2. 2
TABLE OF CONTENTS
MISSION STATEMENT 3
VISION 3
VALUES 3
OUR SCHOOL COMMUNITY 3
OUR BELIEFS ABOUT TEACHING AND LEARNING 3
MAORI ACHIEVEMENT STATEMENT 4
LEARNING PARTNERSHIPS WITH FAMILIES AND WHANAU 4
STRATEGIC GOALS 2012-2014 5
GOAL 1: TO IMPROVE STUDENT ACHIEVEMENT IN LITERACY 5
GOAL 2: TO IMPROVE STUDENT ACHIEVEMENT IN MATHEMATICS 5
GOAL 3: STUDENTS TO BE CONFIDENT AND CAPABLE USERS OF ICT 6
GOAL 4: TO GOVERN THE SCHOOL EFFECTIVELY 6
LOCAL GOALS & OBJECTIVES 7
ANNUAL WRITING TARGETS 2012 9
ANNUAL READING TARGETS 2012 12
ANNUAL MATHEMATICS TARGETS 2012 15
KUMEROA-HOPELANDS SCHOOL REVIEW, REPORTING AND CONSULTATION
SCHEDULE 17
Kumeroa-Hopelands School Charter 2012
3. 3
MISSION STATEMENT
To help students reach their full potential in an environment that is conducive to facing
challenges, co-operating with others and competing to achieve.
VISION
Active, Confident,Life-long Learners
VALUES
Our students will leave with their “SMART” kids backpack. They will have:
A positive Self-esteem
Motivation to learn
A good Attitude, Respect for others and Trust each other.
OUR SCHOOL COMMUNITY
Kumeroa-Hopelands School is a rural primary school situated 10 minutes from Woodville
and approximately 30 minutes from Palmerston North. The school was formed after an
education area review resulted in the amalgamation of Kumeroa and Hopelands Schools in
1994 and the merger with Kohinui School in 2008. We are a full primary, decile 4 school with
a role between 60-70 students, 15% of which are Māori.
The school is located in the township of Kumeroa adjacent to the Community Hall, Tennis
Club and St Andrew‟s Anglican Church. The ManawatuRiver passes to the west of the
school grounds. It has three classrooms, a library and an administration block. A large
adventure playground borders the playing field sheltered by a number of well established
trees.
Kumeroa School was established in 1884. The name Kumeroa has its roots from the time
when travellers travelled up the Manawatu River to the Central Hawke‟s Bay. The worst
gravel banks and shallows were found in Kumeroa (kume - to pull, roa - long).
Today, Kumeroa-Hopelands maintains an open, friendly and welcoming environment for
students, parents and community, along with a supportive Board of Trustees and
community. The school community is active in supporting and fundraising for the school
providing resources and opportunities for learning. As a result, the school is well resourced,
with an excellent range of teaching and learning resources.
OUR BELIEFS ABOUT TEACHING AND LEARNING
We believe that:
All children can learn.
We will guide children to set realistic goals and encourage them to achieve their
potential through the establishment of learning intentions and success criteria.
The school environment will be welcoming, nurturing and will operate under an
umbrella of mutual respect.
Meeting individual needs will be reflected in school and classroom programmes.
Collaboration and teamwork at all levels will form the basis for ongoing and future
school developments.
Kumeroa-Hopelands School Charter 2012
4. 4
MAORI ACHIEVEMENT STATEMENT
At Kumeroa/Hopelands School we acknowledge New Zealand‟s cultural diversity and in
doing so recognise the unique position of Māori as tangatawhenua. The school will provide
opportunities that support its students‟ in Te Reo and Tikanga Māori.
At Kumeroa-Hopelands School we have high expectations for all students and their
educational progress and achievement. Achievement of Māori students is reported regularly
to the Board and we will continue to ensure that Māori can effectively enjoy educational
success as Māori.
A range of opportunities are currently provided:
Weekly Te Reo programme for all students
Established KapaHaka performance group
Scheduled Marae visits
Tātaiako cultural competencies integrated into teacher performance management
process
Professional learning and development opportunities for teachers through their
participation in the classroom Te Reo lessons
Kumeroa-Hopelands School is actively looking at ways to increase knowledge,
understanding and use of Te Reo and Tikanga Māori for students, staff and the school
community. It seeks to:
Regularly consult with the Māori community as part of its ongoing review
To engage and involve whānau through school community events
Develop a Board portfolio for the oversight of things Māori
Resign the whole school in bilingual signage
Further develop curriculum contexts for learning focusing on Tikanga Māori
Engage in professional learning and development opportunities to deepen staff and
Board understanding of things Māori.
LEARNING PARTNERSHIPS WITH FAMILIES AND WHANAU
Staff, Families and Whanau at Kumeroa/Hopelands School place high priority on the
following:
Ensuring children have a safe, stable, loving environment.
Ensuring children have good nutrition and rest.
Encouraging children in increasing self-reliance and positive peer relationships.
Ensuring that children attend school and showing an interest in children‟s schooling.
Giving lots of praise and encouragement as children learn about their world.
Helping children to think about and explore challenging possibilities for their further
education.
Sharing ideas and guidance to assist children‟s learning.
Kumeroa-Hopelands School Charter 2012
5. 5
STRATEGIC GOALS 2012-2014
1. To improve student achievement in literacy
2. To improve student achievement in mathematics
3. Students to be confident and capable users of ICT
4. To govern the school effectively
GOAL 1: TO IMPROVE STUDENT ACHIEVEMENT IN LITERACY
Rationale
Learning to read and write is a complex, cumulative process. Students build on their
existing expertise and use their developing knowledge and skillsin different ways.
There are skills, knowledge and attitudes that students must develop in order to read
and write the texts that will enable them to engage with all learning areas of the
curriculum (Reading and Writing Standards for years 1-8, p. 8-9).
Actions
Robust data gathering, analysis and next steps for individuals and cohort groups
(year levels, classes, gender, ethnicity)
Ongoing review of literacy learning programmes and student achievement
Regular reporting of achievement data and next steps to Board
Literacy school wide and personal goals integral to teacher‟s Performance
Management plan
Targeted professional learning aligned to goals and student need
Targeted purchasing of resources aligned to goals and student need
Targeted use of teacher aide to support enhanced learning in reading and writing
Moderating analysis of student learning for school wide consistency of teacher
judgment
Management unit for SENCO responsibilities
GOAL 2: TO IMPROVE STUDENT ACHIEVEMENT IN MATHEMATICS
Rationale
Current data about the numeracy of adults in the workforce gives cause for concern.
Significant proportions of New Zealand students in the upper primary years do not
currently meet the expectations. Unless this situation is addressed, many of these
students will not achieve in mathematics at a level that is adequate to meet the
demands of their adult lives (Mathematics Standards for years 1-8, p. 6).
Actions
Robust data gathering, analysis and next steps for individuals and cohort groups
(year levels, classes, gender, ethnicity)
Ongoing review of numeracy and mathematics learning programmes and student
achievement
Regular reporting of achievement data and next steps to Board
Mathematics school wide and personal goals integral to teacher‟s Performance
Management plan
Targeted professional learning aligned to goals and student need
Targeted purchasing of resources aligned to goals and student need
Targeted use of teacher aide to support enhanced learning in maths
Moderating analysis of student learning for school wide consistency of teacher
judgment
Management unit for SENCO responsibilities
Kumeroa-Hopelands School Charter 2012
6. 6
GOAL 3: STUDENTS TO BE CONFIDENT AND CAPABLE USERS OF
ICT
Rationale
Information and communication technology (ICT) has a major impact on the world in
which young people live. Similarly, e-learning (that is, learning supported by or
facilitated by ICT) has considerable potential to support the teaching approaches
outlined in the above section.Schools should explore not only how ICT can
supplement traditional ways of teaching but also how it can open up new and
different ways of learning (The New Zealand Curriculum, p. 36).
Actions
Continued participation in the Mantar ICTPD Cluster
Te Kids (student leadership in ICT) programme maintained
Review current capability, understanding and infrastructure using the eLearning
Planning Framework.
Develop 3 year eLearning Strategic Plan with associated yearly action plans
Updating Computer and Internet Use Agreements policy and procedure
Targeted professional learning aligned to strategic goals and plan
Targeted purchasing aligned to strategic goals and plan
eLearning school wide and personal goals integral to teacher‟s Performance
Management plan
GOAL 4: TO GOVERN THE SCHOOL EFFECTIVELY
Rationale
The Board accepts the responsibility to ensure the school runs well for the benefit of
the students‟ education. To accomplish this, the Kumeroa-Hopelands School Board
need to ensure that the correct and adequate resources are available to the staff to
enable them to teach the students to the very best of their ability. These resources
include current learning materials and equipment, relevant staff development, well
maintained property and sound management processes guided by the school
strategy and vision (adapted from NZSTA Trustee Handbook, p. 6).
Actions
Schedule for policy and procedure review confirmed
Community consultation timeline created
Curriculum reporting timetable agreed upon
Monitoring of student achievement in relation to the National Standards with an
emphasis on Māori and students with special learning needs
Developing programmes to target identified learning needs
Improved system implemented for managing and monitoring finances
10 year property plan reviewed and updated
Regular health and safety checks
Ongoing provision of quality resources for teaching and learning
Implementation of all National Education Goals through learning and teaching
programmes, school administration and strategy.
Kumeroa-Hopelands School Charter 2012
7. 7
LOCAL GOALS & OBJECTIVES
NAG 1 - Curriculum
To make literacy and numeracy a priority.
Professional development will focus on school, staff and students‟ needs.
A broad-based school curriculum will be implemented focusing on the Inquiry
Learning approach, which will ensure e-Learning, Science, Health, Social Studies &
PE are considered in our goals.
The key competencies will be integrated into all aspects of the classroom and school
programmes.
Individual needs will be catered for.
Behaviour management will be consistent, fair and transparent.
Student Learning Intentions and Success Criteria will be clearly articulated by
students and teachers as part of the learning process.
Assessment & reporting on students to determine level of achievement, how they
relate to National Standards & next learning steps will be part of the learning
process.
Targets for improving student achievement will be set annually.
Te Reo Māori and Tikanga Maori will be integrated into all curriculum areas.
NAG 2- Self Review
Strategic planning will provide future direction in all NAGs.
Self Review in policy content, curriculum delivery, student achievement & staff
appraisal will identify strengths and weaknesses to provide the basis for strategic
planning.
We will report to parents twice a year in writing using plain language in relation to
National Standards.
We will report on school strengths and identified areas for improvement, the basis for
identifying areas for improvements and planned actions for lifting achievement in the
Board‟s Annual Report.
We will report on the numbers and proportions of students at, above, below or well
below the standards, including by Māori, Pasifika and by gender and how students
are progressing against the standards as well as how they are achieving in the
Board‟s Annual Report.
NAG 3- Personnel
Staff will have a desire to work within the school culture reflecting the shared values
and beliefs about teaching and learning.
Staff will be learners themselves.
Staff will be appointed according to policy and job descriptions developed
accordingly.
BOT members will undertake training according to their portfolios of responsibility.
NAG 4- Finance
To meet statutory audit requirements.
To provide financial resources to achieve school priorities.
To monitor spending against budget and future developments.
NAG 4- Property
To ensure property is maintained.
To develop and implement capital development according to the 10 Year Property
plan.
Kumeroa-Hopelands School Charter 2012
8. 8
NAG 4- Property - Bus
To contract to the MOE for funding.
To review bus runs and employment in accordance with funding available.
NAG 5- Health and Safety
To ensure the school environment is positive and welcoming as well as safe and
healthy.
NAG 6 - Legislation
Meet compliance issues in regard to general legislation.
Kumeroa-Hopelands School Charter 2012
9. 9
ANNUAL WRITING TARGETS 2012
TARGET FOR RAISING STUDENT ACHIEVEMENT IN WRITING
Links to Kumeroa-Hopelands School Strategic Goals: Goal 1: To improve student achievement in literacy
Goal 3: Students to be confident and capable users of ICT
Goal 4: To govern the school effectively
Strategic Objectives:
To make literacy and numeracy a priority.
Professional development will focus on school, staff and students‟ needs.
The key competencies will be integrated into all aspects of the classroom and school programmes.
Individual needs will be catered for.
Student Learning Intentions and Success Criteria will be clearly articulated by students and teachers as part of the learning process.
Assessment & reporting on students to determine level of achievement, how they relate to National Standards & next learning steps will be part of the
learning process.
Curriculum Area: Beliefs from our Charter that we aim for in our teaching and learning:
English All children can learn.
Key Competencies: We will guide children to set realistic goals and encourage them to
Thinking achieve their potential through the establishment of learning
Relating to Others intentions and success criteria.
Using Language, Symbols and Texts Meeting individual needs will be reflected in school and classroom
Managing Self programmes.
Participating and Contributing
Annual Aims:
Review the planning and delivery of writing programmes at Kumeroa-Hopelands School
Further develop the Kumeroa-Hopelands School Writing Matrix for school wide consistent analysis of student writing
Monitor achievement data for all students and cohort groups including gender, Māori and students with special needs
Embed the characteristics of formative practice into all writing teaching and learning
Increase the number of students achieving at or above the National Standard for Writing
Use ICTs to support the teaching and learning of writing
2012 Annual Achievement Targets:
1. To increase the number of students achieving at or above the National Standard for Writing by the end of 2012.
2. To ensure all students make progress towards being at or above the National Standard for Writing by the end of 2012.
Baseline Data:
Analysis of the 2011 end of year writing data showed that 32% of Year 4-8 students were achieving below or well below the National Standard for
Writing
The same data showed 23% achieving at the National Standard and 46% above.
Planned Actions Timing Responsibility Resourcing
10. 10
Collect and analyse school wide Term 1 & 4 Classroom teachers
writing samples.
Internal moderation of writing Term 1 & 4 and ongoing as required Principal, Classroom teachers Kumeroa-Hopelands School Writing
samples against Kumeroa- Matrix
Hopelands School Writing
Matrix/National Standards for Writing
Cluster moderation of writing Term 2 and 4 Small Schools Cluster Principals National Standards for Writing
samples against National Standards Classroom Teachers Release for moderation sessions.
for Writing Lead teacher of Literacy Travel
Develop leveled exemplars of Ongoing Lead teacher of Literacy
student writing for use in teaching Classroom Teachers
and learning Principal
Reporting to BOT of achievement in Term 1 and 4 Principal
writing
Staff meetings focused on the Ongoing Principal Massey CED AtoL Facilitator @
analysis of data and the delivery of $1000
teaching and learning programmes
Staff meetings focused on unpacking Ongoing Principal
the National Standards Writing Literacy Lead Teacher
Exemplars and moderation.
Individual teacher goal setting in Term 1 and ongoing monitoring Principal
literacy Classroom teachers
Develop Professional Inquiry into Term 1 and ongoing Principal Teaching as Inquiry Facilitator @
Practice as part of Performance Classroom teachers $1000
Management Plan
Review current curriculum statement Term 2 Principal
and guidelines for the teaching and
learning of writing.
Writing „Learning Walks‟ Term 2 and 3 Principal
observations to monitor writing
programmes in practice.
Purchase and trial use Key Links Ongoing Fantails Classroom Teacher Key Links Writing Programme Kit @
Writing Programme $700
Participation in MANTAR ICTPD All year Principal Release and Travel as per 2012
cluster to develop understanding of eLearning Lead Teacher MANTAR ICTPD Contract Variation
using ICTs to support literacy
programmes.
Maintain high level of teacher aide Ongoing Principal Management Unit @ $4000/pa
Kumeroa-Hopelands School Charter 2012
11. 11
support in literacy programmes. SENCO Teacher Aide Salaries @ $6000
Teacher Aides
Kumeroa-Hopelands School Charter 2012
12. 12
ANNUAL READING TARGETS 2012
TARGET FOR RAISING STUDENT ACHIEVEMENT IN READING
Links to Kumeroa-Hopelands School Strategic Goals: Goal 1: To improve student achievement in literacy
Goal 3: Students to be confident and capable users of ICT
Goal 4: To govern the school effectively
Strategic Objectives:
To make literacy and numeracy a priority.
Professional development will focus on school, staff and students‟ needs.
The key competencies will be integrated into all aspects of the classroom and school programmes.
Individual needs will be catered for.
Student Learning Intentions and Success Criteria will be clearly articulated by students and teachers as part of the learning process.
Assessment & reporting on students to determine level of achievement, how they relate to National Standards & next learning steps will be part of the
learning process.
Curriculum Area: Beliefs from our Charter that we aim for in our teaching and learning:
English All children can learn.
Key Competencies: We will guide children to set realistic goals and encourage them to
Thinking achieve their potential through the establishment of learning
Relating to Others intentions and success criteria.
Using Language, Symbols and Texts Meeting individual needs will be reflected in school and classroom
Managing Self programmes.
Participating and Contributing
Annual Aims:
Review the planning and delivery of reading programmes at Kumeroa-Hopelands School
Monitor achievement data for all students and cohort groups including gender, Māori and students with special needs
Initiate targeted programmes and support for students not achieving at or above the National Standard for Mathematics
Increase the number of students achieving at or above the National Standard for Reading
Targeted resourcing of reading material to support reading programmes
Embed the characteristics of formative practice into all reading teaching and learning
Use ICTs to support the teaching and learning of reading
2012 Annual Achievement Targets:
1. To increase the number of Year 4 Students reading at or above the National Standard for Reading by the end of 2012
2. To increase the total number of students achieving at or above the National Standard for Reading by the end of 2012.
3. To ensure all students make progress towards being at or above the National Standard for Reading by the end of 2012.
Baseline Data:
Analysis of the 2011 end of year STAR (Supplementary Test of Achievement in Reading) data for Years 3-8 showed that 16% of students were
achieving below expectation.
Kumeroa-Hopelands School Charter 2012
13. 13
The same data showed 56% at and 28% above.
2012 beginning of year data forYear 4 students shows; 76% achieving below expectation (Stanine 1, 2 or 3) in PAT Reading Vocabulary, 50% below
expectation (Stanine 1, 2 or 3) in PAT Reading Comprehension, and, 63% achieving below expectations (Stanine 1, 2 or 3) in STAR.
Planned Actions Timing Responsibility Resourcing
Collect and analyse school wide data Term 1 & 4 and as required Classroom teachers STAR/PAT tests @ $300
in reading: Principal NZCER Online marking Site @
Year 1-2: Running records, 6 $300/pa
Year Nets, Alphabet and
basic word recognition
Year 3-8: STAR, PAT
Reading Comp & Vocab,
running records.
Reporting to BOT of achievement in Term 1 and 4 Principal
writing
Staff meetings focused on the Ongoing Principal Massey CED AtoL Facilitator @
analysis of data and the delivery of $1000
teaching and learning programmes.
Staff meetings focused on unpacking Ongoing Principal
National Standards Reading Literacy Lead Teacher
exemplars and moderation.
Individual teacher goal setting in Term 1 and ongoing monitoring Principal
literacy Classroom teachers
Participation in MANTAR ICTPD All year Principal Release and Travel as per 2012
cluster to develop understanding of eLearning Lead Teacher Contract Variation
using ICTs to support literacy
programmes.
Develop Professional Inquiry into Term 1 and ongoing Principal Teaching as Inquiry Facilitator @
Practice as part Performance Classroom teachers $1000
Management Plan.
Review current curriculum statement Term 2 Principal
and guidelines for the teaching and
learning of reading.
Writing „Learning Walks‟ Term 2 and 3 Principal
observations to monitor reading
programmes in practice.
Maintain high level of teacher aide Ongoing Principal Management Unit @ $4000/pa
support in literacy programmes. SENCO Teacher Aide Salaries @ $6000
Teacher Aides
Kumeroa-Hopelands School Charter 2012
14. 14
Purchase and use of Rainbow Term 1 Principal 3 x Rainbow Reading kits @ $500/kit
Reading TARP Programme with Teacher Aide
associated training for teacher and
teacher aide.
Kumeroa-Hopelands School Charter 2012
15. 15
ANNUAL MATHEMATICS TARGETS 2012
TARGET FOR RAISING STUDENT ACHIEVEMENT IN MATHEMATICS
Links to Kumeroa-Hopelands School Strategic Goals: Goal 2: To improve student achievement in mathematics
Goal 3: Students to be confident and capable users of ICT
Goal 4: To govern the school effectively
Strategic Objectives:
To make literacy and numeracy a priority.
Professional development will focus on school, staff and students‟ needs.
The key competencies will be integrated into all aspects of the classroom and school programmes.
Individual needs will be catered for.
Student Learning Intentions and Success Criteria will be clearly articulated by students and teachers as part of the learning process.
Assessment & reporting on students to determine level of achievement, how they relate to National Standards & next learning steps will be part of the
learning process.
Curriculum Area: Beliefs from our Charter that we aim for in our teaching and learning:
Mathematics/Numeracy All children can learn.
Key Competencies: We will guide children to set realistic goals and encourage them to
Thinking achieve their potential through the establishment of learning
Relating to Others intentions and success criteria.
Using Language, Symbols and Texts Meeting individual needs will be reflected in school and classroom
Managing Self programmes.
Participating and Contributing
Annual Aims:
Review the planning and delivery of numeracy and mathematics programmes at Kumeroa-Hopelands School
Monitor achievement data for all students and cohort groups including gender, Māori and students with special needs
Initiate targeted programmes and support for students not achieving at or above the National Standard for Mathematics
Increase the number of students achieving at or above the National Standard for Mathematics
Embed the characteristics of formative practice into all mathematics teaching and learning
Use ICTs to support the teaching and learning of mathematics
2012 Annual Achievement Targets:
1. To increase the number of students achieving at or above the National Standard for Mathematics by the end of 2012.
2. To ensure all students make progress towards being at or above the National Standard for Mathematics by the end of 2012.
Baseline Data:
The analysis of the 2011 end of year numeracy testing showed that 45% of Year 3-8 students were achieving below or well below the National
Standard for Mathematics.
The same data showed 30% achieving at the National Standard and 26% above.
Planned Actions Timing Responsibility Resourcing
Kumeroa-Hopelands School Charter 2012
16. 16
Collect and analyse school wide data Term 1 & 4 and as required Classroom teachers STAR/PAT tests @ $300
in maths: Principal NZCER Online marking Site @
Year 1-2: Numeracy Profiles $300/pa
Year 3-8: IKAN, GLOSS,
PAT Maths.
Reporting to BOT of achievement in Term 1 and 4 Principal
mathematics
Staff meetings focused on the Ongoing Principal
analysis of data and the delivery of
mathematics teaching and learning
programmes.
Staff meetings focused on unpacking Ongoing Principal
the National Standards Mathematics Numeracy Lead Teacher
Exemplars and moderation.
Individual teacher goal setting in Term 1 and ongoing monitoring Principal
mathematics Classroom teachers
Develop Professional Inquiry into Term 1 and ongoing Principal Teaching as Inquiry Facilitator @
Practice as part of Performance Classroom teachers $1000
Management Plan
Review current curriculum statement Term 2 Principal
and guidelines for the teaching and Numeracy Lead Teacher
learning of maths.
Maintain high level of teacher aide Ongoing Principal Management Unit @ $4000/pa
support in maths programmes. SENCO Teacher Aide Salaries @ $6000
Teacher Aides
Numeracy „Learning Walks‟ Term 2 and 3 Principal
observations to monitor numeracy
programmes in practice.+-
Attendance at PRT Numeracy Term 1 Fantails/Tui classroom teachers Registration @ $95
Course
Kumeroa-Hopelands School Charter 2012
17. 17
KUMEROA-HOPELANDS SCHOOL REVIEW, REPORTING AND CONSULTATION SCHEDULE
2012 Policies and Procedures Curriculum Achievement Reports Community Consultation
February
March Complaints Religious Education
April Evacuation Reading Reporting to Parents
Sun Smart Writing
Enrolment
Pre School Visits
May Performance Appraisal Mathematics School Uniform
June Special Needs Religious Education
Reading Recovery
July LEOTC Achievement in relation to National Homework
Head Lice Standards
August Assessment and Evaluation of Pupils Te Reo Vision/Beliefs/Strategic Direction
Reporting to Parents/Caregivers
September Civil Defence SENCO Vision/Beliefs/Strategic Direction for
Māori
October Religious Education Reading Recovery
November Behaviour Management Charter
Staff Dealing with Incidents Achievement in relation to National
Standards
December Staff Professional Development Teacher Inquiry Charter/Annual Goals
2013 Policies and Procedures Curriculum Achievement Reports Community Consultation
February Self-review
March Consultation with Community Reading School Camp/LEOTC
Writing PREP
Production
April Treaty of Waitangi/Taha Māori Mathematics
May Curriculum Delivery SENCO Māori/whānau
June Withdrawal of Students from Class
July Equal Employment Opportunties Achievement in relation to National Computer and Internet
Equity Standards Use/Cybersafety
August Protected Disclosures
September Appointments eLearning Behaviour Management
Code of Conduct
Kumeroa-Hopelands School Charter 2012
18. 18
October Classroom Release Time Reading Recovery
Relieving Teacher
November Complaints Achievement in relation to National Charter/Annual Goals
Computer and Internet Standards
Use/Cybersafety
December BoT Meeting Teacher Inquiry
2014 Policies and Procedures Curriculum Achievement Reports Community Consultation
February Financial Management
Theft and Fraud
March Property Reading Sport/Active Schools
Writing
April Alcohol and Recreational Drugs Mathematics
May School Bus Policy Library eLearning
School Bus Safety Bus Evacuation
June School Bus Schedule of Maintenance
Casual Bus Driving
July Medical Treatment Achievement in relation to National Vision/Beliefs/Strategic Direction
Contact with Blood/Body Fluids Standards
August Asthma Management SENCO Vision/Beliefs/Strategic Direction for
Pandemic Planning Māori
September Privacy Inquiry Learning
October Child Protection Reading Recovery
November Child Allegations Against Employees Achievement in relation to National Charter
Standards
December Sexual Harassment Teacher Inquiry Charter/Annual Goals
Kumeroa-Hopelands School Charter 2012
