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PONGAROA SCHOOL CHARTER
2013-2015
INTRODUCTION SECTION
School Description:
Pongaroa School is a full state primary school with a U2 grading, a teaching principal, two other permanent full-time teachers, a principal release teacher and a part-time teacher. Pongaroa School serves the village of Pongaroa (decile 1) and the surrounding district (decile 7), giving an MOE decile rating of 6. Seventy five percent of students are transported to school by bus. Buses are owned and operated by Pongaroa Community Buses. The school roll stands at around 50 and is approximately fifty percent Maori.
The school comprises a classroom block (built in 1959), administration area, staffroom and resource room block. The exterior of the school was given a full repaint in 2006. The three classrooms are each equipped with fully networked computers. A major network upgrade was carried out in 2006, thus ensuring a faster, more accessible internet system. Effective use has been made of an additional data projector purchased in 2009.
In 2010 the classrooms and library were recarpeted and the administration area was modernised by converting the static dental clinic space into the new main office. The principal’s office and medical rooms were also upgraded.
The outdoor area incorporates playing fields, an adventure playground which was resurfaced in 2005, fences, netball/tennis court and a covered swimming pool. In addition the school has access to adjacent public playing fields and a community hall for indoor activities. Close links are maintained between the junior class, the pre school play group and Early Years to ensure a smooth and happy transition to primary school.
There is a strong Home and School Committee which fundraises to ensure the school’s resource needs are met. The wider Pongaroa community is also very supportive of, and takes an active interest in Pongaroa School.
Mission Statement:
Pongaroa School will provide the opportunities for students to fulfil their individual potential, achieve academic excellence and learn respect for themselves and others in a positive, equitable learning environment, reflecting the multi cultural nature of our community. Cultural diversity and learning opportunities in Tikanga Maori and Te Reo Maori are very important to the Pongaroa community. These are supported by regular Te Reo programmes in each class and a whole school Kapa Haka group. Additionally a new school entranceway has been carved to reflect our biculturalism.
Vision:
Pongaroa School intends to be a provider of quality learning and teaching and remains committed to the school motto ‘The Best I Can Be’- Kei te kaharawa ahau”.
Pongaroa School intends to continue as the focal point of the Pongaroa community. It wishes to attract and retain well qualified, highly committed staff who are strongly supported by parents, caregivers and a dedicated Board of Trustees. Staff are provided with opportunities for professional development which are linked both to the school’s achievement targets and their own development needs.
In 2010 Pongaroa School made the decision to send Year 7 and Year 8 students to the Pahiatua Primary Schools’ Technology Centre. This commenced in 2011. The technology programme is delivered through regular fortnightly one-day programmes throughout the school year.
By the end of year 8, it is expected that children will be well prepared to cope academically and achieve academic success at secondary school. Because of the isolated nature of the Pongaroa community, it is essential that children are also prepared to cope socially and emotionally with the dislocation of boarding school at secondary school level. Those children who opt to enrol in correspondence schooling at the secondary level will have developed the independent work habits and personal discipline necessary for success in distance learning.
Beliefs:
There is a strong belief that all students have the right to learn in a caring, happy and safe environment. Children should be given every opportunity to meet their full individual potential. All children should become successful learners by acquiring the knowledge, skills, attitudes and values needed to reach their potential now and in the future. Literacy (including information literacy) and numeracy skills are seen as crucial to this process.
Key competencies are also integral to ensure that students ‘use these competencies to live, learn, work, and contribute as active members of their communities’ (NZ Curriculum, p 12). Students will leave Pongaroa School as individuals who are able to develop into happy, fulfilled adults.
What the Principles Mean To Us:
High Expectations
Student achievement can be improved by challenging and motivating them to learn
Treaty of Waitangi
We recognise and value that Te Reo and Tikanga Maori are an integral part of our past and present heritage
Cultural Diversity
Through comparison we can become aware and accepting of cultural diversity
Inclusion
Everyone feels valued and treated with respect, acknowledging their uniqueness
Learning to Learn
Children need to be given the opportunity to develop skills and strategies that they can apply in new learning situations
Community Engagement
We need to involve families and our community in the children’s learning
Coherence
We need to build up the transition relationships between Early Years; Play Group; secondary schools and; between classes within our school so that we have coherence in the learning we provide
Future Focus
We need to prepare students to contribute to the sustainability of social, cultural, physical and economic environments by building on their competencies
Values:
At Pongaroa School the following qualities are valued:
Integrity Confidence Respect
Responsibility Self-management Honesty Perseverance Fairness and social justice Excellence
Innovation Critical thinking
These values are known to all of the children and are integrated across the curriculum teaching programme.
Cultural Diversity and Maori Dimension
Pongaroa School will reflect New Zealand’s cultural diversity by providing:
• A welcoming atmosphere for all parents/caregivers and children
• Instruction for all children that cherishes their unique identity
• Equal employment opportunities for all prospective staff members
• A non-racist curriculum
• Cultural awareness and cultural sensitivity are staff development objectives
• The public face of the school (school events, assemblies, newsletters, etc) that reflects both cultures
• Development of the school site that acknowledges the aspirations and sensitivities of both cultures
• BOT membership that ideally reflects the school community
• Encouragement for Maori parents and community members to stand for BOT elections.
Tikanga Maori
Pongaroa School will take the following steps to incorporate Tikanga Maori (Maori culture and protocol) into the school’s curriculum:
• Knowledge of Tikanga Maori will be a factor which is taken into account in the staff appointment process.
• Curriculum planning will incorporate relevant aspects of Tikanga Maori.
• Tutors will be employed to provide Kapa Haka for part of the year.
• Tutors will be employed to support students and teachers with Te Reo programmes in every classroom
Te Reo Maori
While Pongaroa School does not have suitably qualified staff to provide full-time instruction in Te Reo Maori, it recognises that Maori language is an important component of the school curriculum.
Where a parent wishes their child to receive a greater component of Maori language than the school is able to provide, the school would be supportive of a dual enrolment with The Correspondence School.
Consultation with the Maori Community
The school acknowledges the importance of a positive relationship between home and school. Regular contact and an open, honest relationship will be maintained with Maori parents. Consultation will be carried out by newsletter, school notice board, public meeting, hui or kanohi ki te kanohi (face to face).
There will be a member of the BOT whose role is to provide a link between the school and the Maori community.
STRATEGIC STATEMENT
Each year data on student achievement is used to identify priorities for annual targets. These targets focus on students meeting the National Standards in Reading, Writing and Mathematics
At most levels of the school there are students who are achieving well below the National Standard expectations. Therefore, it is important that the Board of Trustees continues to set annual targets to improve the achievement of these students.
The school, including the Board of Trustees is aware of its responsibility to implement the National Standards through the New Zealand Curriculum. Staff and the Board are continuing to develop their knowledge and understanding to ensure that it will be used as the basis for measuring the effectiveness of teaching and learning at Pongaroa School. The community will also be kept informed during this process.
There has been an increase in student transience which has had an impact on student learning and achievement targets and results. The Board will continue to monitor this trend and endeavour to provide appropriate teaching and learning opportunities to enhance classroom programmes to support these students.
Developing Strategic Goals:
1) To develop confident, self motivated, challenged, actively involved 21st century learners
Goals for improving student achievement:
1. To provide access to The New Zealand Curriculum for all students as evidenced by progress and achievement in relation to National Standards
2. To provide information technology opportunities which will enhance and enrich learning experiences across all curriculum areas
3. To provide teaching and learning experiences that encourage students to be confident, connected, actively involved, lifelong learners.
4. To increase the number of students achieving at or above National Standard for reading
5. To increase the number of students achieving at or above National Standard for mathematics
6. To increase the number of students achieving at or above National Standard in writing
7. To ensure every year eight student leaves Pongaroa School able to achieve in secondary school science.
2) To develop a quality learning community where parents/whanau are empowered to participate fully in their children’s learning
Goals for curriculum, support programmes, community partnership:
1. National Standards are used effectively to support improved progress and achievement in student outcomes. Students set their own learning goals and know how to achieve them
2. To engage Maori students in their learning through the use of appropriate
teaching strategies, resources and styles, encouragement of Te Reo Maori, Tikanga
Maori, kapa haka and appropriate consultation with the Maori community.
3. To enhance and strengthen the partnership between parents/caregivers and the
school through effective reporting of student achievement in relation to the National Standards
3) To provide top quality professional teaching practice and governance to support learning at Pongaroa School
Goals for teaching practice and governance :
1. To provide quality professional development opportunities for staff which are linked to:
-the school’s strategic goals and their own identified development needs
-improving staff knowledge and understanding of the National Standards and how well students are achieving in relation to them
2. To ensure a safe, attractive learning environment is provided for students and staff and that physical assets are adequately maintained
3. To increase the number and quality of learning and teaching resources available through careful financial management
4. To increase the number and quality of information technology resources including computer hardware and software.
Monitoring of Board expenditure:
The Board will monitor and control Board expenditure by:
Monthly financial management reports which outline the school’s financial position provide a summary of income and expenditure and a variance report.
Regular reviews of expenditure.
Mid year budget reviews.
Adherence to the Board’s financial responsibility and financial management procedures.
Ensuring annual budgets are closely linked to strategic goals and annual achievement targets.
Financial reporting:
The Board will meet its financial reporting and auditing responsibilities by:
Transparent financial reporting
The receipt of monthly and annual financial reports from the school’s financial provider which meet the requirements of responsible accounting practice.
Following the Board’s financial policies and procedures.
Regularly reviewing financial policies and procedures
Reporting annually to the school community on the school’s financial performance.
Safe and healthy learning environment:
The Board will provide a safe and healthy learning environment for students at Pongaroa School by:
Adherence to and regular reviews of the school’s Health and Safety Policies e.g. Drugs Policy, Behaviour Management Policy, Shady School Policy, Sick Bay/Medical Room Policy, Crisis (Trauma) Management Policy and Cyber Safety Policy.
Adherence to and regular reviews of the school’s Smoke free Procedure, Accidents to Children Procedure and the Reporting of Child Abuse Procedure.
Ongoing monthly safety checks.
Ongoing repairs and maintenance and a comprehensive 10 year property plan (held with MOE).
Continued liaison with outside agencies such as Public Health Nurse, Dental Therapist, Police Education Officer, RTLB service, RTLit service, Group Special Education (GSE).
Property
Capital Works:
2011 Upgrade of joinery in classrooms
ANNUAL SECTION
The three student achievement targets for 2011 arise from analysis of assessment data obtained in 2010.
This year’s mathematics target aims to raise the level of achievement for a target group of year four to year eight students to accelerate their learning to meet the National Standards with an emphasis on addition, subtraction, multiplication and division strategies. Specific students have been targeted because of their low achievement in PAT Mathematics and NUMPa.
The writing target aims to accelerate learning in writing for a targeted group of students to meet the National Standards with an emphasis on accurate spelling and deeper features.
The reading target aims to improve student reading achievement so that it meets the National Standards, with an emphasis on comprehension and vocabulary extension - understanding of word meanings in context. A group of students in Year 4 to Year 8 have been targeted because of their low STAR and PAT Reading Comprehension and Vocabulary results.
In 2011 there will be whole school professional development in literacy with a focus on written language. Sustainability of numeracy will also continue with the support of a mathematics adviser.
Regular staff meetings will take place to review progress and moderate student writing samples.
Pongaroa School is part of a networked learning community that meets regularly to share best practice and collectively participate in ongoing professional development in literacy and mathematics with the support of advisers and outside experts. Meetings have been timetabled throughout 2011.
PROCEDURAL INFORMATION
Consultation with the school community:
In-depth consultation with the school community via a questionnaire took place mid-2010 to review the Charter and strategic plan. There was a 36% response, which represented 41% of the students in the school. Feedback from this consultation was taken into consideration in the development of the 2011-2013 Pongaroa School Charter.
In-depth consultation with the Maori community on the reporting of Maori student achievement was also carried out in 2010. This was facilitated by the Principal and the Board chair. Feedback was taken into account during the review of the current Charter.
Consultation to identify health and physical education needs for students, establish health and physical education goals and identify components of the health and physical education curriculum will take place in 2011. This will include parents and caregivers of pre-school children due to start school in the next three years.
Reporting to Parents
In 2010 the MOE interim report template was used for goal setting at the start of the year.
Mid-year, an interim written report that showed student progress and achievement in relation to their expected National Standards was used at student/parent/teacher interviews.
Additionally, annotated student work in portfolios was used for reporting purposes in Term 2 and Term 4.
The annual student end of year written report was reviewed and in consultation with the Board, a new student summative report was developed from a range of MOE report templates. This report also included other documentation that reported on student achievement in relation to the Key Competencies as well as student self assessment.
The goals in these reports were used to set the initial goals and next learning steps for each student at the start of 2011.
Reporting Process in 2011
All reporting to parents will be based on student achievement in relation to the New Zealand Curriculum and National Standards
March Goal setting with students and parents based on achievement of goals at the end of 2010 and next learning steps
June Student portfolios sent home
July Interim reporting to parents
September Student portfolios sent home
December Written student achievement report
Annual Report:
Each year the Board will prepare a draft budget by 31 November and review the charter at the beginning of each school year. An annual report including an audited financial report will be lodged by the end of May.
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