St Thomas Aquinas School Charter 2015st-thomas-aquinas.wikispaces.com/file/view/ 2015 Charter.pdf... · 2015%St%Thoms%Aquinas%School%Charter!!!!!3!! Meeting Learner Needs and Student

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St Thomas Aquinas School

Charter 2015

2015 St Thoms Aquinas School Charter 2

Our Mission

Quality Catholic Education

Our Vision

A supportive environment, which empowers students to achieve personal excellence and to be successful citizens in our global community.

Contents

Introduction

• General Description

Strategic Direction at St Thomas Aquinas School

• Vision • Principles • Values • Annual Plan • National Standards • Special Features • Community Links • Reporting to Community • Cultural Diversity


Meeting Learner Needs and Student Engagement

• Identification of Students At Risk • Provisions for Students with particular learning needs • Special programmes • ELL • Maori Educational needs

General Description of the School

St Thomas Aquinas is an integrated Catholic, full primary school (Years 0-8). decile 8 school. We are situated in the Central Southland township of Winton with our nearest city being Invercargill approximately 24km away. Many of our families are directly or indirectly linked to the dairy industry with over 90% of our students travelling by buses off farms to school.

As a Special Character school, Christian attitudes and values are emphasised, and supported by the parents and parish community. The 'family' atmosphere at St Thomas Aquinas is a strength of the school, with an emphasis on the development of each individual.

Our school is set in a pleasant environment, for the children. There is a large sandpit, two tennis courts with a volley wall, fitness course and a large area of grass. There are four classrooms, a Library/Hall area and a glassed in variable space. Our administration block contains a staffroom, principal's office, teaching space and medical room.

We have a number of features within our school including the many opportuities through sports, the arts, leadership and various competitions and community events. All students have the opportunity to attend camps, which assist in the development of the key competencies in particular ‘Relating to Others’ and ‘Managing Self’.

Our school has a strong emphasis on the provision and use of technology to further enhance the teaching and learning, with all four classes having large interactive whiteboards. Digital cameras, electronic microscopes, ipods, iPads are a natural part of our students learning. Each class has its own wikispace in which they share their learning.

Educational needs are prioritized, currently 30% of the roll has ELL needs, mainly Filipino speaking, support is provided through teacher aide time and resources are in place for these students.

With a skilled and committed Board of Trustees, and Staff, St Thomas Aquinas is able to offer education in a school where a positive learning culture exists and where high standards of achievement are expected and achieved.


Our Strategic Direction

Vision for Students Learning at St Thomas Aquinas School

“Vision involves learning to connect the past, present and the future. The past is all too familiar. The present is uncertain. The future is untried.”

Our School

Vision of the qualities our students will show as a result of their years of learning and living in our

school and its community

NZC

Vision for all New Zealand’s young people who participate in our school system.


A supportive environment, which empowers students to achieve personal excellence and to be successful citizens in our global community.

This will be achieved by encouraging our students to:

• Integrate the knowledge, attitudes and beliefs of the Catholic Faith into their everyday life

• Be creative and critical thinkers

• Be problem posers and solvers

• Be responsible risk takers

• Be effective communicators and contributors

• Be self motivated

Confident

• Positive in their own identity • Motivated and reliable • Resourceful • Resilient

Connected

• Relate well to others • Use communication tools effectively • Connected to land and the environment

Actively Involved

• Participate in a range of life opportunities • Contributes to the well being of New

Zealand

Life Long learners • Literate and numerate • Critical and creative thinkers • Seekers, users, creators judges of

knowledge • Informed decision makers


Our Principles

Principles are the qualities that underpin curriculum design and action

Our School Principles to underpin the design of our schools curriculum

NZC Curriculum practice throughout our school is underpinned by and consistent with the NZC through performing the following actions

1. High expectations are set, so all students are motivated and supported to develop in the areas of academic, cultural and sporting arenas.

2. Students are encouraged to develop responsibility for their learning and be actively involved in the learning process.

3. The school embraces and supports the bicultural heritage of Aotearoa, New Zealand. All students have the opportunity to acquire knowledge of Te reo Māori me ōna tikanga.

4. The school embraces and supports cultural diversity within New Zealand.

5. All students are provided with a fair opportunity to learn.

High Expectations The curriculum supports and empowers all students to learn and achieve personal excellence, regardless of their individual circumstances.

Learning to learn The curriculum encourages all students to reflect on their own learning processes and to learn how to learn. Treaty of Waitangi The curriculum acknowledges the principles of the Treaty of Waitangi, and the bicultural foundations of Aotearoa, New Zealand. All students have the opportunity to acquire knowledge of te reo Māori me ōna tikanga. Cultural diversity The curriculum reflects New Zealand’s cultural diversity and values the histories and traditions of all its people. Inclusion The curriculum is non-sexist, non-racist, and non-discriminatory; it ensures that students’ identities, languages, abilities, and talents are recognised and affirmed and that their learning needs are addressed.


6. Review of our curriculum and teaching practice ensures quality and innovative learning experiences, which cater for all learners.

7. Provide rich learning opportunities that are relevant to

student’s futures.

8. School fosters positive partnerships with all those involved in the students learning.

Coherence The curriculum offers all students a broad education that makes links within and across learning areas, provides for coherent transitions, and opens up pathways to further learning.

Future Focus The curriculum encourages students to look to the future by exploring such significant future-focused issues as sustainability, citizenship, enterprise and globalization.

Community Engagement The curriculum has meaning for students, connects with their wider lives, and engages the support of their families, whānau, and communities.


Our Values

“Values are the principles and fundamental convictions which act as general guides to behaviour, the standards by which particular actions are judged as good or desirable.”

Our School

Values that are encouraged, modelled and explored by everyone at our school based on

the Gospel teachings of Jesus.

NZC

Values we support as national direction , through encouragement, modelling and

exploration

Respect • For others

• For one’s community

• For self

• For the environment

Excellence

• Aiming high, persevering

Innovation, Inquiry, Curiosity • Thinking critically, creatively,

reflectively

Diversity • Different cultures, languages,

heritages

Equity • Fairness and social justice

Community and Participation • For the common good

Ecological Sustainability • Care for the environment

Integrity • Being honest, responsible,

accountable, ethical

Integrity

• Open, honest and fair

• Aim high and persevere to achieve goals

• Take responsibility for own actions


NAG Objective Action Outcome Responsibility Resource Date Actual Cost

NAG 1 (i)

Teaching and

Learning

1. Embed teaching programmes and assessment practices with the NZ Curriculum, National Standards, English Language Progressions, ELL standards & Ka Hikitia documents

2. Ongoing development of teacher profiles as evidence for appraisal system

3. Embed clear guidelines within the teaching and assessment of ELL students

4. Staff reflect upon teaching and learning practices/assessments and utilise these in developing of next steps

5. Establish our

cluster with two other local schools

1. Reinforce Catholic

values

2. Identify appropriate resources required within the areas of reading, writing, & maths

3. Allocate appropriate professional development to the use of resources required within literacy and numeracy

4. Professional development focusing on the expectations of national standards

5. Professional development focusing on ‘Teaching Practice’

6. Attendance to the Teacher Council’s Teaching standards courses

7. Focused staff PD on each of the teaching standards

8. Identify and use effective writing practice and use of digital tools across our HDT Cluster

Staff using appropriate identified assessment tools in maths and literacy to make appropriate OTJ’s Classes have suitable resources for the teaching and learning of literacy and maths Use of online planning through iUGO Staff observing in a ‘coaches role’ with fellow staff Teachers implement a teacher inquiry Teachers observe others within our HDT Cluster Staff use various reflection tools for teaching and learning

All teaching staff Principal

• Advisory • TOD • TKI website • RTLit • NZC • Ka Hikitia • English

Literacy Progressions

• ELL website • MOE Advisor • HDT Cluster

T1-4 $ 3000


Review 3 year Inquiry Learning Scheme and process with the inclusion of key competencies

1. Investigate steps of inquiry

2. Review strategies 3. Trialling of ideas 4. Staff PD 5. Establish school

resource kits Establish assessment tools for inquiry

• There is an understanding of the process of Inquiry and planning reflects this.

• Research Understanding by Design model

• Principal • All staff

• Principal • Advisors • Kath

Murdoch documents

T1-4 $1000

NAG 1 (ii)

Progress & Achievement

1. Review moderation of writing

2. Continue to implement EDGE system as part of classroom management system for teachers

3. Teachers utilise

the ELL benchmarks and resources to support

1. Review current procedures within the moderation of writing to assist OTJ’s

2. Continue to

incorporate the national standards within assessment procedures

3. Establishment of EDGE system for all teachers

4. Clearly defined schoolwide data collection processes

! Use EDGE data to

inform teaching ! Use EDGE data to

inform BOT of achievement

! Teachers have

useful, manageable assessment procedures and tasks that will assist in making OTJ within both maths and literacy

! Principal ! All staff

! Advisory ! Cluster

schools ! EDGE ! MOE website ! ELL website

T1-4

11

NAG 1 (iii)

Students at risk

1. To have clear strategies to identify students needs

1. Gather data on ELL, with Literacy to identify ‘at risk’ students

2. Apply for ELL and Special Needs funding

3. Review the support mechnanisms put into place for targeted learners

! The school identifies the needs of all students

! Principal ! Teachers

! ELL contract ! New

Immigrants Advisor

! REAP ! RTLB ! RTLit ! MOE ELL

Resources

T1-4

NAG 1 (iv)

Achievement of Maori students

1. To ensure that Maori students are identified and have clear achievement goals

1. Differentiate data in BOT Curriculum Reports as appropriate.

2. Consult annually with Maori parents to ascertain if the school is meeting their needs.

! The Maori students needs are met

! Principal ! RT Maori ! REAP ! Ka Hikitia

document

NAG 1 (v)

Provide career education and guidance

1. Expose students to various careers

1. Establish links with local business community and present Y7/8 students with career options

2. Link career opportunites within the inquiry planning

! Y 7/8 students have an opportunity to explore various careers

! Y7/8 teacher ! Principal

! REAP ! Career Planet ! Community


NAG 2 (i/ii)

Strategic Planning and Self Review

1. Establish 2015-2016 strategic plan

1. Consult with stakeholders

2. Ensure robust self review process is followed

3. Community consulted with regard to the School Vision

4. Follow Triennial plan

! Parents feel valued and part of the school community

! BOT ! Principal ! Staff ! Community

NAG 2 (iii)

Reporting

1. The BOT receive regular curriculum reports that will enable them to be re-assured as to student achievement

1. Establish a 3 year plan for reporting linked to the summative assessment plan

2. Annual reports in Numeracy & Literacy sharing the student progress over time, including national standards

3. Establish refined reporting templates for BOT

! BOT are well informed

! Principal ! Staff

! BOT ! Principal

NAG 3

Employment &

1. All staff have clear employment guidelines for appraisal

1. Timeline established 3. Classroom

observations 4. Goal setting

! There is a clear robust performance management system in place

! BOT ! Principal


Personnel 2. Align all teachers with the new teachers council criteria

5. Report Writing

1. To review employment procedures

2. Sub committee 3. Legal requirements

are being met.

! All BOT members and staff are aware of procedures.

! Principal ! BOT

NZEI

STA

NAG 4

Finance & Property

1. Review current budgeting to ensure the school is operating within the funds available

1. Sub Committee 2. Allocate funding to

essential areas 3. Review the annual

budget mid year and end of year

! The school is operating within its financial capabilities

Principal

BOT finance committee

Investigate ways to upgrade classroom facilities within available funding

1. Establish available funds

2. Prepare wish list 3. Action plan

! Improved teaching environments

! BOT – Finance sub-committee

! Property Sub Committee

! Principal

NAG 5

Health & Safety

1. Provide a safe environment for all

1. Up-skill staff on identification process

! Children/parents/ staff have a safe environment

! BOT – Health & Safety sub-committee

! Principal

NAG 6

General Legislation

1. To meet all legislation requirements

• BOT • Principal


Our Special Features

• The school is focused on providing programmes that meet the learning and social needs of our students.

• At risk students are well catered for, including teacher aide support

• Students have the opportunity to be a part of the Central GATE cluster. This provides students with special abilities to have extension programmes in their area of talent.

• Ongoing staff development with a focus on Teaching and Learning, Literacy and ICT

• Buddy system between our seniors and juniors

• School outdoor education programme for all age groups

• Leadership opportunities – School Council, Librarians, National Leadership Day and House Captains

• Extensive resources for interval and lunch time activities

• A range of sporting and cultural activities provided

• Participation in community events

• Tiny Toms pre school programme

Community Links

• The BOT consults with the school community, staff, and students

• School wikispace

• Weekly newsletter

• Parish Bulletins

• Parish quarterly ‘Red Book’

• Tablet


• Community Masses and Liturgies

• Kindergarten

• School Flyer

• Media releases to local papers

• Regular features in the Fiordland Advocate

Reporting to the Community

• Regular reports on student achievement are presented to the BOT several times a year

• 3 Way conferences

• Meet the Teacher

• Goal setting meetings

• Mid and End of year written report

• Parent evenings with various focuses eg literacy, numeracy, ICT

• Local newspapers

Cultural Diversity

• The school consists of approximately 25% ELL students. This includes Filipino, Dutch & African cultures.

• To assist with our cultural diversity the school provides inquiry units with specific cultural focuses

• Set achievement targets, to monitor and improve the achievement of all students including Maori students

• A school mural which reflects our school culture and in which each student had the opportunity to contribute towards


Maori Educational Needs

• Our consultation process may include local iwi as well as the whanau of those attending our school. • As part of our consultation we will discuss the current and future needs of our students. • Our school currently includes cultural aspects within many of our inquiry units • Maori language and culture is taught within our national Religious Education Curriculum • Greetings, waiata, instructions etc are incorporated into the day to day aspects of our schools programme. • The BOT will take all reasonable steps to provide instruction in Tikanga Maori and Te Reo Maori for students. • Refer to Resource Teacher of Maori for assistance and advice • If required seek the assistance of REAP in providing a teacher • The elements of Ka Hikitia is a part of our planning and appraisal systems within the school • Where appropriate support an application for dual enrolment at the Correspondence School. •

Meeting Learner Needs and Student Engagement

• Through the use of various assessment tools and overall teacher judgements, students are identified to receive support through teacher aide programmes.

• An ‘at risk’ register is filed in the school

• Financial support is allocated within the annual budget to assist with the provision of resources and programmes.

• The Central GATE cluster provides criteria for each programme offered which is directly linked to the Renzulli model.

• A gifted and talented register is filed at school

Documents

St Thomas Aquinas School Charter 2015st-thomas-aquinas.wikispaces.com/file/view/ 2015 Charter.pdf... · 2015%St%Thoms%Aquinas%School%Charter!!!!!3!! Meeting Learner Needs and Student