Charter - Kingsview School, Frankton, Queenstown

KingsView

Vision Statement

KingsView School works in partnership with parents to provide a Christ-centred education based on Biblical truth which develops each child’s character, gifts and abilities to the glory of God.

Legal Requirements of a Charter

The Education Act 1989 requires every school to have a Charter.
A Charter is:

A document that outlines your school’s vision and values and the important education goals and pupil outcomes your school is striving to meet or improve.

A tool to assist your Board to make decisions aimed at raising pupil achievement.

A document that contains your school’s main targets for raising pupil achievement and the measures that will be taken to achieve these targets.

The role of the Board is to prepare and maintain the School Charter.

A Charter must contain:

A strategic section that sets out, for the next three to five years, the Board’s aims, objectives, directions, and priorities for raising pupil achievement (including any aims or objectives that designate the school’s special characteristics or its Special Character.

An annually updated section that sets out for the relevant year the Board’s aims, directions, objectives and priorities relating to raising pupil achievement, and sets targets for the key activities and achievement of objectives for the year (including National Standards).

A successful Charter will communicate, for the school and its wider community:

The steps the school is taking to improve learning outcomes for all their pupils.

The school’s vision and direction, its goals for the long and short term.

Its approach to meeting its legal responsibilities.

The school’s approach to meeting national and local priorities for education.

The Charter is therefore also an accountability instrument for the purposes of a school’s funding.

Since the Charter is a planning document that sets out the school’s objectives and targets for the year, it is important that it is completed within the first few weeks of the school year – then it can be effective in guiding the activities of your school.

A copy of the Charter must be sent to the Ministry of Education each year.

About Our School

KingsView School is an inter-denominational state integrated Christian School operating Year 1 to Year 8. It is a Decile 10 school, currently leasing premises in Yewlett Crescent, Frankton. It has a roll of 23. Plans are underway to develop a new site elsewhere in Queenstown.

History

KingsView began life in 1996 as Southern Lakes Christian School. It was established as a private school by the Christian School Association of Queenstown building on the vision of the Wielermaker and Sizemore families and began with eight pupils from five families in the home of a school parent but soon outgrew this. It then rented premises in the Presbyterian Church of Queenstown situated on Stanley St. in the Queenstown CBD. This lease expired at the end of 2006, and the current premises have been leased since 2007. The school operates a full primary structure (Years 0-8) with two full time teachers and uses the Interact School Curriculum. The school has achieved considerable success in local area initiatives including spelling competitions, arts festivals, concerts, inter-school sports and swimming competitions, community clean-up days and voluntary help initiatives with locals. The pupils also help the Salvation Army with fundraising activities and the school has regularly featured among the top per-student dollar raised for World Vision. The school was a category winner three years running in the New World “longest docket” fund raiser. Regular visits have fostered relationships with the local elderly and this community service gives pupils the opportunity to perform and entertain.

Application was first made to integrate the school into the state education system in 2006, and it was with great rejoicing that in 2010 the application was approved by the Minister of Education. During the insecure time while the outcome of this application was awaited the school has experienced considerable moral, educational and financial support from sister schools in New Zealand, as well as from the New Zealand Christian Proprietors Trust which has become the school’s proprietor on integration. With this support, and now with guaranteed operational funding from the Ministry of Education, we enjoy a stable financial environment with excellent prospects for growth. With integration, the school’s name has been changed to ‘KingsView’ to reflect both the heavenly King we serve and the beautiful part of His creation we are blessed to be located in.

In 2012 the KingsView Early Centre opened adjacent to the school. The school and centre work closely together and share a similar educational philosophy.

What is a State Integrated School?

It is a school which began life as an independent (private) school. The ‘owner-operators’ of the school entered into partnership with the Crown, so that the school while now part of the State funded public education system, has a defined ‘Special Character’ which distinguishes it from other schools in the State system. As stated above the proprietor of the new state-integrated KingsView School is the New Zealand Christian Proprietors Trust. The Christian Schools Association of Queenstown is a land trust which leases the school property from a private owner. The CSAQ services the property needs and acts as a local vision carrier for the Special Character of KingsView. A temporary Board of Trustees is established by the Ministry of Education to manage the change from a private school to an integrated school. After this establishment board has done its work a full board is set up via parent elections and appointments from the land trust and proprietor. This work was completed in March 2012.The land trust (CSAQ) nominates up to 3 proprietor representatives to the KingsView Board of Trustees. The NZ Christian Proprietors Trust nominates 1 proprietor rep to the Board. The Board consists of up to 5 parent elected representatives. Day to day operations, as in state schools, are governed by a Board of Trustees. While functioning in every way as any other trustee on the board, their special interest is to protect, maintain and enhance the Special Character. An Integrated school is subject to Government review through the Education Review Office in the same way as any other state school.

Special Character Statement

1. The integration of Southern Lakes Christian School to become KingsView School is a partnership between the Christian Schools Association of Queenstown and the New Zealand Christian Proprietors Trust. What follows is jointly prepared by these two organisations.

2. Vision Statement

KingsView school works in partnership with parents to provide a Christ-centred education based on Biblical truth which develops each child’s character, gifts and abilities to the glory of God.

3. KingsView School is a non-denominational Christian school established to work in partnership with Christian parents to fulfil their responsibility for the education of their children by providing a Christ-centred learning environment based on Biblical truth and practice as recognised by adherent of the evangelical Christian faith. The school provides a first-rate general education combined with spiritual/moral instruction in agreement with the basic principles in the Statement of Belief.

4. With specific reference to the task of education, schools under our proprietorship will:

a) Acknowledge that education is never neutral, but unfolds in obedience or disobedience to the Lord.

b) Acknowledge that education is the responsibility of parents under God and that:

i. The task of the school is to assist parents with the education of their children.

ii. Parents have the responsibility to maintain a constructive relationship with the teachers of their children.

iii.The parent body has a responsibility to participate in the governance of the school.

c) Acknowledge that they partner with parents to provide Christian education, and therefore employ teachers who:

i. Seek to shape their entire teaching practice on the basis of the Bible.

ii. Seek to value pupils, acknowledging that they are created in God’s image with gifts for a unique purpose.

iii. Seek to exercise growing personal faith in Christ and, in doing so, inspire and disciple children in relationship with God.

iv. Seek to model, and disciple children in the development of Godly character and positive relationships with others.

v. Seek to equip pupils with knowledge, understanding, wisdom and skill that will enable them to appreciate God’s work in creation, and to grow as co-workers with Him in all their work and endeavour.

d) Be led by boards who seek to govern diligently in order to protect and enhance the special character of the school.

e) Graduate pupils who:

Understand God’s purposes as revealed in the Scriptures and the risen Lord Jesus Christ.

Accept that all truth finds its meaning and centre in God.

Acknowledge that God gives purpose and hope to individuals as well as to creation by virtue of the redemptive work of Jesus Christ.

Are developing a mission perspective involving a radical, personal commitment to seeing the Kingdom of God extended.

Use prayer as a key tool in learning, inviting the Holy Spirit into every learning situation.

Are developing a Christ-like character.

Have a Christian vision and are equipped to become Godly leaders in the fields of the gifting and abilities.

Exemplify Biblical virtues in every area of life.

Will develop their academic abilities and balance with their other abilities and character.

f) Maintain a strong inter-denominational flavour

5. Statement of Belief

We confess the Scriptures of the Old and New Testaments to be the only written Word of God, the supreme and infallible rule of faith and life, indispensable and determinative for our knowledge of God, of ourselves and the rest of creation, and for the whole educational task.

On this basis we confess that:

a) There is one God eternally existent in three persons, Father, Son and Holy Spirit, being the same in nature, equal in power and glory, and worthy of equal honour, obedience and worship.

b) This one God is Creator of heaven and earth and of all things visible and invisible, and sustains and rules over all His creation, including people, in perfect wisdom and power.

c) People were created in the image of God and were given authority and responsibility to rule over Creation for the praise and delight of their Maker.

d) In the whole of their lives, people either serve God, or a substitute of their own imagination.

e) People, through unbelief and disobedience, have fallen into sin and brought God’s wrath and curse upon themselves and the rest of Creation. They are therefore separated from God and blinded to the goodness of God, and to the source, meaning and purpose of life.

f) Jesus Christ, the incarnate Son of God, is the Mediator whom the Father sent to redeem and to reconcile the world to Himself, and the Lord to whom the Father has given all power and authority to give light and life to people lost in sin and death.

g) The substitutionary death and bodily resurrection of Jesus Christ are the only ground of forgiveness of sin, of regeneration and of fellowship with God. God’s purposes for their world will culminate with Christ’s certain return.

h) The knowledge of God, of His Word and of Creation results from the work of the Holy Spirit in our hearts.

VISION

KingsView school works in partnership with parents to provide a Christ-centred education based on Biblical truth which develops each child’s character, gifts and abilities to the glory of God.

STRATEGIC OBJECTIVE 2

Staff to participate in Leadership and Assessment contract.

STRATEGIC OBJECTIVE 4 Student Achievement Reading

For the 5 students at risk of performing below the national standard in writing in years 1-3 and one Year 8 students below the standard to make at minimum of 1 sub curriculum level shift by the end of 2014.

MISSION

KingsView School is a non-denominational Christian school established to work in partnership with Christian parents to fulfil their responsibility for the education of their children by providing a Christ-centred learning environment based on Biblical truth and practice as recognised by adherent of the evangelical Christian faith. The school provides a first-rate general education combined with spiritual/moral instruction in agreement with the basic principles in the Statement of Belief.

NAGS

Self Review

ANNUAL PLANS 2014

ANNUAL REPORT 2014

BOARD OF TRUSTEES

SCHOOL LEADERSHIP

STRATEGIC OBJECTIVE 1

To grow the school to approximately 50 pupils on the current site, focusing particularly on new entrants and to continue exploring site shift options.
STRATEGIC OBJECTIVE 3 Student Achievement Writing

STRATEGIC OBJECTIVE 5

Student Achievement Mathematics

VISION

KingsView school works in partnership with parents to provide a Christ-centred education based on Biblical truth which develops each child’s character, gifts and abilities to the glory of God.

STRATEGIC OBJECTIVE 2

Staff to participate in Leadership and Assessment contract.

STRATEGIC OBJECTIVE 4 Student Achievement Reading

MISSION

NAGS

Self Review

ANNUAL PLANS 2014

ANNUAL REPORT 2014

BOARD OF TRUSTEES

SCHOOL LEADERSHIP

STRATEGIC OBJECTIVE 1

To grow the school to approximately 50 pupils on the current site, focusing particularly on new entrants and to continue exploring site shift options.

STRATEGIC OBJECTIVE 3 Student Achievement Writing

STRATEGIC OBJECTIVE 5

Student Achievement Mathematics

Annual Plan

Strategic Goal 1
Roll growth

History/Baseline
The roll has grown steadily throughout the year, with major growth occuring in the junior end of the school. The senior classroom was discontinued at the end of the year. The two remaining senior pupils will receive individualised programmes in 2014. A roll projection spreadsheet has been developed and is presented to the Board at each of its meetings. A marketing sub-committee has been established. It was critical to begin 2014 with 26 pupils for resourcing purposes, which has been achieved. Current premises were refurbished in 2010/2011. Operational experience since then and the addition of a pre-school suggest that once the roll grows beyond 50 firm plans will need to be in place to shift site as we will quickly outgrow the site.
Performance Targets
To grow the school to approximately 50 pupils on the current site, focusing particularly on new entrants and to continue exploring site shift options.
Action Plans	Led by and Timeframes
1. Continue to focus on high quality educational delivery to ensure a reputation for excellence in Queenstown.	The principal and staff. Term 1 and ongoing.
2. Refine and implement the strategic promotion plan.	BoT marketing sub-committee.Term 1 and ongoing
3. Develop new promotional material, including the website.	BoT marketing sub-committee.Term 1 and ongoing
4. BoT work with CSAQ (land trust) and NZCPT (proprietor) to explore new site options and funding possibilities.	BoT property sub-committee.Term 1 and ongoing.
5. Finalise the fitout of the third classroom.	BoT property sub-committee.Beginning of Term 1.
6. Plan to develop a third class for 2015.	Principal. Term 4 or sooner if roll growth necessitates.
Variance and Feed Forward

Strategic Goal 2
Staff to participate in Leadership and Assessment contract

History/Baseline
In 2014 the school opens with the principal as the only returning teaching staff member and 2 new teachers. An application was made to the Ministry for a Leadership and Assessment contract with a focus on supporting staff in the development of writing at KingsView. This was successfully granted and will be a major focus of our Professional Development and Learning program in 2014.
Performance Targets
To develop and implement a KingsView School learning model based on the “learning-focused relationships” model (M. Absolom) To develop shared assessment procedures across the school and ensure teachers are using assessment to inform teaching and promote student learning and achievement. To review the school writing curriculum and develop shared procedures for teaching across the school to promote student learning and achievement in writing.
Action Plans	Led by and Timeframes
1. Meet with Gary Tenbeth on a regular basis.	Principal, staff Throughout the year on a fortnightly (approx) basis.
2. Review of curriculum delivery paperwork (English & Mathematics)	Staff and Gary Tenbeth Term 1
3. Complete training in effective pedagogy, based on Michael Absolom’s “learning-focused relationships” model.	Staff and Gary TenbethOngoing in 2014
4. Complete NZC training to ensure all new staff have a strong working knowledge of the NZC and National Standards.	Principal and Gary TenbethTerm 1
5. Walk throughs conducted in each classroom on a regular basis (Gary – teachers; Principal – teachers; teachers – teachers).	Staff and Gary TenbethOngoing
6. Continue to communicate the learning journey, goals, progress and achievement with our community on a regular basis through information evenings, newsletters, emails and other relevant forms of communication.	Principal and staffWeekly and ongoing
7. Complete a review of current assessment practices in reading, writing and mathematics.	Staff and Gary TenbethTerms 1 & 2
Variance and Feed Forward

National Standards

KingsView has pupils enrolled in Years 1-8, the Board of Trustees, with the Principal and teaching staff, is required to use National Standards to:

a) Report to pupils and their parents on the pupil’s progress and achievement in relation to National Standards. Reporting to parents in plain language in writing must be at least twice a year;

b) Report school-level data in the Board’s Annual Report on National Standards under three headings:

i. School strengths and identified areas for improvement;

ii. The basis for identifying areas for improvement; and

iii. Planned actions for lifting achievement.

c) Report in the Board’s Annual Report on:

i. The numbers and proportions of pupils at, above, below or well below the standards, including by Maori, Pasifika and by gender (where this does not breach an individual’s privacy); and

ii. How pupils are progressing against the standards as well as how they are achieving.

Each Board of Trustees is required to complete an annual update of the School Charter for each school it administers, and provide the Secretary for Education with a copy of the updated School Charter before 28 January of the relevant year.

Strategic Goal 3
Student Achievement – Writing

History/Baseline
2013 student achievement data indicated 94.5% of students are achieving the National Standard in writing. However, this conceals the number of pupils who are at significant risk of not achieving who do not appear in the data due to being in the early years of school. Student voice and teacher feedback has identified five pupils who are at risk of not achieving in writing. Unless targeted programs are implemented and progress is made, these pupils are at risk of not achieving the standard by the end of the year.
Performance Targets
For the 5 students at risk of performing below the national standard in writing in years 1-3 and one Year 8 students below the standard to make at minimum of 1 sub curriculum level shift by the end of 2014.
Action Plans	Led by and Timeframes
1. Review and refine writing programme across the school.	Principal and staff, terms 1 & 2.
2. Staff to receive training in teaching writing.	Gary TenbethOngoing throughout 2014.
3. Targetted students to receive targeted teaching in small groups (max 3 students) four times a week. The STEPS program will be used.	Staff Daily
4. Collect and analyse student data weekly and moderate with staff twice a term to monitor progress.	Staff Weekly and 2X each term.
5. Track and review pupil progress using Edge.	Principal, Gary Tenbeth and staffOngoing throughout 2014.
6. Develop shared expectations of teaching of writing across the school.	Principal, Gary Tenbeth and staffOngoing throughout 2014.
7. Targetting students to receive explict teaching session daily in small groups (teacher groups).	StaffDaily
8. Learning goals to be devised with students and individualised learning intentions and next steps to be explicit and displayed.	StaffWeekly
9. Staff to receive professional development on supporting at risk writers.	Principal and staffAs opportunities arise.
10. Refine and develop systems for regular communication with parents.	Principal and staffTerm 1
Variance and Feed Forward

Strategic Goal 4
Student Achievement – Reading

History/Baseline2013 student achievement data indicated 94.5% of students are achieving the National Standard in reading. However, this conceals the number of pupils who are at significant risk of not achieving the national standard by the end of 2014. Staff highlighted 5 pupils who are at risk in reading.

Performance TargetsFor the 5 students at risk of performing below the national standard in reading in years 1-3 and one Year 8 students below the standard to make at minimum of 1 sub curriculum level shift by the end of 2014.

Action Plans	Led by and Timeframes
1. Targetted students to receive targeted teaching in small groups (max 3 students) four times a week. The STEPS program will be used.	StaffDaily
2. Students to have guided reading with teacher daily.	Staff Daily
3. Professional development in STEPS to be conducted.	StaffTerm 2
4. Professional development in conducting guided reading to be conducted with Hilton Ayrey.	Staff Term 1
5. Collect and analyse student data weekly and moderate with staff twice a term to monitor progress.	Staff Weekly and 2X each term.
6. Refine and develop systems for regular communication with parents.	Principal and staffTerm 1
7. Track and review student progress using Edge.	Principal and staff Terms 1 & 2 and ongoing
8. Individual Education Plans to be devised, utilised and reviewed each term.	Principal and staffTerms 1, 2, 3 and 4
Variance and Feed Forward

Strategic Goal 5
Student Achievement – Mathematics

History/Baseline2013 student achievement data indicated 94.5% of students are achieving the National Standard in Mathematics. However, this conceals the number of pupils who are tracking to not achieve the standard by the end of the year. This data indicates that 5 students are at risk of not achieving the standard by the end of the year.

Performance Targets
For the 5 students at risk of performing below the national standard in Mathematics in years 1-3 and one Year 8 students below the standard to make at minimum of 1 sub curriculum level shift by the end of 2014.
Action Plans	Led by and Timeframes
1. Review and develop school wide Mathematics programme with new staff.	Principal and staffTerm 1
2. New staff returning to teaching who have not completed Numeracy Project training to complete training.	StaffTerms 1 & 2
3. Individual Education Plans to be devised, utilised and reviewed each term.	Principal and staffTerms 1, 2, 3 and 4
4. Students to have participate in explicit teaching groups with teacher daily.	Staff Daily
5. Collect and analyse student data weekly and moderate with staff twice a term to monitor progress.	Staff Weekly and 2X each term.
6. Refine and develop systems for regular communication with parents.	Principal and staffTerm 1
7. Track and review student progress using Edge.	Principal and staff Terms 1 & 2 and ongoing
Variance and Feed Forward

Year 2 2014	1	2	3	4	5	6	7	8
Charter	Charter 2014	Annual Report			Draft Charter 2014			Draft Annual Report 2014
Other Legal Requirements	Draft Annual Report 2013	Election of OfficersMarch Roll Return	Annual Report		July Roll Return
GovernancePolicy					Review Trustee Handbook			Board Self Review
OperationalPolicy		NAG 1	NAG 2	NAG 3Staff Appraisal Staff PD Plan		NAG 4Budget 2015 10YPP	NAG 5	NAG 6
CurriculumStatements			Scripture		Technology, The Arts	Health and PE	Learning Languages
Pupil Achievement		Baseline Data Against Targets	ESOL	Progress Against Targets		Progress Against Targets	Gifted and Talented Learning Support	Progress Against Targets
SpecialTopics		ERO
Principal Appraisal	Sign off 2013 Appraisal Approve 2014 Process			Update			Draft Report
Budget	Budget 2014	Audited Accounts 2014
Trustee Development	Updated Handbook 2014	NZSTA Training		NZSTA Conference		NZSTA Training		NZSTA Training

Note: The Board has identified succession planning through the Board elections as a strategic priority working closely with the Proprietor the New Zealand Christian Proprietors Trust..

Procedural Information

1. The Board operates a three-year cycle of planning and review.

2. The Board meets on, or as close as possible, the third Friday of the month.

3. The Board maintains a programme of community consultation. In 2012 this includes:

Charter

Maori community

Enrolment Scheme

Uniform

Other, as appropriate

4. The Board’s planning year is effectively a calendar year.

A comprehensive review of each calendar year across all the NAG operational areas is completed during Term 4. Data from this informs the completion of key documents:

Charter

Annual Report

Annual Plan

Budget

Copies of these documents are forwarded to the Ministry at the end of February for the current calendar year.

Cultural Diversity and Maori Dimension

How will the school reflect New Zealand’s Cultural Diversity?

By ensuring that all cultures are respected and maintained by all who attend and are linked to this school.
By acknowledging that the values and customary rights of the significant groups in New Zealand society (Pakeha and Maori) are mutually respected and given cultural mileage and impetus at school.
By having programmed activities and cultural events which reflect the cultural identities of pupils, staff and the community.
By liaising with leaders in the community to support and advise the school on cultural matters.

How will the school reflect the unique position of the Maori Culture?

By ensuring that staff have opportunities for professional development in order to enhance their teaching of Te Reo and tikanga Maori.
By appointing a Maori advisor to assist in the development of Maori incentives and programmes.
By encouraging pupils to attend Maori cultural activities that are promoted through the school.
By liaising with the marae, Pouwhakataki and School’s Education Officer and outside agencies like Team Solutions, MOE, GSE about the improvement and innovation of Maori programmes at school.

What will the school do to provide instruction in Te Reo for full time pupils whose parents ask for it?

Seek advice from resource teachers of Maori and scope our local community to locate appropriate expertise.

What steps will be taken to discover the views and concerns of the school’s Maori community?

Provide regular opportunities for whanau to contribute ideas, successes, views and concerns.

Commitment of the KingsView School Board of Trustees

NAG1 Curriculum Delivery

Implement teaching and learning programmes based upon the essential learning areas and skills. The emphasis will be on the National Education Priorities:

Curriculum success for all
Improving numeracy and literacy
Better use of pupil achievement information
Improving outcomes for pupils at risk
Improving Maori outcomes
Providing a safe learning environment
Providing career guidance Years 7 and above
Maintain individual records and report to the community and MOE on pupil achievement

Each year the Board through the Principal and staff will develop, revise or confirm its curriculum plan. The plan will set out specific objectives for curriculum delivery and content, and be matched against the professional standards. The Board will ensure that its curriculum plan sets out the criteria for assessing, recording and reporting on each child’s progress, achievements and learning needs. There will be school wide analysis of pupil achievement data and achievement targets.

NAG2 Reporting, Self-Review and Community Consultation

Document and maintain an on-going programme of reporting, self- review and community consultation.

The Board will have an annual time plan for the ongoing review of its plans and policies, ensuring that each plan and policy defines the procedures for its review. Reports from reviews will form the basis for deciding priorities for school development and improvement. This school will have a self-improving cycle.

The Board will have a policy for achieving community consultation, partnership and involvement. This policy will be reviewed and reported on, as to its effectiveness. Annual Reports will include the achievement of pupil targets and the analysis of the variance.

NAG3 Personnel

To promote high levels of staff performance by being a good employer.

In consultation with staff, the Board will have policies to reflect its commitment to being a good employer. Policies will be reviewed regularly and revised as necessary. Resources will be provided according to budgets along with the necessary professional development.

NAG4 Finance and Property

Allocate funds to reflect school’s priorities and monitor and control expenditure. To ensure annual accounts are prepared and audited. To follow conditions of an asset management agreement and implement a maintenance programme for a safe, healthy learning environment for pupils.

The Board will prepare an annual budget to fund the school’s curriculum, personnel, property and administration activities. The Board will monitor and control income and expenditure throughout the year, and ensure the preparation, audit and publication of annual accounts. The Board will comply with the conditions of any current asset management agreement, and prepare and implement an on-going plan of property maintenance and development.

NAG5 Health and Safety

To comply with legislation and provide a safe physical and emotional environment for pupils and staff.

The Board will implement an on-going plan, for the provision of health and safety practices. Policies and procedures will reflect a commitment to providing a safe physical and emotional environment for staff, pupils and the school community.

NAG6 Legislation

Develop systems to comply with all current legislation through policy and procedure.

The school’s plans and policies will be implemented in ways that are sensitive to the cultural backgrounds and values of individual children and their families. This includes recognition of the unique position of the Maori people.

Information to be added includes statement regarding National Standards and anything else missing from charter checklist that you identify as not being there.

NAG7

NAG8

Each Board of Trustees is required to provide a statement providing an analysis of any variance between the school’s performance and the relevant aims, objectives, directions, priorities, or targets set out in the School Charter at the same time as the updated School Charter provided to the Secretary for Education under NAG7.

NAG 8 applies in relation to schools with students enrolled in Years 1-8 from the 2013 school year, and all schools from the 2014 school year.

Appendix A
NZ Education System Contractual Relationships

The Crown contracts organisations and institutions to provide it with outcomes and services. These contractual agreements specify the outcomes and services, and the purchase price.

Ministry of Education

The Crown purchases policy advice and administrative services from the Ministry of Education.

Schools

The Crown purchases outcomes and services from Schools. The purchase price is the funding given to Schools in their operations grant, additional grants and the funding to meeting their staffing entitlement.

The School’s Charter is the contract that specifies the outcomes and services. It includes the National Education Guidelines and any local goals approved by the Minister.

The National Education Guidelines consist of:

The National Educational Goals

The National Administrative Guidelines

The National Curriculum Statements

The School is expected to use the resources provided by the Crown to provide education services to the pupils of the School. It is able to use its income to purchase resources and services from others to support its service provision.

School Support Services

The School Support Services are contracted to the Ministry of Education to provide support to Schools to achieve their Charter requirements.

Education Review Office

The Crown purchases audit services from the Education Review Office.

The Review Office visits Schools to obtain information to enable them to report to the Minister. They report on a School’s compliance with legal requirements and the contractual obligations of the agreement between the School and the Crown (the Charter), and on a School’s effectiveness.

The Deed of Integration

The Deed of Integration is the contract between the Minister of Education (acting for the Crown) and the Proprietors that specifies the conditions under which the Proprietors’ school premises, chattels and assets are made available for an integrated School.

Appendix B
National Education Guidelines and the Bible

The National Education Guidelines were first established in 1990, as part of the reform of school management in New Zealand, and revised in 1993 and 2000. They have three components.

NATIONAL EDUCATION GUIDELINES

NATIONAL EDUCATIONGOALS

NATIONAL CURRICULUM STATEMENTS

NATIONAL ADMINISTRATION GUIDELINES

The National Education Goals establish a common direction for education within New Zealand. Boards of Trustees and teachers will consider how they can best contribute to each of these goals given their local circumstances – for example, the size of the School, the needs of the pupils, and the aspirations of the school community.

National Curriculum Statements are based on the principles, essential learning areas, and essential skills of The New Zealand Curriculum Framework (updated 2006). There is to be one national curriculum statement for each of the seven essential learning areas:

Mathematics
Science
Language and Languages
Technology
Social Sciences
Health & Physical Well-Being
The Arts

The National Administration Guidelines support learning and assist Schools to work towards the National Education Goals. They provide direction in six areas of school operations:

Curriculum requirements
Documentation and self-review
Employer responsibilities
Financial and property management
Health and safety
Administration

Education is at the core of our nation’s effort to achieve economic and social progress. In recognition of the fundamental importance of education, the government sets the following goals for the education system of New Zealand.

1. The highest standards of achievement, through programmes which enable all pupils to realise their full potential as individuals, and to develop the values needed to become full members of New Zealand society.

From a Biblical perspective full potential at KingsView is not so much a process of self-realisation as it is a growth in faith and dependence on God. Self-realisation will grow from this base. Because the teachers at KingsView believe that the traditional values, honesty, faithfulness, self-control, self-respect, patience and so on are rooted in a universal perennial truth they will apply to both an academic and non academic environment. The values of the NEG will in fact rise out of those virtues mentioned above. The word virtue is used in this context because they are directly related to character and rise out of a belief in perennial truth. Consequently, academic achievement should be accompanied by a belief in the importance of personal virtue.

2. Equality of educational opportunity for all New Zealanders by identifying and removing barriers to achievement.

Again the recognition and practice of traditional virtue is fundamental. Barriers in a school can be institutional, educational and conceptual. Because all human beings are created in the image of God this School has a realistic basis to the issue of equal opportunity in racial, gender and cultural/social diversity. Equal opportunity is assured by the Board of Trustees who will encourage a close liaison between parents and teachers.

3. Development of the knowledge, understanding and skills needed by New Zealanders to compete successfully in the modern, ever-changing world.

Knowledge, how one acquires it and what knowledge should be acquired is fundamental to the programme at KingsView. One learns at KingsView because there is a God and we are His creatures. The exploration of this relationship lies at the heart of learning. This, however, in no way compromises what might be seen as the secular reasons for learning. They are absorbed in the broader vision. Skills remain practical and ordered. Such thinking is fundamental to the shaping of attitudes to the environment, the culture, the community and individuals.

4. A sound foundation in the early years for future learning and achievement through programmes which include support for parents in their vital role as their children’s first teachers.

Parents are the children’s first teachers because God has so ordained it. The teacher is a trained professional supporting parents and providing skills that the parent is unable to provide.

5. A broad education through a balanced curriculum covering essential learning areas with high levels of competence in basic literacy and numeracy, science and technology.

The question of breadth and balance is enhanced by a Christian education because it attends to the whole child in both theory and practice.

6. Excellence achieved through the establishment of clear learning objectives, monitoring pupil performance against those objectives and programmes to meet individual need.

Excellence, that is striving to do one’s best, is intrinsic to the Christian faith. Again, the model is Jesus Christ. As a model He is not the embodiment of some pious hope, but the focus of human hope in both a general and specific sense. Achievement in literacy, mathematics, science, the arts, technological expertise and all other fields of learning is entirely consistent to the vision of Christ as model.

7. Success in their learning for those with special needs by ensuring that they are identified and receive appropriate support.

Support for those with special needs has its roots in the Christian Gospel. Very simply, I am my brother’s and sister’s keeper.

8. Access for pupils to a nationally and internationally recognised qualifications system to encourage a high level of participation in post-school education in New Zealand.

9. Increased participation and success by Maori through the advancement of Maori education initiatives, including education in Te Reo Maori, consistent with the principles of the Treaty of Waitangi.

10. Respect for the diverse ethnic and cultural heritage of New Zealand people, with acknowledgement of the unique place of Maori and New Zealand’s role in the Pacific and as a member of the international community of nations.

9/10. Because we are all created in the image of God, respect for diversity in culture and race is a given. Emphasis however, is in our common humanity and in this context real respect can be given to those who are different. Individual and cultural uniqueness is part of God’s plan consequently the recognition of the unique place of Maori is consistent with our understanding of human nature and culture.

Appendix C
National Education Priorities

Personalising Learning

Pupils need to be strong in critical competencies such as creativity, problem-solving and self-management. Increasingly, learning will need to occur in ways that engage and motivate all pupils, giving them opportunities to develop skills and confidence for new ways of thinking, knowing, being and doing. To deliver on this the Ministry of Education has set clear priority areas for action. These priorities are:

Effective Teaching
Foundations and Knowledge
Engaged Parents, Families and Whanau
Strong Professional Leadership
Teaching and Learning in Secondary Schools
Staying at School
Setting Boundaries
Resourcing

Alongside these eight areas is a focus on Healthy, Confident Kids, part of the Families – Young and Old theme.

Effective Teaching

Successful teachers understand their pupils and work to make learning opportunities relevant, acknowledging different identities. Teachers need to be well equipped and supported. Teachers and Principals need relevant, accessible research and opportunities for professional development linked to pupil learning throughout their careers. An effective curriculum, together with assessment tools for teaching and learning, is critical.

Foundations and Knowledge

Children cannot realise their potential without receiving the basic foundations for learning and knowledge. Learning the skills of managing self and relating to others is key to setting up early learning foundations. Teachers need to access up-to-date information on best practice and early identification of learning-related issues with active follow-up to address them.

Parents, Family and Whanau

Parents, family members and whanau play a critical role in supporting their children’s learning, right from the start. Success in encouraging parents and whanau would include parental confidence in supporting children’s learning and effective home-schooling links. This requires making sure parents, family and whanau have access to information about what children aim to learn at all levels, how they are making progress and how parents can most effectively contribute. Schools and early childhood education centres need to have effective conversations with families and caregivers to support high quality learning outcomes for all.

Strong Professional Leadership

The success of individual teachers is significantly affected by the professional and personal support they receive from colleagues and from those in leadership roles. School leaders provide specific professional direction and support, as well as playing a vital role in setting the overall context for learning. Success in this key area would be indicated by strong participation in school Principal development programmes and more candidates for leadership roles.

Teaching and Learning in Secondary Schools

The ongoing challenge is about how to create an environment in which each pupil can successfully go on to further education and training, and/or employment. Learning at secondary level is built on the strong foundations that need to be put in place at home, in early childhood education and in primary schooling. Successful teaching and learning at secondary levels is demonstrated by increased pupil retention in schooling and rising levels of school qualification attainment. All pupils need to be supported in their transitions to the next stages of their lives and learning. This is particularly the case of young people with special education needs or behavioural needs.

Staying at School

There is strong evidence that more time spent at school and completing school with secondary qualifications enables greater success in later life. As people follow a multitude of pathways on leaving school, it is critical to ensure there is sufficient diversity in the options available to school pupils to attract and retain their interest. Increased engagement in schooling results in reduced truancy, fewer suspensions and fewer exemptions for those requesting to leave school early. Increased levels of school qualifications make a greater range of options available to school leavers. Ways to support schools to retain pupils include: enhancing system support for managing attendance; providing and funding relevant professional development for teachers; and supporting schools to offer a range of learning environments and pathways for their pupils.

Setting Boundaries

Learning comes from all environments. Schools, teachers, families, whanau and communities need to be supported by a range of interventions to allow the learning of positive behaviours. Success in this area can be demonstrated by improvements in learning environments measured by national surveys, alongside reductions in the numbers of stand-downs and suspensions. It is also seen in earlier referrals to specialist services and more pupils who access those services staying in school and gaining National Certificate of Educational Achievement (NCEA) credits.

Resourcing

Pupil success requires that schools and teachers have adequate resources and are able to use those resources to greatest effect. The level of resources, as well as how they are provided, can make an important difference. Success in effective resourcing can be demonstrated by: increased confidence in education resourcing; fewer schools with financial difficulties; and a system that better supports increased flexibility in learning over time. This requires appropriate targeting of resources to where they are needed most, in ways that can support a range of learning needs. It means building transparency about how resourcing works and sharing good practice about using resources effectively.

Appendix D
National Administration Guidelines

NAG1Curriculum

Each Board of Trustees is required to foster pupil achievement by providing teaching and learning programmes which incorporate The National Curriculum (essential learning area, essential skills and attitudes and values) as expressed in The New Zealand Curriculum 2007.

The Board of Trustees, through the Principal and staff, is required to:

a) Develop and implement teaching and learning programmes:

i. Provide all pupils in Years 1-10 with opportunities to achieve for success in all areas of the National Curriculum.

ii. Give priority to pupil achievement in literacy and numeracy, especially in
Years 1-8.

iii. Give priority to regular quality physical activity that develops movement skills for all pupils especially in Years 1-6.

b) Through a range of assessment practices, gather information that is sufficiently comprehensive to enable the progress and achievement of pupils to be evaluated; giving priority first to:

i. Pupil achievement in literacy and numeracy, especially in Years 1-8; and then to,

ii. Breadth and depth of learning related to the needs, abilities and interests of pupils, the nature of the school’s curriculum, and the scope of The National Curriculum (as expressed in The New Zealand Curriculum).

c) On the basis of good quality assessment information, identify pupils and groups of pupils:

i. Who are not achieving.

ii. Who are at risk of not achieving.

iii. Who have special needs.

iv. Aspects of the curriculum which require particular attention.

d) Develop and implement teaching and learning strategies to address the needs of pupils and aspects of the curriculum identified in c) above.

e) In consultation with the school’s Maori community, develop and make known to the school’s community policies, plans and targets for improving the achievement of Maori pupils.

f) Provide appropriate career education and guidance for all pupils in Year 7 and above, with particular emphasis on specific career guidance for those pupils who have been identified by the school as being at risk of leaving school unprepared for the transition to the workplace or further education/training.

NAG2Documentation & Self Review

The Board of Trustees, with the Principal and staff, is required to:

a) Develop a Strategic Plan which documents how they are giving effect to the National Education Guidelines through their policies, plans and programmes, including those for curriculum, National Standards, assessment and staff professional development.

b) Maintain an on-going programme of self-review in relation to the above policies, plans and programmes, including evaluation of information on pupil achievement.

c) Report to pupils and their parents on the achievement of individual pupils, and to the school’s community on the achievement of pupils as a whole and of groups (identified through NAG1c above) including the achievement of Maori pupils against the plans and targets referred to in 1e above.

NAG2a Where a school has pupils enrolled in Years 1-8, the Board of Trustees, with the Principal and teaching staff, is required to use National Standards to:

a) Report to pupils and their parents on the pupil’s progress and achievement in relation to National Standards. Reporting to parents in plain language in writing must be at least twice a year.

b) Report school-level data in the Board’s Annual Report on National Standards under three headings:

i. School strengths and identified areas for improvement.

ii. The basis for identifying areas for improvement.

iii. Planned actions for lifting achievements.

c) Report in the Board’s Annual Report on:

i. The numbers and proportions of pupils at, above, below or well below the standards, including by Maori, Pasifika and by gender (where this does not breach an individual’s privacy).

ii. How pupils are progressing against the standards as well as how they are achieving.

NAG3 Employer Responsibilities

According to the legislation on employment and personnel matters, each Board of Trustees is required in particular to:

a) Develop and implement personnel and industrial policies, within policy and procedural frameworks set by the Government from time to time, which promote high levels of staff performance, use educational resources effectively and recognise the needs of pupils.

b) Be a good employer as defined in the State Sector Act 1988 and comply with the conditions contained in employment contracts applying to teaching and non-teaching staff.

NAG4 Financial & Property Management

According to the legislation on financial and property matters, each Board of Trustees is required in particular to:

a) Allocate funds to reflect the school’s priorities as stated in the Charter.

b) Monitor and control school expenditure and ensure that annual accounts are prepared and audited as required by the Public Finance Act 1989 and the Education Act 1989.

c) Comply with the negotiated conditions of any current asset management agreement, and implement a maintenance programme to ensure that the school’s buildings and facilities provide a safe, healthy learning environment for pupils.

NAG5 Health & Safety

Each Board of Trustees is also required to:

a) Provide a safe physical and emotional environment for pupils.

b) Promote healthy food and nutrition for all pupils.

d) Comply in full with any legislation currently in force or that may be developed to ensure the safety of pupils and employees.

NAG6 Each Board of Trustees is also expected to comply with all general legislation concerning requirements, such as attendance, the length of the school day and the length of the school year.

NAG7 Each Board of Trustees is required to complete an annual update of the School Charter for each school it administers, and provide the Secretary for Education with a copy of the updated School Charter before 1 March of the relevant year.

NAG8 Each Board of Trustees is required to provide a statement providing an analysis of any variance between the school’s performance and the relevant aims, objectives, directions, priorities, or targets set out in the School Charter at the same time as the updated School Charter provided to the Secretary for Education under NAG7.

NAG 8 applies in relation to schools with students enrolled in Years 1-8 from the 2013 school year, and all schools from the 2014 school year.

Board of Trustees Declaration

The KingsView School Board of Trustees in accordance with the Education Act 1989 and amendments has prepared the KingsView School Charter 2013 to establish the mission, aim, objection, directions and targets of the Board that will give effect to the governments National Education Guidelines and the Board’s priorities.

The Charter is a reference for all Board activity.

In the preparation of this Charter the following have been consulted:

Parents of Pupils
Board
Staff
Proprietors
Maori Communities
Pupils
Other (specify)

The KingsView Board of Trustees hereby approves the KingsView School Charter 2013.

Board of Trustees Chairperson

Date