Kihikihi School CharterTe Tūtohinga-ō-Te Kura o Kihikihi

2017“He tangata ako, he whānau ako

Learners today Leaders tomorrow”

Our school is a school with a bicultural ethos.We offer learning based on the principles of the Treaty of Waitangi:

- Partnership/Rangapū,- Participation/Whakauru, - Protection/Whakamaru.

Our whakatauāki (Kapa, 2010) reflects our belief that it is our responsibility to nurture learners, assist them in an environment where they feel safe, valued and belong. A place where all that they bring with them can be utilised to help them grow. At the end of their learning and growing with us, they graduate and depart to continue supporting and growing their whānau with what they have learnt. Whānau in a broad sense reflects their whakapapa/geneaology, their friends, their community and eventually the wider world which they inhabit. We are priviledged to be part of their growth.

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THE NEEDS OF THE TAMARIKI AND THEIR LEARNING SHALL BE THE FOCUS OF THIS CHARTER.

Our school is unique in the Te Awamutu District. We are the only “dual language” medium school out of 19 schools. There is a tuakana school where some of our graduates attend - Te Wharekura, Ngā Purapura o Te Aroha. Other graduates attend the Te Awamutu College, some travel to other secondary environments and some leave earlier to attend the intermediate.

Kihikihi School was approved status as a full primary from 2014. We have offered learning programmes for year 7 and 8 since the start of that year, though numbers in this area vary each year.

In 2017, we begin the year with student numbers in the mid 150sWe are seen as a culturally vibrant and rich school. We embrace Te Ao Māori and offer immersion learning in Te Reo me ōna tikanga to tamariki of whānau who desire this.

In the English Medium (Auraki) all students learn Te Reo Māori as a subject. They also learn about the history of Aotearoa/New Zealand from a balanced inquiry perspective acknowledging and understanding what has passed before.

Our tamariki excel in performance.Our curriculum allows all tamariki, Māori, Pākehā, and those of other backgrounds to learn about who they are, where they come from and the importance of understanding. We first acknowledge the dual, bicultural basis on which New Zealand has developed, and learn about other cultures who have been included in our nation’s makeup over the period of this ongoing development in Aotearoa.

Achievement levels of tamariki show good progress. We are moving many of our learners presenting as concerns over time, especially when they remain with us consistently.Our 2011 and 2014 end of year ERO reviews talk positively about our success and the sense of collective direction and kotahitanga we have established within our wider school whanau. Belief in what we are doing is strong.

This will continue to be achieved through a partnership between the school, our whānau, kaumatua, hapū, marae and the Minister under the provisions of the Education Act.

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The Board of Trustees will take all reasonable steps to ensure that the school meets the goals and objectives of this Charter within the resources and time available to it.

Contents1.0 Moemoeā o te Kura/Vision Section

1.1 Type of School1.2 General Description of the School1.3 Description of the School Community1.4 Motto1.5 Guiding Statement1.6 Vision1.7 Aims - Strategic and Annual1.8 Values1.9 Cultural Diversity

2.0 Ngā Whakature o te Kawanatanga/ Government Requirements2.1 National Education Goals2.2 National Administration Guidelines

3.0 Te Mahere Rautaki/Strategic Overview3.1 Student Achievement3.2 School Operations and Administration

4.0 Te Rautaki o te Tau Nei/Annual Overview Priorities and Targets for Improving Student Achievemen

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1.1 TYPE OF SCHOOL

Kihikihi School is a State Full Primary School catering for children from Year One to Year Eight. We are a dual medium language school operating with Te Marautanga o Aotearoa as our key curriculum with aspects of the NZ Curriculum document for our Auraki (mainstream) students. We include a Rumaki Reo (Level 1 immersion) with a curriculum based fully on Te Marautanga o Aotearoa. The auraki (mainstream) component of the school all learn Te Reo Māori at level 4. We also have an attached Kohanga Reo, “Ngā Kakano Kohanga Reo o Kihikihi” situated on site. We utilise a graduate profile and incorporate many aspects of Te Marautanga o Aotearoa in our blended Marau (curriculum).

1.2 GENERAL DESCRIPTION OF THE SCHOOL

Kihikihi School is situated in the township of Kihikihi and draws from the township and the surrounding rural area to the south and east. Approximately 30% of the pupils travel by school bus from outside the Kihikihi Township. Approximately 10% of our roll continues to come from Te Awamutu Township. Most of these Te Awamutu children attend the Māori Immersion unit, the Kihikihi School Rūmaki Reo.

In the last few years the roll has finished each year with over 150 students on the roll. At the end of 2015, numbers peaked at 155. The roll for 2016 finished with 162 students. At the beginning of 2017, the roll is a little over 150. Māori pupils make up 70.3% of the roll so are the significant majority. Just under half the akonga identified as Māori learn within the Rumaki Reo.

Current Roll compositionGender composition: 49% girls (76)51% boys (79)

Ethnic composition in 2016:70.3 % NZ Māori27.1 % NZ European2.6 % Pasifika

Pupils come from a wide range of socio-economic backgrounds, though lower socio-economic bands predominate.

There is a wide range of scholastic ability evident in most areas of the curriculum. Currently the literacy levels tend to have most of the students (60% - 70%) at or above expectation for achievement. The relatively large groups of children who come to school with delays in the language area are recognised and enrichment and remedial programmes are in place. There is emphasis on exploring programmes and resources that work in accelerating the learning of students. Whānau engagement is a key component of our current focus on student improvement.

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We endeavour to develop programmes and support, which are culturally responsive to the needs of our tamariki and their whanau.A number of our children do not attend any early childhood education programmes. We have a number of children attending Kohanga Reo on site.

Staffing has been finalised to begin 2017. We again have 8 classrooms, three in the Rūmaki Reo and five in the English medium. Including the principal we have 9 full time teaching staff, relieving kaiako, two kaiawhina, one teacher aide, two technology teachers, music specialists, a caretaker, contracted cleaners and an office administrator who also is the school executive officer.

There is access to support from outside agencies such as Group Special Education, the RTLB service, the Public Health Nurse, Police Youth Aid Officer, our local community constable, Advisory Services, Kainga Aroha Community House, Māori Women’s Welfare League, Women’s Refuge as well as those used on a more infrequent basis such as CYFS, Kihikihi Rotary Club etc. We run an “Intervention Support Group” to plan for children who require some additional support to enhance their learning and wellbeing. We are fortunate to have a school Social Worker who works on site one day a week and is on call for support.In 2016, a doctor’s clinic ws initaited for a part day a week on the school site. This is being extended to a health hub being establsihed in the old dental clinic at school.

Currently there are 8 occupied single cell classrooms (one classroom, the Waikeria Room has been converted back into a classroom). There is a a 1:20 teaching space which will be utilised as a visual arts space, also an office, library, and a hall. One classroom was transferred to Kohanga responsibility via a Property Occupancy Agreement in 2009. The Waikeria Room as mentioned is utilised as a learning space for a range of purposes.

The grounds are extensive and include large sealed areas, considerable grassed playing fields and a swimming pool complex, which was refurbished in 2013. The school property is in good condition with hard work from our committed BOT Property representative and dedicated caretaker. In 2016, a rail container was accessed to improve storage. The Rumaki Reo resource area was moved to the main block with alterations to the area behind room three.

1.3 DESCRIPTION OF THE SCHOOL COMMUNITY

The school community is quite widespread and there is a relatively wide diversity amongst the groups within it.

The key groups can be identified as:-o Kihikihi Township – Business people / Tradespeople / Labourers. These

people work in Kihikihi itself or commute to Te Awamutu or Hamilton.o Iwi links with Ngati Maniapoto and Raukawa. We have connections to many

marae in our district. The two closest Marae are Parawera and Mangatoatoa.

o Small numbers of rural families. Settlements at Te Mawhai & Te Kawao Unemployed Peopleo Single Parent Familieso Māori whānau

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Transience is an issue and concern and has an effect on the teaching and learning at Kihikihi School. It draws on a considerable amount of resources, in particular the funding the Board provide in terms of staffing and supporting tamariki with identified needs. The majority of children receiving additional support in terms of resourcing are from transient backgrounds. It akso means we have to use the support of the local attendance officer for the Te Awamutu District.

While often considered a ‘suburb’ of Te Awamutu, Kihikihi is very much a community with its own identity and history, which is extremely significant. The town offers most social and recreational facilities and a number of shops and industrial services.

The community regularly uses the school facilities and this enhances the school / community relationship. There are many very helpful neighbours and a number of the community loyally support school events.

1.4 MOTTO

Kia Manawanui – Be Big of Heart

1.5 GUIDING VISION STATEMENT/WHAKATAUKĪ

He tangata ako, He whanau akoLearners today, Leaders tomorrow

1.6 VISION

“Our Vision of what we would like to achieve”

At Kihikihi School we will endeavour to:-o Take all reasonable steps to ensure that children whose whanau wish them

to learn in Te Reo Māori are able to do so. In recognition of this the Board of Trustees established and supported the development of a Rūmaki Reo from its inception in 2010.

o To offer a quality English Medium (mainstream/auraki) programme for whānau who wich thier tamariki to learn in core areas of learning in the medium of English.

o From 2015, all classrooms in the auraki will increase the amount of Te Reo taught and used in incidental ways in the English Medium.

o Reflect the unique position of the Māori culture within the school through adherence to the Tiriti o Waitangi, procedures for enrolment, provision of Te Reo through the mainstream and the opportunity for tamariki to learn immersed in Te Reo Māori me ōna tikanga. This is also reflected through both our curriculum documents, The Kihikihi School Curriculum based on

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the Te Marautanga o Aotearoa, the Graduate Profile and elements of the NZ Curriculum.

o Utilise Inquiry learning and expose tamariki to a range of devices to support learning in an increasingly digital environment.

o Create a quality, learning environment so that effective learning will take place.

o Develop an attractive and safe school environment.o Value partnership, teamwork and co-operation between whanau,

parents/guardians, BOT, staff and community and develop good communication at all levels.

1.7 AimsThe strategic and annual aims for the school are listed below.

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Strategic Aims:-

Aim 1:    Students are able to access all learning in the Marau-a-Kihikihi  (Kihikihi School Curriculum) and progress as evidenced through achievement in relation to the National Standards and Ngā Whanaketanga Rūmaki Māori.

Aim 2:    To provide sound school leadership and governance so there will be improved outcomes for priority groups (Māori, Pasifika and special needs students) along with developing speccific support for target groups in both the English and Māori Medium.

Aim 3:    Through implementing the Kihikihi Graduate/Learner, ongoing recview and reflection, support tamariki to learn through programmes rich in e-learning, inquiry, based in the essence of Te Ao Māori, building cultural and language competency, digital literacy and an awareness of their own personal growth.

Aim 4: The Board will provide a safe and modern environment in which staff and students are able to grow the learning of our tauira for their benefit, the benefit of thier whānau and ultimately the wider world.

Annual Aims: -

Aim 1: To incorporate PB4L (Positive Behaviour For Learning) components and processes as part of an altered Marau-ā-Kihikihi, as part of the behaviour management plan and woven into the culture of the school.

Aim2: To utilise teacher inquiry, the ALL (Accelerated Learning in Literacy) programme,

professional support for tuhituhi in the Rumaki Reo, internal PD and student voice

in both mediums to raise the achievement Levels of tauira in tuhituhi and writing

over the next two years.

Aim3: The Board prioritise property developments to ensure the school site is secure

and sound for future use for generations to come in liasion with the Ministry Property Office. In particular in the coming year work to correct roofing

issues and improve lighting in classrooms.

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1.8 CULTURAL DIVERSITY

New Zealand is a nation with increasing cultural diversity. In Kihikihi there are very small numbers of other ethnic groups represented, currently we are have about 2% Pasifika students with the predominant groups being Māori and New Zealand European (Pakeha). Families of other ethnic groups need to be “surveyed” using successful means to determine what they would like the school to do in support of their children and especially how we cna best meet their learning needs.

For our students this means:o All reasonable steps will be taken by the Board of Trustees to ensure the opportunity to

learn in the school environment in immersion Te Reo Māori.o The opportunity to learn Te Reo and tikanga Māori across the mainstream classes.o An expectation of high standards of achievement.o An expectation of regular attendance at school. This will be managed more closely

with the support of our Student Management system with concerns being automatically flagged.

o Learning about the history of Aotearoa/New Zealand forom a balanced perspective, with particular focus on oiur local history.

For our staff this means:o Integrating Te Reo Māori me ōna tikanga into classroom programmes. All staff are

expected to devlop skilss and knowledge in this area.o Allowing our Māori tamariki regardless of learning medium to succeed as Maori.

Maori contexts for learning are an expected part of the programme.o Use of karakia to open the day and close the day. Karakia before kai. Enforce washing

of hands. Involvement of all tamariki in whakatau , mihi and powhiri and events capturing the essence of this area, with focus on Maniapototanga and Raukawatanga.

o Understanding basic principles of tikanga Māori.o Having high expectations of Māori students.o Having high expectations of all other groups learning at school.o We have high expectations of professional integrity and ourselves.o Improving student success in literacy and numeracy based on the professional

guidance being offered through support and guidance from experts for both the Māori and English Mediums.

o Ensuring high levels of success for our students.o Utilising the Critical Histories Programme (Tamsin Hanly) we have as a significant

resource in our kura.

For school management this means:o Analysing achievement data for all students and separately analysing data for Māori

students.o Setting targets for improving achievement for all students while also identifying the

needs of Māori students.o Identification of Pasifika students and monitoring progress in liaison with family. The

small numbers in this group prohibit aspects of group reporting due to confidentiality.o Working with Māori parents in establishing action plans to achieve goals and meet

targets.o Analysing achievement for special needs groups and delivering appriopriate

programmes of support.

For our whānau this means:o Being accepted and valued through inclusion and involvement.o Supporting and engaging with the school for events, festivals and learning.

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Annual Aims: -

Aim 1: To incorporate PB4L (Positive Behaviour For Learning) components and processes as part of an altered Marau-ā-Kihikihi, as part of the behaviour management plan and woven into the culture of the school.

Aim2: To utilise teacher inquiry, the ALL (Accelerated Learning in Literacy) programme,

professional support for tuhituhi in the Rumaki Reo, internal PD and student voice

in both mediums to raise the achievement Levels of tauira in tuhituhi and writing

over the next two years.

Aim3: The Board prioritise property developments to ensure the school site is secure

and sound for future use for generations to come in liasion with the Ministry Property Office. In particular in the coming year work to correct roofing

issues and improve lighting in classrooms.

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o Asking questions and for support of kaiakoand staff of the kura.o Feeling that the kura is a place where they can be involved.

1.8 Whanau Consultation

Consultation with whanau is done in a range of ways. Whanau hui have been used in the last two years to confirm components of the Marau-a-Kura for the Rūmaki Reo.The last survey was of whanau was a detailed exit survey for our large numbers of year 6 and 8 who left the school at the end of 2015. As such, this year we will survey whānau for a tow main purposes. First, to refelect togeteher on our current Health Programme. Second, to sahre the vision we have craeted based on past collaboration with whānau and to also review with whānau what we are doing well and what we might look at dveloping in a different way.

In 2016we aimed to report to whānau using the Graduate Profile as the main means of sharing with whanau about student progress in academic, social and emotional development.

Vision for Kihikihi School

The Kihikihi School Board of Trustees reviewed school direction, priorities and hopes for the next few years.An overview of the collated vision form the vision hui in Janiray 2017 is included below.

Soem of these vision idaes are for a greater period than three years. Others we hope as a Board will come to fruition in a shorter period and could be actioned in the framework of the next three years.

While we have a vision for developing improved concepts of Modern Learning Environments, the funding from the Ministry of Education as part of out 5 year funding programme makes an initial difference, but as custodians of the school, the Board are not happy with not completing the whole roof project. A major component of this was deferred until at least the next 5 year round of funding. Conflicting reports have indicated it is unlikley to remain stable and intact for this long and will likely cause other issues if not resurrected. This will severley limit our funding to underatke the first stage of our MLE development.

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Vision

Community/Whānau Linkso Health Hub and future

developments.o Pursue a Kihikihi community

wireless, possibly routed through the school.

o Marae Learning Centre. - Support for Rumaki Reo

learning- Student learning- Support for additional

programmes of teens in the area – second chance learning?

o Frequent whānau survey and hui regarding learning.

PropertyoAccumulate funds to build a senior

playgroundoCreate an inviting and safe junior

sandpit area as part of the junior playground.

oInclude MLEs based on sound design advice to improve teaching and learning.

oExtend garden area with fruit tree area.

oIncorporate environmental seating in shade areas.

oDevelop a seating area in the back quad by the library.

oExtend the library.oBuild a food tecnology space on

the school site – as part of the learning marae complex.

oCover the basketbal areal in turf and fence the play area.

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Strategic Overview 2017 - 2019

Annual Plan Overview 2017

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Teaching and Learning Focus Continue to review and

improve the Mārau-ā-Kihikihi.

Marau completion Graduate Profile Improve wriitng levels of tamariki

in Kihikihi School over the next two years.

Staffing Assess as a BOT where

staffing improvements can be made.

Improve the appraisal system to align dircetly with the aims and principles of the Charter.

Finance Create efficiency in our

systems at Kihikihi School through utilising our accountant more effectively.

Establish appropriate accounts and financial management for the Health Hub.

Review personnel policies and procedures.

Complete review of the assets and create a new asset register.

Focus on Raising Student achievement2017 – 2019 Track Target

students through he target student monitoring programme based on collegial support.

Build whānau connection and engage whānau in learning of their children.

Through our local

Property1. Discuss with the MOE

alterations to the 5YA as completed for the BOT.

2. Complete projects form the 5YA. Roofing, modern lighting, improveemnts to the wiring and MLE development.

3. Foyer area improvements.4. Inclusion of heat pumps in

school.

Strategic Aims

1. Students are able to access all learning in the Marau-a-Kihikihi  (Kihikihi School Curriculum) and progress as evidenced through achievement in relation to the National Standards and Ngā Whanaketanga Rūmaki Māori.

2. To provide sound school leadership and governance so there will be improved outcomes for priority groups (Māori, Pasifika and special needs students) along with developing speccific support for target groups in both the English and Māori Medium.

3. Through implementing the Kihikihi Graduate/Learner profile, ongoing review and reflection, support tamariki to learn through programmes rich in e-learning, inquiry, based in the essence of Te Ao Māori, building cultural and language competency, digital literacy and an awareness of their own personal growth.

4. The Board will provide a safe and modern environment in which staff and students are able to

Vision Direction 2017 – 2019

o Review and determine what our involvement could be in terms of a COL (Community of Learning).

oBegin considering preparations for the school 150th Jubilee in 2023.

oDevelop ICT infrastructure.

oEnsure practices at school create a safe learning environment.

Community Partnerships

Teaching and Learning Focus Writing – Through ALL

and teacher collaboration continue improvements in assisting children’s growth in writing.

Tuhituhi – Focus on tuhituhi improvements in the Rumaki, with the hope of PD support from Kia Atamai Trust.

PB4L – Positive learning for Behaviour. Weave this into the curriculum, behaviour management policy and the culture of the kura.

Finance Ensure accounts are forwarded

to the Kohanga Reo this year as detailed in 2016.

Utilise accountant support to streamline and improve

Annual Plan – Focus on Raising

Annual Aims1. To incorporate PB4L (Positive Behaviour For Learning) components and processes as part of an altered Marau-ā-Kihikihi, as part of the behaviour management plan and woven into the culture of the school.

2. To utilise teacher inquiry, the ALL programme, professional support for tuhituhi in the Rumaki Reo, internal PD and student voice in both mediums to raise the achievement levels of tauira in tuhituhi and writing over the next two years.

3.The Board prioritise property developments to ensure the school site is secure and sound for future use of generations to come in liasion with the Ministry Property Office.

Vision 2017

He tangata ako, he whānau ako.

Continue the focus on whānaungatanga and kotahitanga which is the tuapapa or base from which we learn together at Kihikihi School.

Community Partnerships

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2017 Target Groups for Support

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Finance Ensure accounts are forwarded

to the Kohanga Reo this year as detailed in 2016.

Utilise accountant support to streamline and improve

Annual Plan – Focus on Raising

Annual Aims1. To incorporate PB4L (Positive Behaviour For Learning) components and processes as part of an altered Marau-ā-Kihikihi, as part of the behaviour management plan and woven into the culture of the school.

2. To utilise teacher inquiry, the ALL programme, professional support for tuhituhi in the Rumaki Reo, internal PD and student voice in both mediums to raise the achievement levels of tauira in tuhituhi and writing over the next two years.

3.The Board prioritise property developments to ensure the school site is secure and sound for future use of generations to come in liasion with the Ministry Property Office.

Community Partnerships

Target Group/Area of learning

Current Achievement against National Standards or Whanaketanga Progressions

Targeted Improvement

Writing English Medium: Year 5 and 7 in 2017 achieving below epectation.

At the end of 2016 there were 16 students out of 90 in years 4 and 6 (14.72% of the English Medium) achieving in the below expectation range.Nine of these students (8.2%) were at year 4 and 6.44% or 7 students were in year 6.Three of these year 6 have no returned in 2017 as year 7, so the target group is already down to 13 students or 11.57% of the cohort last year.

To raise the achievement levels of those achieving at below expectation to being at expectation by the end of the year.

Writing English MediumTarget group, all boys in the English Medium who are below expectation in writing.

In this group, there were 20 boys or 50% of the cohort who were achieving in the below expectation range at he end of 2016.On checking one students had left wt the start of the year. (49%)

To raise the achievement of all boys achieving below expectation to achieving at expectaton by the end of 2017.

Pānui Māori MediumBoys who are achieving at manawa āki in pānui.

The end of year data for 2016 had 10 boys or 37% of the Rumaki Reo achieving at Manawa āki. A further 7.4% of the boys were achievihg at Manwa taki.

That the majority of the students achieving at manawa āki progress to manawa ora by the end of 2017.

Tuhituhi Māori MediumBoys who are achieving at manawa āki in tuhituhi.

In tuhituhi at the end of 2016, 11 boys of 47 % of this cohort were achieving at manawa āki. A further 7.4% were achieving at manawa taki. Two of these boys achieving at manwa āki left before the start of 2017. As such the group then comprised 9 boys or 33.3%.

That the majority of the students achieving at manawa āki progress to manawa ora by the end of 2017.

Mathematics English MediumYear 5 and 6 Students who are achieving at below standard for mathematics.

This group included 7 or 6% of all English Medium students at the end of the 2016 year.

To raise achievement levels of year 5 and 6 boys from below to achieving at standard for mathematics.

Pangarau Māori Medium: Te Tauanga me te TūponotangaStudents in the manawa āki taumata improve to be achieving at manwa ora or better.

The focus area for a large number of our tamariki in pāngarau is Te Taunga me te Tūponotanga. Twenty five tauira, or 52% of the Rumaki Reo are achieving at manawa āki and a further 5 students or 10.42% of the Rumaki Reo are achieving at manawa taki.

The aim is to have all students progress in this whenu with most progressing to manawa ora in this cojoint whenu of TWAM.

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