2021 Charter - St Bernadette's School
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2021 Charter
Principals’ endorsement: Debbie Waldron
Board of Trustees’ endorsement: Kate Hesson
Submission date to Ministry of Education:
Contents INTRODUCTORY SECTION 3 Vision 4 Values 5 Principles 6 Catholic Special Character 7 Recognising Cultural Diversity 8 Community Consultation STRATEGIC SECTION 9 Strategic Direction 2021-2023 10-11 Improvement Plan - Community of Faith 12- 13 Improvement Plan - Community of Learners 14-15 Improvement Plan - Cultural Community 16 Other Key Improvement Strategies
Dunedin Catholic Schools Kāhui Ako
St Bernadette’s School
Shared Vision:
When we work collaboratively we strengthen our Catholic Special Character.
When we work collaboratively we enhance the wellbeing and pastoral care of all our
young people, whānau and staff.
When we work collaboratively we can more efficiently implement systems,
programmes and initiatives, in order to strengthen student outcomes.
Core St Bernadette’s Values Are:
1. Te Tapu o te Tangata Respect Understand - Appreciate
2. Manaakitanga Hospitality Welcome - Include - Accept
3. Aroha Compassion Love - Forgive - Care
4. Rato Awhina Service Help - Share - Give
5. Panekiritanga Excellence Try - Encourage - Achieve
6. Tika Social Justice Support - Change - Improve
Core Shared Values For Our Kahui Ako Are:
1. Our Catholic tradition and identity
2. Our children, who are at the heart of what we do.
3. Inclusive decision making.
4. Being future focused with visions and decisions.
5. Living with honesty, integrity and humility
6. The fostering of wonder and awe for learners.
Principles:
NZ Curriculum What does this mean at St Bernadette’s, a school in the Dunedin Catholic Kahui Ako.
High We believe that all children matter and that they want to, and are capable of learning and achieving great
Expectations things.
Treaty of It is important that our children learn about Treaty of Waitangi and the history of Aotearoa.
Waitangi We acknowledge and respect Maori as Tangata Whenua.
Cultural Being inclusive of all cultures, respectful of tradition and accepting of differences is something we value and
Diversity promote.
Inclusion We value each person in our community as being born in the image and likeness of God.
The principles of social justice and equity are important to us, as is ensuring pastoral care is given to those
in need.
Learning Students can articulate their learning, know their next steps and work towards achieving goals.
To Learn All members of the community work in a positive learning environment and foster a growth mindset.
We recognise that feedback and feed-forward help us to learn and grow.
Community We are a community that builds strong relationships with many people. The contribution of each individual
Engagement counts and ensures we are truly representative of stakeholders.
Coherence We identify and address common learning needs. Realistic goals are set and students, teachers and
caregivers are all aware of the learning pathways. Learning is celebrated within and beyond our
community.
Future We are a community that recognises the importance of having competent, dedicated, faith-filled and caring
Focus teachers, who seek to be innovative in their practice. We have a shared vision, and are clear about what the
aims, mission and goals for our community are.
All those involved in our community have access to powerful, focused professional learning and
development from experts, educational leaders and from within our community.
RECOGNISING OUR SPECIAL CATHOLIC CHARACTER
Our Special Catholic Character is defined in the Integration agreement as follows:
The school is a Roman Catholic School in which the whole school community, through the general school programme and in its
religious instructions and observances, exercises the right to live and teach the values of Jesus Christ. These values are
expressed in the Scriptures and in the practices, worship and doctrine of the Roman Catholic Church, as determined from time to
time by the Roman Catholic Bishop of the Diocese.
In our school this means that:
• Gospel values, interwoven with the Mercy Values, are taught and lived at St Bernadette’s.
• Catholic beliefs and traditions are taught through daily prayer, the Religious Education Programme, participation in
Sacramental programmes and attending class, school and parish Masses.
• We understand and appreciate the importance of the Mercy Charism in the fabric of our school.
• We seek the guidance of the Holy Spirit in making important decisions.
• We engage in pastoral care for each other and in the community.
• We support those in need, in our community and around the world, through a variety of initiatives.
• We understand our role in caring for our world.
• We have a holistic approach to education, promoting spiritual, academic, emotional and physical development.
RECOGNISING NEW ZEALAND’S CULTURAL DIVERSITY
Just over 50% of our students identify as Māori or Pasifika. We acknowledge the
unique position of Māori, in the dual heritage of New Zealand, as well as our
country’s cultural diversity. Our school principal is part of a Maori Achievement
Collaborative.
In recognising the unique position of Māori as Tangata Whenua, St Bernadette’s will
take all reasonable steps to provide instruction in tikanga Māori and te reo Māori for
all our students at an introductory level.
To achieve this, the school will:
• Integrate and teach tikanga and te reo as part of class programmes.
• Consult with the parents of our Māori (and Pasifika) children regarding the
programme of learning.
• Promote the theme of New Zealand as a multicultural community with a
bicultural heritage.
Should there be a request that children be taught in the medium of Te Reo Māori
then the Board will:
• Refer to our Resource Teacher of Māori for advice and assistance.
• Refer the family to the nearest bilingual unit.
• Support an application for dual enrolment at Correspondence School for the
child.
The school’s plans and policies will be implemented in ways that are sensitive to the
diverse cultural backgrounds and values of individual children and their families.
COMMUNITY CONSULTATION
In order to achieve the vision of the Charter, the school has developed Governance and Management policies and procedures that
are regularly reviewed.
We are committed to strengthening an effective partnership with the school’s community and parish and being responsive to
educational and spiritual needs. We communicate, consult, and engage with our community regularly.
• All Charter statements and Board policies are to be available to the school community.
• Strategic goals will be made known to our community.
• When it is relevant to do so, we survey our parent community to gather information.
• School newsletters inform the community about learning programmes.
• We are working to ensure we effectively consult with our Māori community on programmes and achievement of Māori children.
• The community is consulted every 2 years on the Health Curriculum.
• We communicate regularly on children’s learning and achievement through parent interviews, written reports, and online
forums.
• Parents are welcomed and encouraged to initiate contact with teachers and the management team.
STRATEGIC SECTION
Improvement Plan – Community of Faith
Strategic Goal: To be a community who live by the values of the Gospel.
Annual Goal Annual Target:
To strengthen our school community’s sense of belonging to their To increase the number of children and whānau
parish/faith community. participating in parish life.
Baseline data:
Each year our school carries out a self-review to examine what we do to maintain our Catholic Character. In 2020 we reviewed
Dimension 3 – Christian Witness. As a result of that review we decided to have a deeper focus on how we can further promote and
support active Catholic witness and practice in the school and parish.
Over time we have noticed decreasing participation of our school families in Sunday Eucharist, this also appears to be across all
schools in our Diocese and not unique at St Bernadette’s. There are many varied reasons for this; such as Sunday sports, parents
working weekends, not seeing the parish as part of family social and community life and other reasons that we are probably not
aware of. A number of our students do worship at other churches but for many of our children the school is instrumental in providing
regular experiences in faith related activities that enable children to live a Catholic life. We also have a significant number of
students (48) who come under the 5:3 or 5.4 preference categories (Parent/Guardian is baptised) or (Supporting adult is Catholic).
Key Improvement Strategies
When What Who Indicators of Progress
All Survey all children about parish participation and gather Leadership Team Monthly reports to BoT
information about what ways they might contribute more. DP/ DRS – Gerard
Terms Apply UDL principles when working with whāau. Co- DRS - Roger Feedback from hui.
Ensure that family/whanau are aware of the expectation of Principal - Debbie
their commitment and responsibility in being part of a Student voice.
Catholic School Community and Parish.
• Parent responsibility: Clearly outlined at the start of the
Mass attendance counts.
year for parents.
• Dates of Masses, Liturgies, Prayer Assemblies, All staff Implementation
Sacramental Programme regularly published and
advertised.
• Special Character info/dates given prominent place in
Newsletter/Facebook etc.
• Teachers actively encourage/support children and
whanau to attend Mass• Opportunities for more children to have active roles at
church.
• Encourage families to work with other families to assist
children in connecting with parishes.
Provide opportunities for family/whānau to be invited to and
to be involved in school and parish activities pertaining to
Special Character.
• Masses / Liturgies
• Soup Kitchen
• Youth Group
• Young Vinnies
• Sacrament Meetings and programme.
• Vinnies Activity - Make a soup. Donating goods, time, act
of kindness.
• Baptismal Programme
Give support to family/whānau in their role of supporting,
encouraging and enhancing the Religious Education of their
children.
• Work samples home
• Homework - Whanau activities.
• RE messages and information through Dojo & Seesaw
• Survey / Feedback
• Community Liaison personnel.
• Staff attend occasional services where our children
worship.
Maintain and develop opportunities for students in social
outreach programmes. Encourage the wider community to
be involved and support these projects
• Vinnies
• Rest Homes
• Caritas activities and programmes.
• Invite Sisters of Mercy to the school.
• Choir singing for elderly
Monitoring: Survey results, Baptisms, Mass attendance
Resourcing: Leadership Release 0.1 FTTE, PLD budget $1,000Improvement Plan - Domain: Community of Learners Strategic Goal: To foster a community of engaged, inquiring and successful learners. Annual Goal Annual Target: To lift achievement and engagement of all All students in Years 2-6 will make at least, or more than one year’s progress. students in writing through the use of UDL To increase the number of Year 1 students who are close to or achieving at the and having a focus on raising achievement expectation. in identified PaCT aspects. To increase the number of Year 2-6 students who are exceeding the expectation. Baseline data: PaCT reports showed we had: 90% of students made at least one years’ progress for one year of schooling. 23% of those students made accelerated progress. OTJ’s showed we had 82% of students ‘close to’, ‘at’ or above the expected curriculum level. On the whole we were very pleased with the percentage of students who made at least one years’ progress for one year of schooling and particularly pleased with the percentage who made accelerated progress. Teachers reviewed all children who did not make at least one years’ progress and collectively discussed reasons for why this may have occurred which we intend to address in the action section of this plan.
Key Improvement Strategies
When What Who Indicators
All • Use the Progress and Consistency Tool (PaCT) to track student progress and Leadership ‘On-going
Terms provide teachers and learners with next learning steps. Team assessments
• Share and explain PaCT information and reports with parents. Principal appropriate to
• Focus on certain PaCT illustrations, explicitly teach and then assess. Across School level -
• All teachers to regularly analyse and moderate assessments and overall Teacher identified in
judgements in Hubs and across Hubs. Across CoL moderation. Within School Teacher
• All teachers undertake a Spiral of Inquiry.(Growth cycle). Teacher Inquiry.
• Feedback on spiral results to colleagues.
Implementation Board reports.
• Coaching is used to assist staff to inquire into their practice.
All teachers
• Students receive quality feedback from their teachers.
Support Staff
• Teachers and students work together to set goals.
• Ensure students and whanau are clear about learning goals.
• Teachers consistently apply UDL principles when designing learning
programmes.
• Intervention programmes - Quick 60, Lexia, Learning Support Co-ordinator
(Tier 2 student support).
• Visits to schools using structure literacy programmes.
• Structured Literacy introduced in NE /Year
2021 Professional Learning – Universal Design for Learning (UDL)
Monitoring: PaCT judgements - June and November.
Resourcing: CoL Inquiry Time 0.1 FTTE. $2,000 PLD budget.Improvement Plan - Domain: Cultural Community
Strategic Goal: To be a community that honours and celebrates cultural identity.
Annual Goals Annual Target:
To ensure all our students have the opportunity to grow in their cultural To have the majority (over 60%) of our students
knowledge and knowledge of Te Reo Maori and Tikanga Maori. able to respond sometimes and often in our exit
Taku Reo survey in at least four key identified
To enhance relationships with Pasifika communities.
aspects.
Baseline data:
Previously we have:
• Had PLD in 2017 with a focus on Culturally Responsive Teaching. Developed school guidelines.
• Been part of the Maori Achievement Collaborative for over four years.
• Participated in a staff Marae visit in 2020 organised by MAC. Children in Year 4-6 have been on a school marae visit.
• Celebrated Matariki every year. Yearly focus on Waitangi/Parihaka. We participate in Polyfest - Maori/Pasifika.
• Employed external tutors for two terms.
• Maori strongly integrated through the RE programme. Lead teacher of Maori introduced new weekly word/phrase in 2020
• Participated in Melinda Webber survey and workshop presentations
• Had Previous involvement in Talanoa Project
February 2021 Taku Reo survey results - (16 % Māori, 22% Pacific, NZ European 43%, 9% Indian, 6% Asian, 3 % Other)Key Improvement Strategies
When What Who Indicators of Progress
• Complete NZCER Te Reo survey. Leadership Team Monthly reports to BoT
All
• Complete NZCER Taku Reo Student survey. Principal - Debbie
Terms • Select areas of focus/goals in consultation with students. Leader Teacher Feedback from hui.
• Regular monitoring of progress with students. Maori - Amy
• Increase multicultural signage. Lead Teacher Student voice.
• Employ Specialist Teacher of Te Reo. Pasifika - Sharlene
• Students contribute to Multicultural Gala Day. Teacher Feedback
• Ensure we have regular Whanau hui/ Fono.
• Establish strong links with preschool.
• Teaching of NZ History - Tamzin Hanley PLD
• Establish links with kaumatua to identify where to access All staff
support for engaging with iwi and understanding cultural Implementation
narrative of school.
• Ensure students have access to members of the community
who are successful in their chosen field and who reflect the
External provider
diversity of our school - refer Melinda Webber research
Tim Lucas –
results.
Kavanagh College
• Provide opportunities for students and their whanau to
articulate and celebrate their cultural identity.
•Appointment of Pasifika Liaison Person/s.
•Participation in Teacher Learning Research Initiative.
•Consultation with Pacific communities.
•Create and review a framework of Pacific concepts.
•Apply in practical situations.
•Peer observations and feedback.
•Self-assessment based on participation, wellbeing and
achievement of Pacific Learners.
Monitoring: Taku Reo exit survey and Learning From Each Other: Enhancing Pacific Education through Research results
Resourcing: $6,500 Special Te Reo Teacher, PLD budget – 2,000, Funding from research project.Other 2021 Key Improvement Strategies to Achieve Strategic Vision
Property & Finance Community
• Continue to develop the physical environment to reflect • Involve and work with contributing pre-schools and
the cultural diversity of St Bernadette’s school. secondary schools to develop transition statements.
• Stain glass windows in Chapel space. • Consult with our parent community on how to improve
• Explore possibility of opening up Room 4 to create communication with whānau.
more flexible spaces in Manuka Hub. • Actively participate and contribute to Dunedin Catholic
• Re-develop Room 8 playground. Kāhui Ako.
• Complete prayer space. • Increase visibility of Board of Trustees and Home & School
• Explore ways to improve temporary library space. • Actively participate and contribute to Maori Achievement
• Purchase of ipads for Junior School. Collaborative. Lead Teacher appointed.
• New furniture for school office. • Participate in EPRO 8
• Recarpeting – priority office. • Research project: Learning From Each Other: Enhancing
• Develop garden by Room 8. Pacific Education through People, Concept and Culture-
• Consider UDL principles when planning spaces. focused Inquiry.
Personnel Health & Safety
• Embed coaching culture and continue to develop • Develop an understanding of what it means to be a digital
coaching capability of staff. citizen and explicit teaching of cyber safety.
• Grow collaborative teaching practice. • Review of procedures for analysing lateness and the
• Monitor well-being of staff. implementation of support systems for students who are
• Support leaders and teachers to ensure their teaching repeatedly late or absent.
is culturally responsive. • Child protection training for staff.
• Develop guidelines for Learning Support Coordinators. • Continued focus on Well-being.
• Offer a range of leadership professional learning • Build effective relationship with Health Nurse.
opportunities. • Chat BusYou can also read
