2017 - 2019 School Charter

Strategic &
Annual Plan
VISION & VALUES

VISION
By the !me students leave us in Year 6 we
want them to be confident, inquisi!ve,
ar!culate problem solvers, who can use a
variety of communica!on tools to make sense
of their world

KEY COMPETENCIES
Thinking, Using language, symbols & texts,
Managing self, Rela!ng to others, Par!cipa!ng
& contribu!ng.

TTAIAKO - CULTURAL
COMPETENCIES FOR TEACHERS
Wnanga, Whanaungatanga, Manaakitanga,
Tangata Whenuatanga, Ako

PRINCIPLES
High Expecta!ons, Treaty of Waitangi, Cultural
Diversity, Inclusion, Learning to Learn,
Community Engagement, Coherence, Future
Focus.
 WHAT DOES OUR
VISION LOOK LIKE?
EVERY STUDENT
Has the achievement, skills,
knowledge & values to leave the
CONFIDENCE school on the pathway to excel in
the global community
Follows dreams, thinks outside the
box, & takes risks
Questions and challenges to seek
knowledge
INQUISITIVE Learns through interacting,
participating, & contributing in a
supportive environment towards
achieving excellence
Able to speak confidently on their
achievements and next steps in
ARTICULATE learning
Asks why and challenges the
thinking of themselves and others
Always reflects & re-evaluates to
seek greater excellence
PROBLEM Inquires - follows the process of
SOLVERS inquiry effectively & successfully
Applies critical thinking skills to
problems as they arise
Excels in asking & answering
questions, including their own
COMMUNICATION student achievement
Accepts & celebrates the diversity
of cultures in our community.
Feels confident in their identity,
language & culture
Values connecting learning with
their own culture which they love,
CULTURALLY & other diverse cultures which they
RESPONSIVE respect
Te Tiriti o Waitangi has special
position as founding document of
the nation (this is different from
paying special attention to the
education needs of Mori students)
EVERY BOT MEMBER
Has the skills, knowledge, & values
to lead by example in the
governance of the school
Works together with the school to
govern effectively
Is visionary when planning long
term
Listens to the community & acts on
their aspirations & expectations
Plans in a manner that allows
student voice & ownership of
learning
Is able to ask questions of the
Principal & answer questions
regarding the achievement of all
students, and the alignment of
resourcing meeting those needs
Always reflects & re-evaluates to
seek greater excellence
Reflects, evaluates & analyses
against strategic aims
Is able to ask questions of the
Principal & answer questions from
the whnau of our students
(students, families, staff, MOE,
local community)
Encourages acceptance &
celebration of the diversity of
cultures in our community in every
area of learning & every aspect of
school & community life
Te Tiriti o Waitangi has special
position as founding document of
the nation (this is different from
paying special attention to the
education needs of Mori students)
 CULTURAL DIVERSITY
National Education Goals
We will be guided by the following priorities:
1. Increased participation and success by Mori through the advancement of Mori education initiatives,
including in Te Reo Mori consistent with the principles of the Treaty of Waitangi and Ka Hikitia -
Accelerating Success 2013 - 2017.
2. Respect for the diverse ethnic and cultural heritage of NZ people, with acknowledgement of the unique
place of Mori, and New Zealands role in the Pacific and as a member of the international community of
nations.
What Manurewa East School is doing to reflect the cultural diversity in New Zealand
The school curriculum will encourage students to understand and respect different cultures that make up New
Zealand society. It will ensure that the experiences, cultural traditions, histories and languages of all New
Zealanders are recognised and valued. The curriculum will acknowledge the unique position of Mori and the
place of Pacific Island cultures in New Zealand society. In response to other cultures, we deliver ESOL
programmes for learners where English is their second language.
We will recognise and value the unique position of Mori culture in New Zealand by ensuring that all
learners have the opportunity to acquire basic Te Reo and understanding of everyday conversational
language (e.g. greetings, local places). The Treaty of Waitangi will guide our relationships and the nature of
our interactions with the Mori community. We will acknowledge and respect the values, traditions and history
of Mori, observe cultural sensitivity to Tikanga Mori (Mori protocol) and show respect for local Mori
involved in the school and the community.
What reasonable steps will be taken to incorporate Tikanga Mori into the school curriculum?
Te Reo will be integrated across the curriculum with our Cultural Leader of Mori providing ongoing
professional development at staff meetings and on an as-needs basis with individual teachers. Integration of
Pasifika values and language will also happen, through our Pasifika Leader. The National Anthem will be sung
in Mori and English with sensitivity to the role of the Mori children. We encourage the correct pronunciation
of Mori place names and personal names. Opportunities will be provided for students to join Kapa Haka with
students having opportunities to perform both in school and for the wider community.
To ensure equitable outcomes for Mori we need to identify learners who are at risk of not achieving or
have special needs, so that programmes and resources can be targeted to cater for individual needs.
Through the use of our Raising Achievement Plan, there will be monthly tracking of this cohort, and deliberate
planning for accelerated learning (more than one years progress in a year).
Reporting to the Board of Trustees on the achievement of Mori learners will be ongoing, ensuring targets are
set and resourcing put in place. Evidence will align this resourcing.
To provide the opportunity for our Mori community to share their aspirations and expectations.
Consultation will take place with the schools Mori community to develop and make known policies, plans
and targets for improving the achievements of Mori students. There will be consultation with local Mori on
issues related to protocol. Specific consultation will take place for the whnau of students in our Bilingual Unit
pertaining to the aspirations of their children.
What will the school do to provide full-time instruction in Te Reo Mori for parents who ask for it for
their children? All such requests will be given full and careful consideration by the Board of Trustees with
regard to personnel with the requisite skills and qualifications, the overall financial position, resources and
availability of accommodating this within the school. We will continue to offer Bilingual Education from Year 3
and all parents will be made aware of this option upon enrolment. This is not restricted to one culture, all
student may take this pathway if that is the aspirations of their whnau. We operate a Level 2 Bilingual Unit,
with between 50-81% instruction in Te Reo Mori. Ongoing self review and Ministry verification audits will also
determine future growth of the levelling in the Unit.
 STRATEGIC PLAN

CURRICULUM
STUDENT Student centred
ACHIEVEMENT inquiry based
High academic curriculum across
achievement the whole school
and wellbeing accessible to all
learners

BOARD COMMUNITY
Strong learning
Sustainable and
partnerships
effective strategic
between school,
governance and
parents, and the
leadership
wider community
 BASELINE DATA
MATHS
51.9% of all students are at or
above the National Standard
49% of all Mori students are at
or above the National Standard
51.7% of all Pasifika students are
at or above the National Standard
41.9% of all Boys are at or above
the National Standard
55.7% of all Girls are at or above
the National Standard
In Year 5 only 30% of students
are at or above the National
Standard
In Year 6 only 32.8% of students
are at or above the National
Standard.
Mainstream Classes - 385 Students
READING
45.7% of all students are at or
above the National Standard
58.7% of all Mori students are
at or above the National
Standard
58.6% of all Pasifika students
are at or above the National
Standard
36.7% of all Boys are at or
above the National Standard
51.1% of all Girls are at or
above the National Standard
In Year 5 only 23.7% of students
One out of
are at or above the National
two Pasifika
Standard
students are
In Year 6 only 23.7% of students
are at below
or above NS
the National
Standard.
Term 1 RAP data
WRITING
53.5% of all students are at or
above the National Standard
49% of all Mori students are at
or above the National Standard
47.7% of all Pasifika students
are at or above the National
Standard
43.3% of all Boys are at or
above the National Standard
62% of all Girls are at or above
the National Standard
In Year 5 only 45% of students
are at or above the National
Standard
In Year 6 only 38.2% of students
are at or above the National
Standard.
 OUR DATA STORY
Mainstream Classes - 385 Students
Term 1 RAP data

MATHS One out of One out of One out of Two out of

two Mori two Pasifika two boys are five girls are
students are students are below NS below NS
below NS below NS

Two out of
five Pasifika
students are
below NS
READING Two out of One out of Two out of
five Mori two boys are five girls are
students are below NS below NS
below NS

Two out of
five boys are
below NS

WRITING One out of One out of Two out of

two Mori two Pasifika five girls are
students are students are below NS
below NS below NS
 BASELINE DATA
Bilingual Classes - 32 Students
EOY 2016 Ng Whangaketanga

TE TAU PANUI TUHI TUHI

Manawa Manawa Manawa Manawa Manawa Manawa Manawa Manawa Manawa Manawa Manawa Manawa
Taki Aki Ora Toa Taki Aki Ora Toa Taki Aki Ora Toa

3 9 18 2 15 6 9 2 15 14 3 -

10% 28% 56% 6% 47% 19% 28% 6% 47% 43% 10% -

62% of all students are at or 66% of all students are at or 10% of all students are at or
above the National Standard above the National Standard above the National Standard

78.5% of all Boys are at or 28.5% of all Boys are at or 7% of all Boys are at or above
above the National Standard above the National Standard the National Standard

50% of all Girls are at or above 39% of all Girls are at or above 11% of all Girls are at or above
the National Standard the National Standard the National Standard

Manawa Manawa Manawa Manawa 100% of all students are below

Taki Aki Ora Toa the National Standard

This is our most concerning area

KORERO 23 9 - -

72% 28% - - Manawa

Taki
Manawa
Aki
Manawa
Ora
Manawa
Toa
Key:
Well-
Below At Above
below
 OUR DATA STORY
Bilingual Classes - 32 Students
EOY 2016 Ng Whangaketanga

One out of
five boys are
below NS

MATHS Two out of five

students are
One out of
two girls are
below NS below NS

Four out of
five boys are
below NS

READING Three out of

five girls are
Two out of five
below NS
students are
below NS

Nine out of
ten boys are
below NS

WRITING
Six out of
Nine out of ten Mori Seven girls
students are below NS are below NS
 TARGETS - 2017
Curriculum Areas

To raise overall achievement to 65% at or

above National Standards

MATHS All priority learners to make a year and a

halfs progress in one year
To shift achievement in Years 4, 5 and 6 so
they align with other cohorts

To raise overall achievement to 60% at or

above National Standards
All priority learners to make a year and a
READING halfs progress in one year
To shift achievement in Year 5 and 6 so
they align with other cohorts

To raise overall achievement to 65% at or

above National Standards
All priority learners to make a year and a
WRITING halfs progress in one year
To shift achievement in Years 3, 5 and 6 so
they align with other cohorts
 TARGETS - 2017
Ethnicity & Gender

Three out of every five Mori students will be at or above

National Standards for Maths (currently 1 in every 2)
Four out of every five Mori students will be at or above
MORI National Standards for Reading (currently 3 out of 5)
Three out of every five Mori students will be at or above
National Standards for Writing (currently 1 in every 2)

Three out of every five Pasifika students will be at or

above National Standards for Maths (currently 1 in every 2)

PASIFIKA Four out of every five Pasifika students will be at or above

National Standards for Reading (currently 3 out of 5)
Three out of every five Pasifika students will be at or
above National Standards for Writing (currently 1 in every 2)

Three out of every five Boys will be at or above National

Standards for Maths (currently 1 in every 2)

BOYS Three out of every five Boys will be at or above National

Standards for Maths (currently 1 in every 2)
Four out of every five Boys will be at or above National
Standards for Maths (currently 3 out of 5)

Four out of every five Girls will be at or above National

Standards for Maths (currently 3 out of 5)

GIRLS Four out of every five Girls will be at or above National

Standards for Maths (currently 3 out of 5)
Four out of every five Girls will be at or above National
Standards for Maths (currently 3 out of 5)
STUDENT ACHIEVEMENT
High academic achievement and wellbeing
Key outcome 1: All students are able to access the whole breadth of the New Zealand
Curriculum.
Key outcome 2: All priority learners make accelerated progress (a year and a half of
progress in one year at school).
Key outcome 3: All students achieve at National Standards in Reading, Writing, and
Mathematics.

CURRICULUM
Student centred inquiry based curriculum across the whole school
accessible to all learners
Key outcome 1: Learning activities integrate digital technologies appropriately to
develop digital literacy and support authentic, higher-order, collaborative learning.
Key outcome 2: The learning environment supports inquiry learning and student
achievement.
Key outcome 3: The curriculum is aligned with expectations outlined in Ttaiako and
Pasifika Education Plan.
Key outcome 4: Curriculum integrates cultural expression, sport, and music.

COMMUNITY
Strong learning partnerships between school, parents, and the wider
community
Key outcome 1: Parent and whnau voice is incorporated as part of on-going review
and development of the school.
Key outcome 2: Effective communication with the school community.
Key outcome 3: The school is effectively promoted within the community.

BOARD
Sustainable and effective strategic governance and leadership
Key outcome 1: Functioning effectively at a strategic and governance level.
Key outcome 2: An excellent employer, attracting and keeping the best teachers and
other staff.
Key outcome 3: Provide excellent infrastructure to support the schools strategic goals.
Key outcome 4: BOT will assure measurement of all goals using the ERO indicator
framework domains.
Annual School

IMPROVEMENT
PLAN 2017
 STUDENT ACHIEVEMENT
High academic achievement & wellbeing
Key outcome 1: All students access to the New Zealand Curriculum.
Key outcome 2: All priority learners make accelerated progress (a year and a half of
progress in one year at school).
Key outcome 3: All students achieve at or above National Standards in Reading, Writing,
and Mathematics.
Key outcome 4: Students demonstrate achievement in cultural expression, sport, and music.

Actions Measures Timing Resources Responsibilities

To monitor students at Principal/DP/SENCo/

Data analysis at the end End of Term ESOL Funding
risk of not achieving of Term 2 and 4 with Whnau Leaders
reports to the BOT
2 and 4 Learning Support Staff
in Years 1-6 Classroom teachers

To improve student
achievement through working
with Digital Technologies -
supported by PLD provided
by IT Manager and
Curriculum Leaders
Students at risk identified Release for Curriculum
by teachers and work Beginning and End Leaders DP/IT Manager/
closely with the SENCo of each Term Assistive Technology Curriculum Leaders
(Termly reviews) referrals to MOE

To raise student achievement
in Literacy through working
with PLD provided by Gaye
Byers
Staff meetings, Lead
Teacher Meetings and in-
class support provided by
PLD provider
SENCo Release
Teacher Release to
Minimum of 2x per work with SENCo and DP SENCo/Curriculum
term Learning Support Staff Leader
Release for Curriculum
Leaders

Develop a curriculum that is

Curriculum designed in Whnau Leader &
relevant to our students and Principal/DP/Leadership
consultation with staff and Beginning of Term 1 Curriculum Leader
gives them opportunities to Team
students Release
work in the wider curriculum

Teachers to identify Target Target students are

Students in each curriculum tracked each term and Teacher Release to
Ongoing Whnau Leaders
area and monitor their reported back at Whnau work with Facilitators
progress termly level

Appraisal system will be Purchasing resources

Teachers will set up a to assist with
completed at least once a
Teaching as Inquiry Model for programmes Principal/DP/AP/
term (monthly for focus Ongoing
Accelerated Progress and
areas). Appraisals will be
Release for support & Whnau Leaders
other areas of their appraisal modelling of best
shared with management
practice

Clear and sustained Time given at syndicate

assessment procedures that
All teachers are aware of and staff meetings to
what needs to be Ongoing SLT
are consistent across the work on data and target
assessed & when
school/cluster students
 CURRICULUM
Student centred inquiry based curriculum across the whole school
accessible to all learners
Key outcome 1: The learning environment supports inquiry learning and student
achievement.
Key outcome 2: Curriculum integrates cultural expression, sport, and music.
Key outcome 3: Learning activities integrate digital technologies appropriately to develop
digital literacy and support authentic, higher-order, collaborative learning.

Actions Measures Timing Resources Responsibilities

Principal attends PLGs Ongoing Teacher release
Principal
Continue to work with the Senior Leaders/teachers
beginning to attend meetings
Alfriston Cluster of schools Ongoing Teacher release
and network with other SLT
schools

Teachers experiment with Digital devices in classes All staff

Continue to work with the PLD,
new ideas to integrate Digital
Learning with Digital Ongoing
Technologies into their
Technologies
classroom practice Curriculum Leader release Principal/Curriculum Leader

Inquiry process is on display

From Term 2 Resources for display
in each class
Staff/syndicate meetings held IT Manager to display on
Induct new staff on the Inquiry to support teachers through digital platforms/
Ongoing All staff
Model used in the school the process newsletters

Students work displayed $3000 for pinboards in the

around school (including Ongoing office
online)

Release for lead teachers

Provide all students with the
opportunities to be involved in
culture, sport and the arts both
within the curriculum and as
extra curricular activities.
Time given to cultural groups SLT
Ongoing
throughout the year Release to attend events All staff
Sports teams entered into Principal/Lead Teachers
local competitions
Release for lead teachers Sports Leader
Dance, music, drama groups Lead Teachers Production/IT
promoted within the school Termly $4000 for Production
Manager
and inclusion of all students
in our biannual Production $1000 income from
Production

Teachers are aware of

All teachers to have planning that
shows how the curriculum will be
covered and how individual
groups will be catered for
Ongoing
planning expectations Google Docs platform &
SLT
Staff/syndicate meetings held daily teacher planner
to support the planning
process Ongoing
SLT
Planning is monitored
regularly and feedback
provided to teachers
RAP in school Google SLT/Teachers
Raising Achievement Plan is Ongoing Docs
reflected on and updated
monthly
 COMMUNITY
Strong learning partnerships between school, parents, and the wider
community
Key outcome 1: Parent and whnau voice is incorporated as part of on-going review and
development of the school.
Key outcome 2: Effective communication with the school community.
Key outcome 3: The school is effectively promoted within the community.

Actions Measures Timing Resources Responsibilities

School newsletters sent
home and put on website Fortnightly Principal/Office
Release for Lead Teacher
We will keep the school School Facebook Page
Ongoing Principal/SLT/IT Manager
community up to date on a updated regularly
Funding from local
regular basis on events that are School website kept up to Ongoing companies for paper IT Manager
happening around the school date newsletter
Weekly updates All Staff
Class blogs updated
regularly

We will consult the school Health survey Term 3

community and actively seek Principal
School review and reporting
feedback about how the school is SLT
BOT members in attendance Term 2
operating

Establishment of Pasifika
Parent Group
We will consult with the Mori
PTFA meetings are held with
community
staff input
Mori Hui is held termly
Principal/BOT/Culture
Term 2 Management Units for Leaders
Cultural Leaders - Pasifika
Ongoing/monthly and Tikanga Leader PTFA/Principal
Term 1 $100 to provide kai etc. Principal/BOT/Te Reo Whiri
staff

Parent meetings to introduce

curriculum achievement data
We will provide adult education
classes to help whnau help their Reading Together Ongoing $300 to provide kai etc. SLT/BOT
children with their learning Programme
Adult Literacy classes

Rolls of those in attendance

We will ensure all school events & thanks you cards $300 to provide kai etc.
will welcome parents and
Digital record of attendees Ongoing/Termly SLT/Lead Teachers
whnau to participate, celebrate Postcards for attendees
(photo & video blogs)
and be a part of
Feedback for review sought
 BOARD
Sustainable and effective strategic governance and leadership
Key outcome 1: Functioning effectively at a strategic and governance level.
Key outcome 2: An excellent employer, attracting and keeping the best teachers and
other staff.
Key outcome 3: Provide excellent infrastructure to support the schools strategic goals.
Key outcome 4: BOT will assure measurement of all goals using the ERO indicator
framework domains.

Actions Measures Timing Resources Responsibilities

The Board will develop a Workplan completed and

workplan that reflects the goals used to guide board meeting Term 1 BOT chair
of the charter and annual plan agendas

Policy set created and

approved by BOT

The Board will develop and

review policies pertaining to its Regular policy review as
Term 1 School policy website School Docs/BOT/Principal
role and the effective governance evidenced by BOT minutes
of the school

Policies published for Survey

data

The Board will obtain an annual Principals report giving a

qualitative assessment of the
report on infrastructure, including Term 4 Principal
schools infrastructure, taking
a survey of staff and community into account survey data

BOT to delegate authority to

manage the principals
appraisal process

BOT chair will agree

The Board will work effectively principals appraisal
with the Principal to monitor and objectives with external Throughout 2017 BOT Chair
review progress towards meeting appraiser in consultation with
the annual goals
the principal

BOT chair will regularly

monitor progress of external
appraiser, reporting to the
BOT as appropriate

The Board will hold its triennial Next election date to

Elections completed BOT chair
elections according to legislation be confirmed, 2019
 BOARD
Actions
The Board will actively engage
with the Ministry appointed
Specialist Adviser
The Board will work with the
Principal to gain assurance that
excellent staff are being recruited
and retained
The Board will commission an
annual survey of staff satisfaction
The Board will include the ERO
evaluation domains as one
component of analysis of
progress towards the strategic
goals
The Board will undertake training
through NZSTA, a reputable PLD
provider
Continued
Measures Timing Resources Responsibilities
Ongoing feedback from
Special Adviser
Ongoing BOT chair
Formal reporting from
Special Adviser and the MOE
Principals reporting on
recruitment decisions
Ongoing Principal
Principals qualitative
reporting on staff morale and
actions taken to motivate and
retain staff
Survey report evidence Term 2 (possibly
(report will include sector baseline survey)
comparisons, and over time Use a widely available and
BOT chair
the BOT will be able to Termly for 2017 (whilst reputable staff survey tool
compare results across undertaking principals
years) appointment)
Each BOT meeting agenda
will identify the evaluation
domains related to the
strategic goals being
addressed at that meeting
ERO evaluation domains
Ongoing Principal
document
Reports for each BOT
meeting will include
reference to the evaluation
domains identified in the
agenda
Utilising the free, Ministry
Approach in Term 2
provided PLD
Ensure processes are in
Ongoing
alignment with current
legislation and guidelines
BOT Chair
Seek guidance on annual As provided through
NZSTA - reputable review
cycles of review and other Ongoing
tools Principal
such matters
Seek guidance on the Term1 / Term 2
appointment process
regarding the incoming
Principal