school name: nelson college school id number …...private preparatory school-two boarding...

School Name: Nelson College

School Id Number 0294

Period: 2015

Printed Date: 22/03/2013

Page II

PIETAS PROBITAS ET SAPIENTIA

(Loyalty, Honesty and Wisdom)

THIS IS THE CHARTER

OF

NELSON COLLEGE 2015

The needs of the students and their learning shall be the focus of this Charter.

The Board of Trustees will take all reasonable steps to ensure that the school meets the goals and objectives of this Charter within the resources and

time available to it, recognising that students will attain their full potential through a partnership between the school, their homes, the community and

the Minister under the provisions of the Education Act.


Page III

TABLE OF CONTENTS

Section I. Introduction

College Vision & Mission Statement

Type of School

General description

The School Community

Treaty of Waitangi

Section II. Strategic Goals (aligned with the National Administrative Guidelines for Schools.)

Section III. Strategic Section & 3 Year Strategic Plan

Section IV. Annual Section

Appendices

National Education Guidelines

National Administration Guidelines

BOT code of conduct

Charter undertaking

Definition of terms


Page IV

Section I

INTRODUCTION

VISION A College which maximises each boy’s potential to contribute positively to society.

MISSION STATEMENT

To inspire and challenge boys to develop their academic, cultural and sporting abilities and to grow their character and

values to enable them to be the best that they can be.

MOTTO

Loyalty (“Pietas”) The College exists as a group of teachers and other staff, students, board members , all working for the good of each

individual in the group. Each individual, in turn, has a duty, an obligation to support the group. We give loyalty to the group,

acceptance of the rules, a contribution to the general good and a feeling of belonging and pride

Honesty (“Probitas”) People cannot get on together without being able to trust in the reliability and honesty of others. In our College

community, respect for rules, for consideration of others, for a sense of right and wrong is expected.

Sapientia (“Wisdom”) Covers a range of other meanings: good sense, judgement, discretion, prudence, intelligence. Wisdom is more

than knowledge – it is the right use of knowledge. It shows itself in self-discipline, will never despise an enemy or underrate a friend.

Wisdom civilises – knowledge has no such power.

Type of School

Nelson College is a state, single sex, boys' secondary school with significant boarding facilities.

It also has an attached private Year 7-8 Preparatory School.

General Description

Decile rating: 7

Roll: 1094

Number of foreign fee paying students: 49

Ethnic composition

Maori 14%

NZ European 73%

Asian 10%

Pacific 3%


Page V

Special features

Private Preparatory School-Two Boarding Hostels-Outdoor Education Centre (separate site)

Nelson College is a boys’ secondary school, established in 1856 with a fine tradition for excellence in a wide range of areas. The Leadership Team

consists of the Headmaster, Deputy Principal, Assistant Principals(3) and Headmaster’s Secretary.

The College has the express purpose of preparing young men to take their place in the world, with the realisation that this requires education to be

presented in a variety of ways. This involves having students learn at Nelson College for Girls, establishing links with the local community and

having a focus on the need for exemplary teaching and learning at all levels within the College.

The College aspires to have all students leave the school having had the chance to take part in a well established leadership programme at Year 13.

This programme allows them to grow through supporting others, leading a variety of programmes throughout the College and in so doing improve

the culture of the college.

The College also wants all students to develop skills and take part in out of classroom activities. These activities are managed by staff and include a

very active inter house competition.

The School Community

The Nelson College community is a reflection of the greater Nelson region coupled with boarders and their families who contribute a more national

and international perspective to the College.

Our College community is predominantly made up of a cross section of socio economic groups living within Nelson City.

Students do bus to the College from the outlying regions of Nelson, including Stoke, Motueka and Richmond.

The international students contribute cultural diversity to the boarding houses and to daily College life. Relationships with the community are enhanced

through some international students living with local families and strong links with the College PTA, NC Trust Foundation, Runanga matua and Old

Boys Association.

The Treaty of Waitangi

The Board accepts and welcomes an obligation under the Treaty of Waitangi to develop policies and practices that reflect New Zealand’s dual cultural


Page VI

heritage.1

Section II

Strategic Objectives and Goals

Strategic Objectives To achieve our vision the following Strategic Objectives have been set:-

1. Developing the knowledge, skills and attributes of our boys to equip them to contribute positively to society.(Academic Excellence & Personal Development)

2. Developing a culture of respect, inspiration and innovation in our teachers and students.

(Personal Development & Sense of Belonging)

3. Harnessing the potential of technology to enhance learning and communication.

(Academic Excellence & Sense of Belonging)

4. Understanding our students as individuals to facilitate their effective engagement with learning.

(Academic Excellence, Personal Development & Sense of Belonging)

Compliance

Nelson College Board of Trustees is obligated and committed to: ‐ - Fulfilling all the requirements set out in the National Education Goals

- Administering the school according to the National Administration Guidelines

- Delivering the curriculum to all students in a balanced programme as outlined in National Curriculum Statements

- Acting as a good employer to teaching and non‐teaching staff

1


Page VII

- Preparing a budget to monitor and control school expenditure

- Allocating funds to meet the school’s priorities so that student achievement is enhanced

- Implementing the 5 year property plan to ensure the school’s facilities provide a safe, healthy learning environment.

Strategic Goals student achievement

NAG 1 - Curriculum and Student Achievement

Review Senior curriculum pathways in response to the changing demographic and retention rates in the College.

Review class placement and student achievement tracking systems.

Lift NCEA achievement pass rates, merit endorsements and excellence endorsements.

Further develop systems to monitor at risk students and high learning needs students.

Further develop systems for the identification and support of ‘gifted and talented’ students.

Further develop specific monitoring of Māori/Pasifika students for all targets areas integrating pastoral and academic support.

Develop IT infrastructure & curriculum integration to enhance learning and communication:- linking teachers students and the community.

NAG 2 - Strategic Planning and Review Entrench a robust self‐review processes with an tri-annual Board of Trustees SWOT analysis and Strategic planning day.

Conduct a ‘mock’ ERO internal review in 2015 (3 years after last official ERO report)

NAG 3 – Personnel Complete and implement the revised complaints policy to reflect current best practice employment law.

Ensure all senior administrators are up to date with all recent law changes related to education, search & seizure etc

NAG 4 – Finance & Property Create a fiscally responsible budget.

Ensure accurate monthly reports on property and finance are presented ahead of scheduled BOT meetings.

Monitor the major Capital project for 2015-2020 (Boarding hostels upgrade.)

Ensure cash flow projections are fiscally responsible.

Establish annual Governance finance parameters within which management develops an annual budget and financial policy & reporting.

Implement the 5YP projects in prioritised order.

Ensure painting and maintenance work within the approved 10YP is completed.

NAG 5 – Health & Safety Complete an analysis of all stand downs and suspensions from 2013-2015 then determine what programmes/personnel/strategies have contributed to any

identified changes in patterns/trends, including ethnicity.

Implement a new analysis process for disciplinary statistics.

Review the Crisis policy and associated Health and Safety policies in light of changes in legislation.


Page VIII

NAG 6 – Policies & Procedures Review the policy management processes to ensure that policies meet legislative requirements and are regularly reviewed for relevance and are guiding

practice.

Review processes and procedures around informing and ensuring all staff are aware of the contents and implications of key policies (particularly concerning

health and safety, employment and disciplinary matters)

Convene separate BOT meetings to examine new policies, practices and strategic planning direction for

o IT in the Classroom (cybersafety, BYOD and teaching and learning practice)

o Sport (role of the Sports council, vision and mission & future planning)

o Outdoor education (new safety in the outdoors legislation, EOTC & EOTC driving policies, vision for OED (2015-2017)

o Special Education (Refugees, Learning needs students)

o Counselling

o Curriculum & Qualifications Pathways

o School Climate & Culture (Respect 360 programme)

Specific to Nelson College

1. Preparatory School (private school division of NC)

Review the roles and responsibilities of the Preparatory school Headteacher and staff in preparation for the move to a new site.

Entrench key marketing opportunities and strategies to continue to maximise enrolments and to generate waiting lists at each year level.

Prepare a Strategic planning timeline to facilitate the development of Rutherford Hostel into a new Preparatory school.

2. Boarding & International Departments

Develop marketing strategies to ensure full enrolment in High school Boarding and maintain a consistent occupancy level at 175 boys, with associated

waiting lists.

Prepare a Strategic planning timeline to facilitate the development of Fell Hostel over a three year period.

Evaluate the 2014 changes to Boarding staffing levels, roles and remuneration which had the aim to reduce costs whilst maintaining service quality.

Investigate the costs and feasibility of installing solar power generation in the Boarding hostels as they are upgraded.

Investigate the feasibility and implications of seeking to increase International numbers in the College from 45 - 60

Complete the Barnicoat upgrade (end of 2015)

Ensure management maintains controls over the Boarding upgrade costs.


Page IX

Section III

3 Year Strategic & Annual Plan

3 Year Strategic

Strategic Outcome: Academic Excellence Broad Outcome Key Priorities Systems and Processes – 2015-2017

Boys will achieve their

intellectual potential by striving

for and attaining the highest

standards of academic excellence

A measureable increase in student

achievement for all target groups.

Increase student independence

and accountability.

Develop independent and

motivated students who take

responsibility for their learning.

Establish a process that identifies

student potential and tracks

their achievement against that

potential and therefore the value we

add as a College.

Student’s achievement is

individually tracked to monitor

potential and achievement and

implement interventions.

The over-arching goal is to increase the level of achievement of

our students.

Our performance over the last few years has trended only slightly

up to flat. In 2014 it has shown a slight decline. With this in mind

the priority for the next three years is to reverse this and begin an

upward cycle.

1% increase (average) per year, roll based at each level of NCEA

per year, as a minimum. (See LR modelling for more detail).

Departments set individual goals and strategies in Dept

Reports to lift achievement.

HODs and HOFs examine, modify and develop College-

wide interventions and strategies to increase performance.

ICT and SMS used to track, identify and intervene on

learners at risk of not achieving.

Including- Maori/Pasifika, Special needs and Gifted &

Talented students.

A comprehensive curriculum map to be developed which

outlines multiple pathways to achievement and

qualification.

Teacher, HOD, Deans and LT roles reviewed to increase

capacity to monitor and support students.


Page X

Set professional development targets that

impact on student achievement as well as

developing leadership capacity.

All staff meet all TRC criteria, set

dept and individual prof dev

goals that improve educational

achievement for students and

professional growth for teachers.

Evaluate the placement of students

into courses, the courses provided

and the overall make of the curriculum.

Have robust, transparent and

effective processes for placing

students in classes that will meet

their needs and be appropriate to

their skills and goals.

Provide a balanced, diverse,

sustainable and responsive

curriculum delivers high levels of

academic success for all students.

Data collected on students used to identify not only

individual potential and achievement but also trends in

needs within and across cohorts.

Mentoring and appraisal processes identify areas of

professional practice and development for staff to improve

their effectiveness in the delivery of the curriculum.

Professional Development needs identified by achievement

data (whole school and Departmental), mentoring and

appraisal that ensures a skilled and registered staff.

Student placement philosophy to be developed, adopted

and applied College-wide.

As an effective process ensuring that students are

being taught at a level where the material is both accessible

and appropriate to maximise the students learning.

Intended student outcomes

- increased student retention from Year 11-Year13.

- improved academic results for all boys.


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- evidence of high levels of student engagement and student surveys

Annual

Strategic Outcome: Academic Excellence Broad Aim: Boys will achieve their intellectual potential by striving for and attaining the highest standards of academic excellence

Key Priorities Targets 2015 Systems & Processes Outcomes/Product

A measureable increase in student

achievement for all target groups.

Increase student

independence and

accountability.

Develop independent and

motivated students who

take responsibility for their

learning.

Agreed understanding of

definition and quantification

of non-academic

achievement data.

target student groups, both

MOE specified and

distinctive to Nelson

College.

Individual targets specifying

identification,

differentiation and

resourcing of GaTMO

students

Priority learners

Maori: Increase achievement at

level one to 60%, level 2 to 65%,

level 3 to 55% and UE to 40% (roll

based)

Pasifika: Increase achievement at

level 1 to 60% at level 1, 65% at

level 2, 55% at level 3 and 40 % at

UE (low numbers may effect %

here however)

Special Learning needs: all special

learning needs students & refugees

have achievement monitored and

Dept reports identify strategies and

groups to include

strategies developed for the

middle band

continued resourcing of

facilities (eg Art)

continued Staff PD in

differentiation in course

content and delivery

aim for more curriculum

integration across subjects

ensure numeracy is seen as

integral in the same way as

literacy has been.

investigate and possibly re-

implement school classes as

timetabled

each term individual summary

reports on all students

designated as Special Learning

needs & refugees are

completed & analysed

Increase in average achievement of

1.0% within all groups.

Shift 2014 pass rates of 69.8%

(L1), 78.7 (L2), 66.7 (L3) and 51.5

(UE) to 71%, 80%, 68% and 53%

(roll based-minimum)

Individual students identified as

special learning needs and/or

refugees have IEPs and reports

which show a clear pathway to

achieving literacy and numeracy

and Level 1 and 2 (where

appropriate to their ability).


Page XII

Establish a process that identifies

student potential and tracks

their achievement against that

potential and therefore the value

we add as a College.

Set professional development

targets that impact on student

achievement as well as developing

leadership capacity.

Evaluate the placement of students

into courses, the courses provided

and the overall make of the

curriculum.

reported to and IEPs have clear

individual attainment goals

Student’s achievement is

individually tracked to monitor

potential and achievement and

implement interventions.

All staff meet all TRC criteria, set

dept and individual prof dev goals

that improve educational

achievement for students and

professional growth for teachers.

Completion of a curriculum

pathway and student course

placement report on potential

models for change

Investigation and trialing of the use of

existing data points as indicators of

potential.

Use of midges (programme)

Use of Ultranet and KAMAR

functions for students and

parents to track performance

Review responsibilities to

make sure that tracking can be

done (physically).

Mentoring and appraisal evaluations

undertaken by LT ;

Used by LT to determine

whole College PD themes.

Used by individuals to

establish PD needs for

attestation and registration

purposes.

Used by Departments to set

Dept goals and PD needs or

strategies to achieve these

goals.

Set in place a process of investigation

based on:

Qualitative and quantitative

data

Discussion & feedback from

all stakeholders.(Staff, HODs

& SPG)

Investigation completed by end of

term three and outcomes stated by

Term 4.

Recommendations in place on:

The use of data to evaluate

potential.

Suggested models for

mechanisms we can use to

track potential.

Procedures, processes and

resourcing needed to

efficiently track students

and intervene effectively.

Departmental reports and

individual staff mentoring folders

show a clear focus on improving

student achievement both within

individual class and across classes

within the same department.

Development of an accepted and

effective process of student

grouping and placement.

This process to be developed into a

set of guidelines and implemented

in the development of the 2016

timetable.


Page XIII

3 Year Strategic

Strategic Outcome: Personal Development

Broad Outcomes Key Priorities Systems and Processes – 2015-2017

Boys will develop a strong work

ethic.

Boys will develop the knowledge,

skills and attitude to stand up for

what is right.

Boys will develop the skills

necessary to demonstrate a

respectful and caring attitude at

school and the community

The enhancement of the positive culture

of the school to enable every individual

to develop a strong work ethic and self-

management skills.

The development of programmes which

provide an environment where students

value others through respect, generosity

and service.

Provide opportunities for

individual students to develop

resilience and the courage to do

what is right.

Provide a culture where

student/student, adult/student and

adult/adult relationships are

strengthened.

Completion and analysis of the climate and culture survey

of all staff …(Staff culture survey results from 2013-2017

to be used for comparative analysis)

Survey analysis to be used to inform and support

changes in practice and culture to improve school

climate.

Completion and analysis of a climate and culture survey of

Year 9s …(student culture survey results from 2013-2017

to be used for comparative analysis)

In 2015 introduce at Leadership a new criteria “Good

attitude and effort in class and beyond”.

In 2015 determine a qualitative method to measure ‘good

attitude, effort & work ethic’.

In 2016/2017 evaluate the effectiveness of ‘good attitude,

effort & work ethic’. in improving student outcomes.

In 2015 development & implementation of the Respect 360

programme at Year 9 supported by Year 13 Leadership to

reinforce a positive school climate in order to

Strengthen the positive relationships between

students and between staff and students

Utilise the homeroom and leadership programmes

to support/integrate with the Respect 360 initiative.

In 2016 develop an intervention ‘Respect 360’ process

which can be used by staff at all Year level classes.

In 2017 expand the student survey on climate and culture

to all Year levels to establish a qualitative method of

evaluating the effectiveness of the Respect 360 bas

programme and the intervention programme.

Intended student/community outcomes

- reduction in the need for disciplinary measures. (lower rates of both stand down and suspension statistics)


Page XIV

- reduction in the instances of bullying, racial/cultural abuse.

- reduction in other indicators of disengagement (eg truancy, vandalism )

Annual

Strategic Outcome: Personal Development Broad Aims: Boys will develop a strong work ethic.

Boys will develop the knowledge, skills and attitude to stand up for what is right.

Boys will develop the skills necessary to demonstrate a respectful and caring attitude at school and the community

Key Priorities Targets 2015 Systems & Processes Outcomes

The enhancement of the positive

culture of the school to enable

every individual to develop a

strong work ethic and self-

management skills.

The development of programmes

which provide an environment

where students value others

through respect, generosity and

service.

Provide opportunities for

individual students to

develop resilience and the

courage to do what is right.

Provide a culture where

student/student,

adult/student and

adult/adult relationships are

strengthened.

Respect 360 launched in Term One 2015

by English with new themes for year 9

classes each week.

Reinforced by year 13 leaders during

mentoring time and also during whole

school assemblies.

Effectiveness measured using the Year

9 climate survey results 2015

Respect 360 launch

Introduced to all y9 English

classes in week 1 of term 1

Introduction to Respect 360

to be part of the Year 13

introduction to Leadership,

Week 1 2015, CD

Mentoring Record of session

to list target statements for

360

CD to add reference to

Respect 360 to the Mentor

Manual

Each week post the target

words for 360 on the

Leadership noticeboard

Incorporate “Respect 360”

themes into Weds 5 sessions

for Leadership

Use 360 themes in whole

school assemblies

Survey all Y9 students at the

beginning of T2

Results comparison with

2014 and 2013.

Respect 360 successful

implementation, well

communicated to parents/staff

and students.

Feedback report collated from

staff/boys/Head Boys and

parents produced.

Further strategies proposed.


Page XV

Academic effort as a criteria for prefects

to be put in place.

Attitude and effort in the classroom and

beyond.

Community Service for a selected

specific charity to be associated with

Nelson College in place.

The College to decide on a charity and

then run their own event(s) or campaign.

Introduce at Leadership

training the new criteria

“Good attitude and effort in

class and beyond”

Feedback each term as to this

criteria provided by staff to

HY

Continue to review the

Leadership and Mentoring

Programme through teacher

and student feedback with

modifications introduced

where needs are identified.

Student council to select

suitable local charity/ies

Ensure Student Council is

working early in term 1.

Head Student group to form

the basis of the Student

Council.

New criteria in place and being

trialled.

Feedback report presented to the

LTeam in Term 4.

Charity selected and a

fundraising event campaign

successfully completed.


Page XVI

3 Year Strategic

Strategic Outcome: Sense of Belonging Broad Outcomes Key Priorities Systems and Processes – 2015-2017

The College will provide a

positive school climate which

supports each boy in developing

ownership of and active

participation in the life of the

College.

The College will develop its

partnership with all stakeholders,

especially families and whanau,

to support a shared culture of

excellence in every aspect of

College life.

To integrate and use IT to enhance

quality teaching and learning

To be one of New Zealand’s leading

secondary schools in providing

opportunities for participation and

excellence in co-curricular activities.

Renewed focus and vigour for professional learning groups

IT leaders initiative to continue

Restructuring of the IT Team

Continue investing in a high quality network

Sports 2015-2017 (extracted from the sports council strategic

plan)

Vision; to be one of New Zealand’s leading secondary school in

providing opportunities for participation and excellence in sport

Better and more accurate use of Data

Development of Coaching Capacity

Facilities development

Music 2015-2017 (extracted from the Music draft strategic plan)

Facility development

Specialist staffing

Relationship with the wider community

Performing Arts 2015-2017

To have students represent the college at Vast Dance

Festival, Shakespeare Festival and Theatre Sports.

To encourage and acquire new junior members to

participate in Theatre Sports an Shakespeare Festival.

To help facilitate house drama as an extra house

activity. SL and LW volunteering to judge and organise

the competition (if approved by Management).


Page XVII

Maori Performing Arts 2015-2017 To prepare and enter Te Kura Tamatane o Whakatu ( Nelson

College Kapahaka) for the regional kappa haka competitions.

Build capacity for Te Rourou Kura 2016 to attend the Kapa

Haka Tuarua National Competitions.

Prepare and enter students for Nga Manu Korero 2015 –

Marlborough Boys College

Oversee quality and development of school haka/ house haka

competition.

Maintain school Kapa Haka for school events. (Powhiri,

prizegivings)

Intended student/community outcomes

- increased sense of connection and belonging between parents/students & staff.

- increased sense of student confidence and selfworth.

- increased student/team success nationally and internationally in co curricula activities.


Page XVIII

Annual

Strategic Outcome: Sense of Belonging Broad Aims: The College will provide a positive school climate which supports each boy in developing ownership of and active participation in the life of the

College.

The College will develop its partnership with all stakeholders, especially families and whanau, to support a shared culture of excellence in every

aspect of College life.

Key Priorities Targets 2015 Systems & Processes Outcomes

To integrate and use IT to

enhance quality teaching and

learning

One of the key

professional learning areas.

Focus on progression up

taxonomy.

IT leaders initiative to

continue

Restructuring of the IT

Team

Continue investing in a

high quality network

Staff IT expertise and

knowledge shows a focus on and

progression up the IT integration

taxonomy.

IT leaders to be further

embedded and expanded into a

multilevel support and PD

development group

BYOD timeline and process for

introduction clearly signposted.

IT support team restructured to

better meet the IT support needs

of staff and students

Development of and detailed

plans for a high quality IT

This key professional

learning area continues as a

theme for Thursday Staff PD

sessions and a focus at TODs

Weekly meetings of the IT

leaders

Delegated leadership of

Thurs PD sessions / TOD

sessions to the IT leaders

team.

Detailed grid of jobs and

tasks in IT support developed

Support roles delegated to all

individuals in IT support

Staff IT Integration

surveys and professional

mentoring folders show a

progression up the IT

integration taxonomy.

Staff have individual IT

assistance available

tailored to their needs.

Staff to be regularly

surveyed (twice a year?)

on their needs.

BYOD timeline and

process articulated to the

BOT and to all other

stakeholders.

IT support ‘work ticket’

system in place – Term 1

IT support teams tasks

and areas of

responsibility are

published to staff


Page XIX

To use IT to enhance our

connection with the community

To be one of New Zealand’s

leading secondary school in

providing opportunities for

participation and excellence in co-

curricular activities

infrastructure and network

Improve the use of the following

avenues for enhanced and improved

connection with our stakeholders.

Social media

Newsletter

Ultranet

Website

Mobile App

Email Communication

Sports 2015 (extracted from the sports

council strategic plan)

Vision; to be one of New Zealand’s

leading secondary school in providing

opportunities for participation and

excellence in sport

Better and more accurate use of

Data

Development of Coaching

Capacity

Facilities development

Music 2015 (extracted from the Music

draft strategic plan)

Facility development

Specialist staffing

IT Team to deliver

infrastructure to make

possible

IT PD one of two key themes

for Staff professional learning

IT Pioneers to provide

leadership and support to

staff

Continued data collection

against Taxonomy

Sports Department as part of

departmental goals

Infrastructural needs

supported by leadership team

Led by HOF Music and

supported by Music

Department staff

Plans in place and

articulated to the BOT &

to all other stakeholders.

Social media regular

usage

Website used as first port

of call for information

Short term urgent

messaging used on

Website.

Staff progression to top

two tiers of taxonomy,

no staff on bottom.

Monitoring parent

ultranet use

Accurate data collected

for accurate baselines

Improved participation

statistics

Coaching courses

delivered to students,

parents, and staff

Facilities plan developed

Specialist staff recruited

Facilities plan developed


Page XX

Relationship with the wider

community

Performing Arts 2015

To have students represent the

college at Vast Dance Festival,

Shakespeare Festival and

Theatre Sports.

To encourage and acquire new

junior members to participate in

Theatre Sports an Shakespeare

Festival.

To help facilitate house drama

as an extra house activity. SL

and LW volunteering to judge

and organise the competition (if

approved by Management).

Maori Performing Arts 2015

To prepare and enter Te Kura

Tamatane o Whakatu ( Nelson

College Kapahaka) for the

regional kapa haka competitions.

Build capacity for Te Rourou

Kura 2016 to attend the Kapa

Haka Tuarua National

Competitions.

Prepare and enter students for

Nga Manu Korero 2015 –

Marlborough Boys College

Oversee quality and

development of school haka/

house haka competition.

Led by HOF Drama and

supported by Drama

Department staff

Led by HOF Te Reo & MPA

and supported by Runanga

Matua.

Opportunities created for

Nelson College music to

be shared with wider

community

Students participate in

Vast Dance festival

Increasing number of

junior students join co-

curricular drama

programme

House drama is planned

for as part of house

competitions

Students participate in

regional Kapahaka

competition

A ‘squad’ developed in

preparation for Kapa

haka national

competitions.

Students entered and

perform in Manu Korero

regionals

Hosue Haka competition

continued with the

School Haka being

taught to all students.


Page XXI

Maintain school Kapa Haka for

school events. (Powhiri,

prizegivings)

Maori performance and

Te Reo part of all major

school events and

celebrations.

APPENDICES

NATIONAL EDUCATION GUIDELINES

Education is at the core of our nation's effort to achieve economic and social progress. In recognition of the fundamental importance of education, the

Government sets the following goals for the education system of New Zealand.

1. The highest standards of achievement, through programmes which enable all students to realise their full potential as individuals, and to develop

the values needed to become full members of New Zealand's society.

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

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

world.

4. A sound foundation in the early years in future learning and achievement through programmes which include support for parents in their vital

role as their children's first teachers.

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

numeracy, science and technology.

6. Excellence achieved through the establishment of clear learning objectives, monitoring student performance against those objectives, and

programmes to meet individual need.

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

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

education in New Zealand.

9. Increased participation and success by Maori through the advancement of Maori education initiatives, including education in Te Reo Maori,

consistent with the principles of the Treaty of Waitangi.

10. Respect for the diverse ethnic and cultural heritage of New Zealand people, with acknowledgement of the unique place of Maori, and New

Zealand's role in the Pacific and as a member of the international community of nations.


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NATIONAL ADMINISTRATION GUIDELINES

In order to ensure that the National Education Goals are met, the Nelson College Board of Trustees and Headmaster respectively, are also required to

follow sound governance and management practices involving curriculum, employment, financial and property matters applying to schools, and the

Board of Trustees' Code of Conduct. Further details of these requirements are found in the relevant legislation, appropriate contracts of employment,

property occupancy documents and, from time to time, guidelines promulgated by the Secretary for Education.

NAG 1

Nelson College Board of Trustees will foster student achievement by providing teaching and learning programmes which incorporate the New

Zealand Curriculum (essential learning areas, essential skills and attitudes and values) as expressed in National Curriculum Statements.

Nelson College Board of Trustees, through the headmaster and staff, will:

(i) develop and implement teaching and learning programmes:

(a) to provide all students in Years 1-10 with opportunities to achieve for success in all the essential learning and skill areas of the New Zealand

curriculum;

(b) giving priority to student achievement in literacy and numeracy, especially in years 1-4.

(ii) through a range of assessment practices, gather information that is sufficiently comprehensive to enable the progress and achievement of

students to be evaluated; giving priority first to:

(a) student achievement in literacy and numeracy, especially in years 1-4; and then to

(b) breadth and depth of learning related to the needs, abilities and interests of students, the nature of the school’s curriculum, and the scope of

the New Zealand Curriculum (as expressed in the National Curriculum Statements);

(iii) on the basis of good quality assessment information, identify students and groups of students:

(a) who are not achieving

(b) who are at risk of not achieving

(c) who have special needs; and

(d) aspects of the curriculum which require particular attention.

(iv) develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified in (iii) above;

(v) in consultation with the school’s Maori community, develop and make known to the school’s community policies, plans and targets for

improving the achievement of Maori students;

(vi) provide appropriate career education and guidance for all students in Year 7 and above, with a particular emphasis on specific career guidance

for those students who have been identified by the school as being at risk of leaving unprepared for the transition to the workplace or further

education/training;


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NAG 2

The Nelson College Board of Trustees with the headmaster and teaching staff will:

(i) develop a strategic plan which documents how they are giving effect to the National Education Guidelines through their policies, plans and

programmes, including those for curriculum, assessment and staff professional development;

(ii) maintain an ongoing programme of self-review in relation to the above policies, plans and programmes, including evaluation of information on

student achievement;

(iii) 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 (identified through 1 (iii) above) including the achievement of Maori students against the plans and targets referred to in

1 (v) above.

NAG 3

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

(i) develop and implement personnel and industrial policies, within policy and procedural frameworks set by the Government from time to time,

which promote high levels of staff performance, use educational resources effectively and recognise the needs of students;

(ii) be a good employer as defined in the State Sector Act 1988 and comply with the conditions contained in employment contracts applying to

teaching and non-teaching staff.

NAG 4

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

(i) Allocate funds to reflect the school's priorities as stated in the charter;

(ii) Monitor and control school expenditure, and ensure that annual accounts are

prepared and audited as required by the Public Finance Act 1989 and the Education Act 1989;

(iii) Comply with the negotiated conditions of any current asset management

agreement, and implement a maintenance programme to ensure that the school's buildings and facilities provide a safe, healthy learning

environment for students.

NAG 5

The Nelson College Board of Trustees will:

(i) Provide a safe physical and emotional environment for students;

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

NAG 6

The Nelson College Board of Trustees will comply with all general legislation concerning requirements such as attendance, the length of the school

day, and the length of the school year.


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CODE OF CONDUCT

Board of Trustees

The Board of Trustees agrees to adhere to the following code of conduct:

Each Board of Trustees is charged with governance of its school. Effective governance is a successful blend of professional expertise and community

involvement. This co-operation should lead to effective and positive relationships between the Trustees and staff and ensure that the educational

wellbeing of students is maintained. The Code of Conduct applies to all members.

Trustees will aim to:

1. Ensure that the needs of students and their learning are given full consideration when planning, developing and implementing learning and

teaching programmes.

2. Ensure that all students are provided with an education which respects their dignity, rights and individuality, and which challenges them to

achieve personal standards of excellence and to reach their full potential.

3. Serve their school and their community to the best of their ability and be honest, reliable and trustworthy in all matters relevant to their roles

and responsibilities.

4. Respect the integrity of staff, the headmaster, parents and students.

5. Be loyal to the school and its charter.

6. Maintain the confidentiality and trust vested in them.

7. Ensure strict confidentiality of papers and information related to the Board's position as an employer.

8. Act as good employers.

9. Ensure that individual trustees do not act independently of the Board's decisions.

10. Ensure that any disagreements with the Board's stance on matters relating to the employer position are to be resolved within the Board.

11. Exercise their powers of governance in a way that fulfils the intent of the Treaty of Waitangi by valuing and reflecting New Zealand's dual

cultural heritage.

12. Use the Maori community's (or communities') own processes to consult with the Maori community.

The Board of Trustees accepts the following:

The Headmaster is the professional leader of the school and is responsible to the Board of Trustees. The responsibilities of the Headmaster will be

stated in another document held by the school and available for public inspection.


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1.1 CHARTER UNDERTAKING

1. This Charter is an undertaking by the board of trustees of Nelson College to the minister of education.

2. The Board of Trustees will take all reasonable steps to ensure that the school meets the goals and objectives of this charter within the resources

and time available to it, in accordance with section 64 of the 1989 education act.

3. The government’s commitment to education is to provide funding for salaries and the operation of schools out of money appropriated by

parliament, in accordance with section 79 of the 2989 Education act.

4. The operation of the school and its progress in meeting its charter objectives will be reviewed regularly by the Education Review Office.

5. The charter contains: a description of the school and its community, National Education guiding principles, legal obligations, mission statement

and codes of conduct.

6. The partnership between this school and its community will play a vital part in achieving the goals of the charter.

7. This charter will remain in force until such time as it is amended in accordance with the provisions of the Education Act 1989, or is withdrawn

by the Minister of Education.

9. The Nelson College Board of Trustees agrees to administer the school so as to ensure that the school's operations take into account all the

National Education Guidelines and reflect both the content and spirit of this Charter.

10. The Board of Trustees of this school accepts the obligation to adhere to all relevant Acts of Parliament, national guidelines for education,

integration agreement, industrial awards and agreements, and regulations as they relate to the school.

Signed:................................................... Date:........................................

(Chairperson, Board of Trustees)

Signed:................................................... Date:......................................

(Minister of Education)


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school name: nelson college school id number …...private preparatory school-two boarding...

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