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MACRAES MOONLIGHT SCHOOL BOARD OF TRUSTEES
SCHOOL CHARTER 2008-2010
Mission
The school’s purpose
Our school in partnership with the community provides educational opportunities to meet the needs of our children in preparation for lifelong learning.
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Vision
For our children
In partnership with the community we will work with our children to:
- Develop self-esteem.
- Develop positive work habits.
- Develop positivele to others and contribute to their communities.
- Become confident communicators using new technologies where appropriate.
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Values
We share
Our values are the important qualities we endeavor to use in our learning and relationships with others..
Respect
Courtesy, Caring, Tolerance, Honesty, Sustainability, Individuality.
Excellence
Perseverance, Independence, Team Work, Aiming High, Competition
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OUR PEOPLE
Board of trustees |
Staff |
children |
Chair – Jennifer Fleming
Staff Rep – Keighley Donaldson
Principal – John Fisher
Treasurer – Sharon Sutton
Parent Rep – Robyn Fraser
Parent Reps - Kent Tisdall, Greg Wilson
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Principal – John Fisher
Principal Release - Glenda Heckler
Teacher– Keighley Donaldson
Cleaner – Diane Jenkinson
Secretary – Rhonda Thomson |
Y7 – 2 Students
Y6 – 1 Students
Y5 – 3 Student
Y4 – 1 Students
Y3 - 1 Students
Y1 - 2 Students
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Macraes Moonlight Board Of Trustees School Charter
Aims & Objectives
Covering the three statutory areas of student achievement, school performance and use of resources. (Education Standards Act 2001)
Area |
Aims |
Objectives |
Special Character |
To develop acceptable student social attitudes through interaction with peers. |
To overcome the isolation factor by taking advantage of formal and informal opportunities to visit and participate with other schools in varied activities. |
Curriculum Delivery |
To meet the requirements of the National Curriculum statements. |
To deliver programmes of work through appropriate effective planning use of resources and personnel and to use varied methods and approaches which stimulate interest and self motivation to learn. |
Curriculum Content |
To cover all aspects of the curriculum as efficiently and effectively as possible. |
To develop balanced programmes of work based on achieving community priority goals related to National Curriculum Statement AOS & SLO’s. To give priority to Literacy, Numeracy, Science & Technology. |
Assessment & Reporting |
To assess, monitor and report on each child’s progress, achievements and individual learning needs in order to improve learning, enhance teaching programmes & implement strategies which overcome barriers to learning. |
BOT in consultation with the principal will approve a plan which details the purposes & objectives for monitoring & reporting student progress, achievement and learning needs & details strategies for identifying and overcoming barriers to learning. |
Personnel |
To be a good employer & to promote high levels of staff performance in relation to the schools aims, objectives, policies & plans to enhance learning. |
The board will prepare plans and policies which reflect its commitment to being a good employer. Plans and policies will be reviewed as required. |
Finance |
To link resource use to charter objectives by allocating funds to reflect the school priorities. |
Each year the board will approve an annual budget reflecting priorities identified in the Charter and schools strategic plan. Board will monitor & control school income & expenditure and ensure annual accounts are prepared and audited. |
Property |
To ensure that the schools assets are well presented, maintained and developed and that the school environment is clean and safe. |
The board will ensure the preparation and implementation of a long term asset management plan. |
Community Participation |
To keep the community well informed of the schools plans and activities and encourage their interest and support for the school
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The board will have a policy and procedures in place for achieving community participation which will be reviewed as the need arises. |
New Zealand’s cultural diversity and the unique position of Maori culture |
Education Act: Our charter is required to meet theses aims:
- Developing policies and practices that reflect New Zealand’s cultural diversity, and the unique position of Maori culture; and
- Ensure all reasonable steps are taken to provide instruction in tikanga Maori (Maori culture) and te reo (Maori language) are provided for full time students whose parents request it.
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The schools plans and policies will be implemented in ways which are sensitive to the cultural backgrounds and values of individual children and their families, and will recognize those needs. |
Macraes Moonlight Charter: 3 Year Development Strategy
Priority Strategic Goals for the Period 2008 to 2010
This is a “rolling” plan. Each year’s strategic goals are confirmed prior to the commencement of the year. Strategic goals for subsequent years are tentative pending ‘opportunity” adjustments and confirmation at the commencement of the year. Appropriate forms of documentation for each goal are provided in Annual Plans. |
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Goals are statements, which focus on a small number of selected areas for special attention. In turn, targets specifying the particular aspects of those goals to receive attention in a given year will be shown in Annual Plans. Conceivably there can be a multitude if activities and projects a school will want to undertake in any given year. For the purposes of this plan, special discipline is exercised in selecting a small number of goals for each year (2 or 3), which are directly related to student achievement. Other activities may be detailed in an annual supplementary schedule. |
Costs are “best estimate” in this plan. More precise costings are provided in Annual Plans. |
The people who will have responsibility for programme development and management are nominated in this plan. |
Goals may be valid for one or more years depending on sensible decisions about attainability and sustainability. It is often unrealistic to have tightly defined annual targets for areas of learning that take time to advance to the point where genuine gains are achieved with some degree of performance. This applies particularly to higher-level learning. |
Goal
Titles/ Areas
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Goals |
Leadership Responsibility |
2008
Confirmed |
2009
Confirmed |
2010
Confirmed |
Literacy
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To develop, implement, monitor and review programmes and practices that strengthen literacy achievement at all levels of the school.
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Literacy led by Mr Fisher |
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Numeracy
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Continue to develop, implement, monitor and review programmes and practices that strengthen numeracy achievement at all levels of the school |
Numeracy Led by Mr Fisher |
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Oral Language |
To develop and implement a programme that maximizes opportunities for students to practise and improve their oral language skills across a wide range of contexts. |
Mr Fisher and Miss Donaldson |
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P.E. / Fitness |
To develop and implement, monitor and review programmes that focus on the personal health and motor skills of the students. |
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Mr Fisher and Miss Donaldson |
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I.C.T.
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To develop and implement, monitor and review programmes/resources which allow children to confidently access and provide information, and to communicate with others. |
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Mr Fisher and Miss Donaldson |
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Macraes Moonlight School Board of Trustees
Annual Plan 2010
For Advancing Student Achievement* through School Performance* and Resource Management*
This plan sets out performance targets for each of the goals identified in the school’s 3 year Strategic Plan. These goals are based on an analysis of priority needs in our school. At the conclusion of the planning year results will be reported against each target. School Management is responsible for developing, implanting and monitoring programmes and procedures directed towards achieving the targets. The Board does not require that those programmes and procedures be stated in this plan, but expects to be kept informed of such action as the year progresses.
Goal
Titles |
2010 Goals
Taken directly from the 3 year Strategic Plan. Goals are statements, which focus on a small number of selected areas for special attention. In turn, targets specify the particular aspects of those goals to receive attention in a given year.
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2010 Targets
Specific objectives for student’s achievement in 2010 are stated as ‘success criteria’. Where appropriate targets will include objectives for the interrelated aspects of school performance and resource management. |
analysis of variance
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Literacy |
To develop, implement, monitor and review programmes and practices that strengthen literacy at all levels of school.
Historical Position – During 2009 we achieved success in achieving our literacy goals in the areas of spelling and reading comprehension. During 2010 the staff feel strongly that our emphasis needs to turn towards writing. Our students have done a lot of transactional writing over the last two years, supporting their integrated topic studies. There has not been enough of a sustained programme for students to identify both surface and deeper features of their writing that can be developed, and for them to have enough opportunities to receive adequate practice and feedback. We also recognize that while we have imaginative students, that has not always been transferred into quality descriptive writing.
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SA– All students will demonstrate a standard of writing for a selected surface and deeper feature which is at least as high as expected for their time at school.
SP – Writing samples analysed early in 2010. Individual goals and programmes established. Ongoing units of writing designed to provide continuity and inspiration to achieve success. Regular specific feedback in all forms. Engaging displays of students writing in classroom and publication in newsletter. Learning journals maintained. Exemplars of next steps available to students. Assessment for formative and school wide data using Curriculum Exemplars, National Standards for writing and Literacy Progressions.
RM –Main focus for P.D. spending for 2010. eg N.Z. Reading Association workshops, Barbara Watson seminars. Writing resources to need, learning journals for each student purchased. |
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Numeracy |
To develop and implement, monitor & review programmes and practices that strengthen numeracy achievement at all levels of the school.
Historical Position – Over the last two years there has been a strong emphasis on the aspects of mathematics covered in the Numeracy Project. This continues to be important. However, this has been at some cost to the time given to other maths areas such as measurement. Assessments have identified concerns about the level of understanding of our students in this area in particular.
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SA –All students will have demonstrated that they are achieving at a level which is at least as high as illustrated by the relevant national standard for their year level by the end of 2010.
SP – Mathematics timetable reorganized from 2010. Topic maths to be timetabled once a week and taught by Keighley Donaldson and Glenda Heckler. Pre unit assessments to be conducted. Opportunities to practise and develop skills across curriculum
RM – Physical resources purchased from Maths budget to need. E.g. new measurement equipment. Teachers visit other schools with strength in measurement to see programmes.
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Oral Language
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To develop and implement a programme that maximizes opportunities for students to practise and improve their oral language skills across a wide range of context
Historical Position – Over the last two years, there has been a strong emphasis on oral language and excellent progress has been made. 2010 is seen as a year for consolidation of the skills gained. We did not have the opportunity to repeat the video interviews later in 2009 and there will be an opportunity to do so in 2010.
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SA – All students will participate in a video interview which will demonstrate development in the oral language skills identified in the unit of work. These will be assessed against the student’s 2009 interviews where possible.
SP – The components of oral language will be revisited. Students will again have opportunities to see quality models and have time to practice their skills. They will receive feedback from a variety of sources. There will again be an opportunity to share these videos with the wider community.
RM – Investigate the purchase of a new video camera and editing software. EOTC funding to travel to see a television studio in operation. |
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| P.E. / Fitness |
To develop and implement , monitor and review programmes/resources that focus on the personal health and motor skills of the students.
Historical Position – During 2009, our focus switched from aerobic fitness to monitoring a new initiative, the Developmental Health and Fitness Programme. This will continue to operate in 2010 and is very popular with the students. We have observed that a number of our students have difficulties accepting the disappointments inherent in competitive sport, and only have a limited concept of what it takes to be an effective sporting team member. Organising team sport is a huge challenge for us and there has been very limited involvement over the last year. |
SA –All students will have had some experience of playing a team sport against opposition from another school or club during 2010. For some, this may be a one off opportunity arranged with schools, but for as many senior students as possible, this will include playing sport on a weekly basis. This activity will be initiated and coordinated by the school.
SP – The winter sports coaching programme will be developed further during 2010. Opportunities for team sports with other small rural schools will be actively investigated. Senior players will join Strath Taieri Hockey Club and John Fisher will assist with coaching. Some practices will be held at Macraes. A unit of work during the 2010 Soccer World Cup is planned.
RM – Support from funding agencies targeted at rural sport to be applied for.. E.g. SPARC and Sport Otago funding. |
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| I.C.T |
To develop and implement, monitor and review programmes and resources which allow students to confidently access and provide information, and to communicate with others.
Historical Position – An ICT plan has been formulated and modified during 2009. This will include the purchase of a new DVD player, new T.V., projector screen, and eventually four new laptops linked to our wireless system. The protopages were not further developed during 2009 and the next step is for students to take a more active role in developing these and for parents to have access to them also. |
SA –The protopage will be developed so that students are regularly updating their work on it and parents are accessing that information by the end of 2010.
SP – Staff to determine whether it is best to continue with current pages or to develop as new. ICT planning and programmes over second term to focus on working towards this goal. Students have planned lessons to become confident users of the pages. Material regularly updated on an ongoing basis. Parent night to introduce.
RM – New software if required. Release for ICT teacher to receive training, discuss current setup and visit another school using student web pages. |
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