WAIMEA COLLEGE - CHARTER 2021-2023 Incorporating 2021 Annual Plan
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
WAIMEA COLLEGE
CHARTER 2021-2023
Incorporating 2021 Annual Plan
Waimea College Charter 2021 Page 1 of 30
C:\#Cloud Sync Files\Dropbox\AA Executive Waimea\AA BoT\BoT Charter, Planning & Reporting\Charter\Waimea College Charter 2021.docx
THE WAIMEA COLLEGE STRATEGIC PLAN
INTRODUCTION
The Strategic Plan provides long-term direction for Waimea College which:
Recognises our changing environment and sets out to build on our strengths and eliminate any
weaknesses.
Sets priorities in line with the College’s Mission Statement, Values and Vision Statements.
Outlines priorities, strategies and defines goals that can be measured and that will help us focus
our energy and resources on improving student outcomes.
1 WAIMEA COLLEGE GOVERNANCE AND MANAGEMENT STRUCTURE
BOARD OF TRUSTEES
The Waimea College Board of Trustees meets approximately 7 times per year. Several sub-
committees of the Board of Trustees exist to support the functions of the full board.
Sub-committees:
Finance (subcommittee chair, BoT chair, Principal + 2 x BoT members)
Property (as required)
Personnel (convened as necessary)
Health and Safety (BOT Rep to sit on school H&S Committee)
Disciplinary (3 trustees (excluding Principal) with full authority of the Board as
convened by the Board Chair)
2 WAIMEA COLLEGE AND THE WAIMEA COMMUNITY OF LEARNING /
KĀHUI AKO
Waimea College is a member of the Waimea Plains Community of Learning / Kāhui Ako. Waimea
College is committed to the principles of cross-school collaboration and embraces the opportunity
to work with neighbouring schools in the pursuit of the common interests of our communities’
learners.
This Charter should be read alongside the Waimea Community of Learning Strategic Plan.
The Waimea Community of Learning Achievement Challenges (endorsed) are currently:
1. To improve the achievement in writing for boys in Years 1-10. (addressed in the Waimea
College Charter in Priority Area 1 Strategic Aim 2)
2. To reduce the gap between the achievement of males and females at NCEA Years 11-13
(addressed in the Waimea College Charter in Priority Area 1 Strategic Aim 3)
3. To improve the educational outcomes for Māori students Years 1-13 (addressed in the
Waimea College Charter in Priority Area 1 Strategic Aim 4)
Waimea College Charter 2021 Page 2 of 30
C:\#Cloud Sync Files\Dropbox\AA Executive Waimea\AA BoT\BoT Charter, Planning & Reporting\Charter\Waimea College Charter 2021.docx
3 EXTERNAL FACTORS
A number of external factors that are expected to impact on how Waimea College operates in the
next 3-5 years:
Growth, development and use of ICT in education - BYOD, Blended Learning, Flipped
Classrooms and incorporation of other digital technologies and pedagogies.
Global national migration - Movement of people from other regions, countries / cultures into
the Tasman District.
Growth and development in the Tasman District - Increasing demand on schools through
roll increases and social change associated with growth. This is especially true for Richmond
West with discussions currently occurring regarding the establishment of a new school
and/or recapitation of local primary schools. Waimea College has comprehensive plans for
managing student roll growth.
Community expectation that schools assume responsibility for social issues - Sole Parent /
Caregiver and blended family situations, drugs / alcohol / chemical issues, changes in social
values, increasing disparity between socio-economic groups.
Social Media: - The increasing prevalence of Social Media is influencing the lives of our
students as well as influencing the way that Waimea College communicates with our school
community.
Financial dependence on sources of funds other than operational grants - International fee-
paying students, COVID and closed borders, donations, sponsorship, business associations
and fundraising.
Expectation by staff of improved working conditions and facilities - National and global
teacher shortage may mean significant demands by staff for better working conditions and
salaries.
Local, national and global economic and political change - Changing value of the NZ dollar,
political influence such as a change of government or the actions / statements of politicians,
terrorism, significant economic change in a country with connections to NZ.
Demographics - Longer life expectancy and falling birth rates that will double the number of
elderly in our community and challenge our ability to find employment for our young people
and fund social welfare provisions.
Advances in education and technology - Health and technology empower the individual as
never before leading to increased demands for transparency and participation in decision
making. Technology advancements (particularly disruptive technologies) will affect the type
of employment that we are preparing our students for as well as the skillsets that our
students will require.
Student-Centred Focus: - As a school our orientation is changing from being MOE / school
driven decision making to being focussed on gathering voice from students and their families
and delivering on this voice.
Waimea College Charter 2021 Page 3 of 30
C:\#Cloud Sync Files\Dropbox\AA Executive Waimea\AA BoT\BoT Charter, Planning & Reporting\Charter\Waimea College Charter 2021.docx
RECOGNISING NEW ZEALAND’S CULTURAL DIVERSITY
Education Act 1989 Section 61 (3) (a) (i) & (ii)
Waimea College, as appropriate to its community, has developed procedures and practices that
reflect New Zealand’s cultural diversity and the unique position of Māori.
In recognising the unique position of Māori, Waimea College has taken all reasonable steps to
provide instruction in Tikanga Māori (Māori culture) and Te Reo Māori (Māori language) for students
whose Parents / Caregivers request it.
To achieve this Waimea College:
• Provides adequate resources to support Tikanga and Te Reo Māori programmes in the
school.
• Supports students learning Te Reo Māori.
• Has developed a Māori and Pasifika Achievement Plan in consultation with our local
community.
• Ensures that Waimea College receives guidance from our school Kaumātua.
• Has an active and engaged Rūnanga Mātua (Māori and Pasifika Parents / Caregivers) who
meet regularly to assist the school in cultural matters, develop and review the Māori and
Pasifika Achievement Plan and to ensure regular consultation on school policies, procedures
and planning.
• Has developed a relationship with Rangitāne who own the land that Waimea College is built
upon and are iwi manawhenua of our site.
• Provides regular Māori and/or Pasifika related Professional Development to staff and
trustees.
• Has dedicated roles supporting Māori and Pasifika learners.
• Supports students to participate in Ngā Manu Kōrero (Māori speech competitions), Te Rarou
Kura (Regional combined school’s Kapa Haka), Tama Tū Tama Ora (school-based Kapa Haka)
and other cultural events.
• Provides for the pastoral care needs of our Māori students to succeed and achieve as Māori.
• Uses correct Māori protocol, when appropriate, to pōwhiri manuhiri on to our school, to
poroporoaki groups travelling from our school and any other occasions as they arise.
• Is building relationships and consults and communicates with our local marae Whakatū
(Nelson) in the spirit of partnership.
• Has ensured that the interests of Māori are represented on our Board of Trustees.
Te Ao Māori - Māori Responsiveness Plan
If a Whānau requests a higher level of Tikanga or Te Reo than is at present available in our school
Māori programme, the school and whānau will discuss and explore the following options:
• Further explain the existing programmes or extend the programmes if possible and
appropriate.
• Combine with a neighbouring school for parts of the day / programme.
• Provide in-school support and resources to further enhance inclusion of Te Reo and Tikanga
within the student’s classes.
• Explore other schools who may offer a programme closer to their expectations.
• Other negotiated options.
Waimea College Charter 2021 Page 4 of 30
C:\#Cloud Sync Files\Dropbox\AA Executive Waimea\AA BoT\BoT Charter, Planning & Reporting\Charter\Waimea College Charter 2021.docx
4 STRATEGIC AIMS 2021-2023 Waimea College Charter 2021 Page 5 of 30 C:\#Cloud Sync Files\Dropbox\AA Executive Waimea\AA BoT\BoT Charter, Planning & Reporting\Charter\Waimea College Charter 2021.docx
PILLAR ONE: To provide quality teaching and learning programmes which promote high levels of
student engagement and achievement.
Strategic Aim 1: All students meet our school-wide goal of 90% attendance or better.
Annual Objective: Target: 2021
Refinement of our attendance procedures to more effectively • 90% student attendance at school (inclusive of justified and non-
communicate the link between student attendance and student justified absences)
achievement • Raise Year 13 cohort attendance rate by 10% (from 2019 figures) to
80%.
• Target Year 13 attendance at Form Time.
Target: 2022
• 91% student attendance at school (inclusive of justified and non-
justified absences)
Baseline Data/Supporting Information:
Requirements of NAG 1 a, c, d, e, f and Nag 2 c
Administration Policy
Attendance Procedures
“Attendance Matters” – MOE Best Practice Guide to Managing Attendance 2011
Attendance in NZ Schools 2016 – A National Picture of Attendance
When What/Action Who Indicators/Progress
1.1.1 Daily Ensure accurate recording of attendance. Teachers Attendance Office feedback
1.1.2 Daily Ensure accuracy of data input Attendance Office / Student System in place to check these are
Office coded right. (Green slips)
1.1.3 Weekly Caucus Committee convenes to caseload and Deputy Principals with Identified students with attendance
review behaviour and attendance rates Oversight of Attendance, issues respond to interventions.
(individual and school-wide). Individual Academic Coordinators,
student strategies identified and school-wide Achievement Team, Deans School-wide attendance rates
attendance rates and refine attendance improving.
processes Less student unexplained absences
to clear.
Positive feedback staffing and
students re attendance processes.
1.1.4 2 x times ROCK ON GROUP convenes to caseload Waimea College Senior Fewer individuals of concern
per term individual students with attendance Leadership Team with outside brought to meetings.
concerns. agencies (DTS, Oranga
Tamariki, Police) Individuals of concern go through
intervention process and re-
engage.
1.1.5 Every Regular promotion of the importance of Form Teachers (Form Classes) Students and Parent / Caregivers
Term attendance to students, Parent / Caregivers. aware of link between attendance
Deans (year levels) and achievement
DPs & Principal (assemblies) Increase of number of junior
students graduating within the
attendance criteria
Waimea College Charter 2021 Page 6 of 30
C:\#Cloud Sync Files\Dropbox\AA Executive Waimea\AA BoT\BoT Charter, Planning & Reporting\Charter\Waimea College Charter 2021.docx
Strategic Aim 2: Every student has the numeracy and literacy skills required to enable them to access the curriculum.
Annual Objective: Target 2021:
Develop and implement assessment tools to measure Literacy and Review the assessment tools employed to measure functional literacy and
Numeracy in the junior school and refine school systems and structures numeracy in the junior school.
to raise literacy and numeracy levels for junior school students. (Links
to Achievement Challenge). Target 2022:
Investigate how NCEA Change package will impact on Literacy and
Numeracy provision
Target 2023:
Implement NCEA Change Package for Literacy & Numeracy provision.
Baseline Data/Supporting Information:
ERO National Report: Literacy and Mathematics in Years 9 and 10: Using Achievement Information to Promote Success (July 2012)
ERO National Report: The Collection and Use of Assessment Information - Good Practice in Secondary Schools (June 2007)
Literacy & Language pedagogy within subject areas in Years 7-11 (University of Auckland)
Secondary Literacy and the NZC (TKI resource)
Improving Literacy in Secondary Schools – A UK resource but applicable to NZ Context
School-wide Literacy Coordinator Job Description (2021)
Progressive Literacy & Numeracy Levels compared with Decile 8 & National Average
NCEA Change Package Literacy & Numeracy
Waimea Community of Learning Strategic Plan
When What/Action Who/Responsibility Indicators/Progress
1.2.1 Ongoing School-Wide Literacy Co-ordinator (refer to Job Principal A Specialist role was created to
Description above) oversees the provision and coordinate the provision of
development of literacy at Waimea College. appropriate literacy education
and assessment metrics and to
coordinate literacy education
across all curriculum levels
1.2.2 February Undertake benchmark MCT (Maths Competency Test) and HOD English & Literacy Every student has benchmark
CEM (English, Maths and Reasoning) testing for Year 9. Co-ordinator, HOD CEM data showing where they
Mathematics start the year. Year 10 results
Mathematics Department undertake e-asTTle testing for will indicate progress from Year
February the Year 9 and 10 cohort at beginning and end of year. 9.
Progress is monitored throughout the junior programme
and used to guide subject choices going into Year 11.
HOD Mathematics
1.2.3 February Undertake pre and post e-asTTle Reading assessments HOD English Every student has pre and post
& with Year 9 and 10 cohorts. test data to assess progress.
November
1.2.4 March PD for staff about how they can use literacy and numeracy Literacy Co-ordinator Staff accessing, and
data to inform their unit and lesson planning. understanding, Literacy and
Numeracy data in KAMAR.
Sharing data with teachers to inform planning and
teaching Staff using this data in unit plans
to adapt the curriculum for
individual students.
1.2.5 Termly Active monitoring by HOD Mathematics of students at risk HOD Mathematics Students At Risk of Not Achieving
of not achieving Level 1 numeracy requirements. Students supported by the Level 1 Numeracy
at Risk of Not Achieving are identified and supported with Mathematics requirements are identified are
individually targeted strategies. Department supported with individually
targeted strategies.
1.2.6 Termly Active monitoring by Literacy co-ordinator of students at Literacy Co-ordinator Students At Risk of Not Achieving
risk of not achieving level 1 literacy requirements. the Level 1 Literacy
Students at Risk of Not Achieving are identified and requirements are identified are
supported with individually targeted strategies. supported with individually
targeted strategies.
Waimea College Charter 2021 Page 7 of 30
C:\#Cloud Sync Files\Dropbox\AA Executive Waimea\AA BoT\BoT Charter, Planning & Reporting\Charter\Waimea College Charter 2021.docxMethods undertaken to improve Numeracy across all junior students.
• Mixed ability classes
• Improved low-stakes diagnostic/formative assessment processes – using the online e-asTTle platform
• Focus on differentiated teaching and learning through the use of Low Floor, High Ceiling rich mathematical tasks
• Department collaborative focus on analysing teaching approaches which encourage participation and engagement
• Individual and group referrals to Learning Centre where required (investigating the possibility of a Year 9 Numeracy option parallel to
or in conjunction with the Year 9 Reading option)
• Focus on Learning and Assessment for Learning rather than high-stakes Testing
Methods undertaken to improve Literacy across all junior students.
• From 2021 the English Department will use e-asTTle Reading at the junior level – February and November…to see where the gaps are
and then to look at value-added. For writing, the juniors will also be doing a Formal Writing assessment test, marked against a
curriculum rubric – Term 1 to see where the gaps are and then again later in the year to gauge value added, particularly after the skills
have been explicitly taught. Data will be shared with staff, explaining where our students are at with a view to working together in
Departments to consolidate skills taught.
• Explicit teaching of “What Good Readers Do” – posters for the classrooms – referencing the three levels of Reading – in the text,
between the lines, beyond the text……as in reading for meaning, inference and making links outside the text to other texts and the
world.
• The English Dept will focus on Reading and Writing across both junior levels. 2021 sees a new Junior Teaching Programme, common to
all, and Reading and Writing activities are specifically covered each term. Introduction of a “Going back to basics” booklet of language
skills which can be used either for homework or for a “Do Now Activity” at the start of every lesson will also be employed. Skills covered
will be as basic as – capital letters, fullstops, speech marks, commas, spelling rules. Furthermore, these skills will be embedded and
used in normal classwork. SSR will continue at the start of every lesson for Juniors.
• Continuation of Enrichment Reading module which is producing pleasing results.
• Extra hour has been timetabled for Year 9 and Year 10s for English and Maths.
Waimea College Charter 2021 Page 8 of 30
C:\#Cloud Sync Files\Dropbox\AA Executive Waimea\AA BoT\BoT Charter, Planning & Reporting\Charter\Waimea College Charter 2021.docxStrategic Aim 3: Our students experience success with NCEA
Annual Objective: NCEA Attainment Annual Target: 2021 (Enrolment Based Cumulative)
80% NCEA Level 1 Attainment (Decile 8 % for 2020)
Elements of learners’ identity, language and culture 86% NCEA Level 2 Attainment (Decile 8 % for 2020)
are integrated into the curriculum, student 78% NCEA Level 3 Attainment (Decile 8 % for 2020)
achievement data is used to target resources to 64% University Entrance Attainment (Decile 8 % for 2020)
optimum effect, early, intensive support is provided
to those who are falling behind, and high NCEA Endorsement (Merit or Excellence) Annual Target 2021 (Enrolment Based
expectations for success are held for all. Cumulative)
52% NCEA Level 1 Endorsement (5% increase from 2020)
43.3% NCEA Level 2 Endorsement (5% increase from 2020)
40% NCEA Level 3 Endorsement (5% increase from 2020)
NCEA Attainment Annual Target: 2022-2023 (Enrolment Based Cumulative)
At Decile 8 for all levels.
NCEA Endorsement (Merit or Excellence) Annual Target 2022-2023 (Enrolment
Based Cumulative)
At Decile 8 for al levels.
NOTE – Targets set based on an analysis of Waimea College data v Decile 8 Data
set from 2014-2020.
Baseline Data/Supporting Information:
NCEA Results Analysis
NCEA Results Analysis 2014-2018 – Certificate Endorsements Comparisons
Regional National Gender – Comparisons (2020 local school data not available at time of submission)
NCEA Results Analysis Māori
NCEA Results Analysis Pasifika
Progressive Literacy Attainment
Scholarship Passes 2009-2021
ERO National Report: Achievement 2013-2017: Success for students in 2013 (Nov 2014)
ERO National Report: Raising Achievement in Secondary Schools (June 2014)
ERO National Report: The Collection and Use of Assessment Information - Good Practice in Secondary Schools (June 2007)
Waimea Community of Learning Strategic Plan
Achievement Team Terms of Reference
Academic Co-ordinator Job Description – Year 11
Academic Co-ordinator Job Description – Year 12
Academic Co-ordinator Job Description – Year 13
Data Analyst Job Description
Special Educational Needs Coordinator (SENCO) Job Description
School-wide Literacy Co-ordinator Job Description
Cultural Capability Co-ordinator Job Description
Boys Achievement Job Description
Gifted and Talented Education (GATE) Achievement Co-ordinator Job Description
Curriculum Team Terms of Reference
When What/Action Who/Responsibility Indicators/Progress
Student Monitoring
1.3.1 Ongoing Engagement of a School Data Analyst with Appointments Committee School Leadership, Governance
responsibility for providing a wide range of confirms appointments. and Faculty’s / departments
statistical information to support strategy and receive useful, timely and
decision making. relevant statistical information
that highlights areas of strength
Engagement of a Special Educational Needs and areas requiring further
Co-ordinator (SENCO) with responsibility for progress.
identifying and supporting students with Student achievements are
Special Educational Needs in the mainstream. tracked throughout the year.
Refer to Job Description above. Students at Risk of Not Achieving
Engagement of a School-Wide Literacy Co- in NCEA will be identified early
ordinator with responsibility for oversight of and targeted for additional
school-wide literacy provision at Waimea support.
College. This role also works one-to-one with
Scholarship students will be
Year 13 students who did not gain UE Literacy
effectively supported.
in Level 2 to assess / provide additional
support to students to gain UE Literacy. Refer Students requiring support with
to Job Description above. Literacy and/or numeracy credit
Engagement of a Cultural Capacity support will be identified.
Co-ordinator with responsibility for working
Additional support is offered to
with the Priority Learner Leader and
students who are at risk of not
Achievement Team to support the
achieving (SARONA) in NCEA
Waimea College Charter 2021 Page 9 of 30
C:\#Cloud Sync Files\Dropbox\AA Executive Waimea\AA BoT\BoT Charter, Planning & Reporting\Charter\Waimea College Charter 2021.docxachievement of our Māori and Pasifika
students. Refer to Job Description above. The achievements of Māori and
Pasifika students are supported.
Engagement of a Boys Achievement
Coordinator with responsibility for taking a An effective pedagogy for male
leading role in developing effective pedagogy learners is developed and
for male learners and to implement and lead programmes to identify, engage
programmes to assist in the effective learning and raise achievement of male
of male students at Waimea College. Refer to students.
Job Description above.
Students identified as Gifted and
Engagement of a Gifted and Talented / or Talented are supported and
Education (GATE) Co-ordinator with challenged in their studies.
responsibility for developing structures and
processes to and supporting students who are
identified as Gifted and/or Talented. Refer to
Job Description above.
1.3.2 Termly Achievement Team Monitoring and Support
Led by DP in charge of Students achievements are
Student Monitoring: Achievement Team, tracked throughout the year.
Early identification of “students who are at Academic Co-ordinators & Students at Risk of Not Achieving
risk of not achieving” (SARONA) (based on Achievement Team (SARONA) in NCEA will be
previous performance). identified early and targeted for
Disseminate information to Deans and additional support.
Teachers. Target these students for Scholarship students will be
additional support. effectively supported.
Identify Scholarship students at the start of
Term 2. Coordination of scholarship Students requiring support with
students, liaising with teachers, Parents / Literacy and / or numeracy credit
Caregivers and students to make them support will be identified.
aware of requirements
Additional support is offered to
Tracking and providing data on literacy and
students who are at risk of not
numeracy
achieving (SARONA) in NCEA.
Co-coordinating ‘extra’ sessions or
differentiated / individualised programmes NCEA Tutorials are offered by
in Term 3 and 4 for students who need to teachers prior to the start of
gain their literacy and numeracy credits NCEA exams.
Monitoring Level 2 and 3 students to ensure
that they achieve the UE literacy
requirements
All departments offer tutorials to help
support scaffolding for merit and
excellence.
Provide information to the Principal and
staff on students achieving Excellence
1.3.3 Termly Actively pursue strategies that will encourage Parents / Caregivers of our
Parent / Caregivers to take an active role in learners are engaged with the
their teen’s education. school.
Parent / Caregiver Interviews SLT Encourage election participation
Parent / Caregiver focus group meetings Deans of a broad group of potential
Rūnanga Matua hui TIC Māori school trustees to stand and full
PTA Meetings PTA Chair engagement of the school
Board of Trustees BoT Chair, BoT members community in the election of
Hold TIPS Sessions (Teen Information HOD Guidance/Principal these trustees in June/July 2022.
Parent / Caregiver Sessions) designed for establish TIPS Schedule Regular signposting of this to
Parent / Caregivers to support their parents/caregivers and school
students. community.
Curriculum Team Leader
1.3.4 2021 Self-Review of Curriculum Implementation and Curriculum Team A thorough and effective self-
Process review of the implementation of
the proposals from the
Curriculum Review is undertaken
during 2021.
Amendments / modifications
implemented as necessary.
Curriculum Team Leader &
1.3.5 2021 Achievement Team to undertake Review of Curriculum Team A thorough and effective review
Language provision at Waimea College of the appropriate language
provision for Waimea College.
Refer to: Language Review Terms of Reference
Waimea College Charter 2021 Page 10 of 30
C:\#Cloud Sync Files\Dropbox\AA Executive Waimea\AA BoT\BoT Charter, Planning & Reporting\Charter\Waimea College Charter 2021.docxStrategic Aim 4: The Achievement Levels of our Māori and Pasifika learners are accelerated to close the gap.
Annual Objective: Annual Target for 2021-2023:(Enrolment Based Cumulative)
At decile 8 for all levels.
Accelerate the progress of our Māori and Pasifika learners to close the
achievement gap between Māori & Pasifika learners and other learners. NOTES:
1. Targets set based on an analysis of Waimea College data v Decile 8
Data set from 2014-2020.
2. Achievement targets have not been set for Pasifika students due to
the low numbers of Pasifika students and the fact that the sample
size is not big enough to have any statistical validity.
Baseline Data/Supporting Information:
Waimea College Māori Achievement Data NCEA
Waimea College Pasifika Achievement Data NCEA
Waimea Community of Learning Strategic Plan
ERO National Report: Improving Education Outcomes for Pacific Learners May 2012
ERO National Report: Raising Achievement in Secondary Schools (June 2014)
ERO National Report: Raising Student Achievement through Targeted Actions (December 2015)
ERO National Report: Educationally Powerful Connections with Parent / Caregivers and Whanau (November 2015)
ERO National Report: Partners in Learning: Good Practice in Working with Parent / Caregivers (2008)
Academic Co-ordinator Job Description – Year 11
Academic Co-ordinator Job Description – Year 12
Academic Co-ordinator Job Description – Year 13
Cultural Capability Co-ordinator Job Description
Achievement Team Terms of Reference
Ka Hikitia – Māori Education Strategy
Tātaiako Cultural Competencies for teachers of Māori Learners
Action Plan for Pacific Education (summary Version). See full Action Plan for Pacific Education HERE
Waimea College Strategic Plan for Māori and Pasifika Students 2019-2021
When What/Action Who/Responsibility Indicators/Progress
Resourcing:
1.4.1 Ongoing Appointments Committee Māori and Pasifika students
Engagement of Academic Co-ordinators at Year 11, 12 & 13 confirms appointment and their whanau are
with responsibility for working with Achievement Team to supported through specific
support the achievement of our Māori and Pasifika culturally appropriate
students. Refer to Job Descriptions above. contexts.
Engagement of a Cultural Capability Co-ordinator with
responsibility for supporting teachers to build cultural Māori and Pasifika student
competence and develop culturally responsive practice. achievement is tracked
throughout the year.
Students at Risk of Not
Achieving in NCEA will be
identified early and targeted
for additional support.
1.4.2 Ongoing Connecting, Listening and Responding Stakeholders in the Māori and
Pasifika community are
Create productive partnerships with students, whanau, engaged with the school in
hapū, iwi and Māori and Pasifika entities that are focused learning and educational
on educational success: success focused conversations.
- Māori/Pasifika Students. Ideas and actions suggested by
- Kaumātua/Kuia - Principal the Māori and Pasifika
- Commitment to ensuring Māori representation on - TIC Māori community are valued and
BOT - DP with Cultural responded to.
- Regular Rūnanga Mātua meetings Capability oversight
- Work in partnership with Rūnanga towards a Teacher - PD Coordinator
Only Day at Whakatū Marae.
- Strategic partnerships with NRAIT (Ngāti Rārua Ātiawa
Iwi Trust), Wakatū Incorporation and other iwi
entities.
Waimea College Charter 2021 Page 11 of 30
C:\#Cloud Sync Files\Dropbox\AA Executive Waimea\AA BoT\BoT Charter, Planning & Reporting\Charter\Waimea College Charter 2021.docx1.4.3 Ongoing Provide for the increased awareness of Te Reo Māori & All staff, supported by Whānau and tamariki are well
Tikanga Māori. school kaumatua and informed about the
(Aim to provide an education consistent with expectations Rūnanga Mātua. opportunities that are offered
of Te Tiriti o Waitangi, Ka Hikitia and Tātaiako) and their views and feedback
is listened to and acted upon.
Term 1 - Hold a meeting (hui) within the first half of Term 1 of TIC Māori to convene / DP
all Māori & Pasifika Parents / Caregivers and whanau. with Cultural Capability
The aim of this hui is to introduce them to Waimea with SLT Support
College and each other and to outline the support
networks in the school. Hui of all Junior students goal
setting.
- Provide close mentorship and support to the Culture Culture Captains are confident
Monthly – Captains by having fortnightly hui in order to reflect in their roles and are
Feb-Dec and plan activities. Use school or community people to meaningfully engaged with
help mentor. other students in the
promotion of Te Reo Māori &
- Board of Trustees to ensure Māori views are Board to annually consider Tikanga Māori.
represented on the Waimea College Board of Trustees whether the mix of skills The Māori world-view is
and ethnicities on the included and valued by the
Ongoing - Hui of all senior Māori students to focus on reaching board is appropriate and Waimea College Board of
potential to co-opt if required. Trustees.
Annually – - Hui with the Rūnanga Matua -Whānau support group. Rūnanga Mātua, staff and
Term 3 All whanau and staff invited. SLT to rotate attendance. SLT.
Rūnanga Mātua providing
Twice per - Career and leadership opportunities continue to be Joint organisation from TIC effective support to whanau,
Term offered to students. Māori / Rūnanga and SLT and school.
HOD Careers and HOD Students are kept well
Transition, HOD Māori and informed of opportunities and
Ongoing subject teachers. are encouraged to apply if
appropriate.
1.4.4 Ongoing Create an engaging atmosphere at Waimea College for All staff – led by Cultural Classrooms at Waimea College
Priority Learners: Capacity Co-ordinator, will be culturally safe and
- Increased opportunity for cultural participation Kaumātua, and supported engaging places for all
(Pōwhiri, Kapa Haka, Ngā Manu Kōrero, and other by Culture Captains and students.
cultural activities) Runānga Mātua.
- Culture reflected in classrooms (displays, use of Te Reo Teaching Practices will reflect
in classroom, the needs of the learners.
- Build strong interpersonal relationships with priority
learners.
- Developing a school kapa haka
- Develop teaching strategies that are culturally
appropriate and take into account the learning needs
of Māori and Pasifika students.
- Look at the Best Practice research already undertaken
and involve our Māori and Pasifika community.
- e.g.
o Ka Hikitia
o Tātaiako – Cultural Competencies
o Pasifika Education Plan
1.4.5 Identifying Priority Learners for Accelerated Support Coordinated by Academic A process is undertaken to
Co-ordinators and identify priority Learners who
- Monitor and report on student achievement and credit Achievement Team. are at risk of not achieving, but
Termly tracking (for all students). Follow-up by Deans have the potential to achieve
- Identify a list of Priority Learners for Accelerated with support.
Support.
Term 1 - Send home regular snapshots of NCEA credits (for all All staff prioritise support to
students) and Dean follow-up individually with accelerate the learning and
Identified Priority Learners. achievement of priority
Termly - All staff know who their priority learners are and learners.
prioritise time and resources to accelerate the learning
and achievement of these students.
1.4.6 Ongoing Increase Opportunities for Māori Leadership Cultural Inclusiveness and Māori students are well
Responsiveness represented in student
- Highlight role models in school and classroom Coordinator / Māori and leadership roles.
Pasifika Coordinator
1.4.7 Ensuring the success of our Pasifika Students. School Leadership,
Governance and Faculty /
Departments have access to
Every Year School Data Analyst sound information about the
Waimea College Charter 2021 Page 12 of 30
C:\#Cloud Sync Files\Dropbox\AA Executive Waimea\AA BoT\BoT Charter, Planning & Reporting\Charter\Waimea College Charter 2021.docxUndertake statistical analysis of the performance of our performance of our Pasifika
Pasifika students compared to National Average and Decile students.
8-10 Average
Staff are active in identifying,
engaging, mentoring and
2022 monitoring the performance of
Review strategies to support Pasifika students at Waimea our Pasifika students. Pasifika
College. Specific Terms of Reference to include strategies to students feel valued. Pasifika
identify, engage, mentor and monitor our Pasifika students. students’ academic
performance is at targeted
levels.
Waimea College Charter 2021 Page 13 of 30
C:\#Cloud Sync Files\Dropbox\AA Executive Waimea\AA BoT\BoT Charter, Planning & Reporting\Charter\Waimea College Charter 2021.docxStrategic Aim 5: Our Learners with Gifts and Talents are identified, developed and extended.
Annual Objective: 2021 Target:
To meet the individual needs of gifted and talented students, by The newly appointed GATE (Gifted and Talented Education) Coordinator
ensuring that they are identified and receive appropriate support as for 2021 will:
early as possible.
a. Review and update the GATE Strategic Plan.
All departments will:
b. Complete a scan to identify Gifted and Talented students in
their area and this data is recorded in the GATE Register
including details about how the identified students will be
supported.
2022 Target:
Stakeholder feedback and review regarding the effectiveness of our GATE
provision.
Baseline Data/Supporting Information:
Achievement Team Terms of Reference
Gifted and Talented Education (GATE) Achievement Co-ordinator Job Description
School-wide Literacy Co-ordinator Job Description
Scholarship Passes 2009-2021
ERO National Report 2008: Schools Provision for Gifted and Talented Students: Good Practice
ERO National Report: Raising Student Achievement through Targeted Actions (December 2015)
When What/Action Who/Responsibility Indicators/Progress
1.5.1 Ongoing Engagement of Gifted and Talented Education (GATE) Appointments Students identified as Gifted
Co-ordinator with responsibility for developing Committee confirms and/or talented are supported
structures supporting and challenging students who are appointment of Gifted and challenged in their
identified as Gifted and/or talented. Refer to Job and Talented Education studies.
Description above. (GATE) Coordinator
1.5.2 2021 Newly appointed GATE co-ordinator to: Gifted and Talented A cohesive action plan is
Education (GATE) developed outlining the
a. Review current GATE provision, and, Coordinator specific activities that will be
b. Update the Gifted and Talented Education undertaken by the Gifted and
(GATE) Action Plan Talented Education (GATE)
Coordinator and others in
order to support students who
are identified as gifted and/or
talented.
1.5.3 Ongoing Undertake activities that affirm our commitment to GATE Co-ordinator Waimea College recognises
providing a holistic education for our students. coordinates with the importance of delivering
Achievement Team on the holistic education
Specific opportunities valued by our board and school opportunities for students and
community include: works to achieve balance
- Extracurricular, between the competing needs
- Sporting, of providing these
- Cultural opportunities and securing
- Leadership opportunities time in-class to progress
academic learning.
When undertaking school planning and approval for
event requests, the Senior Leadership will be cognisant
of these expectations and will work to provide a Teachers Additional Tutorials are
balance between providing holistic learning provided for senior students
opportunities and securing sufficient in-class time to be prior to the start of NCEA
effective in their academic learning exams.
Teachers provide additional
support for scholarship
students.
1.5.4 Ongoing Identify students who should be categorised as Gifted Co-ordinated by GATE - Gifted & Talented
and Talented Students. Co-ordinator and register created kept up-
Achievement Team with to-date
Review and refine identification methods (refer to GATE support from Deans - Departments aware of
Term 1 Procedure link above) GATE students and have
Ongoing Develop GATE Registers appropriate extension
(staff activities and
encouraged Monitoring of GATE students opportunities available
to update - Mentoring provided for
their identified GATE students
Waimea College Charter 2021 Page 14 of 30
C:\#Cloud Sync Files\Dropbox\AA Executive Waimea\AA BoT\BoT Charter, Planning & Reporting\Charter\Waimea College Charter 2021.docxregisters in - Workshops organised
Term 1) Monitoring of Department Schemes / programmes for and facilitated
identified GATE students and actions taken to support. - Staff informed as
Term 1 opportunities become
Providing mentors for GATE students where
appropriate and where possible available
- Students informed of
Terms 2 opportunities as they
and 3 become available
1.5.5 2022 Implement revised GATE Plan. Led by the Gifted and - The Gifted and Talented
Talented Education Education provision is
(GATE) Coordinator with reviewed on a cyclical
support from the basis to ensure that it
Achievement Team. continues to meet the
needs of our learners
who identify as Gifted
and/or Talented.
Waimea College Charter 2021 Page 15 of 30
C:\#Cloud Sync Files\Dropbox\AA Executive Waimea\AA BoT\BoT Charter, Planning & Reporting\Charter\Waimea College Charter 2021.docxPILLAR TWO: To maintain effective communication with the school and wider community
(Students, Parent / Caregivers, Staff and the wider community) on student progress and
achievement.
Strategic Aim 1: Robust and meaningful self-review processes help the school continually improve our practices
Annual Objective: Annual Target:
Robust review and reflection of what we do to improve outcomes. All staff conduct a self-review about their practice and use this to help
inform and refine their future planning.
Baseline Data/Supporting Information:
Documentation and Review Policy
Procedure for Departmental Self-Review
Cycle of Review of Policies
ERO Report on Evaluation at a Glance: Priority Learners
ERO School Evaluation Indicators (2016)
ERO Self Review Guidelines & Self-Review Indicators & Frameworks (ERO website)
ERO National Report: Effective Internal Evaluation for Improvement (2016)
Annual Department Report Request Template to HOD’s
Department Triennial Review Schedule
Curriculum Team Terms of Reference
Diagram Source: ERO website: Effective internal evaluation for Improvement
When What/Action Who/Responsibility Indicators/Progress
2.1.1 Ongoing Standardised self-review mechanisms built into all SLT with Achievement HODs / TICs / SLT and BOT
aspects of Lesson Planning, Unit Planning, Team support have self-review
Assessment, class and cohort achievement, school- mechanisms in place.
wide achievement and every major school event
2.1.2 Annually or as Staff Professional Learning &Development Principal with PLD All staff at Waimea College
required undertaken to support self-review expectations Committee Support know how to undertake
robust, high quality self-
review
2.1.3 Annually Gathering and acting on student voice: Various Student voice is valued at
Student voice is a central part of the decision- Waimea College. It is
making at Waimea College. Specific mechanisms regularly gathered and
for gathering student voice include: responded to.
- Annual Year 9 and Year 10 Student
Perception Survey
- Annual student evaluation forms used in
teacher appraisal
- Curriculum Review Consultation
- Student Exit Feedback
International Student Forum supported by the
International Department Team
Waimea College Charter 2021 Page 16 of 30
C:\#Cloud Sync Files\Dropbox\AA Executive Waimea\AA BoT\BoT Charter, Planning & Reporting\Charter\Waimea College Charter 2021.docx2.1.4 2023 Undertake triennial NZCER “Wellbeing @ School SLT and Kāhui Ako Anonymous student data is
Survey” gathered to provide rich
reporting about student
engagement and school
culture.
2.1.5 Annually Annual Department Reports HODs provide reports to Each Department
the Principal. undertakes a formal process
As part of our self-review process, the Senior of self-review and evaluation
Leadership Team request that HODs / TICs and annually across a range of
Committee Convenors provide the Principal and areas. HODs receive written
Board of Trustees with a comprehensive report Principal reads each
report, provides written feedback to support this
each year that documents progress against school- review and best practice is
wide goals, tracks student achievement etc. feedback to each HOD
and provides summary shared across the school.
Written feedback is provided for each report and best-practice data with
summary “best practice” data is shared with all all HODs.
HOD’s/TIC to grow best practice.
Principal shares relevant
themes with the Board
of Trustees
2.1.6 Cyclical Triennial Department Reviews Senior Leadership Team The Senior Leadership Team
undertake in-depth reviews
As part of our quality assurance process the Senior of each department on a
Leadership Team undertake formal department cyclical basis to ensure
reviews on a cyclical basis. (refer to schedule in quality of delivery.
links above).
Improvements implemented
where identified.
2.1.7 2023 All Waimea College Policies and Procedures Board A Policy and Procedure
reviewed as part of a triennial cycle. (refer to review schedule exists and
schedule in links above) all Board Policies are
regularly reviewed in
accordance with the
schedule.
2.1.8 2021 Review and refresh of our school website and Led by Principal, with Our school website is
incorporate the mission, vision and values work support from ICT refreshed and updated so
undertaken by Downing. Director and DP with ICT that it continues to meet the
Oversight. needs of our school
community.
2.1.9 2021 Update the Waimea College Prospectus Led by Principal Our school Prospectus is
refreshed and updated so
Work begins in 2021 for a new Prospectus launch that it continues to
for the 2022 academic year. accurately reflect and
portray the values and
character of Waimea
College.
Waimea College Charter 2021 Page 17 of 30
C:\#Cloud Sync Files\Dropbox\AA Executive Waimea\AA BoT\BoT Charter, Planning & Reporting\Charter\Waimea College Charter 2021.docxStrategic Aim 2: The school community are informed about our performance and have the opportunity to
contribute to the way we do things.
Annual Objective: Annual Target:
Ensure that our school connects with, our community to report to Stakeholders in the school have access to recent, relevant reporting
listen to, and respond to the needs of our community. about student achievement data.
Baseline Data/Supporting Information:
Requirements of NAG 1 and 2 relating to Reporting
Reporting and Assessment Committee Report to the Principal for the 2019 Year
Strategic Plan Māori and Pasifika 2019-2021
ERO National Report: Partners in Learning: Helping Your Child do well at school (October 2016)
ERO National Report: Educationally Powerful Connections with Parent / Caregivers and Whanau (November 2015)
ERO National Report: Partners in Learning: Good Practice in Working with Parent / Caregivers (2008)
ERO National Report: Partners in Learning: Schools' Engagement with Parent / Caregivers, Whānau and Communities (May 2008)
Strategic Sports Plan Poster
Waimea College Strategic Sports Plan Video
Strategic ICT Plan 2018-2021
When What/Action Who/Responsibility Indicators/Progress
2.2.1 Ongoing Connecting, Listening & Responding Led by SLT A comprehensive and
diverse range of
Seek input from our school community to inform stakeholders views are
our planning: actively sought annually to
Examples of how input is sought: help inform our planning.
- PTA
- Rūnanga Mātua
- Parent / Caregiver / Caregiver Evenings
- Student Course and Teacher Evaluation
forms
- Student Leaver forms
- Specific topic surveys and feedback (Parent /
Caregivers and staff)
2.2.2 2021 Embed new Mission Vision and Values generated SLT to Lead The strategic direction of
in 2020 Waimea College reflects the
needs and aspirations of the
school community.
2.2.3 BOT Strategic Strategic Planning: Charter and Annual Plan Principal produces Our Charter reflects the
Session Oct Charter under BOT’s intent of the Board of
each year Waimea College Charter produced and shared with guidance and direction. Trustees, the aspirations of
the school community. Feedback welcomed. the community and is
Charter drafted owned by the various
Dec/Jan each stakeholders.
year
2.2.4 Update Strategic Planning for Significant Activity Strategic planning informs
Centres and Cost Centres at Waimea College the direction and operation
of the significant activities
Implementation of: and cost centres at Waimea
ICT Director/Associate
- Strategic IT Plan (developed 2018, and due Deputy Principal in College.
2021 for revision in 2021) incorporating our charge of Strategic IT
intended strategic direction for IT Teaching
and Learning (including associated Teacher
Support and PD requirements to support
this), Strategic IT Infrastructure, Strategic IT R
and D and BYOD Implementation. This plan
to be implemented by the ICT Committee.
- Strategic Sports Plan (developed 2019 and Sports
due for revision in 2021). Director/Associate
Deputy Principal in
Note – Strategic Plans for other activity areas are
charge of Strategic Sport
covered elsewhere in this document.
2.2.5 Reporting Annual Report (forming Our reporting mechanisms
part of the school are regular, in plain English
February each Annual Report and Analysis of Variance produced charter) prepared by and meet the expectations
year and shared with the school community. Feedback Principal with support of our community.
welcomed. from others.
Waimea College Charter 2021 Page 18 of 30
C:\#Cloud Sync Files\Dropbox\AA Executive Waimea\AA BoT\BoT Charter, Planning & Reporting\Charter\Waimea College Charter 2021.docxTermly updates Reporting on Student Achievement occurs
for BOT and regularly to BOT and Community
annual Reporting on Student
reporting to Achievement led by
Parent / Principal with support
Caregivers (in from school statistician
first newsletter
of the year)
2.2.6 2021 Connecting with Iwi Principal, Board, Ongoing - We show our local
Kaumātua iwi that we recognise and
Undertake visits or hui with our local iwi Rangitāne value them by engaging with
o Wairau to establish links and build relationships them and establishing
partnerships with them.
2.2.7 Termly Connecting with our partner schools in the Principal and Associate We are active, contributing
Waimea Kāhui Ako, Campus Schools and local Principal are lead members of the education
education providers contacts for Kahui Ako community in our region.
and look for ways to We establish and maintain
Establish and maintain effective communication build greater effective communication
with other campus schools, local primary schools, connections across with our education partners.
neighbouring secondary schools and tertiary campus and Kahui Ako
providers. schools.
2.2.8 2021 Connecting with Industry/Employers/NMIT and Led by Principal and BOT An Industry Liaison Co-
other Stakeholders ordination role is
considered.
Investigate the creation of an Industry/Community
Liaison Co-ordinator who can assist the school in
aligning ourselves with the needs of the local
community, especially local industry.
Waimea College Charter 2021 Page 19 of 30
C:\#Cloud Sync Files\Dropbox\AA Executive Waimea\AA BoT\BoT Charter, Planning & Reporting\Charter\Waimea College Charter 2021.docxPILLAR 3: To provide a positive school culture that attracts, retains and develops the best people
available to support the teaching and learning programmes in the school to act as a good
employer.
Strategic Aim 1: We support, develop and professionally grow the people who support and develop our learners
Annual Objective: Annual Target 2021
Our staff (teaching and support staff) are supported, challenged and a. A year of consolidation following a challenging year of
grown professionally in their roles. staffing reviews and restructuring in 2020 due to the COVID-
19 pandemic.
Annual Target 2022
a. Review the Employee Assistance Programme that was
launched in 2020.
Annual Target 2023
a. Review Teacher Induction Programme (last reviewed 2020)
b. Recruitment practices and policies reviewed
Baseline Data/Supporting Information:
Employer Responsibilities Policy
Principal Appraisal Policy
Staff Appraisal and Development Guidelines
Education Council Website – Profession al Growth Cycle
ERO National Report: School Leadership that Works (November 2016)
ERO National Report: Managing Professional Learning and Development in Secondary Schools (May 2009)
ERO National Report: Student Safety in Schools: Recruiting and Managing Staff (Jan 2014)
2019 Staff Development Annual Report (2020 data not available at time of writing)
2020 Professional Development Log
When What/Action Who/Responsibility Indicators/Progress
3.1.1 Ongoing Staff Professional Development is linked to Associate Deputy Staff Professional
identified staff needs Principal in charge of PD Development is relevant to
and Professional the learning needs of the
Development Committee staff.
3.1.2 2021 Explore strategies to further enhance Board Board and HODs A functional and effective
connection with departments connection exists between
the Board of Trustees and
Curriculum/other functional
areas in the school.
3.1.3 2022 Review the Employee Assistance programme that Principal and HOD Staff who require
was launched in 2020 to provide counselling and Guidance to review counselling support or
support for staff who need it (for both in school assistance have confidential,
and personal issues) easily accessible access to
these services through their
employer.
3.1.4 2023 Review of Teacher Induction process (last Led by DP in charge of New staff to Waimea
reviewed in 2020) Teacher Induction and College receive an effective
SCT and timely induction into
the school and the
profession.
3.1.5 2023 Undertake an external HR Audit via NZSTA of the Led by Principal and Recruitment practices
recruitment practices and procedures. Resource Manager exemplify best practice.
Waimea College Charter 2021 Page 20 of 30
C:\#Cloud Sync Files\Dropbox\AA Executive Waimea\AA BoT\BoT Charter, Planning & Reporting\Charter\Waimea College Charter 2021.docxStrategic Aim 2: Our Staff Appraisal & Professional Growth System is meaningful and delivers useful outcomes
for staff and the school (and therefore students)
Annual Objective: Annual Target:
Our staff appraisal system delivers meaningful and useful outcomes a. All staff (Teaching and Support Staff) are appraised annually.
for staff and the school. b. The appraisal system is linked to the Charter Goals, School-
wide targets and professional development goals.
c. The appraisal system provides relevant and useful feed-back
and feed-forward to enable professional growth and
enhance staff performance.
2021 Target:
a. Develop ‘Professional Growth Cycle” process for Waimea
College.
Baseline Data/Supporting Information:
Employer Responsibilities Policy
Principal Appraisal Policy
Professional Boundaries Guidelines
Staff Professional Development - Restraint, Seclusion, Professional Boundaries and Professional Standards
Education Council Website – Professional Growth Cycle
ERO National Report: Appraisal as a Catalyst for New Learner Outcomes (2016)
ERO National Report: Effective Internal Evaluation for Improvement (2016)
ERO National Report: Supporting School Improvement Through Effective Teacher Appraisal (May 2014)
ERO National Report: Supporting School Improvement Through Effective Principal Appraisal (May 2014)
When What/Action Who/Responsibility Indicators/Progress
3.2.1 2021 Develop and implement a school-wide Led by DP in charge of An effective, efficient and
“Professional Growth Cycle” that Professional Growth Cycle fit-for-purpose Professional
replaces Teacher Performance with support from a Growth Cycle is developed
Appraisal from 2021 committee of interested and implemented.
staff.
3.2.2 Term 1 Annually Teaching Staff Professional Growth Principal School Governance is
Cycle and teacher certification informed about the status
processes to be reported on to BOT as and effectiveness of the
required Staff Appraisal System.
3.2.3 Ongoing Support staff appraisal and teacher DP in charge of Staff Good alignment exists
Professional Growth Cycle is linked to Professional Growth Cycle between staff appraisal and
the Staff Professional Learning and and PD Co-ordinator to staff professional
Development priorities to ensure that lead development activities.
staff receive Professional learning and
growth
3.2.4 Oct/Nov Annually Self-Review of school-wide support Teaching Staff Review: SCT Our staff appraisal system is
staff appraisal and teacher and DP in charge of Staff tweaked and refined
Professional Growth Cycle processes. Performance Appraisal incrementally through a
process of annual self-
Support Staff review: review.
Resource Manager
3.2.5 2023 Formal Review of Support Staff Led by DP in charge of Our staff performance
Appraisal and Teacher Professional. Professional Growth Cycle appraisal system is
Growth Cycle systems. and Resource Manager (for comprehensively self-
support staff appraisal reviewed with consideration
system) given to the professional
growth and learning needs
of staff, Teaching Council
requirements and BOT
policy requirements.
Waimea College Charter 2021 Page 21 of 30
C:\#Cloud Sync Files\Dropbox\AA Executive Waimea\AA BoT\BoT Charter, Planning & Reporting\Charter\Waimea College Charter 2021.docxPILLAR FOUR: Allocate funds to reflect the school’s priorities as stated in the Charter
Strategic Aim 1: Our allocation of funds effectively supports teaching and learning programmes
Annual Objective:
Annual Target:
• To ensure that all income and expenditure is budgeted to enable • All funds allocated are subject to scrutiny and analysis
the school’s goals and objectives to be met. about how the use of these funds will impact on improving
• To ensure needs are prioritised and financed according to an student outcomes.
agreed order. • Annual Spending falls within acceptable parameters:
• To ensure all areas of need and all programmes of learning have a) Annual spending should remain within 97% - 103% of
a budget income;
b) Financial equity should remain close to 75% or more
of total assets;
c) Current asset ratio should remain close to (or better
than) 1.5:1.
Baseline Data/Supporting Information:
Finance and Property Management Policy
Schedule of Delegations (2020)
Credit Card Use Policy
Theft and Fraud Prevention Policy
Special Financial Assistance Funds Procedure
Management Procedure for Allocating Fixed Term Management Units and Fixed Term Middle Management Allowances
MOE Financial Information for Schools Handbook (FISH)
Education Leaders Website: Understanding School Finances
ERO National Report: Schools’ Use of Operational Funding: Case Studies (June 2007)
Annual Report & Financial Statements (2019) – 2020 Annual Report not complete at time of writing
When What/Action Who/Responsibility Indicators/Progress
4.1.1 Annually around Annual School-wide budgeting process is Resource Manager Our budgeting process is
September/October zero-based and funds are allocated on the coordinates driven by student
basis of student numbers and need achievement needs and
identified, particularly in line with school- school-wide goals.
wide goals.
4.1.2 Annually around Allocation of Fixed Term Units and Fixed Principal leads. Allocation The process for the
October/November Term Middle Management Allowances is Committee which consists allocation of Fixed Term
transparent, consultative and awarded of SLT, BOT Staff Rep and Management Units and
around identified needs in our school-wide PPTA Branch Chair Middle Management
goals. Allowances is transparent,
consultative and based on
the identified needs in our
school-wide goals.
4.1.3 2021 - 2023 Investigate options to reduce overall annual Decisions and timeline to Annual expenditure is
expenditure in order to return to a break follow. reduced to a break-even
even position. position by 2023
Waimea College Charter 2021 Page 22 of 30
C:\#Cloud Sync Files\Dropbox\AA Executive Waimea\AA BoT\BoT Charter, Planning & Reporting\Charter\Waimea College Charter 2021.docxYou can also read
