Christ the King 3316

Christ the King Catholic School (Burnside)

Charter

2014 - 2016

Kei te hiki tatou hai angitu

CHRIST THE KING CATHOLIC SCHOOL

MISSION STATEMENT

The school’s intent is, in partnership with parents, caregivers and Christ the King Parish, to provide high quality spiritual, academic, cultural, physical and social education in a caring Catholic environment to Catholic pupils and to others whose parents choose a Catholic

education for their children.

The VisionOur vision is for our students to be confident, connected, actively involved life-long learners.Our Values and Key Competencies are embedded within the Vision for our Christ the King students.

1. CONFIDENT Express their Catholic faith Be positive in their own identity Be happy within ourselves Be able to manage themselves Take risks Strive for personal excellence.

To foster and promote this, teachers will:1. Create an environment where all students feel safe 2. Care for and be actively involved with the development of the ‘whole’ child3. Encourage aiming high and persevering in difficulty4. Celebrate success of all students5. Use an Inquiry Learning process with the students.

2. CONNECTED Be able to relate well and respond positively to others, as our faith calls us to do Understand and respect the cultural identity of one self and others, including Te Ao Maori (The Maori World) Experience that new ways of thinking and doing things can come from working effectively with others Show respect for the environment Confidently and effectively use ICT tools.

To foster and promote this, teachers will:1. Teach and demonstrate Catholic values and virtues2. Encourage and model inclusiveness3. Promote student responsibility and leadership 4. Value and respect the diversity of students5. Teach and practice working and playing co-operatively.

3. ACTIVELY INVOLVEDLive by their Catholic faith every day

Understand New Zealand history, culture, identity and language Participate and contribute positively as a member of a team or community in a range of contexts Be involved in the school and parish life Be prepared for the future Make a difference to our world.

To foster and promote this, teachers will:1. Implement Religious Education programmes throughout all learning2. Provide authentic learning contexts including future issues 3. Provide relevant programmes that celebrate our national identity and multi-cultural society 4. Integrate Te Reo Maori and tikanga through all teaching and learning5. Provide opportunities for leadership.

4. LIFE- LONG LEARNERSContinue to deepen their faith

Understand who they are as a learner Enjoy learning Be literate and numerate Think creatively and critically as they seek a higher level of knowledge Be informed decision makers.

School DescriptionChrist the King School is a Catholic special character, state integrated, full primary school located in Burnside, Northwest Christchurch. Catering for up to 340 Yr 0-8 students, the school is an integral part of the parish and has strong links with parents and the wider school community. Christ the King is a decile 9 school opened in 1959, and has just undergone a major redevelopment of its buildings and grounds as a result of the February 22nd 2011 earthquakes. We are now able to boast a full contingent of modern teaching and learning spaces across all three syndicates.Block 1 has been completely reinstated along with a brand new library/learning centre and we look forward to using these two buildings to their optimum potential. Our roll is closed for 2014, with a maximum of 340 students and a considerable waiting list of both preference and non preference students.We have become a valued member of the Burnside Learning Community Cluster along with Burnside, St Patrick’s, Waimairi, and Fendalton Primary Schools, and Cobham Intermediate. The 6 schools have collaborated over the last year to form a pedagogically strong cluster that will continue together to create new and innovative education outcomes for students of our cluster and beyond.

National Education Priorities Cultural DiversityChrist the King School will determine its priorities by focusing on National Priorities and taking into account our special character of our school.

CTK priorities will be identified through: The school’s programme of self-review. Analysis of the school’s assessment data. In meeting the national and local priorities, the school undertakes to

work within the National Administration Guidelines.

CTK recognizes the Governments National Education Policies: Providing a safe physical and emotional environment for students. Providing opportunities for success Improving Numeracy and Literacy throughout the school Yrs. 0-8 Develop assessment strategies and procedures in relation to the

National Standards to report to parents in plain language at least twice a year.

Include school level data in the 2014 Annual Report using terms such as above, at and below the National Standard. Specific reports on Maori and Pasifika students should be included.

Developing a range of assessment and evidence gathering practices that provide sufficiently comprehensive data to evaluate the progress and achievement of students.

Improve the achievement of Maori and Pasifika students.

Christ the King Catholic School will develop procedures and practices that reflect New Zealand’s Cultural Diversity and the unique position of Maori Culture.

In recognising the unique position of the Maori Culture, Christ the King Catholic School will take all reasonable steps to provide instruction in tikanga and te reo Maori (Maori language) for students whose parents request it.

At Christ the King Catholic School we currently: Support and resource a Kapa Haka group

(approximately 90 students) directed by our joint resource teachers of Maori

Teach te reo Maori to an elementary level (greetings, counting, basic vocabulary for everyday items, pronunciation of place names) in all classes.

Sing waiata at assembly liturgies, masses and classroom music.

Use elements of tikanga such as hongi, Karakia and being aware of where we sit every day.

Reporting to students and parents on achievement of individual students and to the community on achievement of students as a whole and groups of students.

Providing careers education and guidance for Years 7 and 8. Special emphasis to be given to those at risk

Educating and awareness of the key competencies: Thinking, Making Meaning, Relating to Others, Managing Self, Participating and Contributing.

Use resources such Ka Hikitia and Tataiako in the curriculum (especially with Religious Education, Reading, Maths, Science, Social Studies, Art, Music and Phys. Ed.), which recognise New Zealand’s dual cultural heritage.

Follow the Te Reo and Tikanga plan set out in the Annual Plan.

Have staff attend our local marae at Tuahiwi and be familiar with the tikanga of Ngai Tahu

If a whanau requests a higher level of tikanga and/or te reo than is at present evident in our school’s Maori programme, the staff and family will discuss and explore the following options:

Further explanation of existing programmes Further extend the existing programmes if and as

appropriate. Combine with local schools for parts of the

day/programme. Provide in-school support and resources to

further enhance inclusion of te reo and tikanga Maori within the child’s classroom.

Explore other schools that may offer programmes closer to their expectations.

Use of the Burnside Learning Community Cluster (BLCC) expertise (people and places) to help with any of the above.

Christ the King Catholic School Strategic Plan 2014-2016

Religious EducationMaintain our special character where Christ the King Catholic School will be a

community where Gospel values are central, where faith is nourished and where Christian celebration in Catholic tradition is upheld

Teaching and LearningPromote teaching and learning in our school across the New Zealand

Curriculum where children are encouraged to reach their full potential based on their personal ability and the National Standards

Promoting Tikanga MaoriProvide teachers with professional development and support in order to

incorporate Te Reo and Tikanga in their daily programme that promotes the outcomes of Ka Hikitia and Tataiako

CurriculumReview our Christ the King Curriculum to ensure that we are providing a well designed and balanced programme that covers the Principles, Values and

Key Competencies of the New Zealand Curriculum

Digital TechnologiesPromote Teaching and Learning within classrooms by including digital

technologies that promote and cater for diverse learners and provide students with the skills to become 21st century citizens

Physical EnvironmentIn conjunction with the Diocese of Christchurch, continue the development of the physical environment of Christ the King so that we maintain the high level

facilities that are in keeping with other schools in the Burnside Cluster

Strategic Goal Religious Education

Strategic Goal

Maintain our special character where Christ the King Catholic School will be a community where Gospel values are central, where faith is nourished and where Christian celebration in Catholic tradition is upheld.

Strategies Teachers actively promote our Catholic special character by portraying those characteristics that uphold our faith and

provide our students with the example they need in their daily lives.

Attend all Professional Development and specific level courses set out by the school and the Catholic Education Office that will promote the teaching and learning of our special character. (Teachers need to note all professional development is counted towards their accreditation hours).

Actively promote prayer and praying throughout the school by going beyond the mandatory opportunities to pray at the beginning of the day, grace and the end of the day. (Special Character Review)

Teach each Religious Education strand as outlined through the curriculum and in consultation with the Director of Religious Studies

In consultation with the Director of Religious Studies work on areas of development to improve the quality of teaching and learning. (Appraisal Objectives)

Actively attend Masses, special feast days and ceremonies celebrated by the school inside and out of school hours that promote and uphold the mission and values of the School

Develop rubrics as a staff and syndicate to improve assessment outcomes for students. The rubrics will be developed across the different strands and levels of the RE curriculum

Strategic Goal Teaching and Learning

Strategic Goal

Promote teaching and learning in our school across the New Zealand Curriculum where children are encouraged to reach their full potential based on their personal ability and the National Standards

Strategies Promote and encourage teachers to form their overall teacher judgments on a wide range of appropriate assessment based on

student self assessment, discussion, listening, observations, questioning, teacher made tests, running records, exemplars, sample books, PAT’s, STAR for Yr. 3s, AsTTle etc.

Ensure that the 3 Year Review cycle (based on the Teacher Inquiry and Knowledge-Building Cycle) we have running in our school is strictly followed and adhered to, so that we ensure our school based curriculum has full coverage of the New Zealand Curriculum

Provide meaningful professional development in the collation and analysis of data (especially with numeracy and literacy) to help teachers form overall teacher judgments that will result in deciding accurate and well-moderated student National Standards.

To foster the home/school partnership in our school where we promote a culture of inclusiveness with families that is centered around clear communication and mutual support

Provide full coverage of all curriculum areas through precise timetabling and self review, so our students get a well rounded education that does not focus entirely on academic results

Use strategies and approaches directly from Ka Hikitia and Tataiako that promote the enhancement of what it means to be Maori. As a result Maori students would be proud to be Maori at Christ the King because we promote Maori identity, language and culture

Creating writing exemplars (school-wide) within the primary school levels that can be used in moderation

Strategic Goal Promoting Tikanga Maori

Strategic Goal

Provide teachers with professional development and support in order to incorporate Te Reo and Tikanga in their daily programme that promotes the outcomes of Ka Hikitia and Tataiako

Strategies Establish contact with our Tuahiwi Runanga so we establish a working relationship with our local marae and have a place

that is our turaungawaewae

Maintain high levels of te reo and tikanga through our special character and Religious Education programme where we use both in an integrated manner to support and influence the culture of our school

Provide Professional Development for all teachers in te reo that provides knowledge and context to be able to apply to everyday classroom use. A PD session per term that deals with identity, language or culture through our cluster.

Strengthen the identity of Maori students by making te reo and tikanga a part of all students cultural capital and help them understand the importance of our biculturalism to strengthen Aotearoa New Zealand’s identity in the world. Consult with Maori community in Term 3

Ensure that “kei te hiki tatou hai angitu” is as easy to recall as “stepping up for success” for staff, students and our wider school community.

Participate in staff meetings that acknowledge and recognize our journey with te reo and tikanga Maori and openly share our knowledge skills and classroom practice. Ka Hikitia and Tataiako discussed at syndicate and staff meeting level every term to gain a better understanding of identity, language and culture.

Our documentation (prepared by our lead teachers of Maori) distributed and disseminated so we are knowledgeable about tikanga

Strategic Goal Curriculum

Strategic Goal

Review our Christ the King Curriculum to ensure that we are providing a well designed and balanced programme that covers the Principles, Values and Key Competencies of the New Zealand Curriculum

Strategies Develop a greater understanding of the intent of the New Zealand Curriculum within the school context. The school context

is determined by our Catholic special character

Review Christ the Kings curriculum and identify priority areas that need to be strengthened

Appoint two staff member who in conjunction with the Principal oversee the curriculum review

Develop in all staff a greater understanding of these priorities and incorporate them into their classroom practices the Teaching as Inquiry process

Develop in all staff a greater understanding of the interconnectedness of the school curriculum and the place of Key Competencies, Values and Principles in planning, implementation and assessment. This understanding will be imbedded within the CTK vision of the curriculum

Ensure all staff understand and implement the Teaching as Inquiry process to improve their teaching with positive outcomes for students’ learning and achievement

Teachers negotiate their own learning goals and outcomes for professional development based on the Teacher Inquiry and Knowledge-Building Cycle

Strategic Goal Digital Technologies

Strategic Goal

Promote teaching and learning within the classroom by including digital technologies that promote and cater for diverse learners and provide students with the skills to become 21st Century Learners

Strategies Continue professional and personal development appropriate to the differing levels and requirements of all staff so digital

technologies are used across the whole school

Continue to update resources annually where the latest technology is being used to access learning across all learning areas of the curriculum

Develop a policy surrounding BYOD (Bring Your Own Device) that is in line with our Cyber Safety policies and enables students to use those devices both at school and in the home

Educate our children in the world of digital citizenship where they learn how to use digital technologies responsibly and appropriately in and out of school

Develop school-wide digital technologies where parent, student, teacher can interact and work towards the best possible outcomes for learning

Develop all possibilities with the BLCC schools to ensure our students are accessing the knowledge and skills of the children in our cluster

Promote keyboard skills within the classroom so children are developing a life long skill early in their education

Strategic Goal Physical Environment

Strategic Goal

In conjunction with the Diocese of Christchurch, continue the development of the physical environment of Christ the King so that that we maintain the high level facilities that are in keeping with other schools in the Burnside

Community Learning Cluster

Strategies Redevelop our old library into Room 5 so that we can use the hall for whole school assemblies, ancillary teaching purposes,

withdrawal groups, syndicate based activities and a wide range of activities

In conjunction with the Diocese of Christchurch upgrade the drainage system around the Block 1 and office area so the area does not flood as it has in the past closing the school

Develop the hard court area in front of rooms 1,2 and 3 into a playground area that will be used for sporting purposes as well as classroom lessons

Repair and restore the area behind Room 4 that has been weather affected. This will require restoration of rotten timber, painting and replacing of roofing (Block 1a)

Redevelop the 10 year cyclic maintenance plan to ensure Rooms 10,11, 12 and 13 are given priority with upgrades after the completion of Block 1a

Complete full fencing of the school boundary to ensure we are complying with all health and safety regulations

Investigate landscaping possibilities for a number of areas around the school in conjunction with landscape architect Kim Goodfellow and the landscape committee

Christ the King Annual Plan 2014

Student Achievement NAG 1 & 2 Strategies Personnel Timeframe1. To improve student achievement in mathematics

reading and writing at Christ the King, by setting targets in line with the National Standards, for each syndicate, to improve learning outcomes. Recording of essential data on Student Management System (Assembly)

2. To develop rubrics for summative assessment of the RE strand to use in pre and post testing. These rubrics will be created for Church, God, Jesus and Holy Spirit strand.

3. Monitor and analyse student data that will provide the information needed to form learning goals and target groups for 2014. These groups will monitored throughout the year and be reported on in the Analysis of Variance

4. Use a wide range of assessment tools to identify target groups through the senior, middle and junior syndicates that will form our school wide targets to improve student achievement.

5. Monitor the achievement of Maori and Pasifika students to the BOT and community to ensure that we are meeting with success in regard to the National Standards in an environment where students feel acknowledged through their identity, language and culture.

6. Budget for English as Second or Other Language (ESOL) and other Special Needs Support Programmes including, using the school’s Special

SContinued focus with teacher PD with latest developments in maths and literacy at staff meetings Regular moderation with writing between class

and syndicate. 2 per term

Staff meetings held twice per term to write the rubrics to be trialled this year

Target goals in Annual Plan Constant monitoring of target groups

throughout the year

Recording of results from PATs, STAR, Gloss, IKAN, Running Records, Exemplars, pre and post tests along with self-assessment, discussion questioning observing

Actively promote Maori identity, language and culture throughout the school for all students

Regular Reports to the BOT on the progress of Maori students. 2 per Year

Focus on Ka Hikitia and Tataiako Staff PD at Tuahiwi marae

Confirm 2014 budget with BOT at March meeting.

APerll staff

All Staff

All staff

All staff

Mike, Jacque and Peri

Mike, Sue S, Maria

Terms 1,2,3,4

Terms 2 and 3

Terms 1,2,3

Term 1Term 1,2,3,4

As per assessment timetable

Terms 1,2,3,4

Term 1 and 4

Terms 1,2,3,4Term 1

Term 1

Education Grant (SEG), Ongoing and Reviewable Resourcing Scheme (ORRS) funding, Resource Teachers, Learning and Behaviour (RTLB) funding and locally raised funds (BOT and Parent Council). Reading Recovery 8.75 hours per week. (3.75

hours MoE funded/4 hours Banked Staffing) reviewable from PP 201401.

English as a Second or Other Language (ESOL) support for students from a Non-English Speaking Background (10 hours per week).

17.5 Teacher aide time for STEPS programme in the Middle and Senior school to help support the targeted group in literacy. Reviewable PP 201501.

ORRS funded special needs (31 hours Teacher Aide Support plus 5 hours of teacher support per week.)

7. Undertake the Accelerated Literacy Learning (ALL) Project to work with groups of students who have been identified through our assessment data as needing a boost with reading and writing. Students will work intensively with a teacher over a term and all data reported to te Ministry of Education

8. Promote the teaching of tohanga, te reo and ta ha Maori by planning these aspects in daily and term plans. Provide an opportunity for students YR2/8 to participate in Kapa Haka group and perform for Powhiri concerts and various school events.

9. Continue to offer opportunities for students to learn to play musical instruments, using the MoE allocation of 33 hours from the Out of School Music Scheme and 66 hours funded privately to continue with a group of approx. 7 children. These children will play the violin. Guitar available

Allocate hours to reading recovery when MoE confirms their contribution

Negotiate hours with Margaret Select students for ESOL programme

Negotiate hours with Nikki Select students for STEPS programme

SENCO allocates all hours to students needs

4 in service days with UC Plus involving the teacher and principal

All data is recorded and shared with UC Plus/MOE

Students are continued to be monitored through the two year project

Produce the documentation and philosophy behind our tikanga at Christ the King

Provide Kapa haka tutors Jacque, Peri, and Abraham within our school

Liaise with Julie Petite (violin) on student availability for these lessons and location because of unavailability of withdrawal spaces

Liaise with Guitar teacher on student availability for these lessons

Maria

Mike, Margaret

Mike, Nikki

Mike, Sue S, Maria,

Rhonda, Mike

Jacque, Peri, Abraham

Julie

Steve

Terms 1,2,3,4

Terms 1,2,3 4

Term1

Term 1

Term 2,3,4

Terms 1,2,3 4

Term 1

Term1,

Professional Development Strategies Personnel Timeframe1. Undertake Religious Education Professional

Development at our specific levels by attending courses, seminars and staff meetings that continue to provide staff with on going training to deliver the Religious Education Curriculum unique to State Integrated Catholic schools.

2. Continue the review of Christ the Kings curriculum to include the Teacher Inquiry and Knowledge Building Cycle so it becomes an integral part of the teaching and learning process at Christ the King School. The review will focus on the way we include the Values, Principles and Key Competencies across all curriculum levels and include our special character

3. Increase the level of Te Reo Maori used in classrooms and around our school by developing teacher knowledge in aspects of formal and informal speaking. Undertake Professional Development relevant to increasing personal knowledge of language and the protocols surrounding the use of Te Reo in different situations. This would see the use of Te Reo in classrooms on a daily basis.

4. Undertake training and professional development with Mark Madden of Te Toi Tupu in digital technologies to ensure teachers are embracing the relevant technologies available to them to promote teaching and learning in the 21st century learning context.

5. Undertake continued training in Student Management Systems with Assembly where staff has the ability to record and collate student data electronically. Junior School record all National Standards Data on Assembly, but write reports separately.

Attendance at all PD days as set out by the DRS along with self-selection of courses as the need arises

All fulltime teaching staff to complete the Sexuality Education course as set out by the CEO

Continue work with outside facilitator Marg Lees to help coordinate the review

Reappoint lead teachers (Sue P, Catherine) who will work in conjunction with the principal and facilitator to complete the review

Work as syndicates and whole staff to develop change

Work in conjunction with Te Toi Tupu to include learning with digital technologies

Daily use of Te Reo in classrooms An understanding and empathy from all

teachers that tikanga is promoted by valuing Maori identity, language and culture

Participation in professional development sessions. 1 per term involving Tataiako and Ka Hikitia

As much contact as possible with the Tuahiwi marae

Participating at a cluster and school level to increase pedagogical knowledge, develop skills and self access teaching practices

Develop personal skills that keep us in tune with the growing needs of our students

Participation in professional development sessions. Recording of PATs, STAR, IKAN, Gloss, Writing Exemplar levels, Running Record levels, 6 yr old nets all made on Assembly.

Jacque, Mike, CEO

Catherine, Sue P, Mike, Marg Lees, Whole Staff

All staff

All Staff

Mike, Senior Management TeamMike

Terms 1,2,3, 4

Terms 1,2,3,

Terms 1,2,3,4

Terms1,2,3,4

Terms 1,2,3

6. Provide Senior Teacher release time for Performance Management and Teacher Appraisal.

7. Provide opportunity for each teacher to complete two days of personal professional development based on a negotiated personal goal from an appraisal meeting.

8. Teachers negotiate their own personal areas for development with a colleague to determine their actions for 2014

Time used from Banked Staffing

Applications in to syndicate leader and principal at least a fortnight before the course

Teacher Inquiry and Knowledge Building Cycle is followed

Self reflection diaries

Mike

Mike, Maria, Abraham, Mary

Mike

Terms 1,2,3,4

Terms 1,2,3

Term 1

Personnel NAG3 Strategies Personnel Timeframe1. Appraise all staff against their Professional

Standards and Code of Conduct for performance management and attestation for salary increments.

2. Participate in a Leadership Team appraisal process by engaging an outside facilitator in assessing the managerial responsibilities of team members.

3. Appraise all ancillary staff according to their job descriptions

4. Meet with contractors for ground maintenance refuse removal, sanitation, security provision, insurance and school cleaning and report on the standards of service delivery.

5. Pass on wage and salary increases plus other entitlements negotiated on behalf of Teachers and Support Staff in the 2013/2014 Collective Agreements.

6. Consult with Teachers on the use of Fixed Term units for Responsibility as part of the annual review process 2014

At least two observations and two interviews conducted in 2014

Staff will select appraisal colleagues to assist with Teacher Inquiry and Knowledge Building Cycle

Objectives negotiated with Brian Hopkinson Leadership Advisor of the University of Canterbury Education Plus

Sign job descriptions

All contracts negotiated and signed on their anniversary

Increment reports signed and verified if attestation is completed. Annually

Syndicate discussion is brought to Senior Management meeting where the decision to apportion the units is made

Mike/Professional Colleague

Mike, Syndicate leaders

Mike

Mike

Mike, Catherine

Senior Management Team

Terms1,2,3,4

Terms 1,2,3,4

Terms 1

Terms 1,2,3,4

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Term1

7. Review all personnel policies in line with Schooldocs.

8. Appoint and use staff in line with the information outlined in the Banked Staffing Report

Coordinate at BOT, staff and community level the input into consultation as per Review schedule.

Sign, use and verify Banked Staffing twice a month

BOT, All Staff

Mike

Terms 1,2,3,4

Terms 1,2,3,4

Buildings Grounds and Assets Strategies Personnel Timeframe1. In conjunction with the Catholic Education Office,

Hann Construction and the Parent Council, redevelop the old library space into a Room 5 teaching space

2. In conjunction with the Catholic Education Office and Opus International, develop the drainage system in our school to bring an end to the annual flooding which has caused the closure of our school in the past

3. Develop the hard court area in front of rooms 1, 2,and 3 into a playground area that will be used for sporting purposes as well as classroom lessons

4. Upgrade the areas of Block 1a that need urgent maintenance.

5. Review contracts for ground maintenance; refuse removal, sanitation, school cleaning, security and insurance.

6. Practise safety and emergency evacuation drills

Maximise the scope of work involved with the redevelopment to bring this classroom into line with the rest of the buildings in our school

Liaise and work with all parties to ensure we have a safe physical environment for the children while this work is being carried out

Work with the BOT, staff, wider school community and Kim Goodfellow to develop a plan that looks at all possibilities for these areas

Formulate a maintenance plan and costings

Sign contracts when and where necessary

Inform BOT on their completion

Jake Hann, Mike, Robert, Maria, CEO, BOT

OPUS, CEO, BOT,

Kim Goodfellow, BOT, staff, community

Mike Robert

Mike

Mike

Term 1

Term 1, 2

Terms 1,2,3,4

Terms 1,2,3,4

Terms 1,2,3,4

Terms 1,2,3,4