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Richmond Road School

Te Kura o Ritimana

Charter

Please find following the MoE accepted Charter for 2017 – 2019

FINAL Charter & Strategic Goal section 2017 to 2019

Charter 2017 – 2019

Motto: Aim High – Whaia Te Iti Kahurangi – Tauivi Malosi – Visez Haut

Introduction

We are committed to living the principles of Te Tiriti o Waitangi and developing tamariki who are strong and confident in their own identities, languages and cultures, while celebrating those of others.

Purpose and Vision

To develop tamariki who are culturally intelligent life-long learners, who strive for excellence and contribute to their communities.

A metaphor

A metaphor that captures Richmond Road School is a whariki (finely woven mat) of many colours. The foundational thread is the partnership of Māori and Pakeha under the Te tiriti Waitangi. Threads and colours from all other New Zealanders are then woven through this base. This illustrates how different cultures can stand connected and can learn together.

Guiding principles

We are committed to providing an environment where:

  • Te Tiriti o Waitangi (particularly the processes of partnership, participation and protection) provides the foundation for the way we work together;
  • We honour the unique history of bilingual education at Richmond Road School and ensure its continued rigour through strong leadership and effective bilingual teaching and learning pathways in Te Whānau Whāriki, Mua i Malae, and L’Archipel;
  • The diversity, strengths and unique characteristics of each child’s language and culture are recognised and celebrated;
  • Tamariki experience a curriculum that fosters a love of learning, high expectations, academic excellence, and quality 
instruction in all languages;
  • Tamariki experience a curriculum that helps them take increasing responsibility for their own learning and supports their holistic growth and wellbeing;
  • School leaders, tamariki, teachers and whānau offer and experience a welcoming community of communities based on a 
foundation of aroha, alofa, amour, love, kindness, care, respect and understanding;
  • Those with special learning needs are included and no one feels excluded;
  • Family/whānau/aiga/famille are valued partners in their children’s education;
  • Tamariki experience smooth learning pathways from early childhood to Richmond Road School and beyond (for example, those developed by Kohanga Reo and Te Whānau Whāriki and those researched and developed by the A’oga Fa’a Samoa and Mua I Malae);
  • Research and changes in science, technology and the wider environment are proactively responded to;
  • All work together as one school, with harmony of overall direction. 


Strategic Goals

  • Tamariki develop a love of learning and strive for academic excellence and Maori, Pasifika and learners with special needs receive appropriate learning support
  • An on-going focus on improving our facilities, processes, resources and systems
  • Through unity demonstrate the principles of Te Tiriti o Waitangi and partnership and participation with parents and the wider community as the foundation for the way we work together

Richmond Road School’s Charter gives effect to the Government’s national education guidelines and the board’s priorities, and provides a base against which the board’s actual performance can later be assessed.

The National Education Guidelines are:

  1. National Education Goals (NEGs)
  2. a) Statements of desirable achievements by the school system, or by an element of the school system; and
  3. b) Statements of government policy objectives for the school system.

Foundation Curriculum Policy Statements

These are statements of policy concerning teaching, learning, and assessment that are made for the purposes of underpinning and giving direction to:

  1. a) The way in which curriculum and assessment responsibilities are to be managed in schools; and
  2. b) National curriculum statements and locally developed curriculum.

 

National Curriculum Statements

(Te Marautanga o Aotearoa & New Zealand Curriculum)

a) The areas of knowledge and understanding to be covered by students

b) The skills to be developed by students; and

c) Desirable levels of knowledge, understanding, and skill, to be achieved by students, during the years of schooling.

National Standards (Ngā Whanaketanga Rūmaki Māori & National Standards)

These are standards, in regard to matters such as literacy and numeracy, that are applicable to all students of a particular age or in a particular year of schooling.

National Administration Guidelines (NAGs)

These are guidelines relating to school administration and which may (without limitation) –

a) set out statements of desirable codes or principles of conduct or administration for specified kinds or descriptions of person or body, including guidelines for the purposes of section 61:

b) set out requirements relating to planning and reporting;

c) communicate the Government’s policy objectives; and

d) set out transitional provisions for the purposes of national administration guidelines.

 

The unique position of Māori Culture


In partnership with whānau and iwi we will ensure that te reo Māori is a living language at Richmond Road School.

We will ensure that all Māori tamariki are engaged in quality teaching and learning experiences that support them to enjoy and achieve education success as Māori.

We will support tamariki to develop their knowledge of te reo and tikanga Māori across the whole school. We will respect tikanga Māori in governance, management and school processes.

 

Cultural diversity

Our curriculum will encourage tamariki to understand and respect the different cultures that make up New Zealand society.

We will celebrate and leverage the diversity of languages and cultures at Richmond Road School in ways that help all tamariki develop cultural intelligence.

By working in partnership we will ensure that a range of languages is visible throughout the school and that all tamariki (including those in Kiwi Connection) are able to deepen their knowledge of a range of languages, cultural experiences and ways of thinking.

We will ensure that tamariki in Te Whānau Whāriki, Mua i Malae, and L’Archipel Rōpu are able to learn and develop educational excellence through their respective Māori, Samoan and French languages, cultures, and ways of being.

 

Graduate Profiles for each Rōpu


This is work still to be developed in 2017

The board and the school’s community will work to ensure that the outcomes identified in Te Tahuhu o te Matauranga / Ministry of Education’s Mātaiako, Tātaiako and Ka Hikitia – Māori Education Strategies, and its Pasifika Education Plan are achieved.

Strategic Goal One: Through unity demonstrate the principles of Te Tiriti o Waitangi and partnership and participation with parents and the wider community as the foundation for the way we work together
Intended Outcomes Actions/Strategic Priorities Who Budget/Resource Reporting 2018/2019
Parents and whānau understand and support the school values and they promote tolerance, acceptance, understanding and compassion Develop visual communication tools for use on enrolment, school tours, for display, rōpu hui, school assembly, school newsletter

 

Profile a school value fortnightly and linked to PB4L

Principal, Graphic Designer and staff

 

Design and printing costs

 

Principal will report to BoT following a Term 4 survey of parents/whānau/

children/staff

 

Review and implement change following feedback from parents /whānau/ children / BoT
Parents and whānau actively involved in supporting the direction of the school Re-introduce a pre-board hui prior to every BoT meeting for parents/whanau Board member [Jozie Sharpe] Room and refreshments Board member/s report to following BoT meeting and annual review Review and implement change following feedback from parents /whānau/ children / BoT
Strong engagement between BoT, leadership, staff and parents / whānau leading to strengthened whole of school community relationships Develop communications that reflect charter values and uphold the mana of all BoT and School leadership Facilitator? Perhaps NZSTA can assist
School leadership and staff are approachable and available to address issues in a timely way.

 

Communicate ways in which staff are available

School management has an open door policy

School leadership

 

School newsletter, FB page and Rōpu newsletters

 

Principal will report to BoT following a Term 4 survey of parents/ whānau

 

Review and implement change following feedback from parents /whānau/ children / BoT
Children’s learning journeys from ECE to school are strengthened

 

Meet with contributing ECEs to develop and implement a plan to strengthen transition protocols between ECE and school

 

School leadership and ECE leadership

 

Welcome Brochures, School Prospectus, Visits to Centres

 

Principal’s report to BoT when this happens

 

Review and implement change following feedback from parents /whānau/ children / BoT
The community better understands Te Tiriti o Waitangi

 

Offer a range of free opportunities for board, community and staff to learn more about Te Tiriti o Waitangi

 

Delegated BoT member [Heidi Mackey

 

Facilitator fees/koha, room and refreshments

 

Delegated Board member report Review and implement change following feedback from parents /whānau/ children / BoT
There is an overall school sense of belonging where children, staff parents/whānau value and respect all cultures

 

Offer diversity of experiences, culture and thinking including sharing languages, celebrations, history and traditions

 

Develop sporting and / or cultural groups across rōpu

 

Plan regular exchanges between rōpu

Rōpu leaders and staff Curriculum budget Scope the possibility of a school uniform

 

Consider forming a PTA that consist of parents across units

 

Strategic Goal Two: Tamariki develop a love of learning and strive for academic excellence and Māori, Pasifika and learners with special needs receive appropriate learning support
Intended Outcomes Actions/Strategic Priorities Who Budget/Resource Reporting 2018/2019
Parents, whānau and staff understand what children will know and can do when they leave Richmond Road School Develop a graduate profile that is clear about what success looks like at year 6 Staff Professional Practice Meetings Share draft with parents and BoT in term 4 Consider developing a profile with ECE for transition to school
Tamariki aim high and strive for academic excellence

 

School data shows more equitable outcomes for tamariki

Set targets that represent academic excellence at school wide and rōpu levels

 

Set targets and support priority learners to achieve them

Staff and Board Previous years data analysis Mid and end of year BoT reports Revise targets based on 2017 data analysis
Tamariki in Te Whānau Whāriki, Mua I Malae and L’Archipel achieve valued language outcomes Establish bi-lingual team and provide quality professional development instruction for bi-lingual teachers

 

 

Leadership,

Bi-lingual team, bi-lingual staff and BoT

MoE PLD provision, school PLD budget PLD journal and delivery plan Continue this development as per MoE PLD provision
Teachers are using robust and valid assessments that measure all important outcomes, including bilingual proficiency (not just national standards) Explore possible assessment tools that support our developing year six graduate profile.

 

Review assessment tools that measure bi-lingual proficiency

DP responsible for assessment and bi-lingual team MoE PLD provision and curriculum budget DP to report on assessment review and bi-lingual team report to BoT Design and implement new assessment approaches based on the 2017 review

 

Teachers are up to date with new developments in curriculum, teaching and learning Implement PLD policy and plan (e.g., Learning with Digital technology [LwDT], Teacher Learning Communities (TLCs) and Tumuaki and Leadership) Principal and BoT PLD budget, TLIF fund and MoE PLD funding Updates in Principal’s report to BoT Continue this development as per MoE PLD provision and school policy
Tamariki are confident, give new things a go, are adaptable and take increasing responsibility for their own learning

 

Provide ICT tools to support tamariki to become more independent in their learning

 

Gather baseline data about students’ confidence to ‘give new things a go’

 

Teachers offer electives on ‘Creative Fridays’ and students try new activities

LwDT facilitator, eTeam and staff Gala day funding and curriculum budget.

 

 

Updates in Principal’s report to BoT Review and implement change following evaluation and feedback
Members of the school community are inclusive and support the learning of all tamariki.

 

 

Develop ways to welcome new students with special learning needs

 

Prioritise planning for tamariki with special learning needs/difficulties and ensure resources necessary to support their learning are provided quickly

 

Celebrate the successes of tamariki with special learning needs/difficulties and develop protocols with ECE for transitioning tamariki with special learning needs/difficulties

SENCO, staff and BoT Curriculum budget SENCO end of year report to the BoT Review and implement change following evaluation and feedback

Strategic Goal Three: An on-going focus on improving our facilities, processes, resources and systems
Intended Outcomes Actions/Strategic Priorities Who Budget/Resource Reporting 2018/2019
All classes including bi-lingual classes are appropriately staffed Review recruitment and retention policies to address teacher shortages in specific languages Principal and Board External expertise Report to Board Implement recruitment and retention policies following the 2017 review
The school operates within annual financial grants

 

 

Donations and fundraising opportunities are optimised

BoT finance committee meets prior to each board meeting to review the monthly financials

 

 

Review fundraising and donations policy

Steve Maskell, Heidi MacKay and Principal

 

Board Member [Peter]

 

Board time

 

 

 

Board time

Reports to Board Ongoing

 

 

 

Implement and advertise the outcome of the fundraising and donations policy review

Teacher and students work and learn in modern and innovative learning environments. Implement the school’s 10YPP

 

 

Principal and Board 10YPP and MoE roll growth Report to the Board [Principal, Peter Coats and Kahu] Continue to implement the school’s 10YPP
Students and staff experience a safe physical and emotional environment Implement school health and safety policies

 

Maintain H & S staff spreadsheet

 

Weekly meetings and follow-up actions with ministry and building project team during the build for the 6 classroom ILE project

Board and Principal Operations grant Updates in Principal’s report to BoT Review Health, safety and welfare policy

Attachments

  • FINAL Charter & Strategic Goal section 2017 to 2019 (560 kB)

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+64-9-376 1091

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Richmond Road School added 17 new photos — in Auckland, New Zealand.

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Family Night - Whānau Night - Tuesday 12th February 5:30pm to 7:30pm
Music, Mingling and Manaaki

Come along to our beginning of year Picnic to mingle, eat and participate in some games with your tamariki. Bring your own kai, mat, family and friends along. We look forward to seeing you all on Tuesday 12th February from 5.30pm to 7.30pm on the School Field.

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Richmond Road School added 27 new photos.

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February 2019

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    Family picnic
    Starts: 5:30 pm
    Ends: February 12, 2019 - 7:30 pm


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About Richmond Road School

Richmond Road School is a unique primary school that celebrates diversity. We work in partnership with families/whānau to ensure that children:

love coming to school, challenge themselves in their learning, make and sustain positive relationships with others and are confident in who they are.

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