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Charter 2016

  1. Introduction
  2. Our vision and values.
  3. Procedural Information
  4. Strategic and Operational Plan, including improvement targets.
Churchill Park School was established in 1964, with four classrooms and a small general purpose area. It is uniquely situated in a park, surrounded by farmland and recreational land. It was an exciting year in 2014 with the whole community celebrating the 50th anniversary of the school and appreciating the school's development and progress over this time. The school also gained a 4 -5 year review cycle from ERO which was a huge and tangible recognition of the school's success in its 50th year. In 2015 an exciting strategic plan for the next three years was developed by the whole school community.

Currently it is a decile 10 school of approximately 460 students and 20 classrooms with a hall, music room, Science, Technology and Art room, and a new Learning Centre/ Library which was rebuilt in 2013 after the previous one was destroyed by fire. Churchill Park is a Green Gold Enviro School with a passionate, ongoing environmental programme which involves all groups in the school community. Churchill Park School ensures its commitment to raising student achievement is carried out through a school culture of professional dialogue and ongoing professional development.

Growing confident learners
The vision statement is reflective of the New Zealand Curriculum vision statement but, most importantly, reflects the vision of our own community. It represents all our learners as the school's aim is to develop policies and practices from this vision that reflect New Zealand's cultural diversity and, in particular, the unique position of the Maori culture, through our key strategic goal to develop and progress the achievement of all our learners. "Growing confident learners" is also the key vision statement of the new strategic plan, developed through community consultation with all stakeholders and approved by the Board of Trustees for the period 2016 – 2018, reviewed and updated throughout the year through the strategic plan Annual Plan.

  • Honesty
  • Respect
  • Striving for Excellence
These values were developed after a period of consultation with the whole community. These values reflect the family values of our Churchill Park community and embody the values deeply held by all staff and Board members. These have been incorporated into our curriculum documentation and have been embedded in the curriculum across the school. They are reflected in classroom work, displays, assembly sharing, newsletters and the school website so that all stakeholders in our community are playing an active role in keeping the focus on our school values. Our further focus in 2016 on Learner Qualities, to support us all becoming effective learners, are reflective of our strongly held school values.

The Strategic Plan 2016 – 2018 also focuses on these core values and is embodied in programmes such as Kia Kaha and Keeping Ourselves Safe. These school values, alongside the Key Competencies and our newly developed Learner Qualities, are the cornerstones of what we do and who we are as a community at Churchill Park School.

Growing Teaching and Learning:

Strategic Aim: We will maximize student and teacher potential by developing skills in a safe environment to thrive as confident learners in a changing world.

Developments in teaching and learning for 2016 include:

  • A professional development focus on e learning in 2016 as a means of evaluating our many developments in e learning over the last few years
  • This links with senior management and team leaders' Learning Walks using e learning and aligning with Science as a professional development focus
  • Team action research projects will have a e learning/ Science focus
  • The appraisal process, reviewed to ensure alignment with Teacher Registration Criteria and Tataiako and to place more emphasis on teacher evidence and self accountability, will have an e portfolio focus in 2016
  • Environmental Education development - aim to reflect on 'Green-Gold' Enviro School status in 2016, with lead teachers' team, Enviro consultant, and whole school community support in the push for "Beyond Green Gold"
  • Focus on needs – implementation of phonological awareness programmes in new entrant classes followed by support programmes at other levels e.g. Rainbow Reading, Perceptual Motor Programme, Steps literacy programme taken by trained teacher aides; numeracy support through MOE Accelerated Learning in Maths programme (second year)
  • Gifted and talented focus: providing small group opportunities from Years 3 up as well as in class differentiation; Thinking Skills group following a 'Passions Project' approach; Years 5 / 6 will continue with computer coding groups as rotation activity for all
  • Online portfolio and reporting format- e.g. refinement of reporting format to align with National Standards and to support the twice yearly reporting process
  • Intermediate to develop own reporting schedule to better suit evidence of learning timetable
  • Focus on all students working towards achieving At or Above National Standards in reading, writing, and mathematics with targeted students on agenda at each team meeting
Growing Our People:
Strategic Aim: We will foster a culture of continuous improvement to encourage leadership and develop staff potential.

New and existing initiatives include:

  • MOE initiative of 'Learning with Digital Technologies' through Cognition personnel
  • Team action research based on elearning / Science across the school
  • Music Specialist (school wide) with N.E. music teacher to assist
  • E learning specialist (school wide)
  • Science Specialist ( Intermediate ) – also to be part of Year 5 /6 Science rotation
  • Technology specialist (Intermediate)
  • Language teacher - Mandarin (Intermediate department) , Mandarin Learning Assistant (MLA – third year) provided by MOE / Confucius Institute; to teach from Years 3 – 8
  • Lead teacher to support with Mandarin teaching in Years 3 /4
  • Te reo Maori teacher across the school
  • Sports specialist
  • Curriculum heads in Reading, Writing, Maths as leadership roles for non senior teachers
  • Environmental leadership positions (teachers/ students) extended through teams ( four teachers, Year 8 leaders and students from each year group)
  • Engineers' group / student council develop Enviro themed project for 2016 (won Transpower national award in 2015)
  • BYOD programme from Years 5 -8 – implementation and review each year to link with e learning initiative
  • MOE funding (ALLiS) funding to support the development of sustainable Asian Language Teaching across our cluster of six primary and two secondary schools
  • Sister school relationship with Chinese schools Ningbo group continuing to develop through cluster network
  • Science leadership in 2016 from two teacher fellows who were on Science Scholarships in 2015
Growing Partnerships:
Strategic Aim: We will build collaborative relationships with a wide range of stakeholders to grow confident learners

We will do this by:

  • Enacting the new strategic plan 2016 -2018 – with annual plan for 2016 -after review by staff and Board
  • Continuing to work with a Maori consultation group to strengthen school initiatives e.g. support for the Kapa Haka group, Maori environmental awareness e.g development of Enviro Learning Centre in wetlands area
  • Continuation of hangi initiative begun in 2015 – to embed hangi as part of school calendar
  • Develop new school website through collaborative partnership with staff, BOT members and parents
  • Develop staff, student and parent knowledge of Google docs
  • Hold parent information evening on continuous reporting model including e-portfolio use
  • accessing and evaluating new technologies to support long term planning for e learning and in alignment with BYOD policies
Growing Sustainable Resources:
Strategic Aim: We will, through robust planning, create a flexible learning environment that maximizes all learning and property resources

We will do this by:

  • Creating and using a flexible learning environment to enhance learning opportunities e.g use of small group computer pods , BYOD use, teacher and teacher aide support for flexible learning situations and use of modern learning environment furniture to support learning
  • Continue developing / implementing Enviro School programs to support learning e.g. cultural and historical artwork, student-led opportunities, Passions projects with Enviro focus
  • Ensuring timetabled use of award winning Outdoor Classroom
Strategic and Operational Planning 2016

  • See 'Moving Forward' Annual Plan 2016 - attached
Parental and Community Consultation

  • Maori consultation and reference group will meet at least twice in 2016 with two or more parents acting as a key reference point for cultural, language and environmental issues relating to tikanga and te reo Maori e.g. hangi preparation and implementation
  • Consultation with te reo teacher to support teachers in te reo, kapa haka and Treaty of Waitangi concept implementation
  • Ongoing consulting with the community regarding the Health Curriculum
  • Use of current technology to support parent consultation e.g. Survey Monkey questionnaire format and Parent Interview online booking is helping to create greater avenues for the parent and community consultation process
  • Community survey to be developed and implemented by the end of 2016
  • Parent consultation will take place on e-portfolio development and new Intermediate reporting format during 2016
Maori / Pasifika Reporting and Consultation

  • Maori / Pasifika data is included in each target area, analysis of variance and curriculum Board of Trustees' reports
  • Maori / Pasifika achievement data and National Standards are monitored by class teachers, management team and Board of Trustees at least twice yearly and form the basis of consultation with the Maori/ Pasifika parent community
  • Maori / Pasifika consultation to be conducted through individual contact with Maori/ Pasifika parents
  • A Maori consultation and reference group will meet at least twice yearly with one parent acting as a key reference point for cultural, language and environmental issues relating to tikanga and te reo Maori
  • The Maori / Pasifika consultation group will also meet more informally for general discussion through a coffee group format
  • Continued employment of a whole school te reo teacher in 2016 will support closer community engagement
  • Maori/ Pasifika consultation meetings to date have confirmed an awareness of what Churchill Park school currently has in place for Maori students reflecting our commitment to the Treaty of Waitangi as well as ideas for, and commitment to, future improvements in the school e.g. developing hangi preparation / protocols as part of the Churchill Park school calendar
  • Ongoing professional development for staff to align Tataiako principles with the Teacher Registration criteria and using Google docs for ready access to documentation
Churchill Park School is committed to celebrating Maori / Pasifika culture through:

  • Maori / Pasifika parent and iwi consultation
  • Links to local iwi – Ngati Whatua
  • Environmental support through plant buying from Ngati Whatua nursery
  • Understanding and discussion of the Treaty of Waitangi at classroom, staff and Board of Trustees levels
  • Ensuring teachers plan, teach and celebrate te reo Maori alongside whole school te reo teacher
  • Promotion and integration of tikanga and te reo through the school curriculum, activities and events e.g. Matariki , hangi preparation
  • Whole school planning- Enviro Schools 'Maori Perspective' principle
Churchill Park School provides instruction in te reo Maori for students whose parents request it through:

  • Developing school policies and practices which reflect New Zealand's bicultural history and cultural diversity
  • Employing a whole school te reo teacher
  • Ensure all reasonable steps are taken to promote the teaching of te reo Maori for students whose parents request it (Education Standards Act 2001, section 61)
  • Where parents request instruction in tikanga Maori and te reo Maori for full time students, the parents will be given the names of local schools / kura which provide such instruction. Where the school is within our local school cluster, a personal introduction for the family will be made
Consultation at Churchill Park School for Maori families and students(upon enrolment and ongoing) is through:

  • Indication by the family of their whanau, hapu and iwi (enrolment form)
  • Identification of prior attendance by the student at kohanga reo or kura kaupapa Maori for language experience
  • An understanding of parental expectations in regards to Maori / Pasifika students' educational experiences (twice yearly consultation)
  • Identification of the skills of Maori / Pasifika parents and students to be shared as being part of the Churchill Park School community
  • Emphasis on Maori perspectives through Green Gold Enviro school status and ongoing consultation with Enviro facilitator and Maori tutor
Consultation and support for students with special needs so that they can progress in relation to the New Zealand Curriculum is through:

  • SENCO support and consultation with families and whanau
  • In class and out of class support for small groups and 1 to 1 teaching with teacher aides based on individualised programs
  • Evidence based programs in Literacy / Numeracy to support progress towards achieving at National Standard e.g Accelerated Learning in Mathematics (Year 2) programme in 2016
  • External support through agencies such as RTLB, therapists, MOE
  • Regular monitoring and review of programmes through Board reporting
  • Inclusive approach as evidenced through Inclusivity review and MOE support (2013 /14)
  • Review and development of teacher aide professional development and appraisal programme in 2015
  • Ongoing teacher aide professional development in 2016


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