
Investigation completed by end of
term three and outcomes stated by
Term 4.
Recommendations in place on:
The use of data to evaluate
potential.
Suggested models for
mechanisms we can use to
track potential.
Procedures, processes and
resourcing needed to
efficiently track students
and intervene effectively.
Departmental reports and
individual staff mentoring folders
show a clear focus on improving
student achievement both within
individual class and across classes
within the same department.
Development of an accepted and
effective process of student
grouping and placement.
This process to be developed into a
set of guidelines and implemented
in the development of the 2016
timetable.
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3 Year Strategic
Strategic Outcome: Personal Development
Broad Outcomes Key Priorities Systems and Processes – 2015-2017
Boys will develop a strong work
ethic.
Boys will develop the knowledge,
skills and attitude to stand up for
what is right.
Boys will develop the skills
necessary to demonstrate a
respectful and caring attitude at
school and the community
The enhancement of the positive culture
of the school to enable every individual
to develop a strong work ethic and self-
management skills.
The development of programmes which
provide an environment where students
value others through respect, generosity
and service.
Provide opportunities for
individual students to develop
resilience and the courage to do
what is right.
Provide a culture where
student/student, adult/student and
adult/adult relationships are
strengthened.
Completion and analysis of the climate and culture survey
of all staff …(Staff culture survey results from 2013-2017
to be used for comparative analysis)
Survey analysis to be used to inform and support
changes in practice and culture to improve school
climate.
Completion and analysis of a climate and culture survey of
Year 9s …(student culture survey results from 2013-2017
to be used for comparative analysis)
In 2015 introduce at Leadership a new criteria “Good
attitude and effort in class and beyond”.
In 2015 determine a qualitative method to measure ‘good
attitude, effort & work ethic’.
In 2016/2017 evaluate the effectiveness of ‘good attitude,
effort & work ethic’. in improving student outcomes.
In 2015 development & implementation of the Respect 360
programme at Year 9 supported by Year 13 Leadership to
reinforce a positive school climate in order to
Strengthen the positive relationships between
students and between staff and students
Utilise the homeroom and leadership programmes
to support/integrate with the Respect 360 initiative.
In 2016 develop an intervention ‘Respect 360’ process
which can be used by staff at all Year level classes.
In 2017 expand the student survey on climate and culture
to all Year levels to establish a qualitative method of
evaluating the effectiveness of the Respect 360 bas
programme and the intervention programme.
Intended student/community outcomes
- reduction in the need for disciplinary measures. (lower rates of both stand down and suspension statistics)
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- reduction in the instances of bullying, racial/cultural abuse.
- reduction in other indicators of disengagement (eg truancy, vandalism )
Annual
Strategic Outcome: Personal Development Broad Aims: Boys will develop a strong work ethic.
Boys will develop the knowledge, skills and attitude to stand up for what is right.
Boys will develop the skills necessary to demonstrate a respectful and caring attitude at school and the community
Key Priorities Targets 2015 Systems & Processes Outcomes
The enhancement of the positive
culture of the school to enable
every individual to develop a
strong work ethic and self-
management skills.
The development of programmes
which provide an environment
where students value others
through respect, generosity and
service.
Provide opportunities for
individual students to
develop resilience and the
courage to do what is right.
Provide a culture where
student/student,
adult/student and
adult/adult relationships are
strengthened.
Respect 360 launched in Term One 2015
by English with new themes for year 9
classes each week.
Reinforced by year 13 leaders during
mentoring time and also during whole
school assemblies.
Effectiveness measured using the Year
9 climate survey results 2015
Respect 360 launch
Introduced to all y9 English
classes in week 1 of term 1
Introduction to Respect 360
to be part of the Year 13
introduction to Leadership,
Week 1 2015, CD
Mentoring Record of session
to list target statements for
360
CD to add reference to
Respect 360 to the Mentor
Manual
Each week post the target
words for 360 on the
Leadership noticeboard
Incorporate “Respect 360”
themes into Weds 5 sessions
for Leadership
Use 360 themes in whole
school assemblies
Survey all Y9 students at the
beginning of T2
Results comparison with
2014 and 2013.
Respect 360 successful
implementation, well
communicated to parents/staff
and students.
Feedback report collated from
staff/boys/Head Boys and
parents produced.
Further strategies proposed.
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Academic effort as a criteria for prefects
to be put in place.
Attitude and effort in the classroom and
beyond.
Community Service for a selected
specific charity to be associated with
Nelson College in place.
The College to decide on a charity and
then run their own event(s) or campaign.
Introduce at Leadership
training the new criteria
“Good attitude and effort in
class and beyond”
Feedback each term as to this
criteria provided by staff to
HY
Continue to review the
Leadership and Mentoring
Programme through teacher
and student feedback with
modifications introduced
where needs are identified.
Student council to select
suitable local charity/ies
Ensure Student Council is
working early in term 1.
Head Student group to form
the basis of the Student
Council.
New criteria in place and being
trialled.
Feedback report presented to the
LTeam in Term 4.
Charity selected and a
fundraising event campaign
successfully completed.
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3 Year Strategic
Strategic Outcome: Sense of Belonging Broad Outcomes Key Priorities Systems and Processes – 2015-2017
The College will provide a
positive school climate which
supports each boy in developing
ownership of and active
participation in the life of the
College.
The College will develop its
partnership with all stakeholders,
especially families and whanau,
to support a shared culture of
excellence in every aspect of
College life.
To integrate and use IT to enhance
quality teaching and learning
To be one of New Zealand’s leading
secondary schools in providing
opportunities for participation and
excellence in co-curricular activities.
Renewed focus and vigour for professional learning groups
IT leaders initiative to continue
Restructuring of the IT Team
Continue investing in a high quality network
Sports 2015-2017 (extracted from the sports council strategic
plan)
Vision; to be one of New Zealand’s leading secondary school in
providing opportunities for participation and excellence in sport
Better and more accurate use of Data
Development of Coaching Capacity
Facilities development
Music 2015-2017 (extracted from the Music draft strategic plan)
Facility development
Specialist staffing
Relationship with the wider community
Performing Arts 2015-2017
To have students represent the college at Vast Dance
Festival, Shakespeare Festival and Theatre Sports.
To encourage and acquire new junior members to
participate in Theatre Sports an Shakespeare Festival.
To help facilitate house drama as an extra house
activity. SL and LW volunteering to judge and organise
the competition (if approved by Management).
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Maori Performing Arts 2015-2017 To prepare and enter Te Kura Tamatane o Whakatu ( Nelson
College Kapahaka) for the regional kappa haka competitions.
Build capacity for Te Rourou Kura 2016 to attend the Kapa
Haka Tuarua National Competitions.
Prepare and enter students for Nga Manu Korero 2015 –
Marlborough Boys College
Oversee quality and development of school haka/ house haka
competition.
Maintain school Kapa Haka for school events. (Powhiri,
prizegivings)
Intended student/community outcomes
- increased sense of connection and belonging between parents/students & staff.
- increased sense of student confidence and selfworth.
- increased student/team success nationally and internationally in co curricula activities.
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Annual
Strategic Outcome: Sense of Belonging Broad Aims: The College will provide a positive school climate which supports each boy in developing ownership of and active participation in the life of the
College.
The College will develop its partnership with all stakeholders, especially families and whanau, to support a shared culture of excellence in every
aspect of College life.
Key Priorities Targets 2015 Systems & Processes Outcomes
To integrate and use IT to
enhance quality teaching and
learning
One of the key
professional learning areas.
Focus on progression up
taxonomy.
IT leaders initiative to
continue
Restructuring of the IT
Team
Continue investing in a
high quality network
Staff IT expertise and
knowledge shows a focus on and
progression up the IT integration
taxonomy.
IT leaders to be further
embedded and expanded into a
multilevel support and PD
development group
BYOD timeline and process for
introduction clearly signposted.
IT support team restructured to
better meet the IT support needs
of staff and students
Development of and detailed
plans for a high quality IT
This key professional
learning area continues as a
theme for Thursday Staff PD
sessions and a focus at TODs
Weekly meetings of the IT
leaders
Delegated leadership of
Thurs PD sessions / TOD
sessions to the IT leaders
team.
Detailed grid of jobs and
tasks in IT support developed
Support roles delegated to all
individuals in IT support
Staff IT Integration
surveys and professional
mentoring folders show a
progression up the IT
integration taxonomy.
Staff have individual IT
assistance available
tailored to their needs.
Staff to be regularly
surveyed (twice a year?)
on their needs.
BYOD timeline and
process articulated to the
BOT and to all other
stakeholders.
IT support ‘work ticket’
system in place – Term 1
IT support teams tasks
and areas of
responsibility are
published to staff
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To use IT to enhance our
connection with the community
To be one of New Zealand’s
leading secondary school in
providing opportunities for
participation and excellence in co-
curricular activities
infrastructure and network
Improve the use of the following
avenues for enhanced and improved
connection with our stakeholders.
Social media
Newsletter
Ultranet
Website
Mobile App
Email Communication
Sports 2015 (extracted from the sports
council strategic plan)
Vision; to be one of New Zealand’s
leading secondary school in providing
opportunities for participation and
excellence in sport
Better and more accurate use of
Data
Development of Coaching
Capacity
Facilities development
Music 2015 (extracted from the Music
draft strategic plan)
Facility development
Specialist staffing
IT Team to deliver
infrastructure to make
possible
IT PD one of two key themes
for Staff professional learning
IT Pioneers to provide
leadership and support to
staff
Continued data collection
against Taxonomy
Sports Department as part of
departmental goals
Infrastructural needs
supported by leadership team
Led by HOF Music and
supported by Music
Department staff
Plans in place and
articulated to the BOT &
to all other stakeholders.
Social media regular
usage
Website used as first port
of call for information
Short term urgent
messaging used on
Website.
Staff progression to top
two tiers of taxonomy,
no staff on bottom.
Monitoring parent
ultranet use
Accurate data collected
for accurate baselines
Improved participation
statistics
Coaching courses
delivered to students,
parents, and staff
Facilities plan developed
Specialist staff recruited
Facilities plan developed
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Page XX
Relationship with the wider
community
Performing Arts 2015
To have students represent the
college at Vast Dance Festival,
Shakespeare Festival and
Theatre Sports.
To encourage and acquire new
junior members to participate in
Theatre Sports an Shakespeare
Festival.
To help facilitate house drama
as an extra house activity. SL
and LW volunteering to judge
and organise the competition (if
approved by Management).
Maori Performing Arts 2015
To prepare and enter Te Kura
Tamatane o Whakatu ( Nelson
College Kapahaka) for the
regional kapa haka competitions.
Build capacity for Te Rourou
Kura 2016 to attend the Kapa
Haka Tuarua National
Competitions.
Prepare and enter students for
Nga Manu Korero 2015 –
Marlborough Boys College
Oversee quality and
development of school haka/
house haka competition.
Led by HOF Drama and
supported by Drama
Department staff
Led by HOF Te Reo & MPA
and supported by Runanga
Matua.
Opportunities created for
Nelson College music to
be shared with wider
community
Students participate in
Vast Dance festival
Increasing number of
junior students join co-
curricular drama
programme
House drama is planned
for as part of house
competitions
Students participate in
regional Kapahaka
competition
A ‘squad’ developed in
preparation for Kapa
haka national
competitions.
Students entered and
perform in Manu Korero
regionals
Hosue Haka competition
continued with the
School Haka being
taught to all students.
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Page XXI
Maintain school Kapa Haka for
school events. (Powhiri,
prizegivings)
Maori performance and
Te Reo part of all major
school events and
celebrations.
APPENDICES
NATIONAL EDUCATION GUIDELINES
Education is at the core of our nation's effort to achieve economic and social progress. In recognition of the fundamental importance of education, the
Government sets the following goals for the education system of New Zealand.
1. The highest standards of achievement, through programmes which enable all students to realise their full potential as individuals, and to develop
the values needed to become full members of New Zealand's society.
2. Equality of educational opportunity for all New Zealanders, by identifying and removing barriers in achievement.
3. Development of the knowledge, understanding and skills needed by New Zealanders to compete successfully in the modern- ever-changing
world.
4. A sound foundation in the early years in future learning and achievement through programmes which include support for parents in their vital
role as their children's first teachers.
5. A broad education through a balanced curriculum covering essential learning areas with high levels of competence in basic literacy and
numeracy, science and technology.
6. Excellence achieved through the establishment of clear learning objectives, monitoring student performance against those objectives, and
programmes to meet individual need.
7. Success in their learning for those with special needs by ensuring that they are identified and receive appropriate support.
8. Access for students to a nationally and internationally recognised qualifications system to encourage a high level of participation in post-school
education in New Zealand.
9. Increased participation and success by Maori through the advancement of Maori education initiatives, including education in Te Reo Maori,
consistent with the principles of the Treaty of Waitangi.
10. Respect for the diverse ethnic and cultural heritage of New Zealand people, with acknowledgement of the unique place of Maori, and New
Zealand's role in the Pacific and as a member of the international community of nations.
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NATIONAL ADMINISTRATION GUIDELINES
In order to ensure that the National Education Goals are met, the Nelson College Board of Trustees and Headmaster respectively, are also required to
follow sound governance and management practices involving curriculum, employment, financial and property matters applying to schools, and the
Board of Trustees' Code of Conduct. Further details of these requirements are found in the relevant legislation, appropriate contracts of employment,
property occupancy documents and, from time to time, guidelines promulgated by the Secretary for Education.
NAG 1
Nelson College Board of Trustees will foster student achievement by providing teaching and learning programmes which incorporate the New
Zealand Curriculum (essential learning areas, essential skills and attitudes and values) as expressed in National Curriculum Statements.
Nelson College Board of Trustees, through the headmaster and staff, will:
(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 New Zealand
curriculum;
(b) giving priority to student achievement in literacy and numeracy, especially in years 1-4.
(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 1-4; 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 New Zealand Curriculum (as expressed in the National Curriculum Statements);
(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; 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 (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 unprepared for the transition to the workplace or further
education/training;
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NAG 2
The Nelson College Board of Trustees with the headmaster and teaching staff will:
(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, assessment and staff professional development;
(ii) maintain an ongoing 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 1 (iii) above) including the achievement of Maori students against the plans and targets referred to in
1 (v) above.
NAG 3
According to the legislation on employment and personnel matters, the Nelson College Board of Trustees is required in particular 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.
NAG 4
According to legislation on financial and property matters, the Nelson College Board of Trustees is required in particular 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.
NAG 5
The Nelson College Board of Trustees will:
(i) Provide a safe physical and emotional environment for students;
(ii) Comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees.
NAG 6
The Nelson College Board of Trustees will comply with all general legislation concerning requirements such as attendance, the length of the school
day, and the length of the school year.
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CODE OF CONDUCT
Board of Trustees
The Board of Trustees agrees to adhere to the following code of conduct:
Each Board of Trustees is charged with governance of its school. Effective governance is a successful blend of professional expertise and community
involvement. This co-operation should lead to effective and positive relationships between the Trustees and staff and ensure that the educational
wellbeing of students is maintained. The Code of Conduct applies to all members.
Trustees will aim to:
1. Ensure that the needs of students and their learning are given full consideration when planning, developing and implementing learning and
teaching programmes.
2. Ensure that all students are provided with an education which respects their dignity, rights and individuality, and which challenges them to
achieve personal standards of excellence and to reach their full potential.
3. Serve their school and their community to the best of their ability and be honest, reliable and trustworthy in all matters relevant to their roles
and responsibilities.
4. Respect the integrity of staff, the headmaster, parents and students.
5. Be loyal to the school and its charter.
6. Maintain the confidentiality and trust vested in them.
7. Ensure strict confidentiality of papers and information related to the Board's position as an employer.
8. Act as good employers.
9. Ensure that individual trustees do not act independently of the Board's decisions.
10. Ensure that any disagreements with the Board's stance on matters relating to the employer position are to be resolved within the Board.
11. Exercise their powers of governance in a way that fulfils the intent of the Treaty of Waitangi by valuing and reflecting New Zealand's dual
cultural heritage.
12. Use the Maori community's (or communities') own processes to consult with the Maori community.
The Board of Trustees accepts the following:
The Headmaster is the professional leader of the school and is responsible to the Board of Trustees. The responsibilities of the Headmaster will be
stated in another document held by the school and available for public inspection.
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1.1 CHARTER UNDERTAKING
1. This Charter is an undertaking by the board of trustees of Nelson College to the minister of education.
2. The Board of Trustees will take all reasonable steps to ensure that the school meets the goals and objectives of this charter within the resources
and time available to it, in accordance with section 64 of the 1989 education act.
3. The government’s commitment to education is to provide funding for salaries and the operation of schools out of money appropriated by
parliament, in accordance with section 79 of the 2989 Education act.
4. The operation of the school and its progress in meeting its charter objectives will be reviewed regularly by the Education Review Office.
5. The charter contains: a description of the school and its community, National Education guiding principles, legal obligations, mission statement
and codes of conduct.
6. The partnership between this school and its community will play a vital part in achieving the goals of the charter.
7. This charter will remain in force until such time as it is amended in accordance with the provisions of the Education Act 1989, or is withdrawn
by the Minister of Education.
9. The Nelson College Board of Trustees agrees to administer the school so as to ensure that the school's operations take into account all the
National Education Guidelines and reflect both the content and spirit of this Charter.
10. The Board of Trustees of this school accepts the obligation to adhere to all relevant Acts of Parliament, national guidelines for education,
integration agreement, industrial awards and agreements, and regulations as they relate to the school.
Signed:................................................... Date:........................................
(Chairperson, Board of Trustees)
Signed:................................................... Date:......................................
(Minister of Education)
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