St Bernadette's School - Charter 2020 Principals' endorsement: Board of Trustees' endorsement: Submission date to Ministry of Education
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St Bernadette’s School
Charter 2020
Principals’ endorsement:
Board of Trustees’ endorsement:
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 9-10 Baseline Data 11-12 Strategic Goals 13 Special Character Annual Goal 14- 17 Improvement Plans - Learning 18 Other Key Improvement Strategies
Dunedin Catholic Schools Kāhui Ako
St Bernadette’s School
Shared Vision:
Ø When we work collaboratively we strengthen our Catholic Special Character.
Ø When we work collaboratively we enhance the wellbeing and pastoral care of all our
young people, whānau and staff.
Ø 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, Friday Books
and online forums.
• Parents are welcomed and encouraged to initiate contact with teachers and the management team.STRATEGIC SECTION
Baseline Data or School Context
Students’
Learning Reading
Writing
MathsReading
75% of all students are at or above in Reading.
66% of Maori students and 68% of Pasifika students are at or above the expected level.
68% of students in Year 1-3 are at or above compared to 83% of Year 4-6 children. This shows that over time, with appropriate
interventions and quality teaching many of these students make accelerated progress.
Writing
72% of all students are at or above in Writing.
68% of Maori students and 68% of Pasifika students achieving at or above the expected level.
13% of students who are achieving above the expected level are in the Year 4-6 age band. This is a result of a continued
focus on writing over the last two years.
Mathematics
76% of our students are at or above in mathematics.
69% of Maori students and 71% of Pasifika students are achieving at or above the expected level.
36% of males are above compared to 14% of females.
Student 2019 attendance:
14% of our students had an overall attendance rate between 85-89%.
Engagement 7% of our students had an overall attendance rate between 80-84%.
2% of our students had an overall attendance rate below 80%.
Predominant reasons for absences were:
Overseas trip or extended trip to visit family (29%). We have a significant number of immigrant students or students who
have parents born overseas.
Overseas trip or extended trip to visit family along with illness (25%).
Illness, with many of these recurring e.g child got well only to return to school and become unwell again (46%).
2019 lateness: - We have 5% of students who are persistently arriving late
School Playground surfacing completed.
Existing gravel area redeveloped into a fully fenced grass play area.
Organisation SENCO job description set up. Worked with RTLB to gain clarity around roles, responsibilities, interventions and monitoring.
& Structures Coaching PLD accessed, all staff had opportunities to coach or be coached.
System set up to enable all staff to participated in a PLG (Professional Learning Group) working with colleagues across a
range of schools, who then shared their learning with the collective.
Health and Safety procedures were reviewed
Community consulted on Health Curriculum Delivery.
School website redeveloped.
Two staff participated in child protection training, feedback given to staff.
Increasing awareness of our participation in Dunedin Catholic Kāhui Akon through participation in a combined parent evening,
and cultural evening.
External provider was accessed to support classes to increase the use of Te Reo Maori but discontinued after one term.Review of In 2019 we participated in the ‘Kia tū rangatira ai: Living, succeeding and thriving in education’ research project.led by Dr.
Melinda Webber, . This involved staff, parents and students completing a survey school-wide survey to find out the answers
Charter and to the following questions:
Consultation What motivates students to engage and persist at school?
What are their attitudes towards school?
What job do they want to do in the future?
How do teachers and whānau make a positive difference to their learning?
What role does culture play in their motivation to succeed?
Who are their role models and what do they tell us about what success means to them?
The information received from this is reflected in our 2020 school Charter.Strategic Goals Core Strategies for Achieving Goals
2020 - 2022
Special To understand and live out our Be creative and enthusiastic in the planning and teaching of RE.
Special Character. Utilising the best of modern pedagogies to engage children in deep
Character learning, linking RE to their life experiences.
Develop long-term vision of what Catholic Spirituality is (including through
the lens of different cultures).
Make connections between Mercy values and our encounter with Jesus in
the Gospels. Confident use of Te Reo when referring to school values.
Build understanding that we are part of a World Wide Catholic Community.
Develop a global awareness and concern for Social Justice.
Regular review of four domains.
Students’ All children are fully engaged in Teachers are successfully using Spirals of Inquiry model to inquire into
learning, display a pride in their their teaching.
Learning, Strengthen data literacy, assessment practices.
cultural identity and achieve
Engagement. Regular, useful reporting of achievement information.
success.
Key Competencies, dispositions for learning understood and enacted.
Effective school / class transitions – clear learning pathways established.
Focus on Learner Agency – teachers and students.
Review student engagement, involvement in prayer assemblies.
Continue the implementation of the ALiM programme.
Support and encourage engagement of whanau in learning.
Quality curriculum guidelines and documentation.
Review of the Technology Curriculum with a focus on the changes around
digital techology.
Develop a learning environment that supports strengths based teaching.
Play-based and Project based learning.
Provide opportunities for students and their whanau to articulate and
celebrate their cultural identity – refer Melinda Webber research results.
Community To develop effective learning Gathering and using student voice and whanau voice effectively.
partnerships with whanau and the Prioritise and respond to hui and fono feedback.
wider community. Ensure students have access to members of the community who are
successful in their chosen field and who reflect the diversity of our school -
refer Melinda Webber research results.
Actively participate and contribute to Dunedin Catholic Kāhui Ako.
Build stronger relationships with Early Childhood centres.
Support children and their families to take an active role in the parish.Provide opportunities for students to reach out to communities in need.
Continue to develop culturally appropriate and effective ways of
communicating.
Further engage whanau in the faith journey of their children.
Health & Safety Regularly review and minimise Effectively review Health & Safety policies and procedures.
risks to staff and students. Revise EOTC procedures and documentation.
Systems in place for monitoring health & safety.
Well-being focus – student attendance, staff workload.
Review and extend support systems for students in need.
Personnel Support all staff to be competent, Revise appraisal process in response to changes to collective agreements.
dedicated, faith-filled and caring Clear expectations and support for positions of responsibility.
people who seek to be innovative Promote leadership opportunities and build leadership capability.
in their practice Support leaders and teachers to ensure their teaching is culturally
responsive.
Mentor staff through participation in ALiM programme.
Grow and develop leadership in Catholic Special Character.
Support staff to grow in knowledge and understanding of all aspects of
Special Catholic Character through professional learning opportunities and
to ensure PLD records are kept up to date.
Finance & To ensure that the school Re-develop school playground.
environment reflects an innovative Open up learning spaces to support collaborative teaching.
Property learning philosophy Creation of cultural spaces in the environment.
Continued upgrade of ICT.Domain – Special Character
Background information:
For the past two years we have had strategic goals around the implementation of the Religious Education Bridging Document. This
document is one that provides a bridge for the effective teaching of Religious Education, between past and contemporary learning
environments prior to the publication of the new RE curriculum. Over the past two years we have focused on ways to successfully
integrate Religious Education across the curriculum in an engaging way, while still ensuring we cover the achievement outcomes In
2019 one of the recommendations from the Catholic Review Team was that we move away from being so focused on ‘integration’ and
look at the pedagogical approach in the Caritas units and ways we apply this to our teaching in other strands in Religious Education.
Strategic Goal Annual Goal 2020 Actions Responsibility Indicators of
/ Budget Progress
To understand and Work Long term plan to identify what needs to be taught separately Leadership Monthly
live out our Special collaboratively and what can be integrated into other curriculum areas. DRS reporting to
Character. to develop Track coverage of Achievement Outcomes. Co- DRS BoT.
teaching and Termly collaborative planning sessions. Principal
learning Using digital tools to share learning in creative ways.
experiences Sharing innovative approaches with other staff, including Actions Prayer
which will more colleagues across our Kāhui Ako. All staff Assemblies
deeply engage Regular sharing with whanau around learning in R.E
the students, Ensuring students know and deeply understand the PLD Budget - Expectations
enable their achievement outcomes and can explain their learning to Gathering developed
faith to grow someone else and give evidence on their progress. around
and their social Prayer assemblies reflect learning in classrooms and students RE Budget reporting on
justice take responsibility for scripting and presenting information. Religious
responses to School-wide focus on linking the Gospel values with Mercy Education to
broaden. values. Visual presentation of learning. whanau
Explore with the children, ways they show they have
integrated the Gospel values into the way they live.
Encourage children to ask spiritual questions that seek
deeper meaning.
Extend the ways students participate in parish life,
e.g reading at Mass, altar serving or school choir and
outreach
Apply learning from Gathering Day in the classroom.
Support of local, national and international Catholic groups
e.g Caritas, Young Vinnies, Rest homes.
Development of Sacred Space.Improvement Plan - Domain: Learning
Strategic Goal: All children are fully engaged in learning, display a pride in their cultural identity and achieve success.
Accelerate progress of all students, in particular those performing below expectations.
Annual Goal Annual Target: All students
To lift achievement in Writing. will make at least, or more than,
one years’ progress in writing.
Baseline data
72% of all students are at or above in Writing.
68% of Maori students and 68% of Pasifika students achieving at or above.
We have 13% of students who are achieving above the expected level. These students are predominantly in the Year 4-6 age band. This
is a result of a continued focus on writing over the last two years. At the end of 2019 we used the PaCT tool to assist us in making an
Overall Teacher Judgements for all students in writing. This gives us a very reliable measure to judge whether students are making
expected or accelerated progress. It is also important that as teachers we have the opportunity to embed what we have learnt around
writing progressions and learner agency with a continued focus on writing.Key Improvement Strategies
When What Who Indicators of
Progress
All Terms Share and celebrate writing by publishing on Class Dojo/Seesaw, sharing with a Leadership Mid and end of
wider audience. Across School year PACT
Children share their writing with buddy reading partner tuakana/teina. Leader progress.
Continue to use the Progress and Consistency Tool (PACT) to track students Within Leader
progress, provide teachers and learners with next steps and teaching areas of Principal
need. Teacher
Share and explain PaCT information and reports with parents. Spirals of
All teachers participate in Kāhui Ako wide writing moderation across year levels for Actions Inquiry.
consistency and awareness of what each level looks like. All teachers
Regular monitoring and sharing progress of students. Teacher Aides
Coaching is used to assist staff to inquire into their practice.
Continue to build on 2019’s Spiral of Inquiry work where students are given
Support Student voice –
opportunities to give and receive feedback from peers.
Resource observation
Ensure students receive quality feedback from their teachers.
Teacher of data,
Senior school are all participating in the School Kit Writing Challenge- buddied
Literacy engagement
with another school in NZ.
interviews.
Children are encouraged to write across the curriculum and use Digital technology RTLB
to present in different ways. Learning
Opportunities to observe in other Hubs or across the Kāhui Ako. Support Co-
Junior School to teach Handwriting using ‘Casey the Caterpillar’. ordinator
Regular communication from each hub how to support your child at home with Analysis of
their writing. Variance
Term information evenings/afternoons for parents.
Student given choice around what they want to write about (authentic contexts)
and the device they choose to use.
Continue to have Kāhui Ako conversations around Year 7 literacy expectations.
(Transition)
Work alongside SENCO, RTLB, RTLit and LSC for child acceleration and support.
Multi- level groupings to expose children to a wider range of texts or double
grouping for mileage (Hub environments allow for this).
Monitoring: School assessment schedule. Reporting to Board of Trustees. PaCT mid and end of year assessment. Analysis of
Variance.
Resourcing: Staffing to reduce class sizes. 0.5 Inquiry time. Professional Development budget.Improvement Plan - Domain: Learning
Strategic Goal: All children are fully engaged in learning, display a pride in their cultural identity and achieve success.
Accelerate progress of students performing below expectations.
Annual Goal: To lift Pasifika and Maori achievement in Annual Target: All 21 Maori and Pasifika children in the target group (
Reading and writing. will make at least, or more than, one year’s progress.
Baseline data:
66% of Maori students and 68% of Pasifika students are achieving at or above the expected level in Reading at the end of 2019
68% of Maori students and 68% of Pasifika students are achieving at or above the expected level in Writing at the end of 2019.
Total of 21 Maori and Pasifika students to be targeted in 2010 (5 students in original data are no longer at St Bernadette’s).
The majority of students who are identified as being below or well-below were in the Year 1-3 area. Interventions put in place ensure that
the many of these students make accelerated progress to reach the level of their peers.
Key Improvement Strategies
When What Who Indicators of
Progress
All Terms Quick 60 programme available for students. Leadership Monitoring of
ELL Teacher Aide support. Across School Intervention
Two students scanned in depth per class. These students are assessed using Leader programmes.
PaCT. SENCO
Parents are aware their child is part of a target group. Principal
Individual goals are set along with students and shared with whanau. These are Mid and End of
reviewed and monitored on a regular basis Year PaCT
Buddy reading- Weekly across school buddy reading- a book of interest, reader from Actions
the week or a piece of their writing. All teachers
Invite special guest buddy readers from the Parish or Kavanagh College and wider Teacher Aides Teacher Spirals of
local community. Inquiry
Dual language texts are accessed and used. Support
Children share ‘snippets’ of their reading and writing on Class Dojo/See Saw RTLB Student voice –
Regular communication from each hub how to support your child at home. Learning observation data,
Term information evenings/afternoons for parents. Support engagement
Development of class reading nooks to foster a love of reading. Coordinators interviews.
Have the school Library open for a few days each holiday for the students to come
and read, swap, collect books.Development of a school Lilliput library. Analysis of
Junior Classrooms to visit the Dunedin Public Library when they attend the Public Variance
Art Gallery.
Children create their own books to be shared in a digital library (Using book creator)
Student Agency -Choice around what they choose to read. Continue to have Kāhui
Ako conversations around Year 7 literacy expectations. (Transition)
Regular assessment using Running Records, PACT and possibly other relevant
assessments.
Work alongside SENCO, RTLB, RTlit and LSN for support around acceleration.
Monitoring: School assessment schedule. Reporting to Board of Trustees. PaCT mid and end of year assessment. Analysis of
Variance.
Resourcing: Staffing to reduce class sizes. 0.5 Inquiry time. Professional Development budget.Other 2020 Key Improvement Strategies to Achieve Strategic Vision
Property & Finance Community
• Ensure the physical environment reflects the cultural • Involve and work with contributing pre-schools and
diversity of St Bernadette’s school. secondary schools to develop transition statements.
• Stain glass windows in Chapel space. • Establish links with kaumatua to identify where to access
• Create environments that support collaborative teaching support for engaging with iwi and understanding cultural
• Re-develop Room 8 playground. narrative of school.
• Complete prayer space. • Consult with parent community on how to improve
• Explore ways to improve temporary library space. communication with whanau.
• Develop plan for replacement of ICT, furniture • Engage with local Marae to give staff and students the
Personnel opportunity to experience a marae visit.
• Embed coaching culture and continue to develop coaching • Actively participate and contribute to Dunedin Catholic
capability of staff. Kāhui Ako.
• Grow collaborative teaching practice. • Ensure students have access to members of the
• Monitor well-being of staff. community who are successful in their chosen field and
• Support leaders and teachers to ensure their teaching is who reflect the diversity of our school - refer Melinda
culturally responsive. Webber research results.
• Provide opportunities for students and their whanau to
articulate and celebrate their cultural identity – refer
Melinda Webber research results.
Health & Safety
• Develop an understanding of what it means to be a digital .
citizen and explicit teaching of cyber safety.
• Review of procedures for analysing lateness and the
implementation of support systems for students who are
repeatedly late or absent.
• Child protection training for staff.
• School-wide focus on Well-being.You can also read
