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Taihape Area School

Charter 2013

Procedural Statement

Taihape Area School's Cycle of Reporting for 2013 will follow the process outlined below: -

In developing the charter/updated charter for Taihape Area School the board has consulted with the school community through/by:

· A questionnaire to the parent community seeking information about Community Goals;

· Providing the documentation of the Charter/draft Annual Plan for parents and seeking comment and feedback;

· Meeting with iwi and Maori whanau to formulate/discuss/develop Community Goals;

· As a component of the board's Self-review Cycle and Charter Development.

How the board will respond to a request for instruction in Te Reo Maori:

The board will respond to any request for instruction in Te Reo Maori by:

· Advising the parent/s of the current level of Te Reo and Tikanga Maori available at the school;

· Offering to explore possibilities for extending the current provision including:

Ø Dual enrolment with The Correspondence School;

Ø Consulting with the School Adviser Maori;

Ø Consulting with another school able to provide a higher level of Te Reo and Tikanga Maori.

Supporting Documentation

· 2013 Annual Plan;

· School Policies and Procedures;

· School Curriculum Delivery Plan;

· School 2013 Budget;

· School Self Review Programme;

· School Performance Management System;

· School Behaviour Management Programme;

· School Action Plan to Improve Student Achievement for Students with Special Needs, Including Gifted;

· School 2012 ERO Report.

General Description of the School

Opened in October 2009, Taihape Area School is a 4-decile, composite Co-educational School for Years 1 – 13, offering a balanced education that meets the objectives of the National Educational Guidelines. The students attending the school come from a large geographical area, and many of the students travel to school each day by bus.

Taihape Area School has become the focus of a new concept in education and community interaction. It is one of the most technologically advanced schools built in NZ. All 29 learning spaces are provided with large interactive touch sensitive whiteboards linked to computer systems throughout the world. These screens have their own stereo sound systems, and any topic can be researched with ease.

The building has also been designed to facilitate interactive communication. At the heart of the school is 'The HUB', a café style meeting place that links the Multi-Function Centre, Junior, and Senior sections of the School and Administration Block.

Senior and Junior classes have the opportunity to use modern facilities to enhance learning in music, media studies, theatre, and dance. Students have access to technological training in such areas as hospitality, agriculture, electronics, graphic design, automotive engineering, and building and construction.

The School has outdoor sporting facilities for netball, soccer, hockey, and tennis, with a Multi-Function Centre that includes facilities to play basketball, badminton, table tennis, volleyball, and more. The Multi-Function Centre can accommodate over 900 people and has an advanced digital sound system, motorized screen, and remotely controlled stage lighting.

Education Act 1989, Sections 75 and 76

s.75 Boards to control management of schools –

Except to the extent that any enactment or the general law of New Zealand provides otherwise, a school's board has complete discretion to control the management of the school as it thinks fit.

s.76 Principals –

(1) A school's principal is the board's chief executive in relation to the school's control and management.

(2) Except to the extent that any enactment or the general law of New Zealand provides otherwise, the principal–

(a) Shall comply with the board's general policy directions; and

(b) Subject to paragraph (a) of this subsection, has complete discretion to manage as the principal thinks fit the school's day to day administration.

Governance

The Taihape Area School Board emphasises strategic leadership and practical administrative detail, has a clear distinction between board and staff roles, concentrates on the future rather than the past or present, and is pro-active rather than reactive.

O'Taihape Maori Komiti, as the mandated body for "Nga Iwi o Mokai Patea", is to select the 2 Iwi representatives who will be appointed onto the TAS BOT. This will acknowledge the Iwi secession policy. Only one vote will be valid.

Management

The board delegates all authority and accountability for the operational organization of the school to the principal.

National Education Priorities

Taihape Area School recognizes the Government's National Education Priorities:

″ Success for all;

″ A safe learning environment;

″ Improving Literacy and Numeracy;

″ Better use of student achievement information;

″ Improving outcomes for students at risk;

″ Improving Maori student outcomes;

″ Providing career guidance;

″ Reporting.

The school integrates the National Educational Goals and National Education Priorities at governance and operational levels by giving them full consideration when planning school developments or school/class programmes.

Cultural Diversity

The Board takes all reasonable steps to provide instruction in Tikanga Maori (Maori culture) and Te Reo Maori (Maori language).When developing policies and practices for the school every endeavour will be made to reflect New Zealand Cultural diversity and the unique position of Maori culture. Taihape Area School offers bilingual education to years 1-6 and optional Te Reo classes in years 7-13. Various Te Reo opportunities are available through whole day options.

Mission

"Taihape Area School - Leading Me to Lead My Learning"

Vision

Our young people will be….

Confident

• Positive in their own identity

• Motivated and reliable

• Entrepreneurial

• Enterprising

• Resilient

Connected

·        Able to relate well to others

·        Effective users of communication tools

Actively Involved 

·        Participants in a range of life contexts

·        Contributors to the well being of New Zealand – social, economic, and environmental

Lifelong Learners

·        Literate and numerate

·        Critical and creative thinkers

·        Active seekers, users, and creators of knowledge

·        Informed decision makers

Community Goals

1. To ensure teaching programmes meet individual needs and abilities, and deliver quality learning outcomes, with an emphasis on numeracy and literacy, and the integration if ICT in classroom programmes and school life.

2. To develop children who are lifelong learners, and with the skills that enable them to take their place in our modern, technological society.

3. To provide a safe physical and emotional environment supported by a positive behaviour management programme.

4. To staff the school with adults who will make a positive difference in the lives of our students and promote best teaching practice.

5. To enhance the partnership between the school, whanau, families, and the wider community.

6. To develop an attractive physical environment and provide modern resources to support learning programmes.

7. To ensure sound management systems and procedures that will further enhance learning programmes.

8. To celebrate the bicultural identity of our school community, and develop children who are culturally confident:-

· To acknowledge the cultural distinctiveness (language, culture and identity) of its Maori students ensuring that opportunities are available for them to achieve education success as Maori;

· Provide opportunities for all students to acquire knowledge of Te Reo me ona Tikanga so they can participate, with understanding and confidence, in situations where te reo and tikanga maori predominate, and to integrate language and cultural understanding into their lives, to strengthen New Zealand's identity in the world;

· Provide opportunities for learners who will work to create an Aotearoa New Zealand in which Maori and Pakeha recognize each other as full treaty partners, and in which all culture are valued for the contributions they bring.

Principles/Beliefs

At Taihape Area School we walk the beliefs of our learning community by demonstrating the value of: -

· Rangatiratanga, Wairuatanga, Manaakitanaga, and Whanaungatanga;

· A caring and sharing family atmosphere;

· Recognizing everyone as a learner;

· Emphasizing numeracy and literacy programmes;

· A welcoming and inviting school environment;

· A secure physical and emotional context for learning;

· A balance of academic, sporting and cultural learning activities, including regular EOTC experiences for all students;

· Acknowledging success and promoting high expectations;

· A genuine partnership with our community;

· A passionate, committed and caring staff;

· Celebrating the bicultural identity of our school community, and developing children who are culturally confident.

· Effective management systems to support learning.

Characteristics of a Successful School

The following characteristics underpin the operation of a successful School Learning Community: -

a. A clear understanding of the core values of this school community.

b. A positive school climate characterised by a sense of order, purpose and direction, fostered by consistency among teachers and an atmosphere of encouragement and high expectations for student learning.

c. Clearly articulated statements of goals, policies, and schemes of work.

d. A focus on students through student centred learning programmes.

e. Provision of rich and varied school programmes catering for all students, giving priority to Maori and Pacifica and Students with Special Learning Needs, and providing appropriate monitoring and feedback.

F Well-established and understood communication patterns, and delegated responsibilities.

g. Teachers working together as colleagues to set goals, plan curriculum and to refine teaching practices. Consultative decision making processes.

h. Carefully maintained records of children's progress reinforcing success for teachers and pupils.

i. A Teacher Appraisal Process that helps teachers improve their skills and encourages them to reflect on their practice. A Professional Development Programme designed to meet the specific needs identified by staff.

j. Positive Community Relationships and high levels of parental involvement are actively encouraged.

k. An emphasis on the development and effective use of resources and equipment.

Core Values

Four Te Ao Maori values, which align with the NZ Curriculums Key Competencies, are being developed school-wide. They are competencies which empower our 21^st Century Learners. These are the values of Manaakitanga, Rangatiratanga, Whanaungatanga and Wairuatanga.

Manaakitanga

THE ACTIONS THAT INCREASE OR ENHANCE POWER, VALUE AND RESPECT

Participating and Contributing

We are born with our own mana and are the only ones that can decrease what we have.

How you relate to others and how others feel about working with you. Making others feel good about themselves, acknowledging their qualities and actions.

Rangatiratanga

THE ACTIONS THAT BIND A GROUP TOGETHER

Managing Self

Increase your leadership opportunities

Behaving appropriately towards others

Wairuatanga

THE ACTIONS THAT SHOW THE OTHER SIDE OF YOU, YOUR REFLECTION IN THE WATER

Thinking

Reflection, being able to understand your strengths and weaknesses.

To set goals around improving yourself and to make the necessary changes. Self assessment

Whanaungatanga

THE ACTIONS THAT CONNECT AS A TEAM (Whanau)

Relating to Others

Your roles and responsibilities within a group

Working together towards a common goal

Team work, team approach