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CHARTER 2011 CONTENTS 1   Charter Undertaking 2   Mission Statement 3   Educational Purposes and Goals 4   Local Curriculum Goals 5   National Education Goals 6   National Administration Guidelines 7   National and School Educational Priorities 8   Cultural Diversity and Maori Dimension 9   Student Achievement 10 Self Review Procedural Statement Board Governance 11  Charter Approval   CHARTER UNDERTAKING top This Charter is an undertaking by the Board of Trustees of Avondale School to the Minister of Education. The Board 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 79 of the 1989 Education Act. 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 1989 Education Act. The operation of the school and its progress towards meeting its Charter objectives will be reviewed regularly by the Education Review Office. The Board will administer all monies allocated according to proper accounting practice and ensure that its governance is audited annually. The partnership between the school and its community will play a vital role in achieving the goals of the Charter. This Charter will remain free until such time as it is amended in accordance with the Education Act 1989, or is withdrawn by the Minister of Education. The Avondale School Board of Trustees agrees to administer the school so as to ensure that its operations take into account all the National Education Guidelines and reflects both the content and spirit of this Charter. The Board accepts its obligation to adhere to all relevant Acts of Parliament, Ministerial Directives, Industrial Awards and Agreements and regulations that relate to the school. Signed: _______________________________Date: _________________ Name: Rachel Barrie (Chairperson, Board of Trustees) Signed: _______________________________Date: _________________ (Minister of Education   MISSION STATEMENT top To provide all pupils with a high quality education, in a caring supportive environment so that they are able to participate fully in all that they aspire to achieve. We aim to foster in every pupil:  a positive self-image and sense of identity.  a level of excellence in keeping with potential.  a social, academic, physical and cultural growth.  a desire to achieve independence in knowledge and skills.  a sense of responsibility for their own behaviour and tolerance for that of others. We believe that an enjoyable but challenging environment which enhances children’s abilities through a wide range of meaningful experiences promotes active learning and contributes significantly to education success.  EDUCATIONAL PURPOSES AND GOALS top Avondale School aims to promote and nurture children’s comprehensive development through: empowering pupils to think creatively. recognising pupils individual differences and special needs. encouraging pupils to attain competence in the essential learning areas. providing opportunities for pupils to acquire appropriate essential skills utilising a range of suitable equipment and resources. rewarding positively, appropriate effort and behaviour providing significant opportunities in sport and physical education. using computers and technology in classroom.   LOCAL CURRICULUM GOALS top To strengthen Teaching/Learning in Literacy and Numeracy. To develop our Technology programmes in line with curriculum needs. To continue to provide special programmes for the able and less able. To refine the social skills programme to improve the management of pupil behaviour and the parenting ability of caregivers. To revise, strengthen or update the Physical Education, sport and music programmes. To further develop the curriculum in terms of cultural diversity. To develop the physical environment and facilities so that teaching/learning conditions are improved.   NATIONAL EDUCATION GOALS top In recognition of the importance of education, the Government sets the following goals for the education system of New Zealand. The highest standards of achievement, through programmes which enable all students to realise their full potentials as individuals, and to develop the values needed to become full members of New Zealand’s society. At Avondale this will be achieved by: Goal-setting, pupil self-evaluation, allocation of resources, implementation of national guidelines, needs-based programmes of work, provision of enrichment programmes. The school curriculum will reinforce the commonly held values of individual and collective responsibility Equality of educational opportunity for all New Zealanders, by identifying and removing barriers to achievement. At Avondale this will be achieved by: Processes for identifying special needs (refer policy & procedures including Gifted & talented), ensuring proper resources, class review process, equity guidelines (refer policy), self-esteem programmes, diagnostic phase as a prerequisite to a planned teaching programme. Development of the knowledge, understanding and skills needed by New Zealanders to complete successfully in the modern, ever-changing world. At Avondale this will be achieved by: Ensure the school curriculum is delivered according to national guidelines (refer to statements of intent and school programmes of work). A sound foundation in the early years for future learning and achievement through programmes which support for parents in their vital role as their children’s first teachers. At Avondale this will be achieved by: Not applicable as this refers to Early Childhood education A broad education through a balanced curriculum covering essential learning areas with high levels of competence in basic literacy and numeracy, science and technology. At Avondale this will be achieved by: Staff development, team planning, curriculum reviews, school programmes of work. Excellence achieved through the establishment of clear learning objectives, monitoring student performance against these objectives, and programmes to meet individual needs. At Avondale this will be achieved by: Planning guidelines, school’s assessment procedures. Success in their learning for those with special needs by ensuring that they are identified and receive appropriate support. Provision of Individualised Education Plans (IEPs) and targeted resourcing. 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. (Not applicable) 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. At Avondale this will be achieved by: Integrating Te reo and Tikanga Maori with the essential learning areas. Respect for the diverse ethnic and cultural heritage of New Zealand people, with the 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. At Avondale this will be achieved by: See Cultural Diversity statement for comment:   NATIONAL ADMINISTRATION GUIDELINES (NAGS)  top The previous NAGS gazetted 29 April, 1993 were revoked from 2 February, 2010 with the following. NAG 1 Each board of trustees is required to foster student achievement by providing teaching and learning programmes which incorporate The National Curriculum as expressed in The New Zealand Curriculum 2007 or Te Marautanga o Aotearoa. Each board, through the principal and staff, is required to: (a) develop and implement teaching and learning programmes: to provide all students in years 1-10 with opportunities to achieve for success in all areas of the National Curriculum; giving priority to student achievement in literacy and numeracy, especially in years 1-8; giving priority to regular quality physical activity that develops movement skills for all students, especially in years 1-6. (b) 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: student achievement in literacy and numeracy, especially in years 1-8; and then to breadth and depth of learning related to the needs, abilities and interests of students, the nature of the school's curriculum, and the scope of The National Curriculum as expressed in The New Zealand Curriculum or Te Marautanga o Aotearoa; (c) on the basis of good quality assessment information, identify students and groups of students: who are not achieving; who are at risk of not achieving; who have special needs; and aspects of the curriculum which require particular attention; (d) develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified in (c) above; (e) 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; NAG 2 Each board of trustees, with the principal and teaching staff, is required to: 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, National Standards, assessment and staff professional development; maintain an on-going programme of self-review in relation to the above policies, plans and programmes, including evaluation of information on student achievement; and 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 NAG 1(c) above) including the achievement of Maori students against the plans and targets referred to in 1(e) above. NAG 2A Where a school has students enrolled in years 1-8, the board of trustees, with the principal and teaching staff, is required to use National Standards to: (a) report to students and their parents on the student’s progress and achievement in relation to National Standards. Reporting to parents in plain language in writing must be at least twice a year; (b) report school-level data in the board’s annual report on National Standards under three headings: school strengths and identified areas for improvement; the basis for identifying areas for improvement; and planned actions for lifting achievement. (c) report in the board’s annual report on the numbers and proportions of students at, above, below or well below the standards, including by Maori, Pasifika and by gender (where this does not breach an individual’s privacy); and how students are progressing against the standards as well as how they are achieving. These requirements apply to boards of trustees from 2 February 2011. For the avoidance of doubt, the first annual report to which subclauses (b) and (c) apply is that which reports on the 2011 school year, except for boards of trustees that are working towards implementing Te Marautanga o Aotearoa when the relevant report is that which reports on the implementing Te Marautanga o Aotearoa when the relevant report is that which reports on the 2012 school year. NAG 3 According to the legislation on employment and personnel matters, each board of trustees is required in particular to: (a) 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; and (b) 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, each board of trustees is also required in particular to: (a) allocate funds to reflect the school's priorities as stated in the charter; (b) 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; and (c) 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 Each board of trustees is also required to: (a) provide a safe physical and emotional environment for students; (b) promote healthy food and nutrition for all students; and (c) comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees. NAG 6 Each board of trustees is also expected to comply with all general legislation concerning requirements such as attendance, the length of the school day, and the length of the school year.   NATIONAL & SCHOOL EDUCATIONAL PRIORITIES top Avondale school recognises the Governments National Educational Goals and priorities (above) and the National Administration Guidelines (below) by giving emphasise to providing quality learning and teaching experiences to students through: Provision of relevant teacher P/D aligned to meet Pegasus Achievement goals in terms of improving literacy achievement, school leadership and teacher pedagogy. Teacher performance agreements and the appraisal process are reflective of these school-wide focus areas contained in the school’s Annual plan and aligned with the strategic plan. Emphasis placed on core curriculum areas of literacy & numeracy Annual plans and related documents ensure strategies are in place to improve achievement outcomes Student achievement data comprehensively used to best meet current and future student learning goals. Students at risk are prioritised through the school’s special needs programme which often leads to individualised learning or behaviour plans. There is a focus to improve Maori student outcomes and to actively engage their parents. The school maintains its commitment to provide students with suitable levels of understanding and instruction in Te Reo and Tikanga Maori. All  Maori students will have full and ready access to the resources offered by the school and opportunities and programmes will be adapted to best suit their learning needs. CULTURAL DIVERSITY AND MAORI DIMENSION top How Avondale Primary will reflect the unique position of the Maori culture, and New Zealand’s cultural diversity Avondale Primary School has developed and will continue to develop procedures and practices that reflect New Zealand’s cultural diversity and the unique position of Maori culture that is reflective of and responsive to, our local community. In recognising the unique position of the Maori culture, Avondale Primary School will take all reasonable steps to provide instruction in tikanga (Maori culture) and te reo Maori (Maori language) for students whose parents request it. The Avondale Treaty of Waitangi policy reflects our views respecting the diverse ethnic and cultural heritage of New Zealand people. All NZ schools have to adhere to ten National Education Goals (NEGs). Two relevant ones that are of particular interest to us are: 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. At Avondale this will be achieved by: integrating te reo and tikanga programme across curriculum areas where appropriate Providing an active kapa haka group Respect for the diverse ethnic and cultural heritage of New Zealand people, with the 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. At Avondale this will be achieved by: Providing annual written reports to the Maori community on aspects of Maori achievement Providing opportunities annually for the Maori community to provide feedback to the school   Also, all NZ schools have to adhere to the six National Administration Goals (NAGs).  One, NAG 2, is of particular interest to us,where each Board of Trustees with the principal and teaching staff is also required to report on student achievement (including the Maori community).  See NAG 2 As a school we are conscious that we need to reflect the educational desires of the community we represent while still meeting extensive Government requirements. We have specific reporting on Maori student achievement at Avondale Primary school to our Maori community about the progress of our tamariki. School-wide assessment data on focus areas has been published annually in a summarised form. Maori achievement has an additional summary report specifically relating to Maori students and is shared with our Maori community.  Feedback is welcomed and opportunities to state what they would like to see in future is part of the process.   STUDENT ACHIEVEMENT top Over the last ten years, Avondale has continued to develop and enhance systems allowing the effective tracking of student achievement across the school to enable determinations to be made on specific student outcomes that both allow, in-depth analysis and provide future directions for both programme delivery and teaching and learning content.  School wide data has been collected in a number of core curriculum areas to enable teaching staff to develop targeted programmes that best meet the learning needs of students.  Literacy and numeracy have been the predominant focus areas as we consider that these are the key learning building blocks. A database allows historical trend analysis to be compared with current student achievement to improve future curriculum delivery.  Raising student achievement is our core function and we are committed to ensure that we rigourously reflect on our curriculum delivery, programming and assessment methods to maximise each child’s learning potential.  We have available for viewing a variety of assessment analysis documents.   From mid 2010, the school has integrated the new National Standards into school assessment in literacy and numeracy; with a more specific focus around literacy which focusses on teaching practice, assessment analysis of nationally normed achievement, leadership and parental engagement.   SELF REVIEW top   Avondale Primary School is a self-reviewing school. Through its own system of internal audit and review, all aspects of the school’s management, curriculum delivery and legal compliance are systematically evaluated through a rigourous self-review process. The school systematically reviews its policies, plans, procedures, programmes and teaching effectiveness to see how well they are working and whether they can be improved. From this year (2011) the school self-review processes will be further strengthened to place student achievement at the centre. Student achievement is the explicit point of reference for evaluating how effectively the school’s programmes, processes and teaching promote student learning; and for formulating strategies for improvement. School reviews will be evidence-based. School reviewers make independent judgements based on evidence and the use of evaluation indicators. Schools are expected to seek the views of parents and students as part of their ongoing community consultation and self review. Key areas of review that will inform all parties about how well the school is doing will be drawn from the following: • Governance • Parental engagement • Effective teaching • school culture • school leadership • Student learning and engagement • Catering for diversity • student achievment against national expectations • Achievement data and analysis • Core values • Maori and Pasifika achievement   Board of Trustees: The Board convenes monthly. The Board emphasis is on governance and strategic and policy leadership rather than the day to day management which is delegated to the principal and his staff. The five elected parent trustees represent the diverse needs and aspirations of the wider school community and the students it serves. All planning, consultation and reporting dates are contained within the attached Annual and strategic plans.   Board Governance top The Avondale school Board of Trustees as at April 2007 BOT elections are composed of the following Chairperson Mrs Rachel Barrie Principal Mr Mark Scown Staff Rep Mrs Vivienne Mundy Trustees Ms Helen Macdonald Mr Darrel Lancaster Mrs Elizabeth Mahuika   The roles of the Board of Trustees and Principal The board: defines the school’s purpose by overseeing the development of the charter; in consultation with the principal, sets the strategic direction and vision of the school. approves and monitors the annual plan monitors and evaluates student learning outcomes sets and reviews policies and goals for significant areas within the school, in consultation with the principal, staff and community; appoints the principal and assesses their performance in meeting the school’s goals; supports the principal in managing the school; ensures the school is communicating effectively with its community. acts as good employers manages risk provides financial stewardship oversee, conserve and enhance the resource base exercise governance that fulfils the intent of the NEGs and NAGs and Treaty obligations It is the board’s role to ensure that policies and procedures are developed and implemented, because boards are ultimately responsible to the Government for meeting accountability requirements referred to in the National Administration Guidelines. The principal: manages the school within the law and in line with the policies and goals established by the board; provides information, feedback, and advice to the board, enabling it to meet the requirements of the National Administration Guidelines; oversees the day-to-day educational, personnel and administrative affairs of the school; is the educational leader of the school; makes recommendations to the board on the appointment of staff; oversees teacher appraisals and staff development programmes. spokesman for the school. The principal is a full member of the board by law. Section 76 of the Education Act 1989 also identifies the principal as the school’s “chief executive” in relation to its control and management. The Act states that the principal is required to “comply with the board’s general policy directions” but otherwise “has complete discretion to manage the school’s day-to-day administration as they think fit.”   A board and principal work most effectively together when: a sense of partnership exists between them; they are able to make informed decisions; all trustees understand the roles of board and principal; mutual respect fosters a climate of trust, openness and harmony; the chairperson and principal establish a positive working relationship; agreed tasks are completed.   The Chairperson: Spokesman for the Board on Strategic matters Establishes and maintains an ongoing working relationship with the principal Builds an effective Board team Ensures the principals performance agreement and appraisal are conducted annually Protected Disclosure Officer Meeting chair Discussion content only that clearly belongs to the Board in its governance role Meetings well conducted in a timely, fair, orderly and efficient way Meeting procedures as outlined in the standing orders and local government official and meetings act 1987 are observed except where the Board has suspended them.   Trustees Code of Ethics Ensure the needs of all students and their achievement is paramount Be loyal to the school and its mission Respect the integrity of the principal and staff Observe the confidentiality of non-public information acquired as trustees and not disclose to other persons such information that may be harmful to the school or individuals Be diligent and attend Board meetings prepared for full and appropriate participation in decision making Ensure that trustees do not act independently of the Boards decisions Speak with one voice through its adopted policies and ensure that any disagreements with the Boards stance is resolved within the Board Avoid any conflicts of interest Recognise that only the Chairperson can speak for the Board   CHARTER APPROVAL top  The Avondale Board of Trustees vouches for the authenticity of this Charter which has been developed in consultation with staff and the School Community.   Signed: _____________________________________ Date: 25/5/2011     Rachel Barrie Chairperson Avondale School Board of Trustees