2011 Charter

1. National Priorities
The National Education Otorohanga Primary School We value:
 Mana Motuhake—Managing
Priorities for the basis of what Self
we do. In 2011 we are focusing Charter 2011  Manaakitanga—Participating
specifically on: and Contributing
 Success for All  Whakawhanaungatanga—
Relating to Others
 Improving Literacy and
 Ako—Thinking
Numeracy
 Mana Reo—Language, symbols
 Improving outcomes for
and texts
Maori Students
School Priorities/Targets
Targets have been set in Reading, Submission to MOE
Writing and Numeracy and relate
to the percentage of students
Mission:
April, 2011
achieving the expected curriculum/ To develop life long learners and
standard level. thinkers best prepared to succeed. Ratification of Charter
 Reading—50% WS & NZM
 Writing—50% WS & NZM
 Numeracy—70% WS 65% NZM
Vision: March, 2011
Give it a Go! Karawhuia!
Values and Beliefs Cultural Diversity and Maori Dimension
The following values will be promoted and modeled at School : Children should :
 Respect  Participate in Te Reo Maori, Tikanga Maori and Kapa Haka
 Excellence  Share and acknowledge their cultural background
 Honesty  Develop ties with (local) Maori community
 Accept and understand different cultures
 Flexibility
 Look outside Otorohanga
 Responsibility
 Experience traditions of other cultures
 Inquisitiveness
Consultation with Maori Community takes many forms e.g. newsletters,
These values were chosen after consultation with the school commu- parent interviews etc. In 2011 there will be a Hui held on Student
nity and are promoted through our Golden Rules and 6 Kinds of Best. Achievement.
(For further detail refer to the OPS Curriculum Folder) (For further detail refer to the OPS Curriculum Folder)

2. Improving Student Developing a Quality School Organisation
Learning & Achievement Learning Environment & Structure
Literacy Learning Programmes and Teaching Delivery Property
 High expectations for all students  Students are active members of the OPS  10 year property plan.
 Teacher Action Inquiry in Reading and learning community  Develop new 5YA plan from July 2011-
E-Learning  Reflection by the learner of what they have 2016
 Continue to up skill teachers in the areas of learnt and how this relates to what they  Develop Computer Suite
Reading, Writing and Oral Language already know is evident
 Positive home/school partnerships which Human Resources
Numeracy enhance learning  Performance management
 High expectations for all students Professional Development  Provide teachers with adequate learning
 School-wide Mathletics Programme  Teacher Action Inquiry in Reading and E- and admin support
 Continue to up skill teachers in the use of Learning
the Numeracy Programme and Planning  ICT Professional Development Contract Curriculum
2010-2012  Review OPS Curriculum
Maori Student Achievement  Develop OPS Benchmarks—specifically in
 High expectations for Maori students
E-Learning writing
 Make connections to enable students to
 Continue to focus on the principles of  Students E-Portfolios
enter and explore new learning environ-
Kahikitia in providing opportunities for
ments.
Maori student engagement and success Finance
 Facilitate shared learning to join and create
 Budget set for resources, professional
communities (e.g. blogs and wikis)
Second Language Learning  Develop and maintain the ICT infrastruc- development and finance.
 Students in the senior class (Year 5-8) learn ture within the school to meet the current  Specifically spend money on setting up
French needs of students in learning for the future. Computer Suite and E-Learning
Action plans for goals are found within the Annual Operation Plan, Annual Review Plan, Regular Principal Reports, Numeracy and Literacy
Achievement Reviews and the 5 YA Property plan.

3. Teaching and Learning Programmes Finance Property Human resources, Staffing, Professional
Development  Monitor expenditure  Follow 5yp summary Development, Performance Management
 Continue to implement the OPS cur-  Prioritise spending for sheet  Continue funding
riculum with specific emphasis on Teaching and Learning  Computer Suite  Staff development including :
Inquiry and developing Higher Order  Drinking fountains Literacy, Numeracy, and E-Learning
 Perform Mid Year
Thinking replaced  Reading Recovery Programme
Budget Review
 Develop E-portfolios for all learners  Management release made up of
which includes achievement data developing student leadership and
and reflection providing professional development
 Develop OPS Benchmarks Priority Areas support to Beginning Teacher
(specifically in writing) to provide  Literacy Learning—targets  Fixed Units offered for ICT Leadership
students and teachers with next step  Numeracy learning—targets  Investigate funding increased Teacher
information for teaching and  E-Learning Aide time to support classroom
learning. programmes
 Implement weekly Te Reo Maori,
Tikanga Maori and Kapa Haka
sessions school-wide. Health and Safety Review
 Replace Drinking  Personnel & Curriculum
 Continue to support and develop the
Fountains Policies and Procedures
6 K.O.B.s (Kinds of Best) values
 Review Documentation  Report on Target data
programme. surrounding school trips  Mid Year Budget Review
Partnership with the Community Reflecting New Zealand’s Cultural Diversity
 Communication : Regular newsletters will update parents on school information  Regular Kapa Haka opportunities, school-wide offered.
and activities.  Te Reo programmes active in classrooms, integration into other areas of
 Consultation : Parent interviews, reports and community questionnaires will the curriculum.
ensure full consultation on all matters.
 Multi-cultural component in school-wide units.
 Development of Computer Suite and ICT initiatives will enable the community to
 Focus on Maori Student Achievement data and hold a Hui
access information and engage with students learning.