te kauwhata primary school charter kauwhata...te kauwhata primary school charter 2012 ... • local...

Te Kauwhata Primary School Charter 2012

Te Kauwhata Primary School

Charter Strategic Plan 2012 ~ 2014

Annual Plan 2012 Achievement Targets

Learning Together ~ Kia Ngatahi te Ako We C.A.R.E ~ Manaakitia


Te Kauwhata Primary School Charter

Our school charter addresses the National Education Priorities as stated in the National Administration Guidelines, with particular focus on NAG 1. It is built upon our local

curriculum, underpinned by our curriculum principles, and focuses on specific learning needs for cohorts of students as identified through our assessment procedures and

resulting achievement targets.

Te Kauwhata Primary School is committed to raising the achievement of all learners with particular focus on the core areas of Literacy and Numeracy, and the achievement of

Maori and Pasifika learners.

Charter contents:

• Curriculum @ TKP • Vision and Values @ TKP • Community statement

• Cultural Diversity, Maori Dimension, Whanau Engagement • Strategic Plan 2012 – 2014: Future goals and direction @ TKP

• ICT @ TKP ~ Strategic Plan 2012 - 2014 • 2012 @ TKP: Annual Plan • 2012 Curriculum overview

• Achievement Targets @ TKP ~ 2012 Learning Goals and Priorities • Policy and Review @ TKP: BOT commitment to a quality learning environment

Learning Together ~ Kia Ngatahi te Ako

We C.A.R.E ~ Manaakitia

The Board of Trustees will review this charter as part of its ongoing self-review to inform and guide future planning. It will comply with legal requirements by submitting this document to the Ministry by the 1st of February 2012 and submitting an Analysis of

Variance annually by the due date.

The Principal will provide accurate and timely progress and assessment data, against National Standards, to the Board of Trustees and report against charter goals as part

of her monthly BOT reports.

The Board of Trustees also acknowledges that should the school situation change significantly and strategic goals and / or achievement targets need to be amended, it will notify the Ministry of these changes as early in the new school year as possible.

The Te Kauwhata Board of Trustees approved this charter on Tuesday 13th December 2011

Signed:

BOT Chairperson: _______________________ Principal: _________________________


Te Kauwhata Primary School

Our Community

Te Kauwhata is a small district with a strong community based on mutual support and co-operation. It provides services to rural hinterland. Viticulture, orchards, pastoral farming, export processing, corrections facilities and light manufacturing are amongst the diverse occupations in this community, Many sporting, cultural and social amenities are available. Sports, arts and activities such as scouting and guiding play a major role in catering for the leisure time of our community. Several large subdivisions have been established within the town boundaries with subsequent housing filling them, both as owner occupied and rental dwellings.

Some local people commute to work in other areas.

The school is located near the business centre and retirement village, and is one of two schools situated in the village. Te Kauwata Primary is a contributing school catering for Years 1-6 while the second school, Te Kauwhata College, caters for Years 7-13.

Seventy percent of our pupils require contracted bus transport.

There is a diversity of ethnic groups represented in the children at this school. Our Maori roll is approximately 30%, Pasifika approximately 4%, NZ European approximately 60% with smaller representations from other ethnic groups including Dutch, Asian, Indian, African, English, German and Yugoslavian.

The children come from a diverse range of family occupations, in the main farming or horticulture and some local industries and more recently the local correction facility at Springhill.

Our community supports the school very strongly. Parental attendance and involvement at the various school functions is a feature. So too is our interaction with other schools in our cluster for cultural and sporting events, and for the transition of students both to and from the local pre-schools and college.

Te Kauwhata Primary is a decile 5 school with a strong and supportive Board of Trustees and a growing Whanau Support Group. Due to an increasing school population an enrolment scheme was implemented from term 2, 2011.

‘Learning Together’ Kia Ngatahi te Ako

At Te Kauwhata Primary School we

C.A.R.E Communicate ~ Aspire ~ Respect ~ Engage

Korerotia ~ Hokaka ~ Whakaute ~ Whakaware

‘Manaakitia’


Cultural diversity

Our curriculum will acknowledge, reflect and celebrate New Zealand’s cultural diversity, and value the histories and traditions of its people. Indicators will be:

• Contexts for learning in English, The Arts and Social Sciences will reflect New Zealand’s cultural diversity, with consideration being given to the cultural diversity within our school and community.

• Our school will offer opportunities for Kapahaka and a wide range of activities to cater for different learners and how they learn, both within the curriculum and as extra-curricula.

Maori dimension

Our curriculum will acknowledge the principles of the Treaty of Waitangi and the bi-cultural heritage of New Zealand. All learners will have the opportunity to acquire and develop knowledge of te reo Maori me ona tikanga. Indicators will be:

• Te Reo and Tikanga is planned for • Te Reo is used effectively in daily classroom interactions • All learners have continued opportunities to improve their

knowledge of Te Reo and Tikanga • Local protocol / ‘kawa’ is respected and followed.

Whanau Engagement

Our curriculum will draw on and recognise the expertise and support of whanau and community through, at minimum, annual Whanau Support meetings and the continued growth and development of a Whanau Support Group. Such meetings and consultation will provide support, advice and guidance to the Board of Trustees and school management. Maori achievement and success will be shared. Community and whanau support will be engaged to support teachers in the delivery of Te Reo and Tikanga and with the organization of special events that reflect the Maori culture.


Strategic Plan 2012 – 2014 Future goals and direction @ TKP

Where we are at now…

Goals / indicators (Based on Curriculum Principles and National Administration Guidelines)

Strategies (How we will get

there)

When… Review (How we did, where to

now?)

Learning to Learn / High Expectations Staff and students are developing their ability to be reflective learners, taking responsibility for their own learning processes. Using the ‘Teaching as Inquiry’ model, and ‘Assessment for Learning’ practices are not evident consistently across the school, impacting on the progress and achievement of learners.

• Learners can talk about their strengths and weaknesses, setting challenging but achievable goals for future learning

• Teachers use ‘rich’ assessment data to set meaningful targets for all learners

• Teachers consistently and effectively use ‘Teaching as Inquiry’ and ‘Assessment for Learning’ principles to inform new learning.

• Teaching, learning and assessment reflect meta-cognitive and Key Competency development

• E-learning approaches are incorporated

• All learners are ‘curious’ to know and discover more!

• Professional learning for all staff specific to ‘Teaching as Inquiry’ and ‘Assessment for Learning’ principles

• Review and redevelopment of appraisal framework (with external consultant 2012)

• Supported

implementation of ICT framework

2012 –

ongoing Review

annually

2012 Review end of 2012 for

2013

2012 - 2014

Review annually

Coherence A new Charter and Vision / Values statement have been created, along with our revised local curriculum. Pathways for further learning are not as clear and consistent as they could be.

• Our vision is shared and modeled by all

• There is consistent understanding and knowledge of current pedagogy evident through quality teaching and learning programmes school-wide.

• Contexts for learning reflect the school’s curriculum.

• Further learning is evident through knowledge and use of higher order thinking skills

• Learning Zones are print rich environments that reflect current teaching and learning across the curriculum.

• School-wide focus and priority

• 2012 School-

wide curriculum plan developed that reflects local curriculum and promotes shared understandings

• Professional learning (as above)

T1, 2012 Ongoing

modeling of

T1, 2012 Review mid and end of

year, plan for 2013

2012 – ongoing Review

annually

Community Engagement The school is supported strongly by the community. Recent consultation with the community and the growth of a Whanau Support group has provided valuable responses. There is an ‘Open Door Policy’ at school.

• Our school community is regularly consulted about the school curriculum and learning, including whanau support.

• Support and skills of whanau and community are utilised wherever appropriate and possible.

• Student-led conferences are understood and supported by all the school community.

• Parents / caregivers and the wider school community are actively involved in school activities.

• Our ‘open door’ policy is maintained.

• Consult annually with school community via students interviewing parents/ caregivers

• Provide information evenings for parents

• Continue to

promote and support Whanau Support group

Annually

T1 – Cyber Safety/SLCs

T2 – curriculum

area

Annually, more often for special projects /

events


Future Focus TKP is an Enviro-School with some whole-school initiatives well embedded. Peer Mediators play an important role in modeling and supporting our values. Issues of ‘future focus’ are ready to be explored further.

• Learners understand the concept of ‘sustainability’ through the principles that underpin being an ‘Enviro-School’.

• Citizenship is modeled through the ‘Cool Schools’ programme and TKP values; this incorporates digital citizenship.

• Learners seek to solve problems by exploring a wide range of possibilities with a view to future outcomes and impact.

• Learners grow to become global citizens and understand the significance of this for today and the future.

• School-wide Enviro foci determined for each year, incorporating global and local issues

• Peer mediator facilitator released weekly to work with mediation team

• TKP Values &Key Competencies linked to peer mediation principles to support school behaviour management plan

T4, previous

year

Ongoing

T3, 2012 Review as

part of Policy / procedure

review schedule

Literacy (NAGs 1, 2, 2a) We are committed to raising Literacy achievement for all. Teachers use formative and summative assessment data to inform their teaching. A range of assessment tools is used to support overall teacher judgments. Further clarification and professional learning is required to ensure understanding and practice is consistent across the school.

• Levels of achievement will improve for all learners in Literacy, with a specific focus on improving student’s writing across the curriculum.

• All staff will participate in

focused professional learning linked to school direction and appraisal framework.

• Consolidation of teacher’s

knowledge, understandings and assessment practices (which includes ‘Teaching as Inquiry’ and Assessment for Learning’ principles) will be evident through quality teaching and learning programmes and when making overall teacher judgments in line with the National Standards.

• Professional Learning Team established to lead school through development of areas identified through teacher performance and learner’s needs. Development around the Literacy Learning progressions will be a priority to further consolidate understandings when making an overall teacher judgment in reading and writing.

• Professional learning opportunities will be made available to address needs

2012 – 2013 Review at

end of each year

Ongoing

Numeracy (NAGs 1, 2, 2a) Numeracy teaching and learning has been a focus for 2011. We are committed to continuing to raise achievement for all students, particularly in ‘whole number knowledge’. The principles of the numeracy framework underpin current teaching practice.

• Clear links between the need for whole number knowledge and understanding, and the ability to apply effective number strategies will be developed and consolidated as part of teacher’s professional learning.

• Consolidation of teacher’s knowledge, understandings and assessment practices (which includes ‘Teaching as Inquiry’ and Assessment for Learning’ principles) will be evident through quality teaching and learning programmes and when making overall teacher judgments in line with the National Standards.

• Professional Learning Team established to lead school through development of areas identified through teacher performance and learner’s needs esp. around whole number knowledge and accelerating learning for under achievers.

• Professional learning opportunities will be made available to address needs

2012 – 2013 Review at

end of each year

Ongoing


Maori enjoying education success as Maori Most Maori learners are achieving at comparable levels to other learners. A Kapahaka programme is currently in place with all ‘teams’ having the opportunity to learn waiata and some basic reo with the kaiako. A performance Kapahaka group is taken separately.

• Teacher’s confidence and competence incorporating Te Reo and Tikanga into classroom programmes is evident as a result of professional learning.

• All learners have the opportunity to learn and use Te Reo within the classroom and school setting.

• Maori learners’ progress and achievement continues to be comparable to other learners, with improvement in identified areas through annual achievement targets. Such improvement is sustained.

• Our school environment acknowledges and reflects our bi-cultural school and wider community.

• Professional Learning Team established to lead school through Ka Hikitia strategy and knowledge and use of Te Reo within classrooms (unpack and facilitate learning using He Reo Tupu, He Reo Ora resource)

• A kaiako employed part time to teach (alongside teacher) for 2 terms each year, supporting Te Reo and Tikanga Maori

• Maori achievement data is shared with whanau community

• Development of school entrance way in consultation with Whanau Support group

• Bilingual signage is erected around the school

• Staff / BOT participate in local Marae experience to further appreciate local protocol / kawa

2012 – 2013 Review end

of each year

2012 –

Ongoing

2012

2012

Beginning

2013

Resourcing The Board of Trustees is committed to providing adequate human and physical resources to ensure the school is able to work towards achieving its long-term goals.

• The school will be staffed to adequately meet the needs of all learners.

• Specialist teachers, eg. for Reading Recovery, Special Needs, will be employed where funding is available / provided to cater for learning needs.

• Tikanga Maori / Kapahaka tutors / personnel will be employed to assist and support Maori language learning, performance and protocol.

• Professional Learning opportunities that reflect the current professional needs and foci of the school will be available for all staff

• Support staff (teachers aides) will be employed in line with SEG Grant and ORRs funding.

• All staff will be appraised annually.

• Vacancies will be advertised following school policies and procedures (NAG 3)

• Funding will be applied for annually to help cover the costs of Tikanga Maori / Kapahaka tutors / kai awhina

• Applications for specialist teacher funding will be applied for in line with MOE and agency policies and procedures

• Annual Prof Learning progs.

• Appraisal will be in line with school policy requirements.

Ongoing Principal and

BOT

Term 1, each

year (Principal)

Principal / DP (SENCO) Ongoing

Principal

T4 / T1 annually

Principal / M.Ment /

BOT


Finance The Board of Trustees will manage and operate the school’s finances according to current legislation and auditory requirements.

• A budget will be formulated and approved each year that reflects the current foci and needs of the school.

• Spending will be prioritised to achieve strategic goals.

• The budget will be monitored monthly.

• The annual budget will be approved at the first BOT meeting each year

• Monthly income and expenditure will be reviewed and discussed as necessary at each BOT meeting

Principal /

BOT Ongoing

BOT Ongoing

Property The Board of Trustees will manage and maintain all school property in accordance with current 10 year and 5YA property plans. Te Kauwhata Primary School will be a safe environment to work and learn in.

• All buildings and equipment will be maintained in a safe and workable state

• Property projects will be in accordance with the current 5YA.

• The Board will consult with the appropriate consultants / personnel when preparing and prioritising needs for future 10Y and 5YA planning.

• The principles of being an EnviroSchool will underpin, where possible, future building and ground’s projects.

• The Hazard register will be used for recording safety concerns / areas and subsequent actions taken

• New 5YA will be established

• EnviroSchool foci will be determined annually and beyond

Caretaker / Principal /

BOT

Ongoing

Due July 2013

Consultant / BOT

DP / Principal / Students /

BOT


2012 @ TKP Annual Plan

Area/s to target Link to NAG/s

How? Who? When? Budget/

Resources Follow-up /reporting

Learning to Learn / High Expectations Professional learning for all staff specific to ‘Teaching as Inquiry’ and ‘Assessment for Learning’ principles

1, 2, 3

Unpack ‘Teaching as Inquiry’ through reflection of current practice and taking action to improve. Collation and analysis of rich assessment data to inform teaching and learning. Revisit AFoL practices and expectations Using formative practices teachers will cater for all learners, both remedially and to extend.

Principal / DP

Staff meetings, Weeks 1,4

and 7 each term

Class obs each term, prof.

dialogue and

feedback

MOE / NZC resources

AFoL Resource

x 7 further copies of

Clarity in the Classroom @ $75 each (1

per classroom)

As part of appraisal

programme

Principal report to BOT – each term

Review and redevelopment of appraisal framework

2, 3

Work with Larry Forbes to redevelop and establish appraisal framework to improve quality of teaching and student achievement by • developing

management capabilities as appraisers

• developing and supporting ownership and responsibility of individual teachers within the appraisal process.

Appraisal process linked to school curriculum and direction.

Principal, DP, Team Leaders, Larry Forbes -

consultant

Each term, as

per Larry’s

timetable

$5900.00 + GST

and travel – consultant’s

fee

Principal

report to BOT - each term

Evaluate early Term 4

to set direction / prioritise

needs for 2013

Supported implementation of ICT framework (Also refer to ICT strategic plan – ICT @ TKP)

1, 2

Provide professional learning opportunities for teachers to develop confidence and competence when working with and integrating ICTs into their teaching and learning. Provide timely ICT technical support to ensure ICT tools are ready for use.

Principal – as ICT co-

facilitator and support -

curriculum

Breathe Technology –

interactive teaching stations

Chris – Lead Teacher ICT –

curriculum and technical support When

necessary ICT support tech.

Staff meeting week 5 each term

Term 2

45 minute

tech-shops x2 per term (Weds)

Individual / buddy support

2 hours release per fortnight,

plus 1 day per term

Approx. $1000

+gst

$60.00 per hour (approx. 4

hours per term plus 1 hour each way

travel)

Annual report to

BOT, term 3 (Chris to present)

Budget proposals –

term 4 annually


Coherence TKP Vision and Values – school wide focus and priority 2012 School-wide curriculum plan developed that reflects local curriculum and promotes shared understandings Professional learning (see Learning to Learn / High Expectations)

1, 2, 5

1, 2

School wide unit, T1, - We C.A.R.E. – unpacking our vision and values, and bring them to ‘life’. Revised Charter launch – celebrating We C.A.R.E As a team (all staff) unpack the vision and values of TKP, how we will model them and bring them to life. Implement a school-wide overview that underpins curriculum contexts for learning, reflecting our principles and values. Provide opportunities for teachers to ‘explore’ and ’reflect on’ other ways of motivating and engaging students through curriculum integrations and inquiry. Introduce ‘WOW’ weeks (Weeks of Wonderment) to develop and model shared understandings in specific learning areas, and acknowledge strengths of individual teachers. Develop shared understandings about what ‘quality teaching and learning’ is, and the impact of it on student achievement.

All staff

BOT, Staff, students,

community

All staff (including

support staff and caretaker)

Principal, DP, Team Leaders initially, then all

staff – collaborative planning and

evaluation

Leadership team, then all

staff

All staff

Principal / DP

Unit planned T4, 2011, delivered weeks 1-

6, T1, 2012

TOD 31 Jan, 2012 – Value

and Vision as a staff @

TKP

T4, 2011

Ongoing – 2012

Shared T4, 2011

Ongoing

2012

Week 6, terms 2,3

and 4

Approx. $1000.00 for

magnets, pens, balloons, posters /

certificates reflecting our

vision and values

Teacher Aides salaries to

commence this day so all staff involved

in development

of

Resources as appropriate / necessary for

school foci

Curriculum and team resources

Curriculum and team resources

We CARE awards for students – x 3 per term linked to

learning and values

Review annually T4

Principal report to BOT

– T4 following

evaluation of initial

years planning

and delivery of

Staff rep. to

share outcomes with BOT

each term

Appraisal process /

student ach.

Community Engagement Consult annually with school community via students interviewing parents/caregivers

1, 2, 5

Students will interview parents / caregivers to gain responses related to: • EOTC –

including Y6 camp

• Curriculum areas for information evenings

BOT Principal

Early term 2

Printed matter for interviews

Summary of responses

shared with school

community, plan

information evening

Provide information evenings for parents

1, 2, 5

As part of children’s Hector’s World Cyber Safety unit a parent information

Principal Chris

Week 6 Term 1

Parent resources from

Netsafe NZ (obtained T4,


evening will be held for parents to learn more about the resource and how they can support it at home. Also further informing parents about the impact of student-led conferences on their child’s learning.

Principal DP

2011 – no cost)

Attendance at SLCs

Feedback from parents (consultation

2013) Continue to promote and support Whanau Support Group

1, 2

Meet in Term 1 as follow-up from T4, 2011 meeting • School

entrance way • 2012 focus for

group • Ka Hikitia

Strategy • Meet in Term 4,

Maori achievement 2012; looking ahead to 2013

BOT Principal Kaiako

Week 5 Term 1

Week 4 Term 4

Supply supper

Ongoing feedback

Future Focus School-wide Enviro foci determined for each year, incorporating global and local issues

1, 2

Foci for 2012 – ‘Water of Life’; ‘Matariki’; ‘Our Living Land’ School-wide planning overview for these foci, sharing and critique of resources; Teams then plan for context appropriate for learners; teachers then plan as appropriate for their classes Professional conversations around ‘sustainability’ and working together to achieve this School-wide sharing of displays and learning

All staff

Ongoing – 3 main

foci crossing

each holiday break

Sharing weeks, each

week 9 of unit

Team budgets to incorporate allowance for

these foci

Evaluation at

conclusion of each unit by all staff together

Peer mediator facilitator/s released weekly to work with mediation team

1, 5

Peer mediators selected from applications received T4, 2011

2 facilitators appointed to co-work with mediation team • Facilitators to

receive ‘Cool School’s’ training

Programme and training for new mediators

Weekly meetings to share outcomes / concerns from week, determine focus for next week.

Awards presented for behaviour

Cool School coordinators

DP as part of

school behaviour

management plan

Ongoing

Budget of $600 to update resources

Training for new facilitators - $150.00 p.h.

+GST, plus travel

(17th Feb, 2012)

Evaluate / review

annually as part of beh.

m/ment plan


demonstrated linked to ‘Cool School’ values, TKP values and Key Competencies. Work with team and staff to determine criteria for these.

TKP Values and Key Competencies linked to peer mediation principles to support school behaviour management plan

1, 5

Revisit principles ‘Cool Schools’ based upon Review current behaviour management plan in line with new TKP values and Key Competencies of Managing Self and Relating to Others

All staff

Term 3 (see

policy review

schedule)

Maori enjoying education success as Maori Professional learning team established to lead school through Ka Hikitia strategy and knowledge and use of Te Reo within classrooms

1, 2

Unpack resource – He Reo Tupu – He Reo Ora, select relevant units to introduce to staff and how they can be integrated into classroom programme and units if learning. Build teacher’s confidence and competence using Te Reo through use of and sharing and modeling As a PLT begin to unpack Ka Hikitia strategy looking critically at how we, as a school, are currently working toward upholding its goals / understandings Liaise with Whanau group regarding initiatives and for support Establish library area for Te Reo resources and Maori readers Maori language computer programmes to support all learners

PLT

PLT

Prof. Learning

Team in consultation with Principal

Vicki / Kara (Library tchrs)

Principal and PLT

Term 1

Ongoing at start of each full

staff meeting

Term 2 X2

meetings and prof. reading where appro.

During T2

T2

He Reo Tupu - He Reo Ora (x1 copy per class – obtained T4,

2011)

Ka Hikitia, Taitaiako,

Source further copies of the

strategy documents Professional

learning for PLT if available

Learning Media

Resources / Readers

Budget $300.00 for library texts

Budget $300.00

PLT report to

BOT T4 annually

Share with Whanau support annually

A Kaiako employed part time to teach (alongside teacher) for 2 terms each year, supporting Te Reo and Tikanga Maori

1, 2

Each classroom to receive 30-minute lessons p.w. for 2 terms each year. Lessons to link to classroom context and introduce Maori aspect and relevant Te Reo.

Kaiako in consultation

with classroom teachers

2 terms per year

Funded through Teacher Salaries,

backed up by BOT funding 0.14 position

Reviewed annually


Maori achievement data is shared with Whanau community

1, 2

Maori achievement data continues to be analysed with implications for future learning identified and where appropriate school achievement targets set to reflect learning needs and / or areas of concern

Principal with input from all

teachers

Terms 2 and 4

Annually

T4

Individual whanau during

student-led conf.

Report to

BOT as part of ongoing assessment

data Report and share with whanau support group

annually

Development of school entrance way in consultation with Whanau Support group

1, 5

Investigate ideas, options and costs – consult with community, then when appropriate proceed with planning and construction (construction will have to be following new curb and gates installation for DHB Dental services)

BOT / Principal / Whanau

Support group

Begin T1 as part

of next whanau support hui, then continue over time required

Consult with centenary committee

regarding use of surplus funds to go towards entrance way in recognition of centenary,

2011

Explore fund-raising

initiatives and contribution

from BOT

Ongoing review of planning

Bilingual signage is erected around the school 1, 2

Consult with staff and whanau group as to appropriate signage, purchase and erect

Principal / BOT

T1 and 2

Costing of signage

Staff / BOT participate in local Marae experience to further appreciate local protocol / kawa 1, 2

Consult with whanau group to use Waikare Marae for professional learning / experience day early 2013

Principal / DP

Plan T3/4, 2012 for start of 2013

Koha to Marae

Cost of food

Evidence will be in

teacher knowledge

and u/standings

Resourcing 2012 (NAGs 3 & 4) • Reading Recovery to continue with new teacher training

o MOE funding 0.34, BOT funding 0.1 EFT – no release teacher required this year o Provision for 4 students on this roll

• Tikanga Maori / Kapahaka kai awhina o Application to Solid Energy for funding assistance – T1, Principal o 30 minutes per week for 2 terms of in-class Te Reo support per classroom o 60 – 90 minutes per week Kapahaka tutorage for performance group

• Teacher Aides o Staffing held as same as 2011, reviewed as necessary if ORRs funding / roll changes

• Professional Learning / Professional Development o Programme established in line with school learning priorities

Literacy PLT Numeracy PLT Whole staff – Learning Networks Conference, July 2012 Peer Mediator – training for staff involved Principal – ongoing attendance at Principal Association Catch-up days (including DP), possible attendance

at Australia and NZ Conference in September (Principal) • Staff Appraisal

o Programme with external consultant, Larry Forbes to further develop and grow role of appraiser and appraises Finance (NAG 4) • The 2012 budget will reflect an emphasis on Professional Learning in line with school strategic planning • All audited accounts will be submitted by specified dates • Consideration will be given to establishing an account whereby funds are allocated to go towards a school hall facility. Property (NAG 4) • Consult with Barry Bone, property consultant, re entering our final year of current 5YA and considerations for next 5YA • Use local funds to install a door between library and computer suite • Review classrooms to be upgraded • Ongoing repair and maintenance to include rotting weatherboards, spouting and cladding around library area • Construction of entrance way into school in consultation with Whanau group and Centenary committee (re. using donated

funds) • EnviroSchool projects:

o Continue to develop school garden area – watering system, trellising, seating in Middle school garden


Policy and Review @ TKP

NAGs Review notes / by Outcome / Notes

NAG 1: Curriculum

In consultation with Principal and staff review current curriculum statements and policy / procedures and implementation plans in line with current legislative requirements Complete by end of 2012

NAG 2: Reporting and

Review

Develop policy and procedures for: • Communication with parents • Community consultation • Parental involvement • Reporting to the Board (including

Maori and Pasifika achievement) • Strategic planning • School review By end of Term 1

NAG 3: Personnel

Review current policies and procedures • Priority: Development and

inclusion of Principal Appraisal Policy

By end of Term 1

NAG 4: Property and

Finance

Review current policies and procedures. • Priority: Amend Finance policy to

include Internet banking statement and procedures

By end of Term 2

NAG 5: Health and Safety

Review current policies and procedures • Priority: Revisit and rewrite Internet

Safety procedures to include more specific Internet User agreements (staff and students)

• Priority: Update EOTC – school camp documentation

• Priority: Linking TKP values and Key Comps. To behaviour m/ment plan

By end of Term 3

NAG 6: Legislation

Review current policies and procedures By end of Term 4

Policy review will involve staff, community and Board of Trustees.

Commitment to a quality learning environment

The Board of Trustees will provide a quality learning environment that is safe and complies with legislative health and safety requirements. Through its 5YA and 10 Year Property Plan it will continue to ensure all learning zones meet current standards and

where necessary plan for this to happen.

Planned review of policies and procedures will provide the Board with ongoing information to inform future planning and budget considerations.

Professional learning opportunities are considered the key to growing the quality of teaching and learning. The Board is committed to providing sufficient funding within the

annual budget to address these needs.

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