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FAIRFIELD SCHOOL

Fairfield School Charter 2016 - 2018 1

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CHARTERSCONTENTS

OUR VISION

MISSION

OUR VALUES

OUR SCHOOL COMMUNITY and CULTURAL DIVERSITY

CONSULTATION STATEMENT

MORI ACHIEVEMENT STATEMENT

PASIFIKA ACHIEVEMENT STATEMENT

SPECIAL NEEDS/ABILITIES STATEMENT

YEAR 8 LEADER PROFILE

STRATEGIC GOALS 2016 - 2018

ERO EVALUATION INDICATORS

SELF REVIEW PROGRAMME

NATIONAL STANDARDS 2015 DATA


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OUR VISION

Empowering learners to be positive, selfdirectedand engaged lifelong learners

E whakarangatira ana te hunga konga kia trunga,

kia motuhake hoki na pukenga akoranga mo ake tonu.

MISSION

To create a dynamic and future focused environment,enabling success for our community of learners.

Ka waihangatia he kura hihiri, he kura matakite,

e puawai ai ngtauira hei rangatira mpp.


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OUR VALUES

Values are deeply held beliefs are about what is important or desirable. They are expressed through the ways in which people think and act.

New Zealand Curriculum, Pg 10

The following Values are what our Community considered important to provide the foundation for successful learning and to develop positive

relationships.

PERSEVERANCEUtonutanga

having a growth mindset, where progress and

improvement is possible

managing self

RESPECTWhakaute

respect for self, others property

thinking

RESPONSIBILITYTakohanga

being responsible for own actions,

taking ownership, managing self

CREATIVITY and INNOVATIONAuahatanga Pmanawa

discovering your own special talents. Solve

problems in different ways. Seeking new ideas

using language, symbols and texts

MANASelf Determination

a sense of understanding, respect, empathy,

empowerment, holistic wellbeing

participating and contributing

UNITYKotahitanga

relating to others, collaboration, working

together


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OUR SCHOOL COMMUNITY and CULTURAL DIVERSITY

Fairfield School (established 1963) is a mediumsized urban school, situated in the northeast corner of Levin. We are a full primary, decile 3 school

with an approximate roll of 420 students.

The Fairfield community is a culturally rich and diverse community, which allows our children the opportunity to engage with, and understand a wide

variety of cultural backgrounds. Our current demography is: 62% New Zealand European, 18% New Zealand Mori, 7% Asian, 9% Pasifika, 1% Middle

Eastern/Latin American/African and 4% Other. At our school, we aim to celebrate the cultural richness of our school in a variety of ways, to empower

our students and to build their pride and mana of their culture.

Fairfield has a proud history of providing quality learning and teaching programmes and seeking the best opportunities for our learners. We have a

large, dedicated staff, who all contribute to the learning experiences of our children. Staff work in collaboration to ensure quality learning programmes

that are founded on sound pedagogy and effective practice.

As a school, we seek to involve our community through a range of different events and opportunities. Ahighlight of the school calendar is the Fairfield Gala, which is an incredibly well patronised community

event. Family and whanau are also involved through sporting opportunities, learning and teaching

programmes, cultural experiences and informal events. Fairfield School enjoys a very active Fairfield

Community Group, who are the primary fundraising source for the school.

We are incredibly proud of our school where we all work together as a team.


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CONSULTATION STATEMENT

At Fairfield School we believe in and promote a strong, effective and positive home/school

relationship. We know, and research supports this, that childrens learning is enhanced and

improved, when the partnership between home and school is supportive and positive. A childs

learning is primarily important to three key stakeholders: the child, their whnau and the school.

Alongside this, Self Review is critically important to identify what is working well and what can

be improved. A key component of self review is engaging with the necessary people to provide a

comprehensive picture of what is occurring and what can be improved.

During 2015, the Board planned and embarked on extensive community consultation to

completely review and redevelop the Charter. The board wanted to ensure that the Charter was

reflective of the aims and aspirations of the students, staff and family and whanau.

The Board used the following measures to engage the students, staff and family/whanau: Five Community Consultation chats, held at various times and days to engage as many people as possible

Three Whanau Hui to consult with and engage with our Mori community.

One Pasifika Fono to consult and engage with our Pasifika community.

One Asian Charter Chat to consult and engage with our Asian community.

One staff meeting working with the staff to record their ideas and aspirations

Multiple chats and surveys with the students to seek their input into the Charter

Some of the key questions asked during the consultation chats were:

What should a Year 8 Leaver have? What are the skills we should focus on?

What Values are important?

How can we better integrate school with home?

What is the future direction of our school? What do we aim for our children?

What do we do really well at Fairfield?

What can we improve on?

What are some property projects the board can consider?

What are some goals we could work on?


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Culturally significant questions were asked at each cultural charter chat.

The Board worked together and synthesised all the information from the various meetings. Alongside this, the Board also considered student

achievement data and property development information from the 10YPP to develop our school charter.

From the success and quality information that was gathered through this extensive process, the board will seek to extensively engage the community

at least once every three years, to ensure the charter is fully reflective of the communitys views and aspirations.


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MORI ACHIEVEMENT STATEMENT

At Fairfield School we acknowledge New Zealands cultural diversity and in doing so acknowledge the unique position of Mori as tangata whenua.

Fairfield School will provide opportunities that support its students in te reo and tikanga Mori. (Education Standards Act 2001)

At Fairfield School we have high expectations for all our students in their educational progression and achievement. We will continue to ensure thatMori can effectively achieve educational success as Mori, students whoare expected to succeed are more likely to succeed. Ka Hikitia Accelerating

Success 20132017 requires the development of approaches to support all stakeholders to hold high expectations for all Maori students. Ka Hikitia, Pg

38.

Achievement of Maori students is regularly reported to the Board and we will continue to have a relentless focus on raising Maori achievement.

National Standards data from 2015 showed a positive shift and increase in achievement of our Mori learners. While the progress was positive, we

aim to have a higher percentage of our Mori learners achieving success eithe

r At or Above the Standard.

From our Whanau Hui, we have devised clear goals that we aim to achieve to further strengthen the partnership between school and our M ori

community. A key conduit to achieving these goals is the establishment and continuation of our Whanau Hui group, who can meet regularly to discuss

what is important for Mori and how we can further progress the learning of their tamariki.

To raise the prominence of Mori in our school and to grow the capacity, understanding and application of Tikanga and Te Reo in our school, we have

employed a teacher to work in every class, where she will immerse the children in Tikanga. Alongside this, we aim to grow our school Kapa Haka

group, to be a proud representation of our Mori learners.

We will endeavour: To provide opportunities for all students to respect and understand Te Reo and Tikanga

Mori

To grow the use of, and correct pronunciation of Te Reo throughout our school.

To engage and involve our whnau through hui and community events

To consult with whnau was part of our regular self review

To continue to grow and celebrate our Kapa Haka group

To unpack, explore and meet the aims of Ka Hikitia and Ttaiako.

To have a school kaumatua who can assist us with Tikanga and our understanding.


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PASIFIKA ACHIEVEMENT STATEMENT

At Fairfield School, we adhere to the principles of the New Zealand curriculum and value the rich cultural diversity present in our school. We are proud

of the Pasifika community within Fairfield and aim to achieve the best we can for our Pasifika learners.

We have high expectations for all our learners in their educational progression and achievement. With this, we aim to improve our relationship with

our Pasifika community to better reflect the goals and aspirations for their children. We adhere to the goals from the Pasifika Education Plan 2013

2017, which describe what we are striving to achieve at Fairfield:

1. Pasifika parents, families and communities support and champion their childrens learning and achievements.

2. Pasifika parents, families and communities are better informed, more knowledgeable and demanding consumers of education services.

Our first Pasifika Fono last year set the foundation for engagement and building relationships, which we aim to continue this year.

Achievement of our Pasifika students is regularly reported to the Board of Trustees and we will maintain our focus on lifting the achievement of our

Pasifika learners. National Standards data from 2015 showed that across reading, writing and maths, the achievement of our Pasifika learners almost

doubled when compared to 2014. This is an outstanding shift in progress, which we attribute to the establishment of improved relations with our

Pasifika community and increasing personalised learning.

We will endeavour:

To provide opportunities for all students to respect and understand the

Pasifika culture, ie: Pasifika Language Week

To engage our families and establish a Pasifika parents group To provide practical learning sessions to support our parents with

supporting their children

To provide a facility where parents can come and meet and interact


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SPECIAL NEEDS/ABILITIES STATEMENT

At Fairfield School we aim for ALL children to experience educational success and achievement irrespective of their ability. Every child has the right to

learn and be part of a welcoming and safe environment.

At our school we encourage collegial, supportive relationships between all stakeholders invested in childrens education to ensure the best possible

learning experiences for them. Collaborative partnerships would include the child, the parents/caregivers, whanau, teachers and/or principal and

agencies and services which support students with special educational needs (eg: RTLB, CYFS).

Special Educational Needs/Abilities can be for those children who have difficulty accessing the curriculum at their chronological age/level or for those

children whose skills and talents exceed the curriculum expectation associated with their age/level.

Fairfield School will maintain a Special Educational Needs Register (including those children with special abilities) to ensure that those children who

require additional learning support and/or extension are recorded and having their needs met.

We will endeavour to:

Gather, collate and review data, progress and achievement of students on the SEN Register.

Use external agencies and expertise to provide additional support and/or funding to assist children. This may include (but is not limited to)

CYFS, RTLB, RTLit, Speech Therapy, Public Health, The Correspondence School, Health Camp

Use of Teacher Aides to support and facilitate support or extension programmes, either in class or withdrawal.

Have the Deputy Principal actively oversee the Special Needs/Abilities portfolio, to ensure Priority Learners and targeted children are reachingthe required support and progressing.

Provision of a Management Unit for SENCo to oversee the coordination of SEN responsibilities.

Timely IEPs (when required) to provide planning and review of students learning.

Working with parents/caregivers to support their children with their learning.


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YEAR 8 LEADER PROFILE

At Fairfield School we embody the vision of the New Zealand Curriculum, which encourages all children to be Confident, Connected, Independent,

Lifelong Learners. Supporting this vision, are the Key Competencies and our School Values, which seek to develop the lifelong capabilities, skills and

dispositions young people require to grow as successful and active citizens of their communities.

As children progress through our school, our engaging learning programmes and focus on the values and key competencies, support our learners to

develop into successful and leaderful Year 8 children. We aim for every child who leaves Fairfield School at the conclusion of Year 8 to demonstrate

key attributes, which will support and guide them into young adulthood.

Alongside the our Values and Key Competencies, the Year 8 leader will demonstrate:


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STRATEGIC GOALS 2016 2018actions include, but is not limited to...

Strategic Goals 2016 2017 2018

Goal 1:

To provide high quality learning and

teaching programmes.NAG 1: Curriculum

NAG 2: Strategic Planning and Self

Review

Implementation of Fairfield School Effective

Pedagogy

Personalised Teaching as Inquiry focused on

improving teacher practice and studentachievement

Moderation of Reading and Maths

Implementation of Play Based learning in Years

13

Implementation of Student Agency progressions

PLC for staff to embed TAI

Teaching as Inquiry into Maths

Maths PLD with Dinah Harvey

Embedding Play Based Learning in Years 13

Genius Hour incorporated into Inquiry Implementation of Collaborative teaching

Investigation into STEM

Continuation of Academies

Implement Collaborative teaching across senior

classes

Review of Conceptual Curriculum

PLD in Science and Technology

Review Fairfield School Learning Progressions

Implement Collaborative teaching across thewhole school

Goal 2:

To create and develop a rich, safe

and meaningful learning

environment

NAG 4: Finance and Property

NAG 5: Health and Safety

Redevelopment of Blocks H/P into FLE

environments

New furniture in Rooms 12/13 reflective of FLE

pedagogy

Establishment of New Entrant/Reception Room

Fitness stations located around the field

Renovation of New Entrant Reception Room

reflective of ECE environment

Installation of new TVs and Apple TV connectivity

across the school

Investigate fitness track around the field

Hall development

Seating for the hall

Addition of new gardens throughout the school

Design an outdoor classroom space

Cricket pitch

Goal 3:

To grow and foster Tikanga Mori

and Pasifika

NAG 1: Curriculum

Establishment of Whanau Group

Establishment of Pasifika Fono

Specialist Maori Teacher for Tikanga and Te Reo

taught throughout the school

Growth of Kapa Haka

Noho Marae (Year 56)

Establishment of Pasifika Performance Group

Noho Marae (Year 78)

Continuation of Tikanga Mori taught in every

class

Investigate viability of offering Te Reo Mori

through Year 78 Academies

Development of a Tikanga Maori development

plan for the school

Noho Marae (Year 4)

Participation in the Horowhenua Pasifika Festival

Ability to have whole school powhiri

Seek and explore possibility of bilingual option

Goal 4:

To strengthen and enhancecommunity relationships

NAG 3: Personnel

NAG 2: Strategic Planning and Self

Review

Community Picnic at start of the year

Mother/Daughter evening and Father/Son

evening (or caregiver) Grandparents Days

Parent Workshops How to help at home

Community Consultation Health and PE

Consult the Community about school uniform

Consult the Community Mid way Charter point,How are we going?

Grandparents Day

Seek a Treaty of Waitangi course for staff


Grandparents Day

Consideration of Fairfield School After School

Care Develop a wharenui concept in school hall for

powhiri etc


Seek further community engagement

opportunities.

Goal 5:

To grow and extend leadership and

develop effective processes and

systems

Development of House Leaders and Student

Council

Board of Trustees Elections succession planning

Principal PLG to provide ongoing learning

Self Review of practices, policies and procedures

NAG 5 and NAG 1 Policy Review

Coaching of emerging leaders (similar to PLC)


NZSTA training for the Board of Trustees

Review Appraisal Process

NAG 2 and NAG 3 Policy Review.

CoL Development


NZSTA training for the Board of Trustees

NAG 1 and NAG 5 Policy Review

CoL Development


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NAG 3: PersonnelNAG 2: Strategic Planning and Self Review

CoL Development

ERO EVALUATION INDICATORS

The Education Review Office (ERO) are responsible for externally evaluating New Zealand Schools. To

assist schools with their own internal review and evaluation, ERO have published a framework of

evaluation indicators, which describe the most significant indicators to student learning and school

improvement.

High quality school evaluation is seen as fundamental in developing strategic thinking and capacity for

ongoing improvement (MacBeath, 2009). EROs evaluation insights enhance school internal evaluation

and can act as a catalyst for change. School Evaluation Indicators, Pg 6

...the evaluation indicators provide a significant opportunity for the New Zealand education system to

refocus on what matters most in improving school outcomes for all our students. School Evaluation

Indicators, Pg 5

Domains

ERO have identified six domains that have the most significant influence on improving student outcomes. These domains directly link to our Strategic

Goals and the National Administration Guidelines (NAGs).

Evaluation Indicator Domain Strategic Goal NAG

1. StewardshipStewardship emphasises the importance of trustbased relationships

and shared knowledge in the role of representing and serving the

school community

Goal 3:

To grow and foster Tikanga Mori and Pasifika

Goal 5:

To grow and extend leadership and develop effective

NAG 1: Curriculum

NAG 2: Strategic Planning/Self Review

NAG 3: Personnel

NAG 4: Finance and Property



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processes and systems NAG 6:Legislation Compliance

NAG 7: School Charters

NAG 8: Analysis of Variance

Evaluation Indicator Domain Fairfield School Strategic Goals National Administration Guidelines (NAGs)

2. Leadership of conditions for equity and excellenceEffective leadership is a defining feature of communities of learning

that are successful in achieving excellence and equity in student

outcomes. Effective leaders focus on improving teaching and learning

for every student, are a strong instructional resource for teachers and

actively participate in, and lead, teacher learning and development

Goal 1:

To provide high quality learning and teaching programmes.

Goal 3:


Goal 4:

To strengthen and enhance community relationships

Goal 5:


processes and systems

NAG 1: Curriculum


NAG 3: Personnel

3. Educationally powerful connections and relationshipsParents, families and whanau have a primary and ongoing influence

on the development, learning, wellbeing and selfefficacy of children

and young people

Goal 3:


Goal 4:




4. Responsive Curriculum, effective teaching and

opportunity to learnThe New Zealand Curriculum sets out the valued education outcomes

for New Zealand students, as well as their entitlement in terms of

breadth and depth of learning opportunities

Goal 1:


Goal 2:

To create and develop a rich, safe and meaningful learning

environment

NAG 1: Curriculum


5. Professional Capability and collective capacityThe building of professional capability and collective capacity is a core

function of effective leadership. Effective professional learning

focuses on students.

Goal 3:


Goal 4:


Goal 5:


processes and systems

NAG 3: Personnel

6. Evaluation, inquiry and knowledge building for

improvement and innovationThew New Zealand Curriculum emphasises teaching as a process of

inquiry, and the importance of professional leaders and teacher

having the expertise to inquire into practice, evaluate its impact on

student outcomes and build organisational and system knowledge

about what works.

Goal 1:


Goal 3:


NAG 1: Curriculum



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Aligning the ERO Evaluation Indicators with our own Strategic Goals and with the NAGs, demonstrates how we are giving effect to, and

implementing our own internal evaluation and review processes.

SELF REVIEW PROGRAMME

Fairfield School has a responsibility under the National Administration Guidelines to reviews its performance and accountability documentation. Self

Review is critical to effective management, decision making and next steps.

Term 1 Term 2 Term 3 Term 4

2016 Approve Finance/Budget

ERO Evaluation Indicator

Educationally powerful connections

and relationships (2)

All Policies and Procedures

approved

Approve Charter

SEN Register updated

Review Finance/Budget

Mid Year National Standards

ERO Evaluation Indicator Responsive

Curriculum, effective teaching and

opportunity to learn (3)

Whanau/Pasifika/Asian Hui

NAG 5 Health and Safety Policy

Review



Stewardship (1)

Student Wellbeing and Engagement

Enrolment Scheme

NAG 1 Curriculum Policy Review


End of Year National Standards

Analysis of Variance

ERO Evaluation Indicator Evaluation,

inquiry and knowledge building for

improvement and innovation (5)

iPad Implementation

Growth Mindset


Approve Charter

Maori Student Engagement Survey


Behaviour Management


Stewardship (1)

School Painting



Community Charter Consultation


Health Consultation


Educationally powerful connections

and relationships (2)

NAG 2 Strategic Planning/Self Policy

Review



Development of Values and Key

Competencies

Agentic Learning

Enrolment Scheme


Professional Capability and collective

capacity (4)

NAG 6: Legislation

NAG 3: Personnel Policy Review




Library/Makerspace


Approve Charter


Conceptual Curriculum Review


Stewardship (1)




ERO Evaluation Indicator Professional

Capability and collective capacity (4)



Enrolment Scheme

ERO Evaluation Indicator Responsive

Curriculum, effective teaching and

opportunity to learn (3)





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Review Conceptual Curriculum NAG 4: Finance and Property Review

NAG 5 Health and Safety Review

NATIONAL STANDARDS 2015 DATANB: Bracketed Numbers refer to our 2014 National Standards attainment, which provides a comparative to this year. Green is progress, increased achievement

NB: Bracketed Numbers refer to our 2014 National Standards attainment, which provides a comparative to this year. Red is decrease, slipped achievement

READING

WELL BELOW BELOW AT ABOVE TOTAL

Number Proportion Number Proportion Number Proportion Number Proportion

ALL 29 7% 59 15% 161 40% 157 39% 406

Mori 15 13% 24 21% 39 35% 34 30% 112

Pasifika 2 8% 4 15% 12 46% 8 31% 26

Asian 0 0% 8 26% 13 42% 10 32% 31

MELAA 0 0% 1 17% 1 17% 4 67% 6

Other 0 0% 0 0% 1 50% 1 50% 2

NZ Euro 12 5% 22 10% 95 41% 100 44% 229

Male 20 10% 40 20% 73 37% 67 34% 200

Female 9 4% 19 9% 88 43% 90 44% 206

After 1 Year 3 4% 19 27% 33 48% 16 23% 71

After 2 Years 3 8% 4 11% 12 33% 17 47% 36

After 3 Years 3 8% 1 3% 15 39% 19 50% 38

Year 4 1 2% 3 6% 25 52% 19 40% 48

Year 5

1 2% 5 11% 20 43% 20 43% 46


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Year 6 1 2% 6 12% 25 48% 20 38% 52

Year 7 13 22% 12 20% 16 27% 18 31% 59

Year 8 4 7% 9 16% 15 27% 28 50% 56

READING

WELL BELOW/BELOW AT/ABOVE TOTAL

ALL 88 22% 318 79% (73%) 406

Mori 39 34% 73 66% (64%) 112

Pasifika 6 23% 20 77% (42%) 26

Asian 8 26% 23 74% (65%) 31

NZ European 34 15% 195 85% (80%) 229

Male 60 30% 140 70% (66%) 200

Female 28 13% 178 87% (79%) 206

After 1 year at school 21 30% 48 70% 69

After 2 years at school 8 22% 29 78% (45%) 37


Year 4 3 8% 45 92% (100%) 48

Year 5 6 13% 40 87% (91%) 46

Year 6 7 14% 45 86% (83%) 52

Year 7 25 42% 34 58% (71%) 59

Year 8 13 23% 43 77% (75%) 56


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WRITING



ALL 38 9% 91 22% 184 45% 93 23% 406

Mori 21 19% 24 21% 44 39% 23 21% 112

Pasifika 2 8% 8 31% 11 42% 5 19% 26

Asian 1 3% 6 19% 17 55% 7 23% 31

MELAA 1 17% 0 0% 4 67% 1 17% 6

Other 0 0% 1 50% 1 50% 0 0% 2

NZ Euro 13 6% 52 23% 107 47% 57 25% 229

Male 28 14% 62 31% 83 42% 27 14% 200

Female 10 5% 29 14% 101 49% 66 32% 206

After 1 Year 3 4% 21 30% 37 52% 10 14% 71

After 2 Years 2 6% 9 25% 17 47% 8 22% 36

After 3 Years 2 5% 9 24% 16 42% 11 29% 38

Year 4 3 6% 9 19% 30 63% 6 13% 48

Year 5 2 4& 14 30% 19 41% 11 24% 46

Year 6 5 10% 6 12% 30 58% 11 21% 52

Year 7 13 22% 13 22% 12 20% 21 36% 59

Year 8 8 14% 10 18% 23 41% 15 27% 56


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WRITING


ALL 129 32% 277 68% (56%) 406

Mori 45 40% 67 60% (45%) 112

Pasifika 10 38% 16 62% (34%) 26

Asian 7 22% 24 78% (57%) 31

NZ European 65 28% 164 82% (63%) 229

Male 90 45% 110 55% (45%) 200

Female 39 19% 167 81% (66%) 206




Year 4 12 25% 36 75% (85%) 48

Year 5 16 35% 30 65% (60%) 46

Year 6 11 21% 41 79% (59%) 52

Year 7 26 44% 33 56% (61%) 59

Year 8 18 32% 38 68% (55%) 56


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MATHS



ALL 43 11% 87 21% 190 47% 86 21% 406

Mori 24 21% 19 17% 49 44% 20 18% 112

Pasifika 6 23% 9 35% 8 31% 3 12% 26

Asian 0 0% 3 15% 19 61% 9 29% 31

MELAA 1 17% 0 0% 3 50% 2 33% 6

Other 0 0% 1 50% 0 0% 1 50% 2

NZE Euro 12 5% 55 24% 111 48% 51 22% 229

Male 24 12% 40 20% 94 47% 42 21% 200

Female 19 9% 47 23% 96 47% 44 21% 206

After 1 Year 2 3% 12 17% 51 72 % 6 8% 71

After 2 Years 1 3% 10 28% 21 58% 4 11% 36

After 3 Years 5 13% 6 16% 20 53% 7 18% 38

Year 4 5 10% 9 19% 24 50% 10 21% 48

Year 5 3 7% 12 26% 17 37% 14 30% 46

Year 6 1 2% 14 27% 21 40% 16 31% 52

Year 7 18 31% 11 19% 18 31% 12 20% 59

Year 8 8 14% 13 23% 18 32% 17 30% 56


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MATHS


ALL 130 32% 276 68% (62%) 406

Mori 43 38% 69 62% (57%) 112

Pasifika 15 58% 11 42% (23%) 26

Asian 3 15% 28 85% (57%) 31

NZ European/Other

European

67 29% 162 71% (69%) 229

Male 64 32% 136 68%

(58%) 200

Female 66 32% 170 68% (64%) 206




Year 4 14 29% 34 71% (65%) 48

Year 5 15 32% 31 68%

(71%) 46

Year 6 15 29% 37 71% (71%) 52

Year 7 29 49% 30 51% (59%) 59

Year 8 21 38% 35 62% (68%) 56


schoolcharter2016-2018 (2)

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