Pāterangi School

Charter 2021

Charter 2020

Paterangi School (1889), RD 3, Paterangi Road, Ohaupo Introduction and School Overview Charter Undertakings  This Charter is an undertaking by the Board of Trustees of Paterangi School to the Ministry of Education.  In governing this school, the Board of Trustees will take all reasonable steps to ensure that the school meets the goals and objectives of this Charter with the resources and time available to it in accordance with section 64 of the 1989 Education Act.  The Board of Trustees of this school accepts the obligations to adhere to all relevant Acts of Parliament, National Guidelines for Education, Integration Agreement, industrial awards and agreements, and regulations as they relate to the school.

Consultation The Pāterangi School Board consults regularly with the Māori community and wider community. Processes for consultation include school newsletters, parent and board meetings, whānau Roopu, parent teacher interviews, meet the teachers opportunities, curriculum evenings and school questionnaires, parent focus groups, surveys and intentional informal conversations seeking feedback.

Ratification of School Charter The 2021 Paterangi School Charter is due for ratification in the February meeting of the School Board of Trustees.

School Charter and Annual Report A copy of the Paterangi School Charter will be sent to the Ministry of Education along with a copy of the relevant year’s Annual Report, by March 2021.

______SIGNED: February 2021 Chairperson, Board of Trustees

______SIGNED: February 2021 Principal Description of School and Community

Our Community Paterangi is a thriving rural community located 8 minutes from the Te Awamutu township and 25 minutes from Hamilton.

Paterangi has a deep history that back to the New Zealand land wars when in 1864 during the advance of the General Duncan Cameron, the fortified Pa stood strong against a far superior army.

We still acknowledge this important part of our country’s history today with our school song and the line “Paterangi, he pa kaha rawa o Aotearoa” or “Paterangi, the strongest pa in New Zealand”.

As a rural community we have many important traditions and links to our neighbouring areas. We are a proud member and contributor to the Waipa District.

School Community Paterangi was founded in 1876 and is steeped in the traditions of Rural New Zealand life.

We are a full primary decile 7 school which means we cater for students from Year 1 to 8.

Paterangi is a country school that nurtures and supports students from their developmental years, into young adults. Many of our students travel each day from Te Awamutu because their parents want their children to experience the unique qualities that only a country school can provide, academic excellence with strong personal values, and committed community support. As a school we are very proud and protective of our “uniqueness”.

We work hard to ensure that all students are catered for and are focused on learning to the best of their ability, socially, academically, personally, and culturally. Our students do extremely well at interschool sports events and achieve extremely well at college and university.

Students are immersed in an environment that places a high emphasis on becoming the best they can be, valuing ourselves, valuing other people, using initiative, and developing high order thinking skills.

Paterangi School also ensures that its students are prepared for the 21st century, Keeping abreast of innovations in education and adapting so that our students become intelligent young adults with high personal values.

Board of Trustees Our school is led by a pro-active and supportive Board of Trustees. They lead our school in its focus of student achievement. We are delighted to share their knowledge and strengths. They are active team members.

Chairperson: Mr Alan Patterson

Principal: Mr Mark Harrop

Staff Rep: Mr Bruce Mitchell

Parent Representatives:

 Mr Chris Hawkins  Mrs Ina Marais  Mrs Hannah Lauwers  Ms Sarah Burns  Minutes Secretary: Mrs Rebekah Morton

Cultural Dimensions – Maori Responsiveness plan Rationale What matters most in supporting and promoting excellence and equity for diverse learners, in particular, Maori and Pacific Learners? School and classroom practices that improve outcomes for Maori learners are also likely to improve outcomes for all learners. Links to school vision & values, Values: Respect, Integrity, Perseverance, Responsibility. Strategic Goal: Objective 1: Improvement for Māori students- Maori Achieving Success As Maori strategic plan, targets etc.

Principles of the Treaty As they apply to Students, Staff, Board of Trustees, Whanau and Community Partnership is...  Consultation to be inclusive of all groups Decision making and communication  Noho Marae  Bring ideas concerns to the board

Protection is...  Te Reo Maintaining culture and identity  Local stories history  Kapa Haka  Maori culture evident in environment and day to life  Value what they bring to the learning  Cultural needs of kids  Desire for Kapa haka  Mare noho Participation is...  Continuation of the whanau support group as a platform to engage Maori in school programmes and as a vehicle for consultation and reporting on Te Ao Maori  Maori Rep where possible on BOT to to provide voice to the decision making processes. / possibly seek a Kaumatua to represent the school on appropriate occasions  Welcome kaumatua to school to share local history and tikanga, and to support cultural activities  Connection and contribution to local significant land marks and geographical features

Tātaiako Competencies School Teachers and Leaders http://www.minedu.govt.nz/~/media/MinEdu/Files/TheMinistry/Educ ationInitiatives/Tataiako/TataiakoWEB.pdf In our school we... Our teachers and leaders... Ako  Working together as learners, reciprocal  Know our learners that are below the standard learners  Know our students next learning steps Reciprocal teaching and learning  High expectations in them selves  Developing robust Te Reo language plan Practice in the classroom and beyond  Believe in the kids  Teacher Appraisals linked to Tataiako through Professional Ako-reciprocal teaching/learning; parent,  Parental support - supporting learning at Standards whānau, hapū, learner, teacher (Ka Hikitia) home  Culturally relevant experiences and opportunities. Kapa Haka, Effective learning by Māori learners  Personal Excellence Leadership Group, Literacy studies and inquiry learning Effective pedagogy  We as teachers can learn just as much as  Facilitate learning through confident students who have Effective curriculum for Māori learners our students ownership of their learning Graduating Teacher Standards  Strategic goals focus on lifting Maori Achievement GTS 2 ,4 ,5 ,7 Registered Teacher Criteria RTC 4, 6, 8, 12 Whanaungatanga  Modelling positive behaviours - reciprocate  Available and visible within the Maori and wider community  Engaged our whanau in authentic contexts  Involved in community events Relationships, (students, iwi, hapu, family  Seek their expertise - being there on the  Form respectful working relationships with whanau, kaumatua, connections) with high expectations marae, helping in the kitchen marae  Treat whanau with respect by  IEP, explicit deliberate acts of teaching targeting Maori learners Effective relationships with Māori learners acknowledging them  Share who we are with our students, find common ground Effective parent, whānau and iwi  Know our students whanau  Respect the pronunciation of names. Keeping connected  Teachers are visible in the community  Whanau/community consultation off site on marae Productive partnerships(Ka Hikitia)  Invitations to school events for local kaumatua

Graduating Teacher Standards GTS 6 Registered Teacher Criteria RTC 1

Tangata Whenuatanga  Know how to involve the child in the  Seek opportunities to connect with iwi inside and outside of learning process school events and classrooms Learning that is authentic to where the child  Teacher knowledge about the local area  Understand the stories and history of Ngutunui and appreciate is coming from sought the importance of the land.

Place-based, socio-cultural awareness and  We use our environment to support  Maori parents’ voice gathered in consultation regarding student knowledge learning e.g. Marae stay, Lake achievement. Effective language and cultural practices for Mangakaware Māori learners  We know what our students bring to the Te Reo Māori/reo ā-iwi table Tikanga Māori/tikanga-ā-iwi  Mihi learnt at the beginning of year and Place based education family consulted All learning and interaction occurs within a  Giving students the spotlight to share their cultural context strengths Knowledge of whakapapa - knowing who  Maori culture is visible in the day to day of children are, where they come from and the school who they belong to Identity, language, culture

Graduating Teacher Standards GTS 1, 3 Registered Teacher Criteria

RTC 3, 9, 10 Manaakitanga  Be kind to each other. Watch how we speak  Understand and follow correct protocol for events, powhiri etc. to each other  Use correct pronunciation of places and students names. Caring for Maori learners, as culturally  Parents eat first, then children. Modelling  Provide authentic experiences for students to learn as Maori, located beings respect with their whanau included, in important setting and contexts.  Sense of humour is used towards creating a  School Values in action, recognition through Manaakitanga Values - integrity, trust, sincerity, equity positive environment Award at weekly assemblies  Following protocols by ensuring we have Effective teaching profile(Te Kotahitanga) the expertise Caring for Māori learners as culturally  Embrace Maori on a natural level in the located beings. classroom Treating Māori students, whānau and iwi  Interactions are based on positive equitably with sincerity and integrity reinforcement which allows everyone to feel valued Graduating Teacher Standards  Respect GTS 3, 4, 6 Registered Teacher Criteria RTC 2, 7 Wānanga  Basic level one Te Reo Maori used on a daily  Open door policy throughout school. basis  Open lines of communication between School, whanau and iwi. Communication, problem-solving,  Authentic daily phrasing used in the  Advice sought where appropriate for protocols where unsure. innovation classroom  Parents and Maori community work with the school to construct  Use our community and extended family in expectations/learning goals for Maori leaners. Students, whānau, and iwi engaging in our daily school life e.g. calf club, kapa haka  School values reformed through parent and community discussions and robust debate  Consultation with local iwi to ensure consultation. Effective learning and teaching interactions protocol is always respected and valued with students, whānau and iwi  Contact with fluent Maori speakers - Reporting and co-constructing learning Support teacher goals  Reports sent out twice a year. Te Reo used within reports Graduating Teacher Standards  Parent interviews GTS 5, 6, 7  Open door policy Registered Teacher Criteria  Co creation of classroom/environment RTC 5, 11, 12 bringing things in  Valuing whole life stuff of students - heart kids,  Create an environment where staff use knowledge  Identifying Maori in planning and assessment  Spending time at the local Maori  Greeting parents and acknowledging them  Purposeful consultation with parents  Website and newsletters to foster communication Accreditation: Kathe Tawhiwhirangi-Perry and Trevor Bond Adapted from MASAM Framework

Maihi- The Arms Our School Values that wrap around us and provide the core beliefs of who we are as a School Community

Respect Integrity Responsibility Perseverance

Open Learning Open Learning Open Learning Sessions Sessions Sessions

Vision: Steadfast and Courageous in Our Learning Journey Values:

Strategic Goals United in Our Vision We Own Our Learning Courageous Learners Journey

 All stakeholders can  Students and teachers are articulate our vision immersed in a learning statement  Curriculum of deliberate culture where the learner  Shared definition of our vision teaching of resiliency within Strategic drives their learning through in action our school to empower our goal setting and measurable  Students understand and learners to be risk-takers and Outcomes progressions. know it courageous in their learning  We have a learner culture  Living and breathing in our journey. centred on individualised documentation and school, success and risk taking curriculum.

 Undergo Assessment for  Strengthen community Learning PD engagement, Consultation  Undertake Learner Pit  Create Learner Progressions with families, whanau Professional Development. Strategic  Empower Student Goal groups.  Draft, Implement and refine Setting  Interweave our community Resiliency Curriculum which Initiatives  Develop Graduate Profile stories and environment into includes local environment  Begin Student led our curriculum. and school values. conferences  Open Learning Sessions

Vision: Steadfast and Courageous in Our Learning Journey Values:

Strategic Goal 1: United in Our Vision

Initiatives Actions Metrics Strengthen community engagement,  Vision and Values-School Wide inquiry 80% of our wider community will Consultation with families, whanau  Annual Community Survey on Vision, Values and school be able to speak with confidence groups. curriculum about our vision and values.

 Increased presence of Values and Vision through Murals and 80% of our Year 2-8 students will in class displays be able to articulate how our  Annual Whanau Group Hui Vision statement supports their learning Interweave our community stories  Ensure that the history and significant environmental feature By the end of 2022 we will have and environment into our of our community are present within our school curriculum drafted a more “localised” curriculum. and are an authentic part of our students’ learning curriculum ready for experience. implementation starting Term 1 of 2023 Open learning sessions  Twice a year “Open Learning” sessions to provide community End of Term 1 and Term 3 each an opportunity to see our vision in action, speak with student year, 70% attendance by and for the school to gather community voice. parents.

Vision: Steadfast and Courageous in Our Learning Journey Values:

Strategic Goal 2: We Own Our Learning Journey

Initiatives Actions Metrics Undergo Assessment for Learning PD  PLD Application for Professional Development into Assessment for PLD Proposal to be accepted by Learning. November 2020, All teachers and  Professional Development focus on student voice and analysis support staff to have completed  Buddy/coaches for observation and support Assessment for Learning POD by then end of 2021 Create Learner Progressions  Leadership team to visit schools who have effective working learner Pāterangi learner progressions progressions developed and implemented school  Learner progressions designed for reading, writing and mathematics wide by 2022. based from the New Zealand Curriculum in kid speak 80% of all students Year 3-8 to be at  Reporting to parents and BOT to focus on acceleration or above expected curriculum level by end of 2021 Empower Student Goal Setting  Professional development on effective goal setting in 2021 through the By 2023 all students will be setting, Institute of Professional development measuring and evaluating their own  Student to understand the learning progressions as a measure for goal learning goals in relation to learner setting progressions Develop Graduate Profile  Aspirational graduate profile created that encompasses not only the Graduate Profile to pull together all curriculum needs but the learner qualities we will foster through our areas of strategic plan and made Student Agency, School Vision and Resiliency Curriculum. part of our curriculum and shared with students and community by 2023 Begin Student led conferences  Student will take the lead in parent interviews by sharing their learning Student Led conferences to begin goals and articulating their learning journey. 2023 90% attendance.

Vision: Steadfast and Courageous in Our Learning Journey Values:

Strategic Goal 3: Courageous Learners

Initiatives Actions Metrics Undertake Learner Pit Professional  Professional development focus for 2022 to be the James The Leaner Pit will be part of our Development. Nottingham “Learner Pit” process for empowering learners reflective practice and an to accept challenge as a fundamental element of learning. important aspect of our student  Learning Pit posters and rubrics introduced into the agency by the end of 2022. 80% of Students Year 3-8 will be classroom. able to self-assess where they fit  Students and Teacher’s to self-reflect through the Learner Pit within the learner pit rubric. process as part of their learning journey/inquiry. Draft, Implement and refine  Two Teacher Only Days planned for Term 1 of 2021 to visit Draft Curriculum to be review by Resiliency Curriculum which schools implementing a resiliency programme. School community for feedback. includes local environment and  Bush School trialled in 2020 to have full school curriculum school values. designed. Survey results compared each year for growth in confidence  Full review of EOTC and local curriculum and improved wellbeing.  Zones of Regulation system implemented fully by 2021 school wide.  Draft a resiliency Curriculum document 2022  First year of implementation for curriculum in 2023.  NZCER Wellness survey completed by Teachers and children each year.

Strategic Goal 1: United in Our Vision

Initiative 1: Strengthen community engagement, Consultation with families, whanau groups.

Term 1 Term 2 Term 3 Term 4 Community Survey Community Voice on Ag Day

School Wide Vision and Values Inquiry

Annual Whanau Hui

Increased presence of Values and Vision through Murals and in class displays

Action Responsible Resources Measures Vision and Values-School Wide Whole Staff Call Back day planning (3+hours) Baseline student voice collected and inquiry analysed through Gap Analysis template Community Survey on Vision, Mark, Bruce Time- 3 hours approx. set up google Google form used to collate Values and school curriculum form. community voice on understanding 3+ Hours analysis and application of School vision and localised curium Increased presence of Values and Mark, Student Council $2000 Heightened presences of values and Vision through Murals and in class vision in our environment reinforces displays message to all school community. Reflected in student and community voice. Annual Whanau Group Hui Mark, Simon Time 2 hours Plan on the page share, kaupapa of our vision shared. Whanau collaboration and voice on direction gathered.

Strategic Goal 1: United in Our Vision

Initiative 2: Interweave our community stories and environment into our curriculum. Term 1 Term 2 Term 3 Term 4 Localised Curriculum

Action Responsible Resources Measures Ensure that the history and Mark, BOT, Bruce. Local Kaumatua, Marae (Koha?) Stories of significance are collated and significant environmental feature Time local environments are investigated of our community are present for inclusion in our draft curriculum. within our school curriculum and are an authentic part of our students’ learning experience.

Initiative 3: Open learning sessions

Term 1 Term 2 Term 3 Term 4

Open Learning Sessions Open Learning Sessions

Action Responsible Resources Measures Twice a year “Open Learning” Mark, All Staff Time. 90% parents come through the school sessions to provide community an Planning, implementation. in Terms 2 and 4 to see our vision in opportunity to see our vision in action and share their own thoughts action, speak with student and for through in class voice gathering. the school to gather community Potentially co-inside with Grandparents day and arts festival. voice.

Strategic Goal 2: We Own Our Learning Journey

Initiative 1: Undergo Assessment for Learning Professional Development

Term 1 Term 2 Term 3 Term 4 PLD Application for Professional

Development Professional Development focus on student voice and analysis

Buddy/coaches for observation and support

Action Responsible Resources Measures PLD Application for Professional Mark, Bruce Time 3 hours approx. Successful application will cover the Development into Assessment for cost of PD for the year. Learning.

Professional Development focus on Mark, Bruce, Pip Newick (Institute of $20 000 for yearlong PLD Assessment For Learning student voice student voice and analysis Professional Learning) Techer Call Back Days (2) collated and analysed once a term, Staff PD Sessions: 2 a Term trends shared as a staff. Teacher inquiry goals set through the data collected in the Assessment for Learning process. Buddy/coaches for observation and All Staff Release funding per term $500 Coaching conferences twice a term support focused on Teacher inquiry and student voce from the Assessment To Learn professional development.

Strategic Goal 2: We Own Our Learning Journey

Initiative 2: Create Learner Progressions

Term 1 Term 2 Term 3 Term 4 Leadership team to visit schools Learner progressions designed Reporting to parents and BOT Reporting to parents and BOT Action Responsible Resources Measures Leadership team to visit schools Mark, Bruce, Tania Release for teachers $500 Template from observations and visits who have effective, working obtained to scaffold our own learner learner progressions progressions including a hybrid play based curriculum for Year 1-2 students Learner progressions designed for Whole staff Staff meeting time allocated: 3 Using the MOE documented Learner reading, writing and mathematics meetings throughout Terms 2-3 Progressions for Nation Standards in Reading, Writing and Mathematics in based from the New Zealand conjunction with example from visited Curriculum in kid speak schools to draft kid speak progressions for each Year level by the end of Term 3. Trial of new progressions in making OTJs for learner progress in Term 4. 80% of all students Year 3-8 to be at or above expected curriculum level. Reporting to parents and BOT to Mark, Staff Google tracker. All children to have their individual focus on acceleration Release time. CRT. progress tracked against the learning progressions and expected curriculum levels. Parents and board of trustees to be reported to based on sub level or whole level acceleration from the progressions.

Strategic Goal 2: We Own Our Learning Journey

Initiative 3: Empower Student Goal Setting

Term 1 Term 2 Term 3 Term 4 Professional development on effective goal setting Student to understand the learning progressions as a measure for goal setting Action Responsible Resources Measures Professional development on Mark, Pip PLD Hours By Term 3 a portion of our Assessment effective goal setting in 2021 Classroom release for Learning PLD will be used to through the Institute of support teachers to develop strong Professional development goal setting and reflection practices ion their students Student to understand the learning Whole staff Learner Progressions By the end of 2021 all students will be progressions as a measure for goal using our draft learner progressions to setting measure their own progress in their learning and set their next goals through conference with their parents and the classroom teacher.

Strategic Goal 3: Courageous Learners

Initiative 1: Draft, Implement and refine Resiliency Curriculum which includes local environment and school values. Term 1 Term 2 Term 3 Term 4 School Visits

Bush School trialled in 2020 to have full school curriculum designed.

Full review of EOTC and local curriculum

Zones of Regulation system implemented

NZCER Wellness survey

Action Responsible Resources Measures Two Teacher Only Days planned for Mark Time, 2 Teacher only days Base line information gathered from Term 1 of 2021 to visit schools Koha to hosting schools? observing working resiliency implementing a resiliency curriculum models. Paterangi programme. Curriculum initial draft modelled of the success stories we see and hear. Bush School trialled in 2020 to Tania, Sara, Staff Release time 4 days. All classes to attend bush school at have full school curriculum Allocated Staff Meeting time least once a fortnight for student led designed. investigation and environmental studies. From these shared experiences a draft curriculum can be established. Full review of EOTC and local Simon, Bruce, Tania Release time 4 days. Drafted EOTC curriculum created by curriculum Allocated Staff Meeting time end of Term 4 that focuses on local and historically significant areas. Zones of Regulation system Jill, Tania, Mark LSC time (Tuesdays) As part of PB4L we will have the Zones implemented fully by 2021 school Staff meeting allocation of Regulation system introduced and wide. Term 2 break call back implemented school wide for In class resources $80 per class consistent vocabulary and regulation strategies for all students by the end of 2021 NZCER Wellness survey completed Mark Implementation and analysis time Wellness survey for students , by Teachers and children each teachers and community analysed and year. shared for trends each year in Term 3. Evidence of growing resilience and confidence.

Ongoing School Operations, Governance and Management All documentation outlined continues to be reviewed.

CURRICULUM PERSONNEL FINANCES PROPERTY HEALTH AND SAFETY Key school documents Key school documents that Key school documents that Key school documents that Key school documents that inform the inform the Paterangi School inform the Paterangi School inform the Paterangi School that inform the Paterangi School Charter relating to Charter relating to Finances Charter relating to Property Paterangi School Charter relating to Personnel includes: include: include: Charter relating to Curriculum include: Health and Safety Job Descriptions Annual Budget 10 Year Property Plan include: New Zealand Curriculum Performance Agreements 10 year Property Plan 5 Year Property Schedule School-based Curriculum Staff Appraisals SUE Reports Maintenance Schedule Accident Register Plans Staff Professional Development Assets Register Property Occupancy Document Hazard Register Student Reports Programme Personnel & Annual Reports - Insurance Swimming Pool Maintenance Associated Policies Curriculum Policies Auditors Reports - Associated Policies Booklet Paterangi School Strategic Paterangi School Strategic Plan Associated Policies & Paterangi School Maintenance Schedule Plan Appropriate Collective Procedures Strategic Plan Evacuations Procedures Teachers Planning / Agreements Paterangi School Strategic Associated Policies Paterangi Assessment folders Plan School Strategic Plan Cumulative Record (Edge) Learning Journals Parent Information Booklet Learning Assistance Register Attendance Registers Admission / Withdrawal Register ERO Report

Annual Operations Summary 2021 NAG 1 – CURRICULUM NAG 2 – SCHOOL OPERATIONS NAG 3 - HUMAN RESOURCE Ongoing Annual Commitments and Review Ongoing Annual Commitments and Review MANAGEMENT Key school documents / processes that inform Key school documents / processes that inform Ongoing Annual Commitments and Review Paterangi School Paterangi School Key school documents / processes that inform Curriculum include: Curriculum include: Paterangi School ● New Zealand Curriculum ● School wide achievement reports to BOT and Curriculum include: ● School-based Curriculum Plans community ● Letters of Appointment ● Student Reports ● Parent Teacher meetings ● Job Descriptions ● Associated Policies ● Student led assemblies ● Performance Agreements ● Paterangi School Strategic Plan ● EOTC opportunities throughout year ● Staff Appraisals ● Teachers Planning / Assessment folders ● Review policies ● Staff Professional Development Programme ● Cumulative Record (Edge) ● Review Procedures ● Personnel & Curriculum Policies ● Parent Information Booklet ● Paterangi School Strategic Plan ● Learning Assistance Register ● Teacher’s Collective Agreement ● IEPs ● PD linked to PB4L ● SENCO ● Induction Pack ● Attendance Registers ● Relievers Folders ● Admission / Withdrawal Register ● Police Vetting ● ERO Report ● whānau Consultation / surveys NAG 1 – CURRICULUM NAG 2 – SCHOOL OPERATIONS NAG 3-HUMAN RESOURCE MANAGEMENT 2020 Areas of Focus 2020 Areas of Focus 2020 Areas of Focus ● Restorative Practice ● Updating Policies ● Staff folders ● PB4L ● Use of Hautu ● Induction process and resources ● New School Curriculum ● New Reporting System ● Relievers Folders ● Tataiako- cultural competencies ● PLD -external provider ● Teachers sharing and seeing others practice ● Kahikitia Understandings ● Student-led conferences ● Succinct channels of communication, utilizing ● Digital technology Implementation the ● SENCO Processes ● True Inquiry (Spiral) Leadership team's knowledge, knowing they will seek further clarity from experts on our behalf.

NAG 4 – PROPERTY AND FINANCE NAG 5 – HEALTH AND SAFETY NAG 6 – LEGISLATIVE REQUIREMENTS Ongoing Annual Commitments and Review Key school documents / processes that inform the ● Term dates available to community Key school documents / processes that inform Paterangi School ● Policies are kept up to date Paterangi School Curriculum include: ● Policies available to public Curriculum include: ● Accident Register ● School information on Website ● Hazard Register ● Roll Returns Property ● Swimming Pool Maintenance Booklet ● Reporting to the Ministry of Education ● 10 Year Property Plan ● Maintenance Schedule ● Truancy Reporting ● 5 Year Property Schedule ● Evacuations Procedures ● Maintenance Schedule ● Associated Policies ● Property Occupancy Document ● Associated Procedures ● Insurance ● Paterangi School Strategic Plan ● Associated Policies ● Physical Education Curriculum ● Paterangi School Strategic Plan ● Cluster Sporting Events ● Safety Drills Finance ● Police Vetting ● Annual Budget ● Budget Monitoring and Reviews ● SUE Reports ● Assets Register ● Annual Reports ● Auditors Reports ● Associated Policies & Procedures ● Paterangi School Strategic Plan ● School Audit ● Engagement with Education Services NAG 4 – PROPERTY AND FINANCE NAG 5 – HEALTH AND SAFETY NAG 6 – LEGISLATIVE REQUIREMENTS 2020 Areas of Focus 2020 Areas of Focus 2020 Areas of Focus ● Implement five year property plan ● School Enrolment scheme investigation ● School Environment - Tidy Up, Freshen Up ● Review and make policies and procedures more ● Board working calendar ● New Spaces, creative learning spaces robust ● Additional Teacher Aide employed from BOT ● Tag and Testing solutions funds ● School Health Survey ● Senior Playground upgrade NAG 7 – ANNUAL CHARTER UPDATE NAG 8 – ANNUAL ANALYSIS OF VARIANCE ● The school charter will be updated in ● The analysis of variance will be updated at the readiness for Term 1 2019, based on data, close of 2019 and submitted to the MoE. consultation and involving needs of teaching and learning COMMUNITY INVOLVEMENT / SCHOOL EVENTS COMMUNITY INVOLVEMENT / SCHOOL EVENTS GOVERNANCE AND MANAGEMENT ● Rural Roses Cluster Involvement ● Various sport events ● BoT Training as needed ● Junior Athletics ● Entertainment groups –including Kapahaka and ● Board news to community ● Out of school trips visiting groups ● Reporting on the NZC levels. ● Year 7/8 camp & Y5/6 camp ● School picnics and social occasions, e.g. potatoes ● Charter Review. ● Sports at Lower Waipa Events level and ● End-of-year prize giving ● Enhance and celebrate strong relationships Waikato Competitions– swimming, cross ● Senior and Junior trips with whānau. country, athletics, sevens. ● School performance (Term 2) ● Principal to be appraised by external ● Agriculture day / group day ● Matariki Events (Term 2) appraiser. ● Marae visit ● Fundraising (e.g. Jump Off) ● Appraisal systems refined practice ● Grandparents Day consolidated