Amisfield School Mission Statement
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Amisfield School
Mission Statement
At Amisfield School “Together We Achieve”
Vision
To be a quality provider of future-focused education
Values
Respect
Excellence
Commitment
We believe that encouraging students to do their best and
strive for personal excellence enables them to take ownership
of, and develop skills for, lifelong learning.
We achieve this by:
Enhancing partnerships with families and whānau aimed at developing individual and
collaborative pathways for learning
Providing a welcoming and safe environment which sparks creativity and innovation
Promoting individual and cultural identity, recognizing the diverse nature of our community
Fostering excellence in Mathematics and Literacy, while providing a balanced rangeof
educational opportunities
Amisfield School Charter 2020-2022
Amisfield School Priorities:
We believe that encouraging students to do their best and strive for
personal excellence enables them to take ownership of, and develop
skillsfor, lifelong learning.
Personnel
Strategic Goal 1:
Strategic Goal 2:
Our goals to
achieve this
are:
Health and Teaching
Safety Pedagogy
Student
engagement
Strategic Goal 4:
and
Strategic Goal 3:
transition
Promotion of individual
and cultural identity,
recognising the diverse
School
nature of our
Environment:
community
Property
Amisfield School: Our Context for Change
Cultural relationships:
CULTURAL IDENTITY IS STRONG AND SECURE
The professionals in the school (leaders and
• Care for learners and their teachers) implement curriculum, policies and
LEARNING AND ACHIEVING FOR THE FUTURE
learning practices that are:
• Purposefully developed to promote
• Recognise prior knowledge as equity, excellent and belonging for all
foundational to identity and students
learning • Responsive and appropriate to our
• Focus on potential local context
• Grounded in research about what we
Responsive pedagogy: know works to support students’
• Begins with the learners’ o Strong and secure cultural
identities
experiences o Learning and achieving for their
• Involves the interactive, dialogic future
construction of knowledge • Reviewed in response to evidence and
• Requires power-sharing so feedback on how their actions are
learners and teachers make MAURI ORA affects students and their families
sense together
(Well-
being)
Research shows collaboration between home, school and
community have large positive effects on student outcomes:
• Reciprocal power-sharing relationships are the key
EQUITY, EXCELLENCE AND BELONGINGStrategic Goal 1: Fostering excellence in Mathematics and Literacy, while providing a balanced range of educational
opportunities
Expected Outcomes Actions/ Strategic Priorities 2020 to 2022
1.1 Increased achievement in • Data analysed in term 4 each year to identify target groups. • 2020- continuation of the identification
Reading, Writing and Maths Targets will be set according to children identified and progress programmes for all learners as risk
expected to make. • 2020- introduction of Learning
• Review will ensure on-going progress for individual learners. Support Teacher will make for a new
• SENCO to monitor and communicate progress. Access to out- side approach to working with these
agencies when appropriate. students and their families
• The school will monitor the on-going learning and progress of all • Ongoing monitoring of all students will
children in reading, writing and maths. continue with reports to the board
regularly
1.2 All children to make good • Student progress will be monitored and teachers will ensure that • Assessment procedures will continue
rates of progress working every endeavour is made to ensure that students work towards to be outlined to teachers and they will
toward their full potential. their full potential. ensure that all children make good
rates of progress, allowing for
intervention where needed
1.3 Assessment is targeted and • Visual (wall) displays will enable students and teachers to connect • 2020 – assessment will be used to
useful for future planning with their learning/ progress and track their progress. identity and plan for student
and reporting. • Students can articulate their learning and next steps. achievement in reading, writing and
• The school will ensure that the assessment programme in the maths. Collated information will be
school is used to identify and plan for student achievement. shared with the BOT regularly.
1.4 Formative assessment • Teachers will keep notes on formative assessment practices that • Teacher plans will include formative
teaching practices are they are using with their students. assessment and show how plans have
explicit in the school’s • All summative assessments will also be used formatively by been altered to meet student learning
teaching and learning teachers to plan for learning needs needs
programmes.
1.5 Students with learning • Students with learning needs will have their needs identified. • 2020 – teachers will plan for specific
needs are identified and • Resourcing, including the use of learning assistants will be linked to programmes to meet student learning
programmes are identified students and their learning needs. needs. This will include programmes
developed to support • Teachers will ensure that programmes are planned to meet the delivered by learning assistants.
their learning. individual learning needs of their students.1.6 Professional performance • The performance management system will be developed as a • 2020- the performance management
management systems will written document and will be shared with the Board of Trustees. system for both teaching and non-
be based on personal • The performance management system will reflect the Education teaching staff will be reviewed and
improvement and learning Council’s Standards for the Teaching profession. developed to meet new employment
development • Each teacher will have a personal professional development plan. legislation
• Throughout the year observations, discussion and attestation will be
included in the plan
• Teachers will have opportunities for leadership as well as teaching
and learning.
1.7 A resourcing commitment • Throughout the year all staff will have the opportunity to develop in- • 2020- professional learning will include:
to all staff made by the house, to attend school-wide professional development and to attend o Oral language
Board of Trustees through relevant courses or go on relevant school visits, depending on both o Written language
the annual budget to the needs of the school and the needs of the individual. o Play-based learning
develop current • Opportunities will be provided for professional learning for leadership o Inquiry
pedagogy and as well as curriculum o Collaborative classrooms
knowledge. o Using digital technologies
1.8 An Amisfield School • The school will continue to develop an Amisfield Curriculum in • The local curriculum will continue to
curriculum is developed literacy, numeracy and other curriculum areas. be developed. For 2020 this will
that meets the • Families and Whanau will be consulted and their hopes and include:
comm unity’s goals and aspirations considered in the development of the o Literacy, including oral language,
aspirations and the curriculum. written language and
needs of the students in • The curriculum will align with the New Zealand curriculum. handwriting
the school. • The curriculum will reflect international best practice. o The use of inquiry and play-
based learning in classroom
programmes
1.9 A play-based learning • Teachers will have the opportunity to learn more about • In classrooms, but particularly in
approach will be the successful use of play-based learning, aimed at Years 1 and 2 teachers will
developed to assist with improved student outcomes become more familiar with using
student learning and • Student motivation and enjoyment will be a key outcome play-based learning as a vehicle
development especially of the programme. for learning
in the first two years of • Use of EDUCA and learning
school. stories will share learning with
families and whanauStrategic Goal 2: Provision of a welcoming and safe environment which sparks creativity and innovation
Expected Outcomes Actions/ Strategic Priorities 2020 to 2022
2.1 All children will feel welcome at • Teachers will foster relationships with their students based on • Teacher handbook will make it clear of the
Amisfield School. Their class-room mutual trust and respect. expectations for staff about students at
environment will be a safe place risk, classroom environment and time
• Teachers will ensure that school leadership is informed if there
with teachers who respond to spent in classrooms. The leadership team
are students at risk in their classes. will monitor and review implementation.
their personal and learning • The classroom environment will show evidence of student • Regular review of classroom
needs. work environments.
• Teachers will be in their classes from 8.30 each morning to spend • Parent meetings detailed at least twice
time with their students prior to class and to welcome them. during the year
Parents will have the opportunity to share information that
may assist teachers in understanding students’ needs.
2.2 The PB4L programme will operate • Teachers will ensure that the PB4L strategies are used both • Staff meetings twice a term will
in the school and be obvious in the classroom and in the playground. monitor PB4L in the school - 2020
both in the classroom and the • The principal will ensure that students who breach the • Teacher given leadership
playground responsibility for PB4L
conditions expected undergo the consequences that are
• Regular review of the PB4L
outlined. programme
• Parents will be consulted when students are showing signs
of continual behaviour interventions.
2.3 Children will feel safe in their • Teachers will ensure that all students who report abuse have • 2020 survey on student health and
environment, Teachers will their concerns taken seriously and incidents are well-being to identify areas where
ensure that children who report investigated. children are feeling most comfortable,
and also those where children are at
any form of abuse: verbal, • Teachers will also support those students causing concern
risk.
physical or social will be with the aim of understanding why students are behaving
supported. in this way so that the cause can be addressed.
2.4 Relationships with and between • All staff will ensure that students, parents and other staff • Monitoring of interactions between staff
teachers and children, children are treated with respect. and students, between students and
and children will respect the between staff and parents should ensure
• Staff will not discuss students or parents in a disrespectful
mutual respect is apparent.
needs of the individual. way.2.5 Children will be encouraged to • Programmes will offer inquiry-based learning strategies • 2020 – teacher in charge of inquiry
take risks with their learning, to • Programmes will include opportunities for students to learning to support staff with the
be creative and innovative and programmes in classrooms
create and design.
• 2020 – emphasis on developing Amisfield
to try new strategies and ideas. • Programmes will give students more choice in their learning. School curriculum to include creativity
• Programmes will include the use of more shared strategies and design
such as Google docs. • 2020- use of Mindlab and Google
• Programmes will be focused on student-led open-end classroom strategies for staff
activities, rather than teacher-designed strategies. • 2020 – use of teacher aides in classrooms
to allow for collaborative teaching with
• A workshop approach will be used for teaching skills.
workshop approach
2.6 Student voice will be valued • Teachers will be expected to encourage student voice and • 2020- survey and review of student
through teaching and learning actively ask for feedback. voice
processes. • Students will be encouraged to be respectfully honest inthe
feedback they give.
2.7 Students creative, critical and • Teachers will give students opportunities to be reflective and • 2020- professional learning in digital
reflective skills will be encouraged teach them the skills of evaluating their learning, attitude and technologies to continue for term 1
and developed. ICT teaching and work ethic. • 2020- update of the ICT strategic plan
learning will be a part of the following survey from families and
• The school will plan for the continual development of digital
community
curriculum and accessible technologies programmes in the school and the introduction
through mobile technologies. and replacement of ICT technologies.
2.8 Ancillary staff, teachers and • All school staff will ensure that they greet parents, are • At least one survey each year to
leaders will ensure that all parents respectful in their interactions with parents and community ascertain the view of parents
are made to feel welcome in the and are non-judgmental of parents. • Regular monitoring of communication,
school. such as Facebook, newsletters, Skool
• The school will ensure that parents have the opportunity to
loop to find audience preferences
voice their views on communication between the school and • 2020- staff seminar on working with
parents and that parent views are acted on. parents in a culturally responsive way.Strategic Goal 3: Promotion of individual and cultural identity, recognizing the diverse nature of our community
Expected Outcomes Actions/ Strategic Priorities 2020 to 2022
3.1 Incorporate and make explicit • Classroom programmes will reflect Tataiako competencies. • 2020- all classrooms will have
Tataiako competencies for • Teachers will have opportunities to develop their own programmes that reflect cultural
students and teachers through all learning and understanding about Maori language and responsive practice
learning opportunities. history. • 2020- Teachers will have opportunities
for professional learning in Maori
language and culture through local
initiatives
3.2 Development and community • Marae Trip whole school bi annually • 2021 – Marae Trip
dialogue that reflects a shared • Families and Whanau will have the opportunity to share their • Hui – Term 2 instead of Marae trip
understanding of Maori culture, hopes and aspirations for their children through culturally connected to wellbeing survey
beliefs and diversity. relevant communication. • Cultural kete developed with Kahui Ako
• A cultural kete will be developed that outlines • Waiata and karakia introduced across
programmes and expectations for the school Kahui Ako
• All programmes will reflect the community values, history • Programmes planned for all classrooms,
and tikanga of Raukawa beginning in 2020 to include local history
and culture
3.3 Focus on development of a • A Teacher to be designated with responsibility for cultural • 2020- teacher responsible for cultural
successful Kapa Haka group programmes. programmes
• Uniforms to be purchased to promote and value cultural • 2020 – uniforms have been budgeted for
identity over last two years but not purchased
• Tutor to be hired to ensure that the programme is authentic so this needs to be a priority
• Students will have opportunities to practise and perform • Tutor has been budgeted for in 2019 but
no work done to find suitable person
3.4 Focus on development of a • A Teacher to be designated with responsibility for cultural • 2020- teacher responsible for cultural
successful Polyfest group programmes. programmes
• Costumes to be designed and made to promote and value • As Kapa Haka for uniforms and
cultural identity programmes
• Tutor to be hired to ensure that the programme is authentic
• Students will have opportunities to practise and perform
3.5 Development of a strategy for the • Strategy will be developed as to ascertaining the needs of • 2020- hui in term 2 to work with whanau
improvement of student Maori students in literacy and numeracy, ways that the on local needs
achievement for Maori students needs are to be addressed, involvement of families and • School to collect relevant data to share
whanau and methods for evaluation of success. with families on student achievementand priorities for learning for hui
3.6 Use of Maori language in the • A plan will be developed for Maori language in the class- • 2020- plan for Maori language and
classroom and integrated into room and how it will be taught. culture developed. Share with the Board
classroom programmes • The plan will also include how it will be integrated into class- and community at end of 2020
room programmes.
• Teachers will be expected to plan and teach Maori language
at a basic level.
3.7 Choice of topics reflects individual • Classroom programmes will be planned to choose inquiries • Inquiry topics to include cultural identity
cultural identity throughout the that are inclusive of all students individual and cultural for 2020 and teachers give feedback on
year identity. outcomes
3.8 Provision of Te Reo Maori • A teacher to be designated to support Te Reo Maori for • 2020- teacher hired to teach Te Reo for
students all classes and support Kapahaka
• Teachers will have the opportunity to attend professional
learning in a local contextStrategic Goal 4: Enhancement of partnerships with families and whānau aimed at developing individual
and collaborative pathways for learning.
Expected Outcomes Actions/ Strategic Priorities 2020 to 2022
4.1 Parents and Whanau are well • Year 1- 3 Interim reports and anniversary dates. • 2020 – monitoring of EDUCA and the
informed and involved in • Year 4-8 Mid-year Term 2 interim and End of year reports. interactions between home and
student learning. • Goal setting is individual and appointments are made on school. Review the effectiveness.
request of teacher and or parent according to needs. • 2020- senior students to upload
• Teachers will share student learning with families and their own work in EDuCA.
whanau through portfolios and EDUCA. Students will take • 2020- March, goal setting for all
increasing responsibility for their own entries into EDUCA.
children with individual plans for
• Families and Whanau are encouraged to share in learning on shared Google docs –
student learning.
updated during the year.
• Teachers will ensure that parents and caregivers have the
educational information that is necessary to support their
children at home.
4.2 Active and positive • The school will actively ensure that there are opportunities • Plan for the year to be completed
parent/caregiver/ whanau each term for parents to be involved in the school. during Term 1 to include all
involvement and • The school will ensure that communication is prioritised giving activities where parents can be
communication throughout all those involved opportunities to share information aimed involved including annual timetable
the school at providing the best possible learning opportunities for our for sporting and cultural events.
children.
4.3 Parents are able to engage • There will be at least one opportunity during the year • 2020 – Term 2 – Parent evening
with and further develop their for parents to have an evening about an aspect of on play-based and inquiry
knowledge about their child’s teaching and learning. learning
learning • Parents will be given opportunities to meet with classroom
• 2020- calendar for the year to
teachers, both formally and informally to access
information to support their child’s needs and
include reporting and sharing
development. meetings
• Teachers will share literacy and numeracy information, • 2020 -monitoring of parent
learning packs and activities with parents to support information home and sharing
student learning. of learning
4.4 Friends of the School: develop • Friends of the school and school staff will together design a • 2020- Term 1. FOS and staff will
a strong team that contribute strategic plan to support student extra-curricular activities meet to plan for the year’s events
to school life. in the school4.5 Parents are consulted about • Survey aligning to goals and direction for community • 2020- Board newsletter each term
matters that affect them, developed by the Board to ascertain the views of the along with survey to enhance
such as uniforms, community through community surveys. consultation between the board
communication, Board and the community
decisions about resourcing
and environment.
4.6 Parents will be invited to • Encourage parent helpers, coaches and volunteers through • 2020- Term newsletter from sports
share in sporting, cultural and pre meeting sessions before the session is played. co-ordinator to request coaches,
learning celebrations • Communication in the newsletter about who our share dates for sports and outline
throughout the year. coaches are once teams have been finalised. policies and procedures
• Art show and Community BBQ
• 2020 – community barbecue in
• A whole school event where a combined musical/
cultural evening is held for our school community should
February
be considered every second year at least • 2020 – Art Show at the end of Term
• Choir, Polyfest, Sports, Leadership, Grandparents’ Day are 1
integral to school activities • Kapahaka and Polyfest tutors to
be employed
• 2020- Grandparents/whanau day
term 3
4.7 Parents, whanau and • Regular Newsletters • Newsletters mostly fortnightly
community will have regular • Regular updates on the website informing of new • Newsletter put on website when
communication through a information. issued
variety of media. • Development of Facebook as a vehicle for delivering up- • Facebook and Skool Loop to update
dated information information quickly
• Use of the app to continue to provide information for
parents
4.8 Continue to develop stronger • An integral part of our Kahui Ako • Continue to attend meetings with
links with our wider • Active involvement in events in the Tokoroacommunity. Kahui Ako and Raukawa
community • Development of relationship with Raukawa TrustStrategic Goals: Other Factors
Core activities and strategies for Achieving Goals:
Domain Strategic goals
2020 to 2022
Teaching Pedagogy and • Play-based learning
• To ensure that the pedagogical approaches used by
Student engagement • Collaborative classrooms
teachers are responsive to students’ cultures and
and transition • The use of Inquiry learning
prior learning, are aimed at critical thinking, and
engage students in learning. • Digital technologies
• Development of a local curriculum
• To ensure that the transition from Early Childhood to
school is planned for, considered and addressed
Property and Health • Garden to Table project
• To be responsive to the needs of the school and
and Safety • Fruit trees in the back playground
wishes of the school community
• Next stages of the bike and scooter track completed
• To meet the health and safety requirements of • Innovative funding for modern learning environments
relevant legislation • Replace carpets in most classrooms
• To plan for maintenance and improvement of the • Library to take over print resources
school’s buildings and assets within the guidelines • Re-house print resources and catalogue in library
required by the Ministry of Education • Library upgrade
• Removal of wall between room 5 and the library
• Replacement of school bells and phones to allow for more safety aspects
in the school
• Upgrade of bell and alarm systems to better provide for health and safety
requirements
Personnel • Revisit the appraisal programme for all staff to meet the changes in
legislation
Development of school • Signage for PB4L evident in the school
• To continue the PB4l programme in the school with
identity • Design a sports uniform for all children
the aim of teaching and reinforcing expectations of
behaviour using positive strategies • Include the motto in Maori as well as English
• Make new signs for all areas of the school (own designs)
• Encourage FOS to run extra-curricular projects that • Translation of Together we Achieve (Raukawa)
bring the school together, such as potato day, • Purchase of Sports uniforms
planting trees, developing the grounds, bike days
Digital Technologies in • Purchase and updating of Ipads and Chromebooks
• To develop the ICT strategic plan for the next three
our school • Revisiting BYOD
years to cater for the improved use of digital
technologies in the schoolYou can also read
