Hamilton East School

Hamilton East School Te Kura O Hamutana Rāwhiti Charter 2018

Stand tall. Reach high.

Tū Tangata! Tū Māia!

Hamilton East School Te Kura O Hamutana Rāwhiti

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Contents

PART 1: BACKGROUND ............................................................................................................ 2

Hamilton East School ................................................................................................................... 2

Who are we? ............................................................................................................................................. 2 What do we stand for? ............................................................................................................................. 4 How do we perform? ................................................................................................................................ 5

School Charter .............................................................................................................................. 7

Purpose ..................................................................................................................................................... 7 Contents .................................................................................................................................................... 7 Reporting .................................................................................................................................................. 7

PART 2: STRATEGIC PLAN ....................................................................................................... 8

PART 3: TARGETS AND CHALLENGES 2018 ................................................................... 14

PART 4: 2018 WORK PLAN ................................................................................................... 15

PART 5: ADDITIONAL INFORMATION/RESOURCES ................................................................... 17

Roles and responsibilities ........................................................................................................... 17

Ministry of Education ............................................................................................................................ 17 Education Review Office ........................................................................................................................ 17 Board of Trustees .................................................................................................................................... 17 Principal .................................................................................................................................................. 18 NZ Curriculum ........................................................................................................................................ 18

Resources and information ........................................................................................................ 19

Publications ............................................................................................................................................ 19 Websites .................................................................................................................................................. 19 Contacts ................................................................................................................................................... 19

ATTACHMENT 1: STRATEGIC PLAN – PART 2 ............................................................... 20

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PART 1: BACKGROUND

Hamilton East School Who are we? Hamilton East School (HES) was established in 1872 and is the oldest school in Hamilton on its original site. The school is sited on 2.25 hectares across three levels, with heritage buildings and trees and extensive plantings all contributing to its attractive learning environment.

It is a State, co-educational contributing primary school. As a State school, it receives government funding and lessons are based on the NZ Curriculum. Being a contributing school means it caters for Years 0-6.

In recent years the role has been increasing as the population of Hamilton increases and there is significant amounts of in-fill development within the school catchment. In 2016 an enrolment zone was implemented. Since then the role has been sitting between 410 and 460. Our pupils come from a wide ethnic base and varied socio-economic backgrounds. We celebrate our diversity and new students typically settle quickly thanks to the inclusive practices and spirit.

In addition to meeting the learning needs of our students with a focus on literacy and numeracy, Health and Physical Wellbeing and The Arts also feature heavily in the school calendar.

Whole-school productions (Operetta) are held every second year (2018). GLEE concerts, Kapa Haka and Haka Hiva and Indian Dance groups, International Food Festival, Totara Team –‘Waiata’ and Kowhai Team-‘Waiata Pipi’, Project Energize programmes, physical education (PE), daily summer swimming, Jump Jam, sports teams, cross country, inter-school sports and athletics days are all regular features.

In 2017 there was a very successful outdoor art exhibition.

What’s special about HES? • A dedicated and stable staff focused on

relationship building and quality learning and teaching.

• A Toolkit that provides a strong framework across the school.

• Amazing cultural diversity and inclusive practices.

• Integrated digital technologies with computers, iPads and chromebooks in use in our classrooms.

• Awarded Gold Enviro school with many native trees, kitchen gardens and a strong focus on sustainability

• Beautiful heritage buildings, fully adapted to modern learning requirements.

• Grounds over three levels, with playgrounds, courts, fields and a swimming pool – plenty of space for active and imaginative play.

• Before and after school care available on school grounds, and school bus available.

• Community Partnerships – including Migrant Mothers, Te Whānau Hononga and WISE Group.

• A dedicated quality and stable staff regularly upskilling.


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Figure 1: Ethnicity of students 28%- Maori

39% NZ European

33% African, British/Irish, Cambodian, Chinese, Cook Island Maori, Fijian, Filipino, Indian, Korean, Latin American, Middle Eastern, Other Asian, Other European, Other Pacific Peoples, Other Southeast Asian, Samoan, Sri Lankan, Tongan


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What do we stand for? In 2015 the Board of Trustees adopted a new Vision and Whakataukī for Hamilton East School to reflect our values, expectations and aspirations, and to inform and guide our future decision-making and conduct. The Vision, Whakataukī, and school logo are interwoven and the cornerstones of what our school stands for.

Vision Our Vision is ‘Stand tall, reach high’. It was inspired by our beautiful redwood tree that has graced the HES grounds since the early 1900s.

Our Vision means being proud of ourselves, of each other and of our school, and having confidence now and into the future. It speaks of the heights our tamariki can reach with the right care and nurturing, and the importance of having a strong foundation or roots to weather any storms. It reminds us to dream big and aim high.

Whakataukī A whakataukī (proverb or saying) is an important aspect of Māori culture. Our whakataukī is ‘Tū Tangata! Tū Māia!’. It was informed by the Vision but as with all whakataukī, it is metaphoric and carries many meanings. This whakataukī was recommended by Te Whānau Hononga and endorsed by the Board. Te Whānau Hononga is a group of parents and whānau of Māori students who seek to support and promote the success of Māori students at HES; guide and promote the use of te reo, mātauranga Māori and tikanga Māori; and uphold the Treaty of Waitangi.

“Tū” means to stand, establish or hold. “Tangata” means person or individual. “Māia” means to be brave, bold, capable or confident.

Tū Tangata! Is a call to stand tall and demonstrate ‘personhood’. It encompasses attitudes and values, responsibility and compassion, and standing firm in one’s beliefs. It includes knowing our place in the world, including through acknowledging and valuing whakapapa, reo and tikanga.

Tū Māia! Is a call to demonstrate courage and creativity. It encompasses leadership, independence, confidence and pride and recognition of one’s skills. For Māori, it includes valuing and being Māori.

He kupu akiaki tēnei ki a tātou kia whakanuia te reo Māori, tikanga Māori and mātauranga Māori. This is an opportunity for us to celebrate reo, tikanga and Mātauranga Māori.1

Principles The guiding principles for HES learners are to be :

Engaged, Respectful, Literate, Curious and Connected (please refer to the toolkit)

Toolkit The HES Toolkit2 was redeveloped for 2016. The original Toolkit was based on the UNESCO Pillars of learning and it has been updated to be specific and relevant to Hamilton East School. This is a summary of the Toolkit – for a further breakdown please refer to our website via the following link.

http://www.hameast.school.nz/1695/pages/404-hes-toolkit

1 Te Hononga, 2015 2 http://www.hameast.school.nz/1/pages/404-hes-toolkit


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How do we perform? The most important measure of our performance is how our students achieve – after all, that is our primary purpose. Other indicators include findings of the Education Review Office, results of consultation with the school community and staff, and other feedback from people and agencies we interact with regularly.

Student achievement Student achievement is measured primarily against curriculum levels in reading, writing and mathematics. We assess students at Age 5, 5 1/2 and 6, and then at appropriate times within year levels. We report to parents/guardians through Linc-ed and have formal meetings twice a year.

Throughout the year teachers are assessing students’ achievement and adjusting teaching and learning programmes accordingly.

We also assess students against targets based on our own school priorities. An example of this is monitoring oral language skills on school entry at 5 years and again at 6 years, which we have determined is important. Without oral language skills, children’s achievement in other areas will be limited.

A breakdown of our achievement can be found in our Annual Report.

Education Review Office Our last review by the Education Review Office (ERO) was in 2016. ERO reported favourably about quality teaching and learning, achievement, curriculum, inclusive practice and governance, and indicated the next review would be in 3 years in 2019/20. The report can be accessed online at http://ero.govt.nz.


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Community survey Every year the Board of Trustees surveys the school community to see how whānau think Hamilton East School is performing in the areas of curriculum, reporting, student achievement, communication, facilities and whether children are happy at school.

What do our families say about HES? • 100% strongly agree or agree

they are happy with school.

• 100% strongly agree or agree children are happy at school.

• 98% say children feel safe at school.

• 98% strongly agree or agree they are happy with progress their child is making.

• 94% strongly agree or agree enrolment procedures ensure a smooth start to school.

• 98% strongly agree or agree HES promotes positive attitudes and values.

Key findings from HES 2017 community survey. These results are all the same as 2016 survey or shown an improvement


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School Charter Purpose A school charter is a binding agreement between the Board of Trustees, the school’s community and the Minister of Education. It sets out the Board’s priorities and expectations, what it wants to achieve and how it intends to get there. It provides guidance for the day-to-day management of the school by the principal.

Contents There are two key parts to the charter – the strategic section which sets out the broad goals for the next three years (Part 2); and the annual section which is updated each year to identify that year’s specific goals and targets (Part 3). In addition, the charter includes general information about Hamilton East School (Part 1), our 2018 Work Plan (Part 4) and the education system we operate within (Part 5).

Reporting Each year the Board has to prepare a report for the Minister of Education outlining the school’s progress towards achieving the aims set out in the charter. This report includes an ‘analysis of variance’ (AOV) report which identifies any variance between the relevant aims, objectives, direction, priorities or targets in the previous year’s charter and actual performance and outcomes.

Please see this year’s AOV for a detailed breakdown of school achievement and our progress against school goals.


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PART 2: STRATEGIC PLAN

Our strategic plan is currently in two parts.

Part One - The first plan is the Charter Strategic Aims that are shown below that were developed a few years ago and are reviewed annually by the Board of Trustees. These are discussed throughout the year at our meetings to ensure that decisions are made in alignment with these strategic aims, planned actions and outcomes. This plan is for the three year period from 2017-2020.

Part Two - The second plan is the Strategic Plan developed in 2017 by the Principal in consultation with the Board of Trustees and staff as part of a leadership programme. This plan is for the five period from 2018 – 2023. Attachment 1.

As this is the first year of the implementation of this plan it has been decided that Board of Trustees will work through both of these plans with the aim of merging the two at the end of 2018.

Table 1: Strategic Plan – Part 1

Strategic aims Actions / outcomes (2017-2020)

Achievement

We will prioritise student achievement by ensuring learning is focused and enjoyable. Assessments will be used effectively to support improvement in student outcomes. School targets will reflect student need. We want students to ‘Stand tall, reach high’.

To improve literacy and numeracy performance/achievement levels for all students.

To investigate the relevance and specificity of our maths programmes through PL and make changes to HES Curriculum (Mathematics)

Strengthen the culture of focussed learning for every child. Be accountable for teaching programmes and respond to ongoing assessment information.

Work with whānau to lift understanding of their role in their children’s achievement.

Board and leadership identifying areas of student need and allocating resources to match.

Continue to review and refine use of diagnostic and school-wide assessment information.

To ensure an effective GATE3 programme is in place.Build upon our Kowhai Team Oral Language/Play Based learning Programme.

Teachers use student achievement data to reflect on effectiveness of their practice and undertake Teacher Inquiry.

Be part of HCCCoL

3 Gifted and Talented


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Policy / Kaupapa

We will embed our Whakataukī and Vision and ensure clear line of sight between them and everything we do.

To reinforce our Whakataukī and Vision within our school community and kōrero about what it means.

Ensure our Whakataukī and Vision are reflected across the school, included in teaching practices (including inclusive practice) and visual symphonies (beautiful effective classrooms and displays), and through review of school policies and processes.

To ensure a consistent message is communicated to whānau, tamariki and other stakeholders.

Priority learners

Priority learners are well supported with adequate and consistent support and funding.

Work with external agencies effectively to ensure resourcing is appropriate.

SENCO4 role held within Leadership Team and adequately resourced/supported.

To manage our Teacher Aide/Learning Assistant resource effectively.

To have teachers monitor children who are at risk of not achieving and put planned interventions in place.

Build effective relationships with migrant communities.

To continue programmes that have been effective within our Pacifica/Maori/ELL community – Reading Together, Haka Hiva, sports fixtures, open mornings.

To ensure an effective ELL programme is in place.

Pacifica achievement is lifted.

Tamariki Māori achievement is lifted.

4 Special Educational Needs Coordinator


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Independent learners and curriculum

We will encourage children’s learning across the curriculum. Students will work towards learning goals.. We will value and encourage student voice and learner agency.

Teachers help students reflect on the quality of their work by regular self-assessment in class. Students and teachers feeding forward and feeding back.

Continuing opportunities for student involvement/leadership/responsibility in different programmes

GAFE (Google Apps for Education) programme within the Kauri team.

Communication

We will facilitate an effective relationship between the school, parents/caregivers and the wider community. We will report in plain language to parents/guardians.

Report regularly on student achievement to parents/caregivers. Focus on ensuring reports are ‘plain language’.

Value community engagement in the school to identify areas for improvement and maintain community confidence in the school.

To work in partnership with Te Whānau Hononga to strengthen relationships with our Māori community.

To positively promote the school through Blogs, website, Facebook and fortnightly newsletters.

To continue to foster community involvement in sporting and cultural activities.

To consult with the community on the health section of the curriculum.

Focus on direct communication with parents/caregivers through Linc-ed

Hold three Parent Information Evenings per year and continue our new entrant open mornings.

BOT communicates student achievement to the school community.

Human resource management

We will foster a professional, quality, motivated staff and be a good employer.

Staff receive professional learning in line with school priorities and their own learning goals.

Staff feel valued and supported in their positions.

Staff survey results are taken into account.

Obligations as an employer are met.


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Rangatiratanga / Leadership

We will maintain a high standard of governance and leadership to achieve our school vision and to comply with relevant legislation. We will plan for the future in terms of our staff, resources and facilities.

Encourage/facilitate training for the Board of Trustees and Leadership Team.

To ensure the charter is a living document and implemented effectively.

Ensure the relationship between the Leadership Team and other staff is positive and challenging.

All BOT members complete some professional learning.

Principal to be involved in a Professional Learning through Springboard Alumni and Waikato Principals Assoc..

Principal’s Performance Appraisal to be completed yearly.

Participation in 3600 review.

Policies and procedures regularly reviewed for legislative compliance.

Māori community

We will work in partnership with our Māori community and Te Whānau Hononga in the areas of te reo Māori, tikanga Māori and mātauranga Māori to benefit all tamariki in our school. We recognise the unique position of Māori within our community and our Treaty obligations.

Continue to investigate and consider options for improving achievement of Māori students.

Annual whole school Marae visit.

School to take all reasonable steps to incorporate tikanga Māori into the curriculum.

The Board will take all reasonable steps to provide instruction in tikanga Māori and te reo Māori for all students

To ensure Kapa haka is operating throughout the school including a Kauri performance group.

To develop our programmes to meet the needs of our Māori community.

Te Whānau Hononga and the Board have a productive, reflective partnership that benefits all tamariki in our school. All parties feel valued and that communications are heard.

Maintain relationship with kaumātua.


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Finance and property

We will provide an aesthetically pleasing, stimulating, well-maintained and resourced school and manage our finances prudently.

To ensure the property and grounds are maintained and developed with future proofing in mind.

Progressively upgrade classroom furniture.

Upgrade our waiting area and our courts garden area.

To make decisions on our school pool.

Progressive upgrade of IT in the school.

Property inspections and audits achieve compliance.

Positive feedback on grounds and facilities in community survey.

Continue to implement the 10-Year Property Plan through Property Manager. Develop a Strategic Property Plan with MOE after 2018 build of 4 classrooms.

Cultural diversity

We will provide an inclusive education to all students, valuing their culture and traditions.

Focus on diversity and celebrate cultural differences through a cultural festival held in Term 4 every year..

ESOL5 Audits achieve compliance.

Positive feedback on inclusivity in community survey.

Ongoing review of opportunities to expand cultural/language opportunities.

Ensure the principles of the Treaty of Waitangi are considered in decision making.

Health and safety

We will maintain a safe environment for students and staff, and comply with relevant legislation.

Continue to focus on upgrades in property and environment to eliminate/reduce risks.

Policies and implementation reflect updated health and safety legislation, and training is provided as necessary.

5 English for Speakers of Other Languages


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Environment

We will continue our journey as an Enviroschool and are committed to a philosophy of learning in, for and about the environment.

Maintain and improve our school grounds and gardens, including the kitchen garden.

Environmental education is integrated in teaching and other programmes.

Maintain our Green/Gold Enviro-school status.

Community

We will facilitate an effective relationship between the school, parents and the wider community

Maintain our partnership with WISE Group.

Continue to support the Migrant Mothers Group.

Investigate and consider other partnership opportunities within the community.


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PART 3: TARGETS AND CHALLENGES 2018

Our 2018 Targets have been developed to line up with the Hamilton Central Community of Learning (HCCCoL) targets. The over-arching achievement focus of the HCCCoL is to develop a community approach to accelerating literacy and numeracy in order to reduce the disparity for Boys, Maaori and Pasifika students, accessing vocational and academic pathways.

The Board of Trustees has chosen writing as a priority area for 2018 so have added an additional target which is only specific to Hamilton East School.

HCCCoL Challenge 1. For Y4-8 raise student achievement for Boys, Maaori and Pasifika in Reading. Reading Target: Raise the standard of literacy in Years 4-6 so that 64% of students achieve or exceed the relevant curriculum levels in Reading by December 2019 HCCCoL Challenge 2. For Y4-8 raise student achievement for Boys, Maaori and Pasifika in Writing. Writing Target: Raise the standard of literacy in Years 4-6 so that 48% of students achieve or exceed the relevant curriculum levels in Writing by December 2019 HCCCoL Challenge 3. For Y4-8 raise student achievement for Boys, Maaori and Pasifika in Mathematics. Mathematics Target: Raise the standard of Mathematics in Years 4-6 so that 60% of students achieve or exceed the relevant curriculum levels in Mathematics by December 2019 Hamilton East School Challenge. Raise student achievement across the school in writing Writing Target: Raise the standard of writing across the school so that there is an increase in 10% of students that achieve or exceed the relevant curriculum levels in Writing by December 2019.

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PART 4: 2018 WORK PLAN 2018 Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Meeting Date

21/2/18 14/3/18 11/4/18 16/5/18 20/6/18 NO Meeting

15/8/18 12/9/18 17/10/18 14/11/18 5/12/18

Strategic Focus for Meeting

Workplan for 2018

Targets

Annual

Delegations

Kaupapa/ Policy

Meeting focus on

Policy updates

Communication

Health and

Safety

Independent Learners and Curriculum

Governance Internal

Evaluation Tool

Training Opportunity

for New Board

Finance and Property

Rangatiratan

ga

Maori Community

Human Resource

Management

Cultural Diversity

Environment

Achievement

Charter/ Strategic Aims

Confirm 2018 Charter

Charter and Analysis of

variance due 1 March

Discuss targets 2019

Student Progress &

Achievement and Reporting

Confirm 2018 targets

Assessments Mid Year reporting

EOY Assess and Full report.

Policies/

Board Self Review

Review priorities for

the year

Te Hononga/ BOT

Partnership

Review success of

Google Apps in Totara

Team

Review reporting via

Lind-ed

Professional Learning

Review Co-Option

BOT Professional Development

(STA)

Culture/ Community

School Picnic

Parent Conferences

Board Newsletter

Kowhai Parent

Meeting

Board Newsletter

Parent Open

Day

Parent Conferences

ICT meeting with parents

Community Survey sent

out

Board Newsletter

International Food Festival

Property

Review Property

Consultant

Routine inspection of

grounds

2019 Plans Review Cyclical

Maintenance

School pool planning

Routine inspection of

grounds

Budget

Monitor Monitor Monitor Monitor Mid Year Review

School Bus Review

Monitor Monitor Monitor Monitor 2019 draft


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PART 4: 2018 WORK PLAN 2018 Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Personnel NZCER Staff Survey

Review staffing 2019

Principal Appraisal

Mid Year check in

Final Report Due

Important Celebrations/

Dates

Waitangi Day

Easter Matariki Eid Operetta Diwali Christmas

Curriculum Inquiry Topics

Turangawaewae

Turangawaewae

Turangawaewae

Science Science Science Science Class topics Class topics Class topics Class topics

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PART 5: ADDITIONAL INFORMATION/RESOURCES

Roles and responsibilities Ministry of Education The Ministry of Education is the Government's lead advisor on the New Zealand education system, shaping direction for sector agencies and providers. Its purpose is “lifting aspiration and raising educational achievement for every New Zealander”. The Ministry has responsibilities for strategic leadership, policy development and has a substantial operational role. There are six relevant key areas Ministry activities come under:

• Strategic leadership in the sector - develop strategic policy for the education sector and deliver services to the sector. Undertake education research and analysis and monitor education sector capability and viability.

• Support and resources for the community - deliver policies, programmes and services focused on improving the community’s knowledge of and participation in the education system. This involves working with parents, iwi, and Pasifica advisors and community groups to get greater participation in education, providing information to enable decision to be made about education options and providing education programmes for stakeholders to support the education system.

• Support and resources for education providers - ensure that education providers have the resources and support they need to deliver services to students, which includes administering a range of legislative and regulatory controls, determination and delivery of funding and other resources, providing services that support the governance, management and operation of education providers, and monitoring and intervening in providers that are at risk in relation to financial viability, student achievement and participation.

• School property portfolio management - have responsibility for all education property owned by the Crown. This involves managing the existing property portfolio, upgrading and improving the portfolio, purchasing and constructing new property to meet increased demand and identifying and disposing of surplus State school sector property.

• Support and resources for teachers - support teachers’ and principals’ professional leadership, learning and teaching which involves the development of national guidelines, providing curriculum statements and achievement standards, resources to support teaching, learning and assessment and professional leadership and providing professional development programmes, scholarships and awards. The Ministry also administers the teachers’ payroll.

• Interventions for target student groups - deliver policies, resources and services focused on targeted students groups’ or individuals’ participation in education which includes targeted interventions, specialist support services, funding and other resources and special education services to children and young people with special learning and developmental needs.

Education Review Office The Education Review Office (ERO) is the New Zealand government department that evaluates and reports on the education and care of students in schools and early childhood services.

Schools and early childhood services are reviewed on average once every three years. Reviews are undertaken more frequently where the performance of a school or centre needs improvement and there are risks to the education and safety of the students, or less frequent where a school has a stable reporting history and demonstrates good self review processes and use of its assessment information. ERO's reports on individual schools and early childhood services are freely available to the public.

Board of Trustees All of New Zealand's state schools have a board of trustees. The board is the Crown entity responsible for the governance and the control of the management of the school. The board is the employer of all staff in the school, is responsible for setting the school's strategic direction in consultation with parents, staff and students, and ensuring that its school


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provides a safe environment and quality education for all its students. Boards are also responsible for overseeing the management of personnel, curriculum, property, finance and administration.

Section 75 of the Education Act sets out the functions and powers of boards, and states:

A school's board must perform its functions and exercise its powers in such a way as to ensure that every student at the school is able to attain his or her highest possible standard in educational achievement.

Subject to other New Zealand laws, the board has discretion to control the management of the school as it sees fit.

Principal The principal is the board of trustee’s chief executive in relation to the school's control and management. Section 76 of the Education Act requires the principal to comply with the board’s general policy directions (e.g. the charter) but otherwise has complete discretion to manage the school's day-to-day administration as they think fit (subject to other NZ laws).

NZ Curriculum The New Zealand Curriculum (NZC) was revised in 2007 and gives schools direction for teaching and learning. It is a framework rather than a detailed plan and schools develop their own curriculum and teaching programmes from it.

It is the role of the Board of Trustees, through the principal and staff, to develop and implement a curriculum for students which is consistent with the principles, values and key competencies as outlined in the NZC.


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Resources and information Publications Ka Hikitia – Accelerating Success 2013-2017 (Māori Education Strategy)

Tau Mai Te Reo – Māori Language in Education Strategy 2013-2017

Tātaiako: Cultural Competencies for Teachers of Māori Learners

Websites Hamilton East School www.hameast.school.nz

Ministry of Education http://www.minedu.govt.nz/

NZ Curriculum http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum

UNESCO http://en.unesco.org/

Education Review Office http://ero.govt.nz/

TKI https://www.tki.org.nz/

Contacts If you would like to know more, or to contact teaching staff, the Board of Trustees or Te Whānau Hononga, please call in to the school office or phone 07 839 3377. Alternatively you can email Pippa [email protected].


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ATTACHMENT 1: STRATEGIC PLAN – PART 2

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