Bell Block School Board of Trustees

Foxton Beach School Board Of Trustees

Curriculum Delivery Policy NAG 1

Foxton Beach School Board of Trustees is required to foster student achievement by providing teaching and learning programmes which incorporate the New Zealand Curriculum (learning areas, key competencies and values) as expressed in National Curriculum Statements.

Foxton Beach School Board through the Principal and Staff is required to:

Develop and implement teaching and learning programmes:  to provide all students in years 1-8 with opportunities to achieve for success in all the essential learning and skill areas of the New Zealand curriculum;  giving priority to student achievement in literacy and numeracy, especially in years 1-4, for Maori students and for students with special needs

Through a range of assessment practices, gather information that is sufficiently comprehensive to enable the progress and achievement of students to be evaluated  student achievement in literacy and numeracy, especially in years 1-4; and then to:  breadth and depth of learning related to the needs, abilities and interest of students, the nature of the school’s curriculum, and the scope of the New Zealand curriculum (as expressed in the National Curriculum Statements)

On the basis of good quality assessment information, identify students and groups of students;  who are not achieving  who are at risk of not achieving  who have special needs and identify  aspects of the curriculum which require particular attention

Develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified in iii above.

In consultation with the school’s Maori community, develop and make known to the school’s community policies, plans and targets for improving the achievement of Maori students;

Provide appropriate career education and guidance for all students in year 7 and above, with a particular emphasis on specific career guidance for those students who have been identified by the school as being at risk of leaving school unprepared for the transition to the workplace or further education/training. Foxton Beach School Board of Trustees meets its obligations to NAG 1, by ensuring that the following documentation is developed, implemented and reviewed as part of the Board’s self review process.

POLICY Curriculum Delivery

SUPPORTING DOCUMENTS Curriculum Delivery Folder Te Reo Maori Programme Long Term Plans Assessment Folders Portfolios Strategic Plan Pupil exercise books Attendance Registers & Guidelines Current budget School review Professional Development Record Planning Pupil Reports School Assessment/Evaluation Programmes Curriculum Delegation School Charter Job Descriptions Teachers work plans IEPs Staff Meeting Minutes Special Needs Register Information Booklet for Parents Aggregated assessment data Teacher Assessment and Evaluation Records Curriculum Review and reports Ministry Gazette notices & circulars Internet safety guidelines Procedural guidelines for curriculum delivery

PROCEDURES Children with Special Abilities Equity in learning & teaching materials & programmes Goal Setting Homework Library collection development Organisation of classes Public relations School administration Senior staff release Special needs Sport Standards Student Leaders Technology Te Reo me nga Tikanga Maori

This policy is reviewed on a 3 year cycle in line with the Board’s documented self-review plan.

Approved: ______Signed: ______

Review 1: ______

Review 2: ______Foxton Beach School Board of Trustees

Procedures - NAG 1

CHILDREN WITH SPECIAL ABILITIES (CWSA)

The three traits essential to outstanding achievement - above average ability, creativity and task commitment provide guidelines for recognising and developing special abilities. These characteristics, as observed in children, can be used in making decisions about the selection of challenging curriculum strategies;

 Teachers, parents, pupils, peers, pupil work samples, interest inventories, self-rating scales and tests can all be used in C.W.S.A. identification.  C.W.S.A. children have the same need for physical, emotional and intellectual satisfaction that all children have. Teachers and parents have the task of providing appropriate guidance, encouragement, opportunity and challenge to help meet there basic needs.

Teachers will provide planned, systematic and flexible learning experiences and provide enrichment - quality rather than quantity; depth and extension.

Progress should be monitored to ensure they are able to cope and are not overloaded.

Teachers need to develop individual abilities, achievement and co-operative skills as well as provide self- directed, choice activities that encourage originality, imagination and investigation.

EQUITY IN LEARNING AND TEACHING MATERIALS AND PROGRAMMES

To provide a variety of teaching and learning materials and programmes, particularly to enable boys and girls to learn the skills which have traditionally been restricted to one sex, and to enable all children to learn the skills which are part of the heritage of a variety of racial groups.

Staff should be aware of racist and sexist language and balance of subject matter (e.g. bi-cultural subjects) in teaching and learning materials.

Teachers are expected to view classroom materials with the above purpose in mind. This includes pictures, books, videos and software.

Sporting gear of all kinds should be available to both boys and girls.

Teachers need to ensure that girls and boys have equivalent time with limited equipment e.g. computers, cooking.

These principles should be applied to all choices and plans which involve selecting materials and programmes for both learning and teaching. The principles apply across all types of discrimination, not only sexism and racism. GOAL SETTING

 All teachers will facilitate goal setting with pupils  Through the goals staff will be able to focus teaching points and groupings within programmes  Through the goals the pupils will have an understanding of their learning needs  Through the goals the pupils will be more involved in classroom programmes, know why they are doing a  particular activity and the possible outcomes  The emphasis should be on developing pupils’ responsibility for their learning

Class Goals: All classes will identify a specific class goal for the week. This goal will relate to organisation pertaining to the whole class.

Curriculum Goals: These goals are school wide. All pupils will be actively involved in goal setting in written language and maths Year 5 – 8 pupils will also have reading goals. When topic work is taken pupils should have some understanding of the expected goals and outcome.

HOMEWORK

Homework should be relevant to the individual child’s needs. Teacher directions to the child should be clear, concise and at a level that ensures child understanding. Parents are encouraged to acknowledge their child’s efforts. Homework could be:  Essential learning tasks  Home reading  Completion of unfinished work  Research  The gathering of resources and/or data for forthcoming units  Discussion of current events Homework should be regularly marked and evaluated by teachers Juniors up to 15 minutes and seniors to a maximum of 45 minutes are a reasonable expectation for daily homework during the school week.

LIBRARY COLLECTION DEVELOPMENT

The Person with Library Responsibility (PLR), acting under authority delegated by the Principal, has overall responsibility for the resource collection. All staff will have input into the resource collection of the LC. Student suggestions will also be considered.

The LC will contain a wide range of resources appropriate to curriculum and reading needs. The collection will be assessed on an ongoing basis and according to gaps identified.

Purchasing will be as a result of -  book fairs  recommended titles  liaison with other libraries  local and out of town resource agencies Criteria for Selection  Appropriateness for the collection  relevance to the curriculum  relevance to the students’ needs  reading level, language and style

Format for selection  Information access-contents page, index, glossary, captions, useful ‘help’ screens and ‘screen paths’  Cover-shape and size, page layout, print size, numbering of pages and binding  Illustrations-graphics, visual appeal, appropriateness and relevance to the text  Compatibility with existing systems-quality of sound and video clips. Content - Non-fiction  Accuracy and up-to-dateness  Scope, coverage of topic and angle taken  Language, readability and child related  Illustrations complimentary to the text  Accuracy Content - Fiction  Language, readability, style, plot, character, themes, setting, illustrations appeal  Series-each title in a series will be selected on individual title merit

Donations The library staff will have the right to reject donated materials that do not meet the selection criteria and to withdraw them in the same way as other resources.

Collection Maintenance  Processing will occur before resources are available for use  Mending - this will be done as necessary and as appropriate  Weeding - this will be an ongoing process to remove material that does not meet the established selection criteria. Criteria for weeding - resource selection criteria, appearance and physical condition, date of publication, bias, changing attitudes and amount of use.

Challenge Materials If a challenge is made about the suitability of an item and if the challenge cannot be resolved informally, the following procedure will take place:  The confidentiality of the challenger will be respected.  The challenged item will be temporarily withdrawn for the purpose of review.  Key members of the staff will be notified and the item made available to them.  Opinion, reviews and advice will be sought from staff and outside agencies.  Key members of staff will meet to consider the complaint.  The challenger may be invited to meet with the group.  The challenger will be notified in writing of the decision. These principles should be applied to all choices and plans which involve selecting materials and programmes for both learning and teaching. The principles apply across all types of discrimination, not only sexism and racism.

ORGANISATION OF CLASSES

Children are usually promoted and classified for the forthcoming year. They are listed in class groups, i.e. Y1, Y2, Y3, Y4, Y5, Y6, Y7, and Y8.

Class groupings are organised equitably, considering children “at risk”, with special needs, Y1 intake and factors relating to interpersonal relationships, academic levels, boys and girls.

After due process, the Principal and Deputy Principal will make a decision as to staff placement in the best interests of the school as they see it.

Parental requests and concerns in this regard will be considered in the light of this.

PUBLIC RELATIONS

The school is to work in co-operation with the professional media. School initiated publications to be used as a vehicle for public relations. The school is to supply articles and photographs to appropriate media outlets when appropriate. All school publications are to be presented in an acceptable form and circulated as widely as possible. School produced newsletters should be an effective public relations document. Incidental opportunities to promote the school and its students are to be used to advantage.

SCHOOL ADMINISTRATION

Decision-making in the school is to be a shared process between the Principal and Staff and Board of Trustees, within their respective Governance & Management roles.

With respect to Administration, the school has staff in the categories of Senior Staff, Teachers and Support Staff.

Major administrative tasks are performed by the Principal and Deputy Principal with appropriate delegation to other staff, both Teachers, and Administrative Assistants.

The Principal will provide overall leadership and supervision.

The Deputy Principal has organisation and curriculum leadership functions

Professional Development assistance will be provided for each staff member at a rate determined by the Principal and Board. Administrative and clerical staff provide for secretarial support, financial accounting support, school records, general maintenance and assistance for classroom teachers.

A system of regular staff, Board, meetings will be operated to facilitate the administrative activities covered within these procedures and to enable decision making on substantive matters to be a consultative process.

SCHOOL STUDENT LEADERS

Organisation: Six members. Senior students submit their CV to be considered as a student leader. Yr 7/8 teachers / principal select the Leaders.

Role of School Council:  Write articles for newsletters if necessary.  Assist with sports days and competitions under teacher guidance e.g. scrabble, chess, draughts, tournaments, swimming and athletic sports, cross country, triathlon, tabloid sports etc.  ‘Adopt’ a class and organise activities for the class in consultation with class teacher.  Fund-raise for specific charities/projects.  Provide feedback to the principal on matters relating to the running of the school.  Increase awareness of decision-making, management and organisation processes.  Help organise School Gatherings.

Role of Student Leaders:  Chair council and keep minutes of meetings.  Checking - chasing up from meetings e.g. that tasks have been done.  Participate at official occasions e.g., parents’ meetings.  Introduce and thank visitors.  Help organise school activities.

SENIOR STAFF RELEASE

Supervision and organisation of senior release time will be the responsibility of the Principal. Release time will be on the strength of requests for time to be allocated. Release time will be given for appraisals of peers, administration and leadership aspects.

SPECIAL NEEDS

Defining “Special Education Needs” - a child with special education needs will require extra assistance, adapted programmes and/or learning environments, specialised equipment and/or materials to support them in education settings.

IDENTIFICATION At enrolment - information collected on medical, behaviour, social skills, academic and if involved in agencies. Also contact previous school if needed. Post enrolment - New Entrant checks administered within 4-6 weeks for new entrants. Running Record taken. Consider social skills/behaviour, previous records, hearing/vision records. From this information areas of difficulty or concern will be identified. Special Needs Records - a computer record system will have recorded those children in need of assistance. The Special Needs Coordinator will be responsible for keeping these records up to date as required. Criteria for children with moderate needs; Academic Two or more years behind in their basic literacy skills as determined by records. Two or more levels behind in their maths. (for junior children this will be less)

Behaviour (ongoing) in classroom or playground environment  Consistent refusal to engage in class activities.  Withdrawn/isolated behaviour - very selective communication, depressed, no friends.  Unpredictable/disruptive. Aggressive responses, failure to cooperate in class/groups. Mood swings.  Obsessional - anxious. Reactive to change in routine.  Failure to attend school. Pattern or regular unexplained non-attendance.  Under achievement. Chooses to under achieve to known academic potential.  Inappropriate peer relationships. Relates to others by bullying or as a victim, uses aggression as first response and this affects school performance or quality of life. Mixing with friends who are a negative influence.  Eating disorders/substance abuse.

Other  Physical - Sight/hearing impediment influencing academic learning or behaviour needs. Limited attention span, Regular pattern throughout the day.  Independent/self organisation - Needs continual support getting ready for task or finding resources.  Frustration/tolerance level - Occasionally loses temper when faced with difficult task. Gives up readily if confronted with difficult task. Strong need to have work ‘right’ with no visible errors.  Confidence - Demonstrates self doubt. Verbally undervalues his/her self.  Parents/caregivers will be informed if their child is being given special help.

AREAS OF NEED The school will identify and take into account the following areas and this will be dependent on numbers and budget needing help and areas of the school in most need:

Reading Oral language & Speech Written Language Social Skills

SPECIAL NEEDS GROUP A special needs committee will be set up to oversee the special needs in the school. This group will meet when needed and consist of Principal, RTLB, Public Health Nurse, and SENCO.

ROLE OF SPECIAL EDUCATION NEEDS COORDINATOR A Special Education Needs Coordinator (SENCO) will be appointed to a staff member. This person will be responsible for;  liaising and identifying special needs.  monitoring the progress of children with special needs.  maintaining the special needs records.  coordinating I.E.P.s and liaising with parents/caregivers.  collecting of data for review purposes.  overseeing policy implementation.  coordinating the special needs committee.

INDIVIDUAL EDUCATION PLANS  An I.E.P. will be used when the needs of the child cannot be met through the normal classroom programme in more than one curriculum area. The I.E.P. will be reviewed at least twice yearly or at such time when necessary as the need arises. If a behaviour plan has been put in place then this plan will be reviewed frequently.  Attendance at an I.E.P could include the following - Principal, class teacher, RTLB, teacher aide, parent/caregiver, child, and any person with a vested interest in the child.  The venue will be at school.  The teacher and SENCO will organise, prepare and have information available at the I.E.P meeting.  After the meeting the I.E.P. will be typed up and sent out to all interested parties.  The classroom teacher is responsible for developing the programme from the I.E.P. This can be delegated to the teacher aide provided specific instructions have been given.

REPORTING PROCESS  Any child receiving additional assistance and support will have their progress closely monitored and reported on.  The Special Education Grant will be spent on identified needs of the school.

PARENT/CAREGIVER CONTACT  When a teacher has a concern then the parent/caregiver will be informed by letter or phone call or interview. The concern will then be discussed. If the need meets the school criteria then that child will be placed on a special needs programme.  Teacher to keep parent/caregiver informed through phone calls, notes and rewards.  Some children will need monitoring and reporting on more than others.

OUTSIDE AGENCIES Resource Teacher of Learning and Behaviour  Teacher establishes need.  Refer to SENCO who approves/not approves assistance. This application forwarded to Special Needs group for decision. Principal to give final approval.  Referral discussed with parent/caregiver re concern. Data collected and referral form sent to RTLB. Children and Young Families Teacher establishes need/concern. Need/concern to Principal who will discuss with RTLB and put on the roll then ring CYF if needed Public Health Nurse  Refer for health concerns and enter in notebook kept in the office.  Calls into the school once every two weeks.  Liaises with other various Health agencies. Itinerant Teacher of the deaf/visually impaired  Teacher establishes need. Resource Teacher of Literacy  Teacher establishes need.  Referral form sent to Resource Teacher at Taitiko School

PROFESSIONAL DEVELOPMENT  Professional development will relate to the professional development needs of staff and children in the school.  Ongoing professional development will be given for behaviour management.  Recognition will be given to unexpected needs for professional development.  A budget will be put in place accordingly.

EXTRA PROGRAMMES IN OPERATION Oral language  teacher aides and parents are trained.  children taken daily.  monitored and evaluated.  Speech Therapist trains teacher aides.

Reading Recovery  Child chosen on the results of Six Year Net/Assessment survey. Rm 1 teacher and reading recovery teacher to select child to go on programme.  Teachers will have the opportunity to train as reading recovery teachers.  Reports of programme will be given to the Principal/Board.  Inclusion back to classroom and programme and level of reading given to teacher.

Teacher aides  Attached to various classrooms to work with special needs children.

Many of the school’s sports events are co-ordinated through the Kerekere Cluster Group or with neighbouring country schools. The following summarises the school’s sporting calendar.

Swimming Sports School swimming sports – in Foxton Pool. Used as qualifying for Kerekere Cluster Swimming. Kerekere Cluster Schools swimming sports day at the Foxton Pool, usually in early March. Rugby Boys from the school have the option of playing Saturday morning rugby for the Foxton Rugby Club Netball Depending on player numbers the school enters teams in week night competitions organised by the cluster. Basketball Is offered in term 2 and 3 for seniors, played at Manawatu College against other cluster schools Hockey Played on the turf in Levin organised by Horowhenua Hockey Assn in Terms 2 and 3 Cross Country Events The Kerekere Cluster Cross Country is held in September/October. Athletics Kerekere Cluster Schools Athletics event hosted by a school. Participation for years 4 – 8.

STANDARDS

Maintaining high standards plays a major role in achieving excellence. It is the responsibility of pupils, teachers and parents.

The following points need to be regularly discussed with, and expected of all children

Care of self  Speaking and relating to others

Classroom  Care of equipment  Tidiness of desks  Cleaning up benches, brushes, floor  Teacher presentation of pupils work  Environment of the class is the model of what we accept as the standard

We need to provide time each day for these to be done.

Pupil Books  We are always in the pursuit of quality  All books are of equal worth  Setting out methods must be adhered to  We must regularly discuss with children such aspects as setting out, use of space, presentation  We must mark books and work with the respect we expect the children to put into it  Pupils should be actively involved in the marking of their books and work  Teachers will use green pen for marking and comments.

Book setting out will be:

Mathematics  Use full page or fold page – single red line down middle of page  Date in digits – underline  Pencil only  Mark in pencil / red pen  Tick for correct / . for error (in square)  Write page number of textbook against margin  Miss a line and rule off column Written Language  Date e.g March 10 – underline (pencil / red pen)  Date against margin / miss a line  Use blue pen  Corrections in red pen  Miss a line and rule off – (pencil / red pen)

Draft Book  One line through errors  Miss a line  One line under words unsure of  Corrections in pencil / red pen above the error

School Grounds  Care of sports equipment  Maintain a litter free environment  Care of classrooms, cloakbays, school buildings, gardens and trees

Library  Remove shoes before entering  Put equipment away in correct place  Tidy the area completely before leaving  Ensure library staff know of any required repairs

TECHNICRAFT PROGRAMME - YEAR 7 & 8

Year 7 & 8 pupils travel to Manawatu College by bus for technicraft. The children will go once a week. They will leave just after 10.00 am and return by 12.30 pm. A book must go with the children so the college teacher can communicate with the school on behaviour and work ethics.

TE REO ME NGA TIKANGA MAORI

It is essential that consultation between the school, its community and Maori takes place. It is essential that Tikanga Maori be included in all curriculum areas. Resources are to be made available to learn Te Reo Maori. Staffing will be put in place that will improve the delivery of Maori education to Maori children. A budget will be prepared yearly for the purpose of resources. Maori students in the school will be identified and their needs, achievement and progress will be monitored. Our school environment should reflect the purposes of these procedures.