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Mount Hutt College and Lauriston School Strategic Plan 2013-2016

Mount Hutt College and

Lauriston School

Charter

2013 (Approved by MOE 8th April, 2013).


Introduction


Introduction

The Board has the responsibility to develop strategic educational direction from Year 1-13 across two schools; Mount Hutt College and Lauriston School which places it in a unique position. We acknowledge the Board of Trustees governs two individual schools and that the management reflects each schools requirements. The legal responsibility of Boards of Trustees around governance and management is determined by Section 75 and 76 of the Education Act 1989. Governance The Board emphasises strategic leadership rather than administrative detail, has a clear distinction of Board and staff roles, concentrates on the future rather than the past or present, and is pro-active rather than reactive. Management The Board delegates all authority and accountability for the day-to-day operational organisation of the respective schools to the Principal, or Acting Principal. Combined Board Composition

Five elected parent representatives; nominations open across both schools. If either school’s community is not represented by at least one trustee after the election,

then the Board will co-opt at least one representative from that community. One elected student from Mount Hutt College. One Staff representative; nominations open across both schools; whoever is elected

must visit the staff of the other school at least once a term. Co-option is at the discretion of the Board.

Recognising New Zealand’s Cultural Diversity NAG 1(e) Both schools, as appropriate to their communities will develop procedures and practices that reflect New Zealand’s Cultural diversity and the unique position of Maori Culture. In recognition of this we will take reasonable steps to provide instruction in tikanga (Maori culture) and te reo Maori (language). To achieve this, the schools will:

Incorporate elements of tikanga and te reo into units of work across all areas of the curriculum.

Offer opportunities for individual student and staff development in te reo as required. Use everyday greetings from the Maori language. Encourage the establishment of signs around the school in both English and Maori. Ensure there are adequate resources to support tikanga and te reo programmes.

Mount Hutt College and Lauriston School Strategic Plan 2013-2016 Commitment to Maori NAG1(e) Both schools recognise that Maori students face barriers to achievement additional to those faced by other students. The reasons for this are complex, and are both historical and current. We believe that the additional barriers faced by Maori students can only be addressed effectively in partnership between the school and its Maori community. That partnership must work to make the principles of the Treaty of Waitangi a reality at both schools and give Maori students the same benefits of participation in education as other students. The schools also recognise that Maori language and culture has an intrinsic importance to New Zealand society, which is over and above the contribution made by other cultures. The schools are determined to reflect that importance. The Board is committed to building and playing an active part in the partnership, with Maori community, and to resourcing decisions made in partnership. National Education Goals and Priorities Mount Hutt College and Lauriston School endorse the National Education Goals and the National Education Priorities and recognise the legislative requirements of the National Standards for achievement


The Schools and their communities

Lauriston School Lauriston is a four teacher, rural, co-educational State Primary School that educates pupils from New Entrants to Year 6 with a roll of about 90 students. It contributes to Mount Hutt College, Methven. It was established in 1883 and is situated in the Lauriston township which is in the Ashburton county, approximately 23 kms from Ashburton and 18kms from Methven. The district is well served by the District Bus Scheme, of which there are three buses operating. The catchment area for the school includes the Lauriston, Lyndhurst, Barrhill, Rokeby and Winchmore areas. The school is situated in a pleasant rural setting with well-kept grounds and gardens. It has a filtered, solar heated swimming pool, a tennis court and extensive playing fields. There is a very supportive parent community who regularly attend school events, school based occasions and sports days and participate in fundraising efforts. Parent help is readily forthcoming to support classroom programmes. Parents encourage their children to do well at school and communicate well with the teachers. There is also a high expectation of good behaviour and discipline by staff and the parent community. The school provides a wide range of learning opportunities for children and view experiences ‘in the wider world’ as important. It has a culture of enterprise and a strong sense of family. The core subjects of literacy and numeracy are given priority in our school, with the inclusion of information and communication tools.

Location Lauriston, Mid-Canterbury

Decile Rating 9

Teaching Staff Roll generated Number of teachers

5 5

Gender composition Girls 35 Boys 41

Ethnic composition NZ/European 82% Maori 8% MELAA 3% Pacific 0% South East Asian 7%


Mount Hutt College Mount Hutt College is a state, rural, coeducational Year 7-13 school of about 470 students. It is set in attractive grounds in Methven, not far from Mt Hutt ski field, and serves a predominantly rural community. A District Bus Scheme provides transport for about half of the school’s population, and the school has grown rapidly in recent years. In 2007 an Enrolment Scheme was implemented at the direction of the Ministry of Education. A full range of curricular and extracurricular activities occur in the school, which has a tradition of performing well in all areas of its operation – academic, cultural, sporting and social – strong community links support all school activities. Contributing schools range from all around Mid-Canterbury

Location Methven

Decile Rating 8

Teaching Staff Roll generated Number of teachers

36.9 40

Number of foreign fee paying students 7

Ethnic composition Pakeha 75% Maori 8% Other European 6% Asian 4% Other Asian 3% African 2% Other 2%

Gender Composition Girls 233 Boys 243


STRATEGIC

SECTION


Strategic and Annual Plan (Overview)

Mission Statement

Mottos

Shared Core Beliefs

Enhanced Student Learning

Outcomes

Go

vern

ance

Go

vern

ance

Strategic Goals

C

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M

M

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N

I

T

Y

C

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N

S

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A

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Lauriston School

Annual Goals

Targets

2012

Mount Hutt

College

Annual Goals

Targets

2012

M

anag

emen

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M

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Mission – Both Schools

To develop confident, enterprising, motivated learners

Mottos

Lauriston - “READY for Success” Mount Hutt College - “Striving for Excellence”

Strategic goals 2013 - 2016

1. To provide a dynamic learning environment that caters for individual needs.

2. Self-management, thinking skills and participation is actively

encouraged. 3. To promote positive active engagement in communities and

competitiveness in the global environment. 4. All learners will be able to effectively access the New Zealand

Curriculum through the delivery of quality teaching and learning programmes.


Strategic Aims

1. To provide a dynamic and safe learning environment that caters for individual needs.

Positive and Supportive Learning Environment Classrooms will reflect the work and learning of its students and celebrate their success. Classroom management will focus positively on desired behaviours and system. Strategies will be in place to make certain individual learning occurs. Students need to feel safe, happy and secure.

Meaningful and Powerful Learning Experiences To motivate and engage students in learning, teachers will plan a range of powerful rich learning experiences that students can relate to and see meaning for and also that cover a wide range of learning areas. Students need to make connections between these areas. Learning opportunities and experiences need to be authentic and significant. “We learn for life – using life to learn.”

Success for all Teachers will provide opportunities for success and encourage students to set and reach goals beyond those which are readily attainable for them. Success at school is one of the foundations for success in life. Success comes in many forms, and we recognise that each student has his or her own learning path and will achieve at different rates.

Improving Outcomes for Students at Risk NAG 1(c)iii Our school will identify individuals and groups who are not achieving or are at risk of not achieving to their capabilities, and is committed to providing as much support as possible to overcome the barriers to achievement. Students come to school with different capabilities, prior learning, motivation, support and aspirations. Deficits in any of these areas can put students at risk of not achieving.

A Safe Learning Environment NAG 5 (a),(c) A safe physical and emotional learning environment is a priority. We will create a learning environment that is inclusive, embraces culturally and social diversity. It will be free from harassment, threat, disruption or abuse.

Resourcing NAG 4 The Board ensures it will use the resources available to provide for a dynamic learning environment for each learner. The school will secure high quality staff.

The school budget reflects the Board’s priorities and support the annual aims and goals. This also includes expenditure being allocated to ensure our grounds and buildings are maintained to a high standard.

Refer to Resourcing Strategies 2013 – 2016.


2. Self-management, thinking skills and participation is actively encouraged.

Encourage Independent Thinkers Thinking skills and strategies will be specifically taught right across the curriculum. All learners need the skills of how to think. They enable students to be better prepared for the future world they will live in.

Quality Expectations We will develop independent learners, capable of learning to a high standard. We will help students set high personal and realistic standards for themselves. We will assist students to achieve the best work they can do, so as to gain a sense of pride through their success.

We ensure students are ‘READY’ (Lauriston) and have ‘PRIDE’ (Mt Hutt College)

All students in our school will have an understanding of and opportunities to engage with the values and personal attributes the school believes in. These assist our young people to develop into contributing citizens who live to fulfil the mission of the school. Vision and Values Statement Lauriston School R.E.A.D.Y. for Success The values and virtues that support and confirm this vision make up the heart and soul of Lauriston School and cleverly form a meaningful acronym; READY. We want students to leave Lauriston School; Ready academically, socially and physically to meet the challenges ahead of them. R stands for respect (which includes honesty, responsibility and pride) E stands for enterprise A stands for achievement D stands for determination Y stands for your choice, it’s up to you. Mount Hutt College uses PRIDE to link help focus the learning of its community. PRIDE helps focus the values of the revised curriculum so the learning is embedded as we strive for excellence.

P Passion

Be enthusiastic and committed to learning Be proud of our school Look after each other and the environment

R

Respect

Respect the rights of all to learn in every class Be polite and respectful to all Respect tidiness of all learning environments Respect yourself

I

Integrity

Be honest Follow the school systems Take pride in doing your best Act responsibly when something is wrong

D Diversity

Recognise and understand differences; talents, culture and religion Celebrate successes of others in all areas of school life

E Excellence for all

Aim for the very best in all that you do Always exhibit our school values of PRIDE Be the best you can be


National Key Competencies

All students will be given opportunities to develop their capabilities in the Key Competencies during their time at Lauriston School and Mount Hutt College through the implementation of our mission statement. The New Zealand Curriculum identifies 5 Key Competencies: Managing Self Relating to Others Participating and Contributing Thinking Using Language, Symbols and Texts

Staff and students are engaged and motivated learners Schools will create an environment that enables and encourages staff and students to be

engaged and motivated learners. Student effort and achievement will be recognised and

celebrated. Staff successes are also acknowledged and recognised as quality teaching practice.

3. To promote positive active engagement in communities and

competitiveness in the global environment.

Providing Career Guidance NAG 1(f) All students will be provided with high quality careers education. Particular emphasis will be placed on advice and assistance to students who are at risk of leaving school unprepared for the transition to the workplace or further education. Careers education and guidance is an important element of secondary schooling.

Students will be encouraged to be active in the community By building on our strong school, parent and community networks, our students will be able to establish quality relationships with those in the community and use these to get involved in action projects, local issues and to make a positive contribution. It also gives our students the opportunity to establish relationships with individuals who serve as role models and mentors for our young people, which is essential to successful learning.

Communication with our Communities We will engage in regular consultation and communication with community groups. We will inform them of school practice and education issues to ensure we have an informed and involved community.

We will consider our communication methods and will explore more options to enhance communication with parents and the wider community.

The school’s websites will be kept up to date and maintained to provide easy access to accurate and relevant information and will be encouraged as the ‘first point of call’ for parents.


4. All learners will be able to effectively access the New

Zealand Curriculum through the delivery of quality teaching

and learning programmes.

Reporting to Parents NAG 2(c) NAG2A Students and their parents are given regular, honest and relevant feedback on student’s progress and achievement. At any time of the year parents will have a clear picture of their children’s current levels of achievement. Parents will receive written records of the achievement of individual students through twice yearly written reports and meetings/conferences with teachers will also take place. This will include reporting against the National Standards where applicable.

Student Achievement Information NAG 1(c) Student achievement information will be widely used to give feedback on student progress and to inform future teaching and learning programmes. Data will be analysed and used to ensure programmes of learning are meeting individual’s learning needs, identifying strengths and those who are not achieving or are at risk of not achieving to their capabilities. Emphasize the Foundations of Literacy and Numeracy NAG 1(a) ii, NAG 2A Foundation skills will be emphasized and are the underpinning keys to students’ achievement in all areas of the curriculum. When these are in place, students will be able to take the best advantage of their learning opportunities and to develop into lifelong learners. Students at risk of not achieving in these areas will be identified and offered additional support to improve achievement.

Quality Teaching

Our teachers will have high expectations, have high content knowledge, create dynamic learning environments, have focussed planning and are reflective in their practice. They build rapport with their students, show interest in them and give effective feedback on their progress and next steps in their learning. They are open to current best teaching practices and pedagogy and participate in professional development and new learning themselves to improve their practice. Quality teaching is the key factor in influencing quality outcomes for all children.

The Board will encourage professional development and, from the resources available, fund focussed development for all staff.


Strategic Section – Long term Plan for Lauriston School

Strategic Aim 1: To provide a dynamic and safe learning environment that caters for individual needs.

Focus 2013 2014 2015 2016 1.1 Positive, supportive and safe learning environment.

Develop and teach a unit of work on bullying

Develop and conduct a physical and emotional safety survey with a cross-section sample of children and report to the Board on the findings.

1.2 Meaningful and powerful learning experiences

Staff will set personal development goals and engage with the appraisal process.

1.3 Success for all Students will set individual learning goals and participate in 3-way learning conferences.

Goal setting will be reviewed and adapted as necessary

Electronic portfolios will be explored through the LMS system.

Individual e-portfolios implemented in the school for Yr. 3-6 students.

1.4 Improving outcomes for students at risk

Further develop definitions and programmes of work for students identified as gifted and talented.

Review classroom and behaviour management programmes to ensure consistency across the school.

Review learning support programmes for those at risk and not achieving as expected.

1.5 BOT Resourcing The 5YA plan is completed.

Review and develop new 10Yr Property Plan

Implementation of plan


Strategic Aim 2: Self-management, thinking skills and participation is actively encouraged.

Focus 2013 2014 2015 2016 2.1 Encourage independent thinkers

Current school thinking skills programmes are to be reviewed and any necessary changes made in order to meet the objective.

Monitor consistency of programme delivery across the classrooms.

Seek opportunities for students to enter and participate in Problem Solving competitions.

2.2 Quality expectations

Begin exploring ‘Quality Exemplars’ across curriculum areas.

Trial one or two new areas across some classes.

Implement across the school, reviewing as necessary.

2.3 We ensure students and staff are READY and have PRIDE

Ensure the values and competencies of READY are upheld, understood and demonstrated within classroom practice. Monitor the implementation of the new programme in each room.

Implement programmes that enhance the school’s vision and communicate that clearly with their communities. Ensure consistency of programme delivery in each classroom.

Review of the programme’s effectiveness.

2.4 National key competencies

Through the appraisal process staff will ensure they have given due diligence to the implementation of the key competencies in their classroom programmes.

Develop a systematic way to monitor development of key competences, including the work done in Enterprise Education.

Implement new monitoring system.

2.5 Students and staff are motivated and engaged learners.

Staff fully participates in professional development programmes, using a teacher enquiry process.

Review student engagement by completing student survey. Develop a plan for improvement.

Implement any recommendations from the survey.


Strategic Aim 3: To promote positive active engagement in communities and competitiveness in the global environment.

Focus 2013 2014 2015 2016 3.2 Students encouraged to be active in the community

Links with the community and business will be developed through the enterprise programme and social action projects.

Explore and develop some partnership links with some businesses in the area.

Establish the business relationships identified earlier.

3.3 Regular consultation with community

The school website will be further developed to serve as a window into the life of the school. Regularly updated, it will feature highlights of school practice and activities. Conduct a rural delivery leaflet drop to advise our community of the quality education at Lauriston School. Develop and implement a consultation plan with our Maori community

Website is actively utilized by parents as a communication portal with e-newsletters and calendars. Develop a community survey to gauge the community’s expectations and opinions on a range of current issues. Explore what “Maori learning as Maori” looks like at Lauriston School.

Parents can access student work and classroom activities on the website. Conduct a rural delivery leaflet drop to advise our community of the quality education at Lauriston School. Develop a programme/plan of ways to further progress the achievement of Maori.

Develop a community survey to gauge the community’s expectations and opinions on a range of current issues. Fully engage our Maori families in the life of the school.


Strategic Aim 4: All learners will be able to effectively access the New Zealand Curriculum through the delivery of quality teacher and learning programmes.

Focus 2013 2014 2015 2016 4.1 Parents being well informed about their children’s progress and achievement

Review reporting to parents’ process to ensure “best practice’ reporting methods and school wide consistency are achieved, including developments on progress.

Further develop the areas of the progress and achievement report where students complete the data themselves.

Publish some achievement data on student’s e-portfolios for parents to access off the school website.

Parents contributing feedback on-line to their child’s work and collaborative sharing of work and progress throughout the year.

4.2 Focussing on raising student achievement

Set specific goals and targets around the National Standards so that all students are achieving at expectation.

Set specific goals and targets around the National Standards so that all students are achieving at expectation. Develop criteria for assessing achievement in other learning areas.

Set specific goals and targets around the National Standards so that all students are achieving at expectation. Trial new assessment criteria in one or two learning areas and report to the Board.

Set specific goals and targets around the National Standards so that all students are achieving at expectation. Implement new assessment criteria for other learning areas and report to the Board.

4.3 Emphasize the foundations of literacy and numeracy

The school’s Learning Support programmes will be tracked more regularly to ensure programmes are effective and advancing progress in Literacy and Numeracy.

Review the delivery of Learning Support in the school. Is progress being accelerated?

4.4 Quality teaching Teachers undertake professional development on the use of MUSAC.

Teachers will develop an enquiry approach to their teaching, through the setting of personal development goals.

Review the process and develop further and tie into appraisal programmes.


ANNUAL

SECTION


Annual Plan Lauriston 2013

Key Strategic Area 1 – Teaching and Learning Teaching and Learning Strategic Goal - To provide a dynamic and safe learning environment that caters for individual needs.

Achievement

focus

Area to

develop

Process Responsibility Completed

by

Success for all

Goal setting Students will set individual learning goals and participate in 3-way learning conferences. Staff will set development goals and engage with the appraisal process. Successes will be recognised and celebrated.

Principal Teaching staff Support staff

Term 1 Wk. 3 2013 Term 3 Wk. 3 2013 Progress report -after each conference

Positive, supportive and safe learning environment.

Children’s physical and emotional safety

Implement learning programmes in Health that develop knowledge and understanding of bullying behaviours. Conduct the same review as in 2012 to gauge progress.

All classroom teachers Wendy, Sandra

October 2013

Improving outcomes for students at risk

Learning support

Develop register of students with talents or giftedness and implement learning programmes to meet their needs.

Senior staff December 2013 Progress report -May


Key Strategic Area 2 – Citizenship Citizenship Strategic Goal - Self-management, thinking skills and participation is actively encouraged.

Achievement

focus

Area to

develop


by

Encourage independent thinkers

Key competencies

Current school thinking skills programmes are to be reviewed and any necessary changes made in order to meet the objective.

Wendy Teaching staff

December 2013 Progress report -Oct

READY vision Key competencies

Ensure the values and competencies of READY are upheld, understood and demonstrated within classroom practice. Monitor and review the implementation of the new programme in each room.

Principal Teaching staff

December 2013 Progress report -Oct

National key competencies

Curriculum implementation

Through the appraisal process staff will ensure they have given due diligence to the implementation of the key competencies in their classroom programmes and planning.

Principal December 2012 Progress report -Sept


Key Strategic Area 3 – Community Community Strategic Goal - To promote positive active engagement in communities and competitiveness in the global environment.

Achievement

focus

Area to

develop


by

Students encouraged to be active in the community

Involvement Links with the community and business will be developed through the enterprise programme and social action projects.

Teaching staff December 2013 Progress report -July

Regular communication with community

Communication The school website will be further developed to serve as a window into the life of the school. Regularly updated, it will feature highlights of school practice and activities.

Principal December 2013 Progress report -July

Regular consultation with community

Communication Develop a community survey to gauge the community’s expectations and opinions on a range of current issues.

Principal June 2013 Progress report -April

Regular consultation with community

Communication Develop and implement a consultation plan with our Maori community

Principal Sept 2013 Progress report -June


Key Strategic Area 4 – Teaching and Learning Teaching and Learning Strategic Goal - All learners will be able to effectively access the New Zealand Curriculum through the delivery of quality teaching and learning programmes.

Achievement

focus

Area to

develop


by

Reporting to parents

Reporting Conduct a review of the reporting format and after gaining some parent feedback, implement the revised edition.

Principal Teaching staff

December 2013

Focussing on raising student achievement

Reading

To lift the Reading achievement of students to at and above the National Standards. Raising levels of achievement in the Yr 0-3 cohort by progressing student’s fluency and phrasing. Raising levels of achievement in the Yr 4-6 cohort by extending vocabulary knowledge. Accelerating progress of four students working below National Standards to at by the end of the year.

Classroom teachers

November 2013


Written Language

To lift the levels achievement in written language to at and above the National Standards. Raising levels of achievement for a cohort of six Yr 5&6 boys working below standard through extension in the area of vocabulary, especially. Raising achievement of all Maori students in writing and reading to at and above National Standards level.

Classroom teachers

November 2013


Mathematics

To raise levels of Maths achievement of students to at and above the National Standards. Raising levels of achievement by progressing skills and strategies in place value and number knowledge for a cohort of four students working below National Standards in Maths. Raising accuracy and speed of basic fact retention for students in Yrs. 2-6

Classroom teachers

November 2013

Emphasize the Foundations of Literacy and Numeracy

English and Mathematics

The school’s Learning Support programmes will be tracked more regularly to ensure programmes are effective in advancing progress.

SENCO Classroom teachers

November 2013

Mount Hutt Strategic Plan 2013-2016

READY for

Success

Mission Statement

“To develop confident, enterprising motivated learners”

Lauriston School Achievement Target Goals

2013

Targets for 2013 (based on 2012 assessment information) We will achieve this by:

Reading To lift the Reading achievement of students to at and above the National Standards.

Raising levels of achievement in the Yr 0-3 cohort by progressing student’s fluency and phrasing. Raising levels of achievement in the Yr 4-6 cohort by extending vocabulary knowledge.

Accelerating progress of four students working below National Standards to at by the

end of the year.

Written Language To lift the levels achievement in written language to at and above the National Standards.

Raising levels of achievement for a cohort of six Yr. 5&6 boys working below standard through extension in the area of vocabulary, especially. Raising achievement of all Maori students in writing and reading to at and above

National Standards level.

Mathematics To raise levels of Maths achievement of students to at and above the National Standards.

Raising levels of achievement by progressing skills and strategies in place value and number knowledge for a cohort of four students working below National Standards in Maths. Raising accuracy and speed of basic fact retention for students in Yrs. 2-6


Mount Hutt College Strategic Section 2013- 2016 Key Strategic Area 1 – Teaching and Learning Teaching and Learning Strategic Goal To provide a dynamic and safe learning environment that caters for individual needs. Related National achievement guidelines

Nag 1 – Student Achievement Nag 2 – Strategic Planning and Reporting Nag 2A – National Standards Reporting Nag 3 - Promoting High Levels of Staff Performance Nag 4 – Finance and Property

Strategic Focus 2013 2014 2015 2016

1.1 Positive, supportive and safe learning environment. Classrooms will reflect the work and learning of its students and celebrate their success. Classrooms and learning environments will be positive, supportive and inclusive to ensure students working in them feel safe, happy and secure. Classroom management will focus positively on desired behaviours and systems and strategies will be in place to make certain individual learning occurs.

Use PB4L SET data to enhance the learning environment for all students.

Review behavioural systems to ensure the systems fit our restorative approach

Class room management review.

. Survey stakeholders to identify areas for future focus

1.2 Meaningful and powerful learning experiences Teachers will plan a range of powerful rich learning experiences that students can relate to and see meaning and also cover a wide range of learning areas. Learning opportunities and experiences need to be relevant, authentic and significant.

Use Appraisal system to use student feedback to improve learning

Link PLG’s to Appraisal system and look at digital ways of recording appraisal information

1.3 Success for all Teachers will provide opportunities for success and encourage students to set and reach goals beyond those which are readily attainable for them.

Gifted and talented register developed and opportunities for gifted collated and built on. Guided pathways classes

Develop the awareness of G&T students and opportunities for them

Student Goal setting reviewed

1.4 Improving outcomes for students at risk To identify individuals and groups who are not achieving or are at risk of not achieving to their capabilities.

Improve the use of data to inform teaching and learning especially for Boys, Maori students

Look at the needs of our ESOL students and how we can better meet their needs

Review the integration of new students into the College

Review progress of Boys learning

1.5 BOT ensures best use of resources to provide for a dynamic learning environment for each learner. The Board ensures it will use the resources available to provide for a dynamic learning environment for each learner. The school will secure

high quality staff.

Complete the 10Y property plan focusing on the modern learning environment Get infrastructure ready for the implementation of BYOD

Continue and review 10Yr property plan

Mount Hutt Strategic Plan 2013-2016 Key Strategic Area 2 – Citizenship Strategic Goal - Self-management, thinking skills and participation is actively encouraged. Related National achievement guidelines

Nag 1 – Student Achievement Nag 2 – Strategic Planning and Reporting


2.1 Encourage independent thinkers Thinking skills and strategies will to be specifically taught and implemented right across the curriculum.

Investigate best areas of the College Diary to promote school wide to improve thinking skill. Senior students to improve thinking skills to increase endorsements and enable successful scholarship result.

To further enhance the use of thinking skills and strategies.

2.2 Quality expectations We ensure that Lauriston students are READY and that Mt Hutt College students have PRIDE through the implementation of school programmes in order to achieve their personal best.

Under PB4L looks at ways to improve the understanding of PRIDE

To continue to make quality expectations part of our culture.

2.3 National key competencies All students will be given opportunities to develop their capabilities in the Key Competencies during their time at Lauriston School and Mount Hutt College through the implementation of our mission. Through the school’s curriculum document the competencies will be explored, discussed and practiced

Use the appraisal process look at the development of key competencies in each subject and at each level.

Use the information gathers to improve the development of key competencies

2.4 Students and staff are motivated and engaged learners. Encourage staff and students to be engaged and motivated learners.

Continue to use and Monitor PRIDE points Professional development opportunities for all staff A focus on e-Learning for students and staff

A focus on developing the use of “bring your own devices” (BYOD) by students and staff.

Create an environment that enables learning

Mount Hutt Strategic Plan 2013-2016 Key Strategic Area 3 – Community Strategic Goal - To promote positive active engagement in communities and competitiveness in the global environment. Related National achievement guidelines

Nag 1 – Student Achievement Nag 3 – Personnel


3.1 Providing career guidance Mt Hutt College will deliver a quality career guidance programme to all students in Yrs. 7-13.

Continue the work focusing on The Maori students and their Whanau on Career education

Further develop links with local business and educational providers

3.2 Students encouraged to be active in the community To have students actively involved in the community through sporting, cultural, service and business opportunities.

The College Fair, Production, Show day Community Service Day Advertise what we do with the community to the community

Breakout II, Sport

The College Fair Sport, Production Show day Community Service Day

3.3 Regular consultation with community We will engage in regular consultation and communication with community groups. We will inform them of school practice and education issues to ensure we have an informed and involved community

Develop a consultation process with our Maori Community Promote the College within the community using web site, brag boards and local media

Develop the use technology to better survey and consult with the community

Mount Hutt Strategic Plan 2013-2016 Key Strategic Area 4 – Teaching and Learning g Strategic Goal - All learners will be able to effectively access the New Zealand Curriculum through the delivery of quality teaching and learning programmes Related National achievement guidelines

Nag 1 – Student Achievement Nag 2 – Strategic Planning and Reporting Nag 2A – National Standards Reporting


4.1 Parents being well informed about their children’s progress and achievement Students and their parents are given regular, honest and relevant feedback on student’s progress and achievement. At any time in the school year parents will have a clear picture of their children’s current progress and achievement levels.

Review reporting to parents’ process to ensure “best practice’ reporting methods and school wide consistency are achieved and legislative requirements are included

Move towards written reporting through web site and or a Learning management System (LMS)

.

4.2 Focussing on raising student achievement All students will make progress in their learning achievement in all curriculum areas

Raising achievement of Maori Students Developing the Gifted and talented register and programme register National Standards targets and reporting NCEA Achievement target Targets Develop opportunities for student to do scholarship Development of Data in Years 9 and 10

4.3 Emphasize the foundations of literacy and numeracy Foundation skills will be emphasized and are the underpinning keys to students’ achievement in all areas of the curriculum. Learning support programmes will be put in place for those not achieving at expected levels.

Development of the Guided pathways programme Raising achievement of the students with low literacy and numeracy

4.4 Quality teaching Our teachers will have high expectations, have high content knowledge, create dynamic learning environments, have focussed planning and be reflective in their practice. They will build rapport with their students, show interest in them and give effective feedback on their progress and next steps in their learning

Staff use Classroom visits, self-reflection and student evaluations to inform their practice.


ANNUAL SECTION 2013

Mount Hutt College Plans Goals and Targets 2013

Mission Statement

To develop confident, enterprising, motivated learners

Motto “Striving for Excellence”

Targets 2013 NCEA achievement NAG 1(c) i, ii Strategies will be employed to raise the expectations of students about gaining Merit and Excellence endorsed certificates. The percentage of students gaining these certificates will be raised to or exceed the national average for Decile 8 to 10 Co-educational schools at all senior levels. Year 11 Merit raise to 50% Excellence raised to 15% Year 12 Merit raised to 20% Excellence raised to 15% Year 13 Merit raised to 15% Excellence raised to 20%

2010 2011 2012

Level L1 L2 L3 L1 L2 L3 L1 L2 L3

Merit 42% 11% 24% 39% 17% 12% 49% 10% 23%

Excellence 7% 0% 0% 13% 2% 0% 15% 22% 0%

Boys’ achievement NAG 1(a)ii, NAG 2A Encourage boys to aim for high standards. Use “Triple a”, PRIDE points and other data to identify boys who are under achieving and intervene to raise their achievement. In NCEA the percentage of boys results will be comparable to the girls Level 1 Certificates Boys 85%, Level 2 Certificates Boys 90% Level 3 Certificates Boys 90% Year 7 and 8 National standard results will be similar to the girls Year 9 and 10: Monitor Boys PRIDE points to make sure they do not make up a disproportionate number of the low results

2011 2012

Level L1 L2 L3 L1 L2 L3

Boys 79% 89% 59% 73% 90% 76%

Girls 94% 92% 90% 94% 91% 68%

All 88% 87% 72% 85% 91% 72%

Mount Hutt Strategic Plan 2013-2016 National standards achievement NAG 1(a)ii, (b)i NAG 2A(a) Writing: Identify the ## students who are well below the standard in Year 7 and six students in Year 8 and improve on this by the end of the year.. Over 60% of all students will be at or above the standard Reading: Identify the students who are well below the standard in Year 7 and five students in Year 8 and move improve on this by the end of the year Over 80% of Year 8 and **% of Year 7 will be at or above the standard Mathematics: Over 80% of Year 8 and ##% of Year 7 will be at or above the standard..

Students at or above the National Standard

Curriculum Area

Year 7 2012 Year 8 2012

July Nov July Nov

Mathematics 52% 72% 65% 69%

Reading 62% 69% 77% 82%

Writing 32% 49% 57% 61%

Promote Educational Success for Maori as Maori NAG 1(e) By continuing the Provisional development of teachers in Te Reo and Tikanga; develop a greater visibility of Maori culture in the College; Work with local Maori leaders and enhance the links with our Maori community and Hakatere Marae and work with our Maori students to lift achievement levels careers opportunities. This year develop a clear vision. Positive Behaviour for Learning School Wide (PB4LSW) Year one of five years First year on the project need to establish base line data (SET) then look at ways to improve learning school wide though positive behaviours and which areas to target E- Learning

Develop an E-Learning group which will 1. Continue the Focus on e-learning to improve student outcomes 2. Continue the development of wireless to be ready for BYOD in 2014 3. Continue the move towards BYOD; the structures, protocols and information sharing that will be needed to implement this.

Gifted and Talented

Develop the Gifted and Talented register of students Develop a database of current opportunities that the College provides for the G&T Look at more opportunities for G&T students Develop the awareness of what G&T is and how we recognise them.

The Following Action Plans will be used by teachers, and groups of teachers, in the areas they are working as they contribute to achieving these targets. Some will pick up one target on the action sheets and work through at least one cycle and make recommendations they will inform the next target.

Mount Hutt Strategic Plan 2013-2016 Action Plan Sheet

Area: NCEA achievement Group Rationale NCEA achievement NAG 1(c) i, ii

Achievement rates for students at Mount Hutt College are comparable to other decile 8 schools at Years

11, 12 and 13. The endorsement levels at Year 11 are also similar to the national decile 8 figures. However our endorsement rates are lower than national figures at Year 12 and 13. Each year our

targets have increased taking into account a profile of the cohort and national achievement rate. Strategies will be employed to raise the expectations of students about gaining Merit and Excellence

endorsed certificates. The percentage of students gaining these certificates will be raised to be at least

the national average at all senior levels.

Overall endorsement % 2011 2012 2012

Actual Target Actual Target Y11 52 55 56 65

Y12 18 35 33 35

Y13 12 20 23 35

Expected Outcomes Steps/Action Plan Resources required Responsibility Timing Year 11 Merit raise to 50% Excellence raise to 15%

Year 12 Merit raised to 20% Excellence raised to 15%

Year 13 Merit raised to 15% Excellence raised to 20%

Actual Outcomes Recommendations for next cycle


Area: National standards achievement Group Connected curriculum Rationale Last Years’ National standards results did show an improvement across all three areas over the year.

As required we will focus on identifying the students who are well below the standard and aim to raise

their achievement in National standards. The lessons learnt from the ALL project will continue to be implemented to improve writing.

Students at or above the National Standard

Curriculum Area

Year 7 2012 Year 8 2012

July Nov July Nov

Mathematics 52% 72% 65% 69%

Reading 62% 69% 77% 82%

Writing 32% 49% 57% 61%

Expected Outcomes Steps/Action Plan Resources required Responsibility Timing Writing: Identify the ## students who are well below the standard in Year 7 and six students in Year 8 and improve on this by the end of the year.. Over 65% of all students will be at or above the standard. (This target may be adjusted when the profile of Year 7 is known. Reading: Identify the students who are well below the standard in Year 7 and five students in Year 8 and move improve on this by the end of the year Over 80% of Year 8 and **% of Year 7 will be at or above the standard Mathematics: Over 80% of Year 8 and ##% of Year 7 will be at or above the standard..

(** and ## will be completed once the

profile of year 7 is completed.)



Area: . Promote Educational Success for Maori as Maori Group Rationale By continuing the Provisional development of teachers in te reo and Tikanga; develop a greater visibility of Maori culture in the College; Work with local

Maori leaders and enhance the links with our Maori community and Hakatere Marae and work with our Maori students to lift achievement levels careers

opportunities. This year develop a clear vision

Expected Outcomes Steps/Action Plan Resources required Responsibility Timing

Increased awareness of the needs of Maori students and understanding of Tikangi Better understanding of career opportunities for Maori student by Students, their Whanau and teachers. Increased awareness of Maori culture in the College Greater links to our Maori Community and Hakatere Marae Develop a vision for the next three year and beyond



Area: PB4LSW Group Positive Behaviour for Learning School Wide team

Rationale The College has entered into a five year contract of PB4LSW which looks at focusing on Positive Behaviour to improve learning. This is very much evidence based. The first two years will focus on school wide systems and ideas that affect the whole school, in the later years the programme will look

at focusing on classroom behaviour and then groups of students then individuals. The first step is to collect base line data which will help the committee focus on areas for improvement..

Expected Outcomes Steps/Action Plan Resources required Responsibility Timing A better understanding of the systems in the College Improved quality of the systems. Improved data collection of behavioural information. Data informed decisions on behaviour and learning

Coaches and leader training

SET worked with buddy school (Darfield) SET information gathered

Team training Report to staff

Setup monthly meeting and report to staff Survey of all staff

Develop the shared understanding of PB4LSW

for staff 80-15-5 rule

Time out of school

Time out of school Time out of school

Time out of school

Ryan. Kate, John

Ryan. Kate Ryan. Kate, John

Team Team

John Ryan Kate

26 Feb

7 march 20 March

26 March

By end of term



Area: Boys’ achievement Group Rationale Encourage boys to aim for high standards.

At each level of the College Boys’ Achievement is below that of girls, except for the current Year 13 cohort (the numbers are the same) more girls feature as high achievers. Boys also feature more in the referrals and detentions. Use “Triple a”, PRIDE points and other data to identify boys who are under achieving and intervene to raise their achievement.

Expected Outcomes Steps/Action Plan Resources required Responsibility Timing In NCEA the percentage of boys results will be comparable to the girls Level 1 Certificates Boys 85% (2012 Boys 73%, Girls 94%, Both 85%; 2011 Boys 79%, Girls 94% Both 87%) Level 2 Certificates Boys 90% (2012 Boys 90%, Girls 91%, Both 91%; 2011 Boys 85%, Girls 92% Both 88%) Level 3 Certificates Boys 90% (2012 Boys 76%, Girls 68%, Both 72%; 2011 Boys 59%, Girls 90% Both 72%) Year 7 and 8 National standard results will be similar to the girls Year 9 and 10: Monitor Boys PRIDE points to make sure they do not make up a disproportionate number of the low results



Area: E-Learning Group Rationale Technology is part of most of our lives and is used in many ways to inform. E-learning is now very much part of the learning process. We need to find ways to

include e-learning effectively as a way of improving the learning outcomes for our students. For this to occur, students need reliable access to e-learning and teachers need to be able to use the e-learning tools.

Expected Outcomes Steps/Action Plan Resources required Responsibility Timing Develop an E-Learning group which will Continue the Focus on e-learning to

improve student outcomes

Continue the development of wireless to

be ready for BYOD in 2014

Continue the move towards BYOD; the structures, protocols and information sharing that will be needed to implement this.



Area: Gifted and Talented Group Rationale The College does offer many opportunities for students outside the classroom and many class rooms provide extension activities for students. However, these

opportunities are currently not tracked or evaluated. The College does have student you we recognise as Gifted or Talents but the recording of these on a register is not currently occurring. They are a need to identify more opportunities for these students and develop the understanding of what is Gifted and Talented.

Expected Outcomes Steps/Action Plan Resources required Responsibility Timing

Develop the Gifted and Talented

register of students

Develop a database of current

opportunities that the College

provides for the G&T

Look at more opportunities for G&T

students

Develop the awareness of what G&T

is and how to recognise them.



Resourcing (Property and Finance) Strategies 2012-2016+

Mount Hutt and Lauriston resourcing Strategies are to support the Board of Trustees Strategic Plan

The objectives are to; maintain buildings and grounds to a high standard undergo modernisation

projects (MOE funded) directly linked to improving teaching and learning and undergo environment

upgrade projects as BOT funds allow.

Principles which underpin decision making in Property and Capital planning

1. A capital plan is established as per Ministry of Education rules and guidelines; these guidelines are underpinned by the approved 5YA plan for Capital and Maintenance

2. The 5YA plan is set such that the services provided by school owned and ministry fixed assets are enhanced not eroded.

3. Develop learning spaces to promote the learning of the students as per the revised New Zealand Curriculum and the sharing of teacher practice and resources.

4. Develop a quality learning environment: good quality; space, air, acoustics, temperature light furniture and equipment.

5. Balance specialist versus non-specialist area (e.g. Science Lab vs. general classrooms).

6. Consult with staff, parents, student and the community when planning capital developments and consider collaborations with the community

7. Over this period, the schools will review its capital investment with regard to the provision of IT equipment and its use in teaching and learning programmes.

Budget and Monitoring

1. Operate a balanced budget, incorporating depreciation. 2. Budget conservatively for income from College enterprises, International Students and other sources

of locally raised funds.

3. Monitor and manage the schools’ financial resources to ensure they meet the requirements of the BOT including: a) reports on variances against budget as appropriate. b) projects funded. c) income earned. d) transfers to and from ring fenced BOT funds. e) responsibly managing funds held on behalf of others. e.g. Bus Group

4. Aim to maintain the real value of the school’s financial assets.


Operational Policies Each Principal shall ensure that any practice, activity or decision is ethical, lawful, and prudent and that any practice, activity or decision is consistent with the Board’s Charter or expressed values or commonly held professional ethic.

School procedures will meet the legislative statutes and regulations as set down in the appropriate Acts, Ministry of Education circulars and the Education Gazette.

The Policies are reviewed in a cycle as outlined in Appendix 2 for the time frame

01. Consultation with the community

The schools will each consult with their school community on educational issues and significant operational

matters.

Indicators (for each school) a. Consultation undertaken will be reported in each Principal’s reports.

b. A summary report on consultation will be included in each Principal’s November Board report.

02. Disciplinary Policy In the event the Board determines that policy violation has occurred and the Board judges the degree and seriousness of the violation to warrant initiating a disciplinary process, the Board shall seek advice as required and shall follow due process.

In any disciplinary matter involving suspension of a student, the Board will follow all Ministry of Education guidelines and its own discipline procedures relating to the incident.

03. Principal Professional Expenses Policy A budget for each Principal’s professional expenses and for professional development will be established annually. These expenses may include continuing education, books and periodicals, and attendance at professional conferences.

The Principals are authorised to commit this expenditure, up to the budget amount, without further reference to the Board.

04. Reporting to the Board Policy Each Principal reports to the Board as a whole and keeps it informed of the true and accurate position of the outcomes of programmes and services; financial position; and all matters having real or potential legal considerations for their own school. Thus the Board is supported in its strategic decision-making and risk management. Therefore, each Principal will at all times:

inform the Board of significant trends, implications of Board decisions, issues arising from policy matters or changes in the basic assumptions upon which the Board’s strategic goals are based.

submit the monitoring data required in a timely, accurate and understandable fashion.

report and explain financial variance of 10% against budget.

inform the Board when, for any reason, there is non-compliance of a Board policy.

recommend changes in Board policies when the need for them becomes known.

limit public statements about the official position of the Board on controversial social, political, and/or educational issues to what the Board has formally adopted as positions of record.

Report at least annually on students (total, gender, Maori, Pasifika) performance and achievement using a range of references tools including National Standards under the headings:

1. School strengths and identified areas for improvement

2. The basis for identifying areas of improvement

3. Planned actions for lifting achievement NAG2A (b),(c)

report to the Board on an agreed timeframe against annual targets.

Mount Hutt Strategic Plan 2013-2016 05. Curriculum Delivery and Reporting Policy

Delivery of the curriculum shall foster student achievement. Therefore each Principal will at all times:

give effect to the vision, values and key competencies underpinning the New Zealand Curriculum document in each school’s curriculum plan.

ensure opportunities for success in all learning areas of the New Zealand curriculum, through focus on appropriate, skills and knowledge.

give priority to literacy and numeracy.

report to students and their parents on the achievement of individual students, and to the school's community on the achievement of students as a whole and of groups, including the achievement of Māori students against the plans and targets. NAG 2 (c)

identify students at risk of not achieving and implement teaching and learning strategies to address needs. NAG 1(d)

consult with our school’s Māori community about the policies/plans for improving the achievement of Māori students. NAG 1(e)

provide career information and guidance for Year 7 and above. NAG 1 (f)

promote healthy food and nutrition for all students NAG 5(b)

ensure all departments provide an evaluation of courses annually.

monitor annually retention and success rates by gender and racial group.

provide annually an overall review of curriculum in the school, based on a summary of departmental reviews.

06. Personnel Policy NAG 3(a), (b)

The Board delegates responsibility to the Principal for all matters relating to the management of staff, in

the expectation that such matters will be managed in a sound, fair, and respectful manner, in accordance

with the current terms of employment documents. The Principal will promote high levels of staff

performance, by expecting staff to develop dynamic teaching and learning environments, recognise the

needs of the students, and will encourage staff to strive for excellence.

Written into the Principal’s annual performance agreements will be the requirement “to develop and implement personnel and industrial policies which promote high levels of staff performance, use educational resource effectively and recognise the needs of students.” Therefore, the Principal will at all time:

ensure that employees are not discriminated against.

ensure all employees their rights to personal dignity, safety and access to an approved and fair internal grievance process.

ensure that all teaching staff are registered or have a current Limited Authority to Teach.

provide a smoke free environment.

provide for all staff a written contract, either individual or collective.

carry out annual staff performance appraisal and report to the Board on that appraisal. This report will include a comment/summary of how the staff have developed dynamic teaching and learning environments and their efforts at striving for excellence. (In the event of a complaint about a teacher’s competence, the Principal is to provide the Board with a confidential report after the appraisal is undertaken, and follow the procedures set down in the Teachers’ Award.)

meet current employment legislation.

take practicable steps to protect staff from unsafe or unhealthy working conditions.

provide Protective Disclosure protection.

provide privacy of personal documentation held at school.

Mount Hutt Strategic Plan 2013-2016 07. Asset Protection and Financial Management Policy NAG 4(a), (b), (c) This policy documents how the Mount Hutt College and Lauriston School Board of Trustees will ensure that it meets its obligations under National Administration Goal 4 to:

i. allocate funds to reflect the schools’ priorities as stated in the charter and policies;

ii. monitor and control schools’ expenditure, and ensure that annual accounts are prepared and audited as required by the Public Finance Act 1989 and the Education Act 1989;

iii. implement a maintenance programme to ensure that the school's buildings and facilities provide a safe, healthy learning environment for students and a good working environment for staff.

iv. ensure that the financial management of the Mount Hutt College enterprises (Canteen, OPC, International, Snowfed) and Methven Area Bus Group are according to the policy statements for each enterprise.

v. each Principal at all times shall ensure the financial viability of the organisation is protected.

Indicators (for each school): Variances greater than 10% of budget are forecast and reported to the board.

Monthly financial reports are presented and explained.

The uncommitted funds at year end are as planned.

The total funds and reserves figure from the balance sheet at year end reflects the BOT’s planning.

The school has allocated the funds according to its annual plan priorities.

All policy requirements of the MHCM enterprises are met.

Assets are managed according to the BOT’s priorities, including the 5YA plan and all Health and Safety requirements.

08. (a) Health & Safety Policy NAG 5(a), (c)

This policy documents how the Mount Hutt College and Lauriston School Board of Trustees will ensure that it meets its obligations under National Administration Goal 5 to:

vi. Provide a safe physical and emotional environment for students and employees;

Take reasonable steps to protect students and staff from unsafe or unhealthy conditions

Provide a smoke free environment

Ensure a risk analysis management system (RAMS) is carried out according to the EOTC guidelines 2009

Consult with the community regarding the health programme being delivered to students every two years

Provide privacy of personal documentation held at school

vii. Comply in full with any legislation currently in force of that may be developed to ensure the safety of students and employees.

Promote sound management practices in relation to health and safety in the workplace

All hazards within the school and surrounds are identified, notified to students and employees and actions are taken to address the hazards

Maintain an injury and accident register

Operate a health and safety committee to ensure that recommendations are made about any identified areas of health and safety concern and to ensure compliance with all the relevant legislation

Mount Hutt Strategic Plan 2013-2016 08. (b) Information Technologies and Cyber Safety Policy

Vision: To foster an evolving digital learning culture that enables collaboration, innovation and connection, and provides opportunities to take action in the wider community. To enable this, the school requires:

Connectivity – fast, reliable access; sound infrastructure, equipment and systems. Administration, Library and Learning management systems Confident and capable teachers and students with information literacy skills and competencies Appropriate cyber securities and safety policies in the school Adequate budget provision Access to technical support

This policy, and associated procedures, outlines how the school will meet its statutory obligations under NAG1 and NAG5 in relation to information technologies. The Board is aware of its responsibilities as a good employer, to maintain a safe working environment for staff and students and to provide appropriate resources to maximise the educational benefits for students. The Board recognizes that the presence of these technologies in the school can give rise to anti-social, inappropriate and even illegal material and activities. The school has a dual responsibility to maximize the benefits while at the same time minimizing and managing the risks. This Policy applies to all employees of the Board (i.e. teaching, support and ancillary staff) and to all students. It also applies to teacher and other professional trainees assigned to the school from time to time, relief teachers, and staff and students on exchanges or other special circumstances. Information Technologies include devices such as computers, mobile phones, tablets, smart phones, and other associated technologies such as digital cameras, web cams and video conference equipment. Information and communication technologies are available to staff and students under certain conditions, outlined in their User Agreements.

09. Uniform Policy

It is a condition of enrolment that it is accepted that the wearing of school uniform is compulsory, and that

the uniform be worn correctly to and from school, as well as at school, and on other occasions. The Board

of Trustees determines the School’s uniform, and how and when it is worn.

The Board delegates to the Principal and Senior Staff the decision as to what is appropriate and reasonable within the uniform guidelines and students have to accept that decision.

010. Complaints Policy

Any concerns or complaints are to be made following the complaints procedures of each school. These will

be outlined in the school prospectus. These procedures are to be published to parents and staff annually

through the school newsletter.

Mediation will be available to any of the parties involved in a dispute at any time. In this situation the Board will approve a list of 2 or 3 mediators for the parties involved in the dispute to select from. Mediation will be carried out in strict confidence.

Complaints about the Principal’s performance are to be made directly to the Chairperson of the Board of Trustees, in writing.

Mount Hutt Strategic Plan 2013-2016 011. Mount Hutt College Enterprises Policies

Mount Hutt College has four enterprises that are administered by the College and are governed by separate policies. All of these enterprises should be financially profitable. Their finances will be managed by Mount Hutt College and overseen by the Principal of Mount Hutt College. The accounts of each enterprise will be audited annually as part of the Mount Hutt College annual accounts. The Board will take into consideration the profit and loss of each enterprise. In the event that they are not financially viable the board will review their continuity.

Any staff employed by each enterprise will be appointed by the Board or their delegates and the Principal of Mount Hutt College. Annual performance appraisals will be undertaken for each employee. All such staff will be appointed under the appropriate support staff employment contract and will have an individual employment contract. Any problems relating to any employee of an enterprise will be addressed by the Principal of Mount Hutt College in the first instance.

Mount Hutt Enterprises The continuation of each enterprise will be reviewed annually.

a. International Student Policy

b. Snowfed Policy

c. Outdoor Pursuits Policy

d. Canteen Policy NAG5(b)

012. Methven Area Bus Group Enterprise

Methven area bus group is an entity on its own. Mount Hutt College has agreed to be the fund holder

school as per MOA agreement. It is governed by the Charter and Terms of Reference signed and agreed to

by the following schools: Mount Hutt College, Methven Primary School, Our Lady of the Snows School and

Lauriston School. The MABG is responsible for the employment of staff working for them. Any problems

relating to any employee will be addressed by the MABG in the first instance.

The finances are managed by MABG and overseen by the Principal of Mount Hutt College. 013. Attendance and length of the School day and year NAG 6 The board will comply with all general legislation concerning requirements such as attendance, the length of the school day, and the length of the school year.


NAG 2 (b)

Appendix 1: Index of Responsibilities

CHARTER

C1 Reviewing Charter, reaffirming

Strategic values. National Administration Guidelines, Procedural Information.

C2 Strategic Goals – Annual Goals

and Targets.

C3 Analysis of Variance.

CURRICULUM STATEMENTS (Student Achievement,

Department Goals – all faculties – Outdoor

Pursuits Course, International Programme).

CS Special Programmes

CS Senior Assessment, 2007 analysis (NCEA)

CS Physical Education/Health, Commerce

CS Science

CS English/Languages/Library

CS Technology/ICT/Computer Network

CS Social Sciences

CS Mathematics

CS Arts, International Students, OPC

CS Performance Appraisal, Staff Development

GOVERNANCE POLICIES

GP1 Governance Policy

GP2 Delegated Authorities

GP3 Principal’s Performance

Appraisal including annual

Process.

GOVERNANCE PROCEDURES

G1 Roles & Responsibilities

G2 Trustee Code of Ethics

G3 Chairperson Role G4-7 Meeting Process, Procedures and Agenda, Role of Board Secretary G8 Board sub-Committee Principles

G9 Board Review of Governance

G10 Trustee Remuneration

G11 Trustee Induction

OPERATIONAL POLICY

O1 Consultation with Community

O2 Disciplinary Policy

O3 Principal Professional Expenses

04 Reporting to the Board

O5 Curriculum Delivery (NAG 1)

O6 Personnel (NAG 3)

O7 Asset & Financial Planning (NAG 4)

O8 Health & Safety

09 Uniform

O10 Complaints

O11 MHC Enterprises

International, Snowfed,

Canteen.

012 Bus Group

013 Attendance and length of the School day and year

SPECIAL TOPICS

S1 Principals Performance Appraisal

S2 Property Maintenance Plan

S3 Budget

S4 Orientation of new trustees

S5 Strategic Plan


Appendix 2: Triennial Review Programme (Changes made 10-10-12 )

NAG 2 (b)

Year 2013 Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Requirements Appoint chair Ata

Roll return

Annual

report

NS

reports

Roll

return

Ns reports

Charter C2

(Final)

C3

Charter to

Ministry 1st

March

C2 C1 C2

(Prov)

Governance Section GP2 GP3 G8 G9 G10

Operational Policy O2 010 O3

Special Topics S1 S3

S5

S5 S5 S1

S3

Timekeeper

Board training 1 Meeting

review

2 Conf Self-

review

3 Meeting

review

4

Finance - Budget Report on last

year

Analysis of

variance

report report report report report report report draft approve

Principal appraisal 1 set goals 2 3 4 Appoint

appraiser

report

Principal report -Student

achievement

Analysis of

variance

Mt Hutt

Data

gifted

talented

All

target

update

NS Special

needs

Maori NS

Principals report topics

from annual targets

timeline

Annual targets Goal2

FA 2.1

Goal2

FA 2.2

Goal4

FA4.2

HOF

Goal4

FA4.1

Goal3

FA3.1

Goal3

FA3.2

Goal1

FA1.1

Goal1

FA1.2

Annual

targets

Curriculum Statements All curriculum statements being reviewed on one night.

Mount Hutt Strategic Plan 2013-2016 Year 2014 Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Requirements Appoint

chair

Ata

Roll

return

Annual

report

NS

reports

Roll

return

Ns

reports

Charter

C2

(Final)

C3

C2 C1 C2

(Prov)


Operational Policy 09 O8 06 O1

Special Topics

S1

S3

S5

S5 S5 S1

S3

Timekeeper


review

2 Conf Self-

review

3 Meeting

review

4

Finance -Budget Report

on last

year

Analysis

of

variance


Principal appraisal 1 set

goals

2 3 4 Appoint

appraise

r

report

Principal reports topics from

annual targets timeline

Annual

targets

Goal2

FA2.4

Goal2

FA2.3

Goal4

FA4.2

HOF

Goal4

FA4.3

Goal3

FA3.3

Goal3

FA3.4

Goal1

FA1.3

Goal1

FA1.4

@1.5

Annual

targets

Student achievement Analysis

of

variance

Mt Hutt

Data

Special

needs

All target

update

NS gifted Maori NS

Curriculum Statements

All curriculum statements being reviewed on one night

Mount Hutt Strategic Plan 2013-2016 Year 2015 Feb Mar Apr May Jun Jul Aug Sep Oct No

v

Dec

Requirements Appoint

chair

Ata

Roll

return

Annual

report

NS

reports

Roll

return

Ns reports

Charter C2

(Final)

C3

C2 C1 C2

(Prov)


Operational Policy 011/012 07 04 05 013

Special Topics

S1

S3

S5

S5 S5 S1

S3

Time keeper


review

2 Conf Self-

review

3 Meeting

review

4

Finance -Budget Report

on last

year

Analysis

of

variance



goals

2 3 4 Re Appoint

appraiser

report



Annual

targets

Goal2

FA2.1

Goal2

FA2.2

Goal4

FA4.2

HOF

Goal4

FA4.4

Goal3

FA3.1

Goal3

FA3.2

Goal1

FA1.1

Goal1

FA1.2

Annual

targets

Principal reports student

achievement

Analysis

of

variance

Maori

Focus

Mt Hutt

Data

Special

needs

All target

update

NS gifted Maori NS

Curriculum Statements All curriculum statements being reviewed on one night


Year 2016 Feb Mar Apr May Jun Jul Aug Sep Oct No

v

Dec

Charter C2

(Final)

C3

C2 C1 C2

(Prov)

requirements Appoint

chair

Ata

Roll

return

Annual

report

NS

reports

Roll

return

Ns reports

Governance Section GP2 GP3 G3 G4-7 G10

Operational Policy 02 010 03

Special Topics S1 S3

S5

S2 S4 S5 S5 S1

S3

Timekeeper


review

2 Conf Self

review

3 Meeting

review

4

Budget Analysis

of

variance

report report report report report report report report draft approve


goals

2 3 4 Appoint

appraiser

report

Principal reports Student

achievement

Analysis

of

variance

Maori

focus

Special

needs

All target

update

NS gifted Maori NS



Annual

targets

Goal2

FA2.3

Goal2

FA2.4

Goal4

FA4.2

HOF

Goal4

FA4.3@4

.4

Goal3

FA3.3

Goal3

FA3.4

Goal1

FA1.3

@1.4

Goal1

FA1.5

Annual

targets

Curriculum Statements All curriculum statements being reviewed on one night.


Board Self review – use templates

Charter review – could use ERO questions.

Principals’ reports should contain business as usual information plus items from the triennial plan.

Board wants to know #where we are now? Look at outcomes.

#where to from here,

# what has worked well, what hasn’t, barriers, trends.

# what has been done to make improvements?

# How has it helped student achievement?

Board's annual report, Report school-level data on National Standards in the board's annual report 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.

(iv) the numbers and proportions of students at, above, below or well below National Standards, including Maori, Pasifika, gender, and by year level (where this does not breach an individual's

privacy);

and

(v) how students are progressing against National Standards as well as how they are achieving.

Analysis of variance between the school's performance and the relevant aims, objectives, directions,

priorities, or targets set out in the school Charter.

mount hutt college lauriston schoolmounthuttcollege.co.nz/wp-content/uploads/2010/11/...entrants to...

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